2014年6月六级真题(第1套)

[ti:0] [ar:0] [al:0] [by:0] [offset:0] [00:01.36]College English Test (Band 6) [00:05.44]Part II Listening Comprehension [00:09.18]Section A [00:10.71]Directions: In this section, you will hear 8 short conversations [00:15.68]and 2 long conversations. [00:18.24]At the end of each conversation, [00:20.28]one or more questions will be asked about what was said. [00:24.03]Both the conversation and the questions will be spoken only once. [00:28.29]After each question there will be a pause. [00:31.60]During the pause, you must read the four choices marked A), B), C) and D), [00:37.24]and decide which is the best answer. [00:40.19]Then mark the corresponding letter on Answer Sheet 1 [00:43.90]with a single line through the centre. [00:51.12]1. W: The students have been protesting against the increased tuition. [00:56.92]M: Yeah, I heard about the protest. [00:59.19]But I dont know how much good it will do. [01:02.37]Q: What does the man mean? [01:16.80]2. W: Jay will turn 21 this week. [01:21.99]Does he know the class is having a surprise party for him? [01:25.22]M: No. He thinks we are giving a party for the retiring dean. [01:29.93]Q: What do we learn from the conversation? [01:45.10]3. M: Hello. This is Carls Garage. [01:49.53]We found Mr. Whites briefcase and wallet [01:52.09]after he left his car here this morning. [01:55.13]W: He has been wondering where he could have left them. [01:58.57]Ill tell him to pick them up this afternoon. [02:01.26]Thank you for calling. [02:03.67]Q: What do we learn about Mr. White from the conversation? [02:19.76]4. W: You know, [02:22.28]some TV channels have been rerunning a lot of comedies from the 1960s. [02:28.28]What do you think of those old shows? [02:30.84]M: Not much. But the new ones, [02:33.35]including those done by famous directors, [02:35.86]are not so entertaining, either. [02:38.52]Q: What does the man mean? [02:53.12]5. M: How much longer should I boil these vegetables? [02:58.36]The recipe says about 10 minutes in total. [03:01.83]W: They look pretty done to me. [03:04.13]I doubt you should cook them anymore.

[03:07.26]Q: What does the woman mean? [03:21.78]6. W: Tom, are you going to your parents house tonight? [03:27.12]M: Yes. I promised to help them figure out their tax returns. [03:31.28]The tax code is really confusing to them. [03:35.02]Q: What is the man going to do for his parents? [03:50.63]7. W: I was surprised [03:53.59]when I heard youd finished your research project a whole month early. [03:57.35]M: How I managed to do it is still a mystery to me. [04:01.18]Q: What does the man mean? [04:15.76]8. W: I was hoping we could be in the same developmental psychology class. [04:22.08]M: Me, too. But by the time I went for registration, the course was closed. [04:27.60]Q: What does the man mean? [04:42.38]Now youll hear the two long conversations. [04:45.96]Conversation One

[04:48.32]M: Its really amazing how many colors there are in these Thai silks. [04:53.78]W: These are our new designs.

[04:56.01]M: Oh, I don't think I've seen this combination of colors before. [05:00.15]W: They're really brilliant, aren't they?

[05:01.98]M: Quite dazzling! May I have samples of the new color combinations? [05:07.03]W: Yes, of course. But aren't you going to place an order? [05:10.93]M: We order them regularly, [05:12.33]you know,

[05:13.16]but I do want our buyer who handles fabrics to see them. [05:17.24]W: Have you looked at the wood and stone carvings? [05:20.20]Did you like them?

[05:21.45]M: Oh, they aren't really what I'm looking for. [05:24.]W: What do you have in mind? [05:26.41]M: That's the trouble.

[05:27.68]I never know exactly until I see it.

[05:30.42]I usually have more luck when I get away from the tourist places. [05:34.66]W: Out in the countryside you mean. [05:36.53]M: Yes, exactly.

[05:37.95]Markets in small towns have turned out best for me. [05:41.]W: You're more interested, then,

[05:43.50]in handcrafts that haven't been commercialized. [05:46.82]M: Yes, real folk arts, pots, dishes, basket ware [05:51.31]the kinds of things that people themselves use.

[05:54.35]W: I'm sure we can arrange a trip out into the country for you. [05:57.98]M: I was hoping you'd say that.

[06:00.54]W: We can drive out of Bangkok and stop

[06:03.04]whenever you see something that interests you.

[06:05.67]M: That would be wonderful! How soon could we leave? [06:09.39]W: I can't get away tomorrow.

[06:11.71]But I think I can get a car for the day after.

[06:14.83]M: And would we have to come back the same day?

