[00:12.50]MODEL TEST10
[00:14.83]Section A
[00:17.28]Directions: In this section,
[00:20.48]you will hear 8 short conversations
[00:23.11]and 2 long conversations.
[00:25.63]At the end of each conversation,
[00:28.06]one or more questions will be
[00:30.18]asked about what was said.
[00:32.37]Both the conversation
[00:34.08]and the questions will be spoken only once.
[00:37.56]After each question
[00:39.25]there will be a pause.
[00:41.22]During the pause,
[00:42.58]you must read the four choices
[00:44.93]marked A), B), C) and D),
[00:48.74]and decide which
[00:50.02]is the best answer.
[00:51.72]Then mark the corresponding letter
[00:54.62]on Answer Sheet 2
[00:56.58]with a single line
[00:57.99]through the centre.
[00:59.68]Now let's begin with the 8 short conversations
[01:05.29]11. W: The weatherman says the storm is getting worse.
[01:10.23]M: If he's as good as he usually is at making forecasts,
[01:14.88]we will probably have blue skies tomorrow.
[01:17.79]Q: What does the man mean?
[01:34.66]12.W: John told me he got a second-hand car,
[01:38.23]do you know how much he paid for it?
[01:40.16]M: Well, he said he paid 8000 dollars for it.
[01:44.66]I think he got a real bargain.
[01:46.68]Q:What did the man think of the price of the car?
[02:04.84]13. M: I hope that you can understand my reason for deciding to leave, Mrs. Smith.
[02:11.66]W: Do I have to remind you that we have invested a lot of time and money in your career here?
[02:17.03]Q: How does Mrs. Smith reply?
[02:34.16]14. W: It looks like I'm going to be a little late for class.
[02:39.76]I hope Prof. Clark doesn't start on time today.
[02:42.98]M: Are you kidding? You can set your watch by the start of his class.
[02:47.23]Q: What can be inferred about Prof. Clark?
[03:05.84]15. W: By the way, did you hear that Jack failed his mid exam?
[03:12.01]It's too bad because it will disqualify him for next year's scholarship.
[03:16.13]M: He deserved it. He's never really studied since last semester.
[03:21.62]Q: How does the man feel about Jack's failing the exam?
[03:40.08]16.W: Registration ought to be easier this year.
[03:45.46]M: Unless the computer breaks down.
[03:47.57]Q: What does the woman think of this year's registration?
[04:06.44]17. M: I forgot all about the two o'clock meeting!
[04:12.19]Tom's going to kill me.
[04:14.08]W: Oh, I can see why you are upset.
[04:16.85]It can really be annoying when something important slips your mind.
[04:21.28]Q: What's the woman's attitude toward the man's forgetfulness?
[04:39.63]18. W: Say, Dave, can you fill in for me tonight at the restaurant?
[04:45.84]I'd like to go out of town.
[04:47.46]M: Sure, Laura, if it's OK with your boss. When is your shift?
[04:52.46]Q: What does Dave agree to do?
[05:09.80]Now you'll hear the two long conversations.
[05:14.16]Conversation One
[05:17.27]M: Where are you going,Catherine?
[05:19.04]Today is Saturday.
[05:20.57]W: Saturday isn't a holiday for me anymore.
[05:23.76]I have to tutor for three hours every Saturday afternoon.
[05:27.64]M: That's great.
[05:29.42]I wish I could find a part-time job to make a little pocket money.
[05:33.27]How did you find this job?
[05:35.06]W: I saw a “Tutor Wanted” notice stuck on a light pole near the bus stop.
[05:39.96]I phoned the number and I got the job.
[05:42.93]It's not too hard to find a part-time job these days.
[05:46.42]But Richard, studying should always come first.
[05:50.85]Do you think that you have enough time to handle a part-time job?
[05:54.42]M: It's hard to say.
[05:55.86]If I can get a job,
[05:57.29]I will try very hard to make good use of my time.
[06:00.33]W: We do spend too much time hanging around and doing nothing.
[06:04.49]Richard, your English is perfect.
[06:07.05]Why don't you find a job teaching English?
[06:10.21]M: But I don't have any teaching experience.
[06:12.41]Speaking and teaching are two different things.
[06:15.18]W: I don't have any experience either.
[06:18.24]We're just students.
[06:19.65]People know this.
[06:21.29]But we are young and energetic,
[06:23.40]and the most important thing
[06:24.99]is that we don't ask for as much pay
[06:27.22]as professional teachers do.
[06:29.34]M: OK! Where should I start?
[06:31.60]W: You can post some notices on the community bulletin board
[06:34.98]and some other places.
[06:36.43]But remember: don't post them on the wire poles
[06:40.50]because you'll probably be fined for it.
[06:42.97]M: Thank you for your advice,Catherine.
[06:45.01]W: My pleasure.Good luck.
[06:46.72]Questions 19 to 21 are based on the conversation you have just heard.
