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[al:] |
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Directions |
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Q11. |
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M: Christmas is around the corner.And I'm lookingfor a gift for my girlfriend.Any suggestions? |
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W: Well you have to tell me something about yourgirlfriend first.Also,what's your budget? |
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Q: What does the woman want the man to do? |
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Q12. |
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M: What would you like for dessert? I think I'll have apple pie and ice cream. |
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W: The chocolate cake looks great,but I have to watch my weight.You go ahead and get yours. |
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Q: What would the woman most probably do? |
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Q13. |
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W: Having visited so many countries,you must be able to speak several different languages. |
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M: I wish I could.But Japanese and, of course English are the only languages I can speak. |
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Q: What do we learn from the conversation? |
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Q14. |
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M: Professor Smith asked me to go to his office after class. |
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So it's impossible for me to makeit to the bar at ten. |
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W: Then it seems that we'll have to meet an hour later at the library. |
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Q: What will the man do first after class? |
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Q15. |
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M: It's already 11 now. Do you mean I ought to wait until Mr. Bloom comes back from theclass? |
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W: Not really. You can just leave a note. I'll give it to her later. |
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Q: What does the woman mean? |
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Q16. |
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M: How is John now? Is he feeling any better? |
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W: Not yet. It still seems impossible to make him smile. |
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Talking to him is really difficult and hegets upset easily over little things. |
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Q: What do we learn about John from the conversation? |
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Q17. |
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M: Do we have to get the opera tickets in advance? |
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W: Certainly. Tickets at the door are usually sold at a higher price. |
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Q: What does the woman imply? |
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Q18. |
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M: The taxi driver must have been speeding. |
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W: Well, not really. |
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He crashed into the tree because he was trying not to hit a box that hadfallen off the truck ahead of him. |
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Q: What do we learn about the taxi driver? |
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Conversation one |
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W: Hey, Bob, guess what? I'm going to visit Quebec next summer.I'm invited to go to afriend's wedding. |
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But while I'm there I'd also like to do some sightseeing. |
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M: That's nice, Shelly. But do you mean the province of Quebec, or Quebec City? |
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W: I mean the province. My friend's wedding is in Montreal. So I'm going there first. |
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I'll stay for fivedays. Is Montreal the capital city of the province? |
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M: Well, Many people think so because it's the biggest city. But it's not the capital. Quebec Cityis. |
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But Montreal is great.The Saint Royal River runs right through the middle of the city.It'sbeautiful in summer. |
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W: Wow, and do you think I can get by in English? My French is OK, but not that good. |
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I know most people there speak French, but can I also use English? |
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M: Well, People speak both French and English there. |
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But you'll hear French most of the time.And all the street signs are in French. |
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In fact, Montreal is the third largest French speaking cityin the world. |
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So you'd better practice your French before you go. |
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W: Good advice. What about Quebec City? I'll visit a friend from college who lives there now.What's it like? |
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M: It's a beautiful city, very old. Many old buildings have been nicely restored. |
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Some of themwere built in the 17th or 18th centuries. You'll love there. |
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W: Fantastic. I can't wait to go. |
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Questions 19 to 21 are based on the conversation you have just heard. |
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Q19. What's the woman's main purpose of visiting Quebec? |
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Q20. What does the man advise the woman to do before the trip? |
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Q21. What does the man say about the Quebec City? |
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Conversation two |
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M: Hi, Miss Rowling, how old were you when you started to write? And what was your firstbook? |
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W: I wrote my first finished story when I was about six. |
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It was about a small animal, arabbit, I mean. And I've been writing ever since? |
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M: Why did you choose to be an author? |
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W: If someone asked me how to achieve happiness.Step One would be finding out what you love doing most. |
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And step two would be finding someone to pay you to do it. |
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I consider myself very lucky indeed to be able to support myself by writing. |
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M: Do you have any plans to write books for adults? |
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W: My first two novels were for adults. I suppose I might write another one. |
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But I never really imagine a target audience when I'm writing. The ideas come first. |
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So it really depends on the ideas that grasp me next. |