[06:17.82]W: No, I think I'll be able to keep the car for three or four days. [06:22.23]M: Wonderful!

[06:23.46]That'll give me time for a real look around.

[06:27.22]Questions 9 to 11 are based on the conversation you have just heard. [06:32.52]9. What attracts the man to the Thai silks? [06:50.05]10. What is the man looking for in Thailand?

[07:07.39]11. What do we learn about the trip the woman promised to arrange for the man?

[07:26.33]Conversation Two

[07:28.56]W: Well, before we decide we're going to live in Enderby, [07:32.42]we really ought to have a look at the schools.

[07:35.30]We want the children to have a good secondary education, [07:38.41]so we'd better see whats available.

[07:40.76]M: They gave me some information at the district office and I took notes. [07:45.26]It appears there are five secondary schools in Enderby, [07:48.66]three state schools and two private.

[07:52.00]W: I dont know if we want private schools, do we? [07:54.73]M: I don't think so, but we'll look at them anyway. [07:57.77]The Saint Mary's,

[07:59.11]that's a catholic school for girls and Carlton Abbey, [08:02.92]that's a very old boys' boarding school, founded in 1672. [08:07.86]W: Are all the state schools co-educational? [08:10.57]M: Yes, it seems so.

[08:12.27]W: I think little Keith is very good with his hands.

[08:15.56]We're to send him to a school with good vocational training [08:18.72]carpentry, electronics, that sort of thing.

[08:21.57]M: In that case, we are best off at Enderby Comprehensive. [08:25.25]I gather they have excellent workshops and instructors. [08:28.88]But it says here the Donwell also has good facilities. [08:32.]Enderby High has a little, but they are mostly academic.

[08:36.75]No vocational training at all at Carlton Abbey or Saint Marys. [08:40.98]W: What are the schools like academically?

[08:43.28]How many children go on to university every year? [08:46.12]M: Well, Enderby High is very good. [08:48.66]And Carlton Abbey even better,

[08:50.55]70% of their pupils go on to university. [08:53.96]Donwell isnt so good. Only 8%.

[08:56.]And Enderby Comprehensive and Saint Marys not much more, about 10%. [09:01.95]W: Well, it seems like there is a broad selection of schools.

[09:05.21]But well have to find out more than statistics before we can decide. [09:10.39]Questions 12 to 15 are based on the conversation you have just heard. [09:15.87]12. What do the speakers want their children to have? [09:33.45]13. What do the speakers say about little Keith?

[09:51.19]14. What school has the highest percentage of pupils who go on to university?

[10:10.78]15. What are the speakers going to do next? [10:27.98]Section B

[10:29.48]Directions: In this section, you will hear 3 short passages. [10:34.43]At the end of each passage, you will hear some questions. [10:38.16]Both the passage and the questions will be spoken only once. [10:42.15]After you hear a question,

[10:43.85]you must choose the best answer from the four choices marked A), B), C) and D).

[10:49.07]Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. [10:55.43]Passage One

[10:57.55]Good morning, ladies and gentlemen! [11:00.03]As instructed in our previous meeting, [11:02.59]the subcommittee on building development

[11:04.77]has now drawn up a brief to submit to the firm's architect. [11:09.02]In short, the building would consist of two floors. [11:13.63]There would be a storage area

[11:15.42]in the basement to be used by the research center [11:17.87]as well as by other departments. We are, as you know,

[11:21.13]short of storage base, so the availability of a large basement [11:25.24]would be a considerable advantage.

[11:28.03]The ground floor would be occupied by laboratories. [11:31.63]Altogether there would be six labs.

[11:34.44]In addition, there would be six offices for the technicians, [11:37.96]plus a general secretarial office and a reception area. [11:42.24]The first floor would be occupied

[11:44.04]by the offices of Research and Development staff. [11:47.38]There would be a suite of offices for [11:49.10]the Research and Development Director

[11:51.49]as well as a general office for secretarial staff.

[11:55.04]It's proposed to have a staff room with a small kitchen. [11:58.92]This would serve both floors.

[12:01.42]There would also be a library for research documents and reference material.

[12:06.00]In addition, there would be a resource room

[12:08.51]in which audio visual equipment and other equipment [12:11.02]of that sort could be stored. Finally,

[12:14.28]there would be a seminar room with closed circuit television. [12:18.33]This room would also be used to

[12:20.52]present displays and demonstrations to visitors to the center. [12:25.20]The building would be of brick construction

[12:27.56]so it's to conform to the general style of construction on the site.

[12:31.63]There would be a pitched roof.

[12:33.83]Wall and ceiling spaces would be insulated to conform to new building regulations.