[06:53.02]19. What does the woman do on Saturday afternoons?
[07:13.68]20. How did the woman find the part-time job?
[07:32.94]21. What does the woman suggest the man do when starting to find a job?
[07:55.43]Conversation Two
[07:58.50]W: Good evening and welcome to our program.
[08:01.38]Today we'll talk about several interesting cultural artifacts
[08:06.05]that are a part of daily lives of the Japanese,
[08:09.12]and perhaps other Asian countries as well.
[08:12.38]We're very happy to have Ben Smith here.
[08:15.07]M: Thank you.
[08:16.27]W: Well, artifacts made of bamboo are very important in Japanese culture.
[08:21.43]M: Yes.
[08:22.60]For hundreds and even thousands of years,
[08:25.20]the bamboo plant has played an important role
[08:28.33]in the lives of the Japanese,
[08:30.30]and at one time,
[08:31.77]it was believed that the Shinto gods could be found
[08:35.19]in the stem of the bamboo plant,
[08:37.18]and this is something that is portrayed
[08:39.31]in one of Japan's oldest tales,
[08:41.95]The Tale of the Bamboo Cutter.
[08:43.94]W: That sounds interesting.
[08:45.33]Bamboo is a very versatile plant.
[08:47.88]It's light and flexible,
[08:49.80]but strong,
[08:50.93]and there are many varieties of it.
[08:53.00]They can be used to make various artifacts.
[08:55.90]M: Yeah, and some of them are really exquisite.
[08:59.41]W: Very happily,
[09:01.11]Mr.Smith has brought here several bamboo artifacts.
[09:04.61]So can you introduce them to us,Mr.Smith?
[09:07.89]M: Sure.
[09:09.11]The first one is a chashaku.It is a tea spoon,
[09:13.20]and it is used for measuring powdered green tea
[09:16.16]during the tea ceremony.
[09:17.96]W: That's fine.
[09:19.21]What about this?
[09:20.45]M: Uh, it is a tea whisk.
[09:22.70]It is for mixing the powdered green tea in a small bowl
[09:26.68]until it becomes a foamy mixture.
[09:29.03]W: Wow, it is so nice and I love it.
[09:31.58]Thank you for showing us these fine artifacts,Mr.Smith.
[09:35.53]M: My pleasure
[09:36.83]Questions 22 to 25 are based on the conversation you have just heard.
[09:43.39]22. What are the two speakers talking about?
[10:03.93]23. According to the conversation,
[10:08.30]which is true about the Shinto gods?
[10:25.92]24. Why can bamboo be used to make different kinds of artifacts?
[10:47.86]25. What is the chashaku used for during the tea ceremony?
[11:08.30]Section B
[11:11.24]Directions: In this section,
[11:14.26]you will hear 3 short passages.
[11:17.50]At the end of each passage,
[11:19.72]you will hear some questions.
[11:22.09]Both the passage and the questions will be spoken only once.
[11:27.63]After you hear a question,
[11:29.52]you must choose the best answer from the four choices marked A),
[11:34.59]B), C) and D).
[11:37.54]Then mark the corresponding letter on Answer Sheet 2
[11:42.55]with a single line through the centre.
[11:45.44]Passage One
[11:47.80]Our environment is being polluted faster than nature
[11:52.03]and man's present efforts can prevent it.
[11:54.85]Time is bringing us more people,
[11:57.43]and more people will bring us more industry,
[12:00.30]more motor vehicles,
[12:02.19]larger cities,
[12:03.18]and the growing use of man-made materials.
[12:06.89]What can explain and solve this problem?
[12:10.00]The fact is that pollution is caused by man
[12:13.25]—by his desire for a modern way of life.
[12:16.60]We make “increasing industrialization” our chief aim.
[12:21.19]For its sake,
[12:22.61]we are willing to sacrifice everything:
[12:25.06]clean air, pure water,
[12:27.49]good food,
[12:28.41]our health and the future of our children.
[12:32.02]There is a constant flow of people from the country into the city,
[12:36.35]eager for the benefits of modern society.
[12:39.90]But as our technological achievements have grown
[12:43.35]in the last twenty years,
[12:45.49]pollution has become a serious problem.
[12:48.72]Isn't it time we stopped to ask ourselves
[12:51.87]where we are going and why?
[12:53.98]It reminds one of the story about the airline pilot
[12:58.18]who told his passengers over the loud speaker:
[13:01.42]“I have some good news and some bad news.
[13:04.44]The good news is that we are making rapid progress
[13:08.02]at 530 miles per hour.
[13:10.23]The bad news is that we are lost
[13:12.87]and don't know where we are going.”
[13:14.78]The sad fact is that this becomes a true story
[13:18.28]when applied to our modern society.
[13:21.64]Questions 26 to 28 are based on the passage you have just heard.
