[01:39.43]1.
[01:41.69]M: The Dean just announced that Dr.Holden's going
[01:44.21]I'll miss you guys while I'm working here in the library.
[01:48.16]W:I knew it all along! He 's the obvious choice.
[01:51.73]All the other candidates are no match for him!
[01:54.90]Q: what does the woman mean?
[02:11.36]2.
[02:14.07]W: Hey, let me kInow how your summer' s going!
[02:17.21]I'll miss you guys while I'm working here in the library.
[02:20.81]M: I'll be working, too! But I'll send you an email or call you once in a while.
[02:25.97]When we all get back to school, we can have a party or something.
[02:29.94]Q:what do we learn about the two speakers?
[02:47.65]3.
[02:50.74]W: I know it's the end of the season,
[02:53.18]but those peaches are such a bargain that I couldn't help buying them!
[02:57.76]Have one please!
[02:59.42]M: Thank you! Actually, they seem pass their prime.
[03:04.59]Q: What do we learn from the conversation?
[03:22.13]4.
[03:24.56]M:The assgnment on physics is a real challenge.
[03:28.68]I don't think I can finish it ontime or by myself.
[03:32.71]W: Why don't we join out feet together? It may be easier then.
[03:37.11]Q: What does the woman suggest?
[03:55.38]5.
[03:57.85]M: Jean really 1ost her temper in DrBrown's class this morning.
[04:02.38]W: Oh? Did she? But I think her frankness is really something to be appreciated.
[04:09.47]Q: What does the woman mean?
[04:26.86]6.
[04:29.09]W: We heard that when you are a kid, you submitted a stoiy to Reader's Digest.
[04:35.54]M: Well, I don't remember this story exactly,
[04:38.44]but my idea of a great time then was a pad of lined paper and a new blue pen.
[04:44.96]I thought myself as a Reader's Digest member at the age of six.
[04:50.78]Q: What do we learn about the man from the conversation?
[05:09.34]7.
[05:11.84]M: Your son certainly shows a lot of enthusiasm on the tennis cournt.
[05:17.44]W: I only wish he'd show as much for his studies.
[05:21.81]Q: What does the woman imply about her son?
[05:39.44]8.
[05:42.11]W: We suppose to meet John here at the railway station.
[05:45.72]M: That's like looking for a needle in .a haystack.
[05:49.74]Q: What does the man imply?
[06:06.22]9.
[06:08.92]M: Professor Stevenson, as an economist,
[06:12.00]how do you look upon the surging Chinese economy?
[06:15.66]Does it constitute a threat to the rest of the world?
[06:19.18]W: I believe China's economic success should be seen more as an opportunity than a threat.
[06:25.86]Those who looked upon it as a threat overlooked the benefit of china's growth to the world's economy.
[06:32.62]They also lack the understading of elementary economnics.
[06:36.92]Q: What does Professor Stevenson think of China's economy?
[06:56.23]10.
[06:58.68]W: Our school has just built some new apartment near campus,
[07:02.83]but one bedroom runs for 500 dollars a month.
[07:06.52]M: That's a bit beyond the reach of most students!
[07:09.84]Q: What does the man mean?
[08:02.60]Passage One :
[08:04.66]I had flown from San Francisco to Virginia to attend a conference on multiculturalism.
[08:11.04]Hundreds of educators from across the country were meeting to discuss
[08:15.93]the need for greater cultural diversity in the school curriculum.
[08:20.55]I took a taxi to my hotel.
[08:22.53]On the way,my driver and I chatted about the whether and the tourists.
[08:28.49]The driver was a White man in forties.
[08:32.07]'How long have you been in this country?' he asked.
[08:35.84]'All my life!'I replied, 'I was born in the United States.'
[08:40.30]With strong southern accent, he remarked, 'I was wondering because your English is excellent.'
[08:47.50]Then I explained as I had done many times before,
[08:51.26]My grandfather came here from China in the 1880s.
[08:55.53]My family has beenhere in America for ever a hundred years.'
[09:00.63]He glanced at me in the mirror.
[09:02.77]Somehow, I didn't look American to him.
[09:06.42]My appearance looked foreign.
[09:09.36]Questions liked the one my taxi driver asked make me feel uncomfortable.
[09:14.99]But I can understand why he could not see me as an American.
[09:19.26]He had a narrow but widely shared sense of the past:
[09:24.19]a history that has viewed Americans as descendants of Europeans.