[12:40.88]Questions 16 to 18 are based on the passage you have just heard. [12:46.09]16. What is said about the planned basement of the new building? [13:03.59]17. Where would be the Research and Development Director's office? [13:22.05]18. Why would the building be of brick construction? [13:39.92]Passage Two

[13:41.67]Huang Yi works for a company that sells financial software [13:45.27]to small and medium size businesses.

[13:48.68]His job is to show customers how to use the new software. [13:53.46]He spends two weeks with each client,

[13:55.75]demonstrating the features and functions of the software. [13:59.86]The first few months in the job were difficult. [14:02.97]He often left the client feeling that even [14:05.11]after two weeks he hadn't been able

[14:07.51]to show the employees everything they needed to know. [14:10.77]It's not that they weren't interested; [14:12.77]they obviously appreciated

[14:14.10]his instruction and showed a desire to learn. [14:17.66]Huang couldn't figure out if the software [14:19.59]was difficult for them to understand,

[14:21.76]or if he was not doing a good job of teaching. [14:25.66]During the next few months,

[14:27.36]Huang started to see some patterns. [14:30.62]He would get to a new client site [14:32.42]and spend the first week going

[14:33.95]over the software with the employees. [14:37.10]He usually did this in shifts, [14:39.01]with different groups of employees [14:40.76]listening to him lecture.

[14:42.49]Then he would spend the next week [14:43.74]installing the program and

[14:45.04]helping individuals trouble-shoot.

[14:47.93]Huang realized that during the week of trouble-shooting [14:50.18]and answering questions,

[14:51.55]he ended up addressing the same issues over and over. [14:55.80]He was annoyed because most of the individuals

[14:57.84]with whom he worked seem to have retained very little information from the first week.

[15:03.34]They asked very basic questions and often needed prompting from beginning to end.

[15:08.99]At first, he wondered if these people were just a little slow, [15:14.16]but then he began to get the distinct feeling that part of

[15:17.02]the problem might be his style presenting the information.

[15:22.48]Questions 19 to 22 are based on the passage you have just heard. [15:27.76]19. What does Huang Yi do in his company? [15:45.58]20. What did Huang Yi think of his work?

[16:02.79]21. What did Huang Yi do in addition to lecturing? [16:21.09]22. What did Huang Yi realize in the end? [16:38.54]Passage Three

[16:40.45]As we help children get out into

[16:42.51]the world to do their learning there,

[16:45.05]we can get more of the world into the schools. [16:48.44]Aside from their parents,

[16:50.21]most children never have any close contact [16:52.73]with any adults except their teachers.

[16:55.57]No wonder they have no idea what adult life or work is like. [17:00.21]We need to bring more people

[17:01.88]who are not full-time teachers into the schools. [17:05.37]In New York City,

[17:06.63]under the Teachers' and Writers' Collaborative, [17:09.39]real writers come into the schools, [17:11.90]read their work,

[17:13.04]and talk to the children about the problems of their craft. [17:16.87]The children love it. [17:18.74]In another school,

[17:19.70]a practicing attorney comes in every month and talks [17:22.92]to several classes about the law. [17:25.59]Not the law as it is in books,

[17:27.91]but the law as he sees it and encounters it in his cases. [17:31.98]And the children listen with intense interest. [17:35.92]Here's something even easier:

[17:38.24]let children work together, help each other, [17:41.44]learn from each other and each other's mistakes. [17:44.61]We now know from the experience of many schools that [17:48.05]children are often the best teachers of other children. [17:51.73]What's more important, we know that [17:53.86]when a fifth- or six-grader

[17:55.93]who is being having trouble with reading starts

[17:58.14]helping a first-grader, his own reading sharply improves.

[18:03.30]A number of schools are beginning to use what some call paired learning. [18:08.54]This means that you let children form partnerships with other children, [18:12.92]do their work even including their tests together [18:16.25]and share whatever marks or results this work gets, [18:20.15]just like grown-ups in the real world. [18:22.92]It seems to work.

[18:25.42]Questions 23 to 25 are based on the passage you have just heard.

[18:30.86]23. Why does the speaker

[18:34.80]say most children have no idea what adult life is like? [18:51.20]24. What is happening in New York City schools? [19:09.29]25. What does the experience of many schools show?