[13:27.37]26. According to the passage,
[13:32.07]which of the following does the man value most?
[13:50.47]27. Why has pollution become a serious problem?
[14:10.71]28. What does the story about the pilot indicate?
[14:30.85]Passage Two
[14:32.94]Any one who spends at least one semester in college
[14:38.21]notices that some students give up on their classes.
[14:41.95]The person who sits behind you in accounting,for example,
[14:45.84]begins to miss a lot of class meetings
[14:48.55]and eventually vanishes.
[14:50.62]Or another student comes to class without the assignment,
[14:54.72]writes aimlessly in his notebook during the lecture,
[14:57.67]and leaves during the break.
[14:59.61]What's the difference between students like this
[15:02.36]and the ones who succeed in school?
[15:04.62]My survey may be non-scientific,
[15:07.91]but everyone I asked said the same thing: attitude.
[15:12.52]A positive attitude is the key to everything else.
[15:16.28]What does “a positive attitude” mean?
[15:19.30]It means not only showing up for your classes,
[15:22.55]but also doing something while you're there.
[15:25.29]Really listen.
[15:26.82]Take notes.
[15:28.13]Ask a question if you want to.
[15:30.47]Don't just walk into a class,
[15:32.91]put your mind in neutral,
[15:34.60]and drift away to never-nerver land.
[15:37.32]Having a positive attitude goes deeper than this,though.
[15:41.10]It means being mature about college as an institution.
[15:45.43]College classes can sometimes be downright dull and boring.
[15:50.05]If you let a boring class discourage you so much
[15:53.48]that you want to leave school,
[15:55.21]you'll lose in the long run.
[15:57.91]Look at your priorities.
[15:59.98]You want a degree,
[16:01.52]or a certificate,
[16:02.76]or a career.
[16:04.08]If you have to,
[16:05.38]you can make it through a less-than-interesting class
[16:08.37]in order to achieve what you want.
[16:10.71]Get whatever you can out of every class.
[16:13.97]But if you simply can't stand a certain class,
[16:17.34]be determined to fulfill its requirements
[16:20.21]and be done with it once and for all.
[16:23.27]Questions 29 to 31 are based on the passage you have just heard.
[16:29.21]29. Why do some students give up on their classes?
[16:50.78]30. What does maturity involve according to the speaker?
[17:11.73]31. Which is the main idea of the passage?
[17:32.06]Passage Three
[17:34.26]In some ways the employment interview
[17:37.61]is like a persuasive speech
[17:39.73]because the applicant seeks to persuade the employer
[17:42.95]to employ him or her.
[17:45.08]Several suggestions might prove helpful to the applicant
[17:48.91]as preparation is made for the actual interview.
[17:52.29]A job applicant has the responsibility
[17:55.28]for finding out certain types of information
[17:57.90]before the interview.
[18:00.04]First,the applicant should know what kind of job he wants
[18:03.74]and how that job relates to his career objective.
[18:07.10]It is important that
[18:08.75]the applicant should be able to state
[18:11.07]the reasons for wishing to work for a particular company.
[18:15.16]Second,the applicant should seek
[18:17.79]as much information as possible concerning the company.
[18:21.21]Relevant information for the applicant to locate
[18:24.61]includes such items as the location of the home
[18:28.09]and regional offices,
[18:29.48]the financial status of the company,
[18:32.02]plans for expansion,
[18:33.86]and company philosophy.
[18:35.76]Information about most major corporations is available
[18:39.77]in reference books and periodicals.
[18:42.20]After gathering information concerning the company,
[18:45.74]the applicant is ready for the interview.
[18:48.31]The interviewer's first impression comes from the interviewee's appearance.
[18:53.04]For most interviews,
[18:54.64]appropriate dress for man is a conservative dark colored suit
[18:58.86]with a long sleeve white or light blue shirt and conservative tie.
[19:03.41]For women a conservative,
[19:05.66]tailored suit or dress is appropriate.
[19:07.99]Both men and women should have neat,
[19:10.41]conservative length of hair.
[19:12.21]Although hairstyle and dress are matters of personal taste,
[19:16.15]many personnel directors form initial impressions
[19:19.60]from these characteristics.
[19:21.25]For example,one recent college graduate,
[19:24.67]who felt himself qualified,
[19:26.67]interviewed for a public relations job.
[19:29.52]However,the personnel manager considered this young man's long hair,
[19:34.26]casual dress
[19:35.54]and overly casual manner unsuited for this particular position.
[19:40.41]Questions 32 to 35 are based on the passage you have just heard.
[19:45.95]32. What is an employment interview like?
[20:06.22]33. How can the applicants find the information about the company?
[20:28.43]34. Where does the interviewer's first impression come from?
[20:50.48]35. What should you do if you apply a public relations job?
[21:13.71]Section C
[21:15.73]Directions: In this section,
[21:19.12]you will hear a passage three times.