[09:29.50]Race has functioned as something necessary to the construction of American character
[09:36.20]and quality in the creation of ournational identity-American has been defined as 'white'.
[09:44.40]But American has been racially diverse since our very beginning on the Virginia shore,
[09:50.93]where the first group of Englishmen and Africans arrived in the 17th century.
[09:57.13]And this reality is increasinglybecome visible everywhere.
[10:03.73]Questions 11 to 13 are based on the passage you have just heard.
[10:09.34]11.What was the theme of the conference the speaker was to attend?
[10:29.68]12. .Why did the taxi driver ask the speaker how long he has been in the US? "
[10:52.21]13.What message did the speaker wish to convey?
[11:12.97]Passage Two
[11:16.98]Laws have been written to govern the use of American National Flag,
[11:22.13]and to ensure proper respect for the flag.
[11:25.67]Custom has also governed the common practice in regard to its use.
[11:30.82]All the armed services have precise regu lations on how to display the national flag.
[11:37.33]This may vary somewhat from the general rules.
[11:41.19]The national flag should be raised and lowered by hand.
[11:45.15]Do not raise the flag while it is folded.
[11:48.32]Unfold the flag first,and then hoist it quickly to the top of the flag pole.
[11:53.82]Lower it slowly and with dignity.
[11:57.73]Place no objects on or over the flag.
[12:01.94]Do not use the flag as part of a costume or athletic uniform.
[12:07.48]Do not print it upon cushions, handkerchiefs, paper napkins or boxes.
[12:13.11]A federal law provides that the trademark cannot be registered if it comprises the flag,
[12:19.82]or badgers of the U.S, When the flag is used to unveil a statue or monument,
[12:28.86]it shouldn't serve as a covering of the object to be unveiled.
[12:33.13]If it is displayed on such occasions, do not allow the flag to fall to the ground,
[12:39.22]but let it be carried high up in the air to form a feature of the ceremony.
[12:43.94]Take every precaution to prevent the flag from soiled.
[12:49.38]It should not be allowedto touch the ground or floor, nor to brush against objects.
[12:57.11]Questions 14 to 17 are based on the passage you have just heard.
[13:03.04]14.How do Americans ensure proper respect for the national flag?
[13:24.89]15.What is the regulation regarding the raising of the American National Flag?
[13:47.70]16. How should the American National Flag be displayed at an unveiling ceremony?
[14:11.51]17.What do we learn about the use of the American National Flag?
[14:32.03]Passage Three
[14:35.37]In some large American city schools, as many as 20-40% of the students are absent each day.
[14:43.63]There are two major reasons for such absences: one is sickness, and the other is truancy.
[14:52.24]That is staying away from school without permission.
[14:56.05]Since school officials can't do much about the illness,
[15:00.41]they are concentrating on red ucing the number of truancy.
[15:04.42]One of the most promising schemes has been tried in Florida.
[15:09.85]The pupils there with good attendance have been given free hamburgers, toys and T-shirts.
[15:16.42]Classes are told if they show improved rates of attendance, they can win additional gifts.
[15:23.66]At the same time,teachers are encouraged to inspire their students to come to school regularly.
[15:30.92]When thoseteachers are successful, they are also rewarded,
[15:35.55]"we 've been punishing truancy for years,but that hasn't brought them back to school,"
[15:42.11]One school principal said.
[15:44.28]Now we are trying the positive approach.
[15:47.04]Not only do you learn by showing up every day, but you earn.
[15:52.78]In San Francisco, the board of education has had a somewhat similar idea.
[15:58.89]Schools that show a decrease in deliberate destruction of property
[16:03.62]can receive the amount of money that would be spent on repairs and replacements.
[16:09.39]For example, 12,000 dollars had been set aside for a school's property damages every year.
[16:16.75]Since repair expenses of damaged property required only 4 ,000 dollars,
[16:23.31]the remaining 8,000 dollars was turned over to the student activity fund.
[16:28.60]"Our democracy operates on hope and encouragement,"said the school board member.
[16:36.12]Why not provide some positive goals for students and teachers to aim at?
[16:43.93]Questions 18 to 20 are based on the passage you have just heard.
[16:49.59]18 which reason for students absences is discussed in great detail?
[17:11.22]19 who will benefit from the scheme being tried in Florida?
[17:33.31]20 what measure has been taken in San Francisco to reduce the destruction of school property?