[19:26.92]Section C [19:27.86]Directions: In this section, you will hear a passage three times. [19:32.95]When the passage is read for the first time, [19:35.15]you should listen carefully for its general idea. [19:38.41]When the passage is read for the second time, [19:40.68]you are required to fill in the blanks [19:42.27]with the exact words you have just heard. [19:44.]Finally, when the passage is read for the third time, [19:47.78]you should check what you have written. [19:53.]Tests may be the most unpopular part of academic life. [19:58.16]Students hate them because they produce fear and anxiety [20:01.46]about being evaluated, [20:03.25]and a focus on grades instead of learning for learning's sake. [20:07.90]But tests are also valuable. [20:10.53]A well-constructed test identifies [20:12.68]what you know and what you still need to learn. [20:16.50]Tests help you see how your performance [20:18.79]compares to that of others. [20:20.74]And knowing that you'll be tested on [20:22.62]a body of material is certainly likely to [20:25.34]motivate you to learn the material more thoroughly. [20:29.35]However, there's another reason you might dislike tests. [20:32.77]You may assume that tests have the power [20:35.22]to define your worth as a person. [20:38.01]If you do badly on a test, [20:40.01]you may be tempted to believe that [20:41.83]youve received some fundamental information about yourself [20:45.60]from the professorinformation that says you are a failure in some significant way. [20:50.22]This is a dangerous and wrong-headed assumption. [20:54.96]If you do badly on a test, [20:57.07]it doesn't mean you are a bad person or stupid. [21:00.17]Or that you'll never do better again and that your life is ruined. [21:04.05]If you don't do well on a test, [21:06.02]you're the same person you were before you took the test. [21:09.52]No better, no worse. You just did badly on a test. That's it! [21:14.95]In short, tests are not a measure of your value as an individual. [21:19.35]They're a measure only of how well and how much you studied. [21:23.62]Tests are tools. [21:25.53]They are indirect and imperfect measures of what we know. [21:33.59]Tests may be the most unpopular part of academic life.

[21:38.20]Students hate them because they produce fear and anxiety [21:41.62]about being evaluated, [21:43.51]and a focus on grades instead of learning for learning's sake. [21:47.43]But tests are also valuable. [21:50.26]A well-constructed test identifies [21:52.92]what you know and what you still need to learn. [21:55.49]Tests help you see how your performance [21:57.73]compares to that of others. [22:00.78]And knowing that you'll be tested on [22:02.96]a body of material is certainly likely to [22:05.78]motivate you to learn the material more thoroughly. [22:09.81]However, there's another reason you might dislike tests. [22:14.48]You may assume that tests have the power [22:16.34]to define your worth as a person. [22:18.93]If you do badly on a test, [22:21.20]you may be tempted to believe that [22:22.74]youve received some fundamental information about yourself [22:25.38]from the professor-information that says you are a failure in some significant way. [22:31.34]This is a dangerous and wrong-headed assumption. [22:34.68]If you do badly on a test, [22:36.93]it doesn't mean you are a bad person or stupid. [22:40.21]Or that you'll never do better again and that your life is ruined. [22:44.40]If you don't do well on a test, [22:46.06]you're the same person you were before you took the test. [22:48.80]No better, no worse. You just did badly on a test. That's it! [22:54.15]In short, tests are not a measure of your value as an individual. [22:58.70]They're a measure only of how well and how much you studied. [23:02.82]Tests are tools. [23:04.61]They are indirect and imperfect measures of what we know. [23:12.99]Tests may be the most unpopular part of academic life. [23:17.51]Students hate them because they produce fear and anxiety [23:20.82]about being evaluated, [23:22.63]and a focus on grades instead of learning for learning's sake. [23:27.28]But tests are also valuable. [23:29.88]A well-constructed test identifies [23:32.12]what you know and what you still need to learn. [23:35.93]Tests help you see how your performance [23:38.04]compares to that of others. [23:40.22]And knowing that you'll be tested on [23:42.16]a body of material is certainly likely to [23:44.90]motivate you to learn the material more thoroughly. [23:48.69]However, there's another reason you might dislike tests. [23:52.15]You may assume that tests have the power [23:54.65]to define your worth as a person.

[23:57.44]If you do badly on a test, [23:59.47]you may be tempted to believe that [24:01.29]youve received some fundamental information about yourself [24:05.07]from the professor-information that says you are a failure in some significant way. [24:11.13]This is a dangerous and wrong-headed assumption. [24:14.46]If you do badly on a test, [24:16.50]it doesn't mean you are a bad person or stupid. [24:19.75]Or that you'll never do better again and that your life is ruined. [24:23.61]If you don't do well on a test, [24:25.60]you're the same person you were before you took the test. [24:29.11]No better, no worse. You just did badly on a test. That's it! [24:34.56]In short, tests are not a measure of your value as an individual. [24:39.00]They're a measure only of how well and how much you studied. [24:43.28]Tests are tools. [24:45.22]They are indirect and imperfect measures of what we know. [24:48.09] [24:49.08]This is the end of listening comprehension.