[21:22.20]When the passage is read for the first time,
[21:25.47]you should listen carefully for its general idea.
[21:29.04]When the passage is read for the second time,
[21:32.47]you are required to fill in the blanks numbered from 36 to 43
[21:38.39]with the exact words you have just heard.
[21:42.34]For blanks numbered from 44 to 46 you are required to fill
[21:46.60]in the missing information.
[21:49.47]For these blanks,
[21:50.61]you can either use the exact words you have just heard or
[21:54.65]write down the main points in your own words.
[21:58.89]Finally, when the passage is read for the third time,
[22:02.34]you should check what you have written.
[22:05.44]Now listen to the passage.
[22:08.89]Considering how jazz is transcribed in Chinese,
[22:13.52]you may be misled into assuming that it is a cultural form belonging to those
[22:19.58]who have some elegant tastes.
[22:21.69]Nothing could be further from the truth.
[22:24.27]It originated among black Americans at the end of the 19th century,
[22:29.30]at a time when they occupied the very bottom of the American social heap.
[22:34.12]So how has something that was created
[22:36.76]by a once despised minority acquire a central place
[22:40.96]in today’s American culture?
[22:42.84]It’s a mystery that many people would like to solve.
[22:46.65]Perhaps the essence of America is that
[22:49.21]you could never get two Americans to agree on just what that might be.
[22:53.84]After thinking about it for a while, we might utter,
[22:57.61]"Hmm, seems like being American is a bit more complicated than we thought.
[23:03.29]" Certainly things like individualism, success,
[23:07.15]innovation and tolerance stand out.
[23:10.27]But these things come together because of our ability to work
[23:13.92]with one another and find common purpose no matter
[23:17.51]how diverse we might be.
[23:19.54]Some, like African-American writer Ralph Ellison,
[23:23.03]believes that jazz captures the intrinsic properties of America.
[23:27.49]The solos are a celebration of individual brilliance
[23:31.43]that can’t take place without the group efforts of the rhythm section.
[23:35.74]They say jazz brought together elements from Africa and Europe,
[23:39.90]fusing them into a new culture,
[23:42.15]an expression unique to the Americas.
[23:45.20]Beyond that, though,
[23:47.10]jazz has a connection to the intrinsic properties
[23:50.51]of America in a much more fundamental way.
[23:53.56]It is an expression of the African roots of American culture,
[23:57.30]a musical medium exemplifying the domination of
[24:01.23]African culture in American culture.
[24:05.14]Now the passage will be read again.
[24:09.14]Considering how jazz is transcribed in Chinese,
[24:13.18]you may be misled into assuming
[24:15.67]that it is a cultural form belonging to those who have some elegant tastes.
[24:20.73]Nothing could be further from the truth.
[24:23.37]It originated among black Americans at the end of the 19th century,
[24:28.31]at a time when they occupied the very bottom of the American social heap.
[24:33.09]So how has something that was created
[24:35.87]by a once despised minority acquire a central place
[24:40.03]in today’s American culture?
[24:42.13]It’s a mystery that many people would like to solve.
[24:45.27]Perhaps the essence of America is that
[24:48.39]you could never get two Americans to agree on just what that might be.
[24:52.80]After thinking about it for a while,
[24:55.65]we might utter, "Hmm, seems like being
[24:59.69]American is a bit more complicated than we thought.
[25:03.11]" Certainly things like individualism, success,
[25:06.26]innovation and tolerance stand out.
[25:09.38]But these things come together
[25:11.31]because of our ability to work with one another
[25:13.93]and find common purpose no matter how diverse we might be.
[25:19.79]
[26:17.25]Some, like African-American writer Ralph Ellison,
[26:21.79]believes that jazz captures the intrinsic properties of America.
[26:26.54]The solos are a celebration of individual brilliance
[26:30.27]that can’t take place without the group efforts of the rhythm section.
[26:37.02]
[27:33.37]They say jazz brought together elements from Africa and Europe,
[27:38.79]fusing them into a new culture, an expression unique to the Americas.
[27:44.20]Beyond that, though,
[27:46.25]jazz has a connection to the intrinsic properties of
[27:49.25]America in a much more fundamental way.
[27:52.68]It is an expression of the African roots of American culture,
[27:56.32]a musical medium exemplifying the domination of
[28:00.12]African culture in American culture.
[28:04.93]
[28:59.96]Now the passage will be read for the third time.
[29:07.08]Considering how jazz is transcribed in Chinese,
[29:10.86]you may be misled into assuming that
[29:13.38]it is a cultural form belonging to those who have some elegant tastes.
[29:18.32]Nothing could be further from the truth.
[29:20.77]It originated among black Americans at the end of the 19th century,
[29:25.87]at a time when they occupied the very bottom of the American social heap.
[29:30.91]So how has something that was created by a once despised minority acquire
[29:36.44]a central place in today’s American culture?