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M: where did the ideas for the "Harry Potter" books come from? |
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W: I've no ideas where the ideas came from. And I hope I'll never find out. |
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It would spoil my excitement if it turned out I just have a funny little wrinkle on the surface of my brain, |
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which makesme think about the invisible train platform. |
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M: How did you come up with the names of your characters? |
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W: I invented some of them. But I also collected strange names. |
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I've got one from ancientsaints, maps, dictionaries, plants, war memoirs and people I met. |
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M: Oh, you are really resourceful. |
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Questions 22 to 25 are based on the conversation you have just heard. |
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Q22. What do we learn from the conversation about Miss Rowling's first book? |
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Q23. Why does Miss Rowling consider her so very lucky? |
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Q24. What dictates Miss Rowling's writing? |
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Q25. According to Miss Rowling where did she get the ideas for the Harry Porter books? |
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Section B |
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Directions: |
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In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. |
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Both the passage and the questions will be spoken only once. |
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After youhear a question, you must choose the best answer from the four choices marked A), B), C) and D). |
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Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. |
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Passage One |
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Reducing the amount of sleep students get at night has a direct impact on their performance at school during the day. |
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According to classroom teachers,elementary and middle school students who stay up late exhibit more learning and attention problems. |
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This has been shownby Brown Medical School and Bradley Hospital research. |
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In the study, teachers were not told the amount of sleep students received when completing weekly performance reports, |
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yet they rated the students who had received eight hours or less as having the most trouble recalling all the material, |
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learning new lessons and completing high-quality work. |
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Teachers also reported that these students had more difficulty paying attention. |
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The experiment is the first to ask teachers to report on the effects of sleep deficiency in children. |
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Just staying up late can cause increased academic difficulty and attention problems for otherwise healthy, |
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well-functioning kids, said Garharn Forlone, the study's lead author. |
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So the results provide professionals and parents with a clear message: |
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when a child is having learning and attention problems, the issue of sleep has to be taken into consideration. |
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"If we don't ask about sleep, and try to improve sleep patterns in kids' struggling academically, |
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then we aren't doing our job", Forlone said. |
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For parents, he said, the message is simple, "getting kids to bed on time is as important as gettingthem to school on time". |
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Questions 26 to 28 are based on the passage you have just heard. |
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Q26. What were teachers told to do in the experiment? |
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Q27. According to the experiment, what problem can insufficient sleep cause in students? |
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Q28. What message did the researcher intend to convey to parents? |
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Passage Two |
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Patricia Pania never wanted to be a national public figure. |
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All she wanted to be was a mother and home-maker. |
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But her life was turned upside down when a motorist, distracted by his cell phone, |
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ran astop sign and crashed into the side of her car. |
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The impact killed her 2-year-old daughter. |
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Four months later,Pania reluctantly but courageously decided to try to educate the public |
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and to fight for laws to ban drivers from using cell phones while a car is moving. |
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She wanted to save other children from what happened to her daughter. |
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In her first speech, Pania got off to ashaky start. |
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She was visibly trembling and her voice was soft and uncertain. |
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But as she got into her speech, a dramatic transformation took place. |
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She stopped shaking and spoke with a strong voice. |
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For the rest of her talk, she was a forceful and compelling speaker. |
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She wanted everyone in the audience to know what she knew without having to learn it from apersonal tragedy. |
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Many in the audience were moved to tears and to action. |
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In subsequent presentations, Pania gained reputation as a highly effective speaker. |
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Her appearance on a talk show was broadcast three times, transmitting her message to over 40 million people. |
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Her campaign increased public awareness of the problem, |
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and prompted over 300 cities and several states to consider restrictions on cell phone use. |
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Questions 29 to 32 are based on the passage you have just heard. |
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Q29. What was the significant change in Patricia Pania's life? |
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Q30. What had led to Pania's personal tragedy? |
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Q31. How did Pania feel when she began her first speech? |