[29:39.46]It’s a mystery that many people would like to solve.
[29:43.26]Perhaps the essence of America is that
[29:45.91]you could never get two Americans to agree on just what that might be.
[29:50.35]After thinking about it for a while, we might utter,
[29:53.33]"Hmm, seems like being American is a bit more complicated than we thought."
[30:00.32]Certainly things like individualism, success,
[30:03.76]innovation and tolerance stand out.
[30:06.94]But these things come together because of our ability to work
[30:10.61]with one another and find common purpose
[30:13.49]no matter how diverse we might be.
[30:16.45]Some, like African-American writer Ralph Ellison,
[30:19.89]believes that jazz captures the intrinsic properties of America.
[30:24.18]The solos are a celebration of individual brilliance
[30:28.19]that can’t take place without the group efforts of the rhythm section.
[30:32.43]They say jazz brought together elements from Africa and Europe,
[30:36.66]fusing them into a new culture, an expression unique to the Americas.
[30:41.98]Beyond that, though,
[30:43.86]jazz has a connection to the intrinsic properties of America
[30:48.02]in a much more fundamental way.
[30:50.25]It is an expression of the African roots of American culture,
[30:54.24]a musical medium exemplifying the domination
[30:57.82]of African culture in American culture.
[31:01.36]This is the end of listening comprehension.
[00:14.83]Section A
[00:17.28]Directions: In this section,
[00:20.48]you will hear 8 short conversations
[00:23.11]and 2 long conversations.
[00:25.63]At the end of each conversation,
[00:28.06]one or more questions will be
[00:30.18]asked about what was said.
[00:32.37]Both the conversation
[00:34.08]and the questions will be spoken only once.
[00:37.56]After each question
[00:39.25]there will be a pause.
[00:41.22]During the pause,
[00:42.58]you must read the four choices
[00:44.93]marked A), B), C) and D),
[00:48.74]and decide which
[00:50.02]is the best answer.
[00:51.72]Then mark the corresponding letter
[00:54.62]on Answer Sheet 2
[00:56.58]with a single line
[00:57.99]through the centre.
[00:59.68]Now let's begin with the 8 short conversations
[01:05.29]11. W: The weatherman says the storm is getting worse.
[01:10.23]M: If he's as good as he usually is at making forecasts,
[01:14.88]we will probably have blue skies tomorrow.
[01:17.79]Q: What does the man mean?
[01:34.66]12.W: John told me he got a second-hand car,
[01:38.23]do you know how much he paid for it?
[01:40.16]M: Well, he said he paid 8000 dollars for it.
[01:44.66]I think he got a real bargain.
[01:46.68]Q:What did the man think of the price of the car?
[02:04.84]13. M: I hope that you can understand my reason for deciding to leave, Mrs. Smith.
[02:11.66]W: Do I have to remind you that we have invested a lot of time and money in your career here?
[02:17.03]Q: How does Mrs. Smith reply?
[02:34.16]14. W: It looks like I'm going to be a little late for class.
[02:39.76]I hope Prof. Clark doesn't start on time today.
[02:42.98]M: Are you kidding? You can set your watch by the start of his class.
[02:47.23]Q: What can be inferred about Prof. Clark?
[03:05.84]15. W: By the way, did you hear that Jack failed his mid exam?
[03:12.01]It's too bad because it will disqualify him for next year's scholarship.
[03:16.13]M: He deserved it. He's never really studied since last semester.
[03:21.62]Q: How does the man feel about Jack's failing the exam?
[03:40.08]16.W: Registration ought to be easier this year.
[03:45.46]M: Unless the computer breaks down.
[03:47.57]Q: What does the woman think of this year's registration?
[04:06.44]17. M: I forgot all about the two o'clock meeting!
[04:12.19]Tom's going to kill me.
[04:14.08]W: Oh, I can see why you are upset.
[04:16.85]It can really be annoying when something important slips your mind.
[04:21.28]Q: What's the woman's attitude toward the man's forgetfulness?
[04:39.63]18. W: Say, Dave, can you fill in for me tonight at the restaurant?
[04:45.84]I'd like to go out of town.
[04:47.46]M: Sure, Laura, if it's OK with your boss. When is your shift?
[04:52.46]Q: What does Dave agree to do?
[05:09.80]Now you'll hear the two long conversations.
[05:14.16]Conversation One
[05:17.27]M: Where are you going,Catherine?
[05:19.04]Today is Saturday.
[05:20.57]W: Saturday isn't a holiday for me anymore.
[05:23.76]I have to tutor for three hours every Saturday afternoon.
[05:27.64]M: That's great.
[05:29.42]I wish I could find a part-time job to make a little pocket money.
[05:33.27]How did you find this job?
[05:35.06]W: I saw a “Tutor Wanted” notice stuck on a light pole near the bus stop.
[05:39.96]I phoned the number and I got the job.
[05:42.93]It's not too hard to find a part-time job these days.
[05:46.42]But Richard, studying should always come first.
[05:50.85]Do you think that you have enough time to handle a part-time job?
[05:54.42]M: It's hard to say.
[05:55.86]If I can get a job,
[05:57.29]I will try very hard to make good use of my time.
[06:00.33]W: We do spend too much time hanging around and doing nothing.
[06:04.49]Richard, your English is perfect.
[06:07.05]Why don't you find a job teaching English?
[06:10.21]M: But I don't have any teaching experience.
[06:12.41]Speaking and teaching are two different things.
[06:15.18]W: I don't have any experience either.
[06:18.24]We're just students.
[06:19.65]People know this.
[06:21.29]But we are young and energetic,
[06:23.40]and the most important thing
[06:24.99]is that we don't ask for as much pay
[06:27.22]as professional teachers do.
[06:29.34]M: OK! Where should I start?
[06:31.60]W: You can post some notices on the community bulletin board
[06:34.98]and some other places.
[06:36.43]But remember: don't post them on the wire poles
[06:40.50]because you'll probably be fined for it.
[06:42.97]M: Thank you for your advice,Catherine.
[06:45.01]W: My pleasure.Good luck.
[06:46.72]Questions 19 to 21 are based on the conversation you have just heard.
[06:53.02]19. What does the woman do on Saturday afternoons?
[07:13.68]20. How did the woman find the part-time job?
[07:32.94]21. What does the woman suggest the man do when starting to find a job?
[07:55.43]Conversation Two
[07:58.50]W: Good evening and welcome to our program.
[08:01.38]Today we'll talk about several interesting cultural artifacts
[08:06.05]that are a part of daily lives of the Japanese,
[08:09.12]and perhaps other Asian countries as well.
[08:12.38]We're very happy to have Ben Smith here.
[08:15.07]M: Thank you.
[08:16.27]W: Well, artifacts made of bamboo are very important in Japanese culture.
[08:21.43]M: Yes.
[08:22.60]For hundreds and even thousands of years,
[08:25.20]the bamboo plant has played an important role
[08:28.33]in the lives of the Japanese,
[08:30.30]and at one time,
[08:31.77]it was believed that the Shinto gods could be found
[08:35.19]in the stem of the bamboo plant,
[08:37.18]and this is something that is portrayed
[08:39.31]in one of Japan's oldest tales,
[08:41.95]The Tale of the Bamboo Cutter.
[08:43.94]W: That sounds interesting.
[08:45.33]Bamboo is a very versatile plant.
[08:47.88]It's light and flexible,
[08:49.80]but strong,
[08:50.93]and there are many varieties of it.
[08:53.00]They can be used to make various artifacts.
[08:55.90]M: Yeah, and some of them are really exquisite.
[08:59.41]W: Very happily,
[09:01.11]Mr.Smith has brought here several bamboo artifacts.
[09:04.61]So can you introduce them to us,Mr.Smith?
[09:07.89]M: Sure.
[09:09.11]The first one is a chashaku.It is a tea spoon,
[09:13.20]and it is used for measuring powdered green tea
[09:16.16]during the tea ceremony.
[09:17.96]W: That's fine.
[09:19.21]What about this?
[09:20.45]M: Uh, it is a tea whisk.
[09:22.70]It is for mixing the powdered green tea in a small bowl
[09:26.68]until it becomes a foamy mixture.
[09:29.03]W: Wow, it is so nice and I love it.
[09:31.58]Thank you for showing us these fine artifacts,Mr.Smith.
[09:35.53]M: My pleasure
[09:36.83]Questions 22 to 25 are based on the conversation you have just heard.
[09:43.39]22. What are the two speakers talking about?
[10:03.93]23. According to the conversation,
[10:08.30]which is true about the Shinto gods?
[10:25.92]24. Why can bamboo be used to make different kinds of artifacts?
[10:47.86]25. What is the chashaku used for during the tea ceremony?
[11:08.30]Section B
[11:11.24]Directions: In this section,
[11:14.26]you will hear 3 short passages.
[11:17.50]At the end of each passage,
[11:19.72]you will hear some questions.
[11:22.09]Both the passage and the questions will be spoken only once.
[11:27.63]After you hear a question,
[11:29.52]you must choose the best answer from the four choices marked A),
[11:34.59]B), C) and D).
[11:37.54]Then mark the corresponding letter on Answer Sheet 2
[11:42.55]with a single line through the centre.
[11:45.44]Passage One
[11:47.80]Our environment is being polluted faster than nature
[11:52.03]and man's present efforts can prevent it.
[11:54.85]Time is bringing us more people,
[11:57.43]and more people will bring us more industry,
[12:00.30]more motor vehicles,
[12:02.19]larger cities,
[12:03.18]and the growing use of man-made materials.
[12:06.89]What can explain and solve this problem?