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Q32. What could be expected as a result of Pania's efforts? |
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Passage Three |
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Many people catch a cold in the spring time or fall. |
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It makes us wonder if scientists can send a man to the moon. |
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Why can't they find a cure for the common cold? |
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The answer is easy.There're actually hundreds of kinds of cold viruses out there. |
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You never know which one you willget, so there isn't a cure for each one. |
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When a virus attacks your body, your body works hard to get rid of it. |
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Blood rushes to your nose and causes a blockade in it. |
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You feel terrible because you can't breathe well, but your body is actually eating the virus. |
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Your temperature rises and you get a fever, but the heat of your body is killing the virus. |
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You also have a running nose to stop the virus from getting into your cells. |
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You may feel miserable,but actually your wonderful body is doing everything it can to kill the cold. |
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Different people have different remedies for colds. |
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In the United States and some other countries,for example,people might eat chicken soup to feel better. |
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Some people take hot bath and drink warm liquids. |
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Other people take medicines to relieve various symptoms of colds. |
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There was one interestingthing to note. |
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Some scientists say taking medicines when you have a cold is actually bad for you. |
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The virus stays in you longer, because your body doesn't develop a way to fight it and kill it. |
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Questions 33 to 35 are based on the passage you have just heard. |
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Q33. According to the passage, why haven't scientists found a cure for the common cold? |
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Q34. What does the speaker say about the symptoms of the common cold? |
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Q35. What do some scientists say about taking medicines for the common cold, according to thepassage? |
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Section C |
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Directions |
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You probably have noticed that people express similar ideas in different ways,depending on the situations they are in. |
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This is very natural. |
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All languages have two general levels of usage a formal level and an informal level. |
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English is no exception. |
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The difference in these two levels is the situation in which you use a particular level. |
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Formal language is the kind of language you find in textbooks,reference books and in business letters. |
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You would also use formal English in compositions and essays that you write in school. |
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Informal language is used in conversation with colleagues, family members and friends, |
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and when we write personal notes or letters to close friends. |
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Formal language is different from informal language in several ways. |
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First, formal language tends to be more polite. |
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What we may find interesting is that it usually takes more words to be polite. |
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For example, I might say to a friend or a family member 'Close the door, please.' |
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But to a stranger, I probably would say, 'Would you mind closing the door?' |
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Another difference between formal and informal language is some of the vocabulary. |
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There are bound to be some words and phrases that belong in formal language and others that are informal. |
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Let's say that I really like soccer, If I am talking to my friend, I might say, "I am just crazy about soccer." |
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But if I were talking to my boss, I would probably say, "I really enjoy soccer." |
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Listen again |
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You probably have noticed that people express similar ideas in different ways,depending on the situations they are in. |
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This is very natural. |
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All languages have two general levels of usage a formal level and an informal level. |
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English is no exception. The difference in these two levels is the situation in which you use a particular level. |
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Formal language is the kind of language you find in textbooks, reference books and in business letters. |
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You would also use formal English in compositions and essays that you write in school. |
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Informal language is used in conversation with colleagues, family members and friends, |
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and when we write personal notes or letters to close friends. |
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Formal language is different from informal language in several ways. |
| [26:10.43] |
First, formal language tends to be more polite. |
| [26:15.87] |
What we may find interesting is that it usually takes more words to be polite. |
| [26:20.89] |
|
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For example, I might say to a friend or a family member "Close the door, please." |
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But to a stranger, I probably would say, "Would you mind closing the door? " |
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|
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Another difference between formal and informal language is some of the vocabulary. |
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There are bound to be some words and phrases that belong in formal language and others that are informal. |
| [28:24.97] |
|
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Let's say that I really like soccer, If I am talking to my friend, I might say, "I am just crazy about soccer." |
| [29:42.73] |
But if I were talking to my boss, I would probably say, "I really enjoy soccer." |