[12:10.00]The fact is that pollution is caused by man
[12:13.25]—by his desire for a modern way of life.
[12:16.60]We make “increasing industrialization” our chief aim.
[12:21.19]For its sake,
[12:22.61]we are willing to sacrifice everything:
[12:25.06]clean air, pure water,
[12:27.49]good food,
[12:28.41]our health and the future of our children.
[12:32.02]There is a constant flow of people from the country into the city,
[12:36.35]eager for the benefits of modern society.
[12:39.90]But as our technological achievements have grown
[12:43.35]in the last twenty years,
[12:45.49]pollution has become a serious problem.
[12:48.72]Isn't it time we stopped to ask ourselves
[12:51.87]where we are going and why?
[12:53.98]It reminds one of the story about the airline pilot
[12:58.18]who told his passengers over the loud speaker:
[13:01.42]“I have some good news and some bad news.
[13:04.44]The good news is that we are making rapid progress
[13:08.02]at 530 miles per hour.
[13:10.23]The bad news is that we are lost
[13:12.87]and don't know where we are going.”
[13:14.78]The sad fact is that this becomes a true story
[13:18.28]when applied to our modern society.
[13:21.64]Questions 26 to 28 are based on the passage you have just heard.
[13:27.37]26. According to the passage,
[13:32.07]which of the following does the man value most?
[13:50.47]27. Why has pollution become a serious problem?
[14:10.71]28. What does the story about the pilot indicate?
[14:30.85]Passage Two
[14:32.94]Any one who spends at least one semester in college
[14:38.21]notices that some students give up on their classes.
[14:41.95]The person who sits behind you in accounting,for example,
[14:45.84]begins to miss a lot of class meetings
[14:48.55]and eventually vanishes.
[14:50.62]Or another student comes to class without the assignment,
[14:54.72]writes aimlessly in his notebook during the lecture,
[14:57.67]and leaves during the break.
[14:59.61]What's the difference between students like this
[15:02.36]and the ones who succeed in school?
[15:04.62]My survey may be non-scientific,
[15:07.91]but everyone I asked said the same thing: attitude.
[15:12.52]A positive attitude is the key to everything else.
[15:16.28]What does “a positive attitude” mean?
[15:19.30]It means not only showing up for your classes,
[15:22.55]but also doing something while you're there.
[15:25.29]Really listen.
[15:26.82]Take notes.
[15:28.13]Ask a question if you want to.
[15:30.47]Don't just walk into a class,
[15:32.91]put your mind in neutral,
[15:34.60]and drift away to never-nerver land.
[15:37.32]Having a positive attitude goes deeper than this,though.
[15:41.10]It means being mature about college as an institution.
[15:45.43]College classes can sometimes be downright dull and boring.
[15:50.05]If you let a boring class discourage you so much
[15:53.48]that you want to leave school,
[15:55.21]you'll lose in the long run.
[15:57.91]Look at your priorities.
[15:59.98]You want a degree,
[16:01.52]or a certificate,
[16:02.76]or a career.
[16:04.08]If you have to,
[16:05.38]you can make it through a less-than-interesting class
[16:08.37]in order to achieve what you want.
[16:10.71]Get whatever you can out of every class.
[16:13.97]But if you simply can't stand a certain class,
[16:17.34]be determined to fulfill its requirements
[16:20.21]and be done with it once and for all.
[16:23.27]Questions 29 to 31 are based on the passage you have just heard.
[16:29.21]29. Why do some students give up on their classes?
[16:50.78]30. What does maturity involve according to the speaker?
[17:11.73]31. Which is the main idea of the passage?
[17:32.06]Passage Three
[17:34.26]In some ways the employment interview
[17:37.61]is like a persuasive speech
[17:39.73]because the applicant seeks to persuade the employer
[17:42.95]to employ him or her.
[17:45.08]Several suggestions might prove helpful to the applicant
[17:48.91]as preparation is made for the actual interview.
[17:52.29]A job applicant has the responsibility
[17:55.28]for finding out certain types of information
[17:57.90]before the interview.
[18:00.04]First,the applicant should know what kind of job he wants
[18:03.74]and how that job relates to his career objective.
[18:07.10]It is important that
[18:08.75]the applicant should be able to state
[18:11.07]the reasons for wishing to work for a particular company.
[18:15.16]Second,the applicant should seek
[18:17.79]as much information as possible concerning the company.
[18:21.21]Relevant information for the applicant to locate
[18:24.61]includes such items as the location of the home
[18:28.09]and regional offices,
[18:29.48]the financial status of the company,
[18:32.02]plans for expansion,
[18:33.86]and company philosophy.
[18:35.76]Information about most major corporations is available
[18:39.77]in reference books and periodicals.
[18:42.20]After gathering information concerning the company,
[18:45.74]the applicant is ready for the interview.
[18:48.31]The interviewer's first impression comes from the interviewee's appearance.
[18:53.04]For most interviews,
[18:54.64]appropriate dress for man is a conservative dark colored suit
[18:58.86]with a long sleeve white or light blue shirt and conservative tie.
[19:03.41]For women a conservative,
[19:05.66]tailored suit or dress is appropriate.
[19:07.99]Both men and women should have neat,
[19:10.41]conservative length of hair.
[19:12.21]Although hairstyle and dress are matters of personal taste,
[19:16.15]many personnel directors form initial impressions
[19:19.60]from these characteristics.
[19:21.25]For example,one recent college graduate,
[19:24.67]who felt himself qualified,
[19:26.67]interviewed for a public relations job.
[19:29.52]However,the personnel manager considered this young man's long hair,
[19:34.26]casual dress
[19:35.54]and overly casual manner unsuited for this particular position.
[19:40.41]Questions 32 to 35 are based on the passage you have just heard.
[19:45.95]32. What is an employment interview like?
[20:06.22]33. How can the applicants find the information about the company?
[20:28.43]34. Where does the interviewer's first impression come from?
[20:50.48]35. What should you do if you apply a public relations job?
[21:13.71]Section C
[21:15.73]Directions: In this section,
[21:19.12]you will hear a passage three times.
[21:22.20]When the passage is read for the first time,
[21:25.47]you should listen carefully for its general idea.
[21:29.04]When the passage is read for the second time,
[21:32.47]you are required to fill in the blanks numbered from 36 to 43
[21:38.39]with the exact words you have just heard.
[21:42.34]For blanks numbered from 44 to 46 you are required to fill
[21:46.60]in the missing information.
[21:49.47]For these blanks,
[21:50.61]you can either use the exact words you have just heard or
[21:54.65]write down the main points in your own words.
[21:58.89]Finally, when the passage is read for the third time,
[22:02.34]you should check what you have written.
[22:05.44]Now listen to the passage.
[22:08.89]Considering how jazz is transcribed in Chinese,
[22:13.52]you may be misled into assuming that it is a cultural form belonging to those
[22:19.58]who have some elegant tastes.
[22:21.69]Nothing could be further from the truth.
[22:24.27]It originated among black Americans at the end of the 19th century,
[22:29.30]at a time when they occupied the very bottom of the American social heap.
[22:34.12]So how has something that was created
[22:36.76]by a once despised minority acquire a central place
[22:40.96]in today’s American culture?
[22:42.84]It’s a mystery that many people would like to solve.
[22:46.65]Perhaps the essence of America is that
[22:49.21]you could never get two Americans to agree on just what that might be.
[22:53.84]After thinking about it for a while, we might utter,
[22:57.61]"Hmm, seems like being American is a bit more complicated than we thought.
[23:03.29]" Certainly things like individualism, success,
[23:07.15]innovation and tolerance stand out.
[23:10.27]But these things come together because of our ability to work
[23:13.92]with one another and find common purpose no matter
[23:17.51]how diverse we might be.
[23:19.54]Some, like African-American writer Ralph Ellison,
[23:23.03]believes that jazz captures the intrinsic properties of America.
[23:27.49]The solos are a celebration of individual brilliance
[23:31.43]that can’t take place without the group efforts of the rhythm section.
[23:35.74]They say jazz brought together elements from Africa and Europe,
[23:39.90]fusing them into a new culture,
[23:42.15]an expression unique to the Americas.
[23:45.20]Beyond that, though,
[23:47.10]jazz has a connection to the intrinsic properties
[23:50.51]of America in a much more fundamental way.
[23:53.56]It is an expression of the African roots of American culture,
[23:57.30]a musical medium exemplifying the domination of
[24:01.23]African culture in American culture.
[24:05.14]Now the passage will be read again.
[24:09.14]Considering how jazz is transcribed in Chinese,
[24:13.18]you may be misled into assuming
[24:15.67]that it is a cultural form belonging to those who have some elegant tastes.
[24:20.73]Nothing could be further from the truth.
[24:23.37]It originated among black Americans at the end of the 19th century,
[24:28.31]at a time when they occupied the very bottom of the American social heap.
[24:33.09]So how has something that was created
[24:35.87]by a once despised minority acquire a central place
[24:40.03]in today’s American culture?
[24:42.13]It’s a mystery that many people would like to solve.
[24:45.27]Perhaps the essence of America is that
[24:48.39]you could never get two Americans to agree on just what that might be.
[24:52.80]After thinking about it for a while,
[24:55.65]we might utter, "Hmm, seems like being
[24:59.69]American is a bit more complicated than we thought.
[25:03.11]" Certainly things like individualism, success,
[25:06.26]innovation and tolerance stand out.
[25:09.38]But these things come together
[25:11.31]because of our ability to work with one another
[25:13.93]and find common purpose no matter how diverse we might be.
[25:19.79]
[26:17.25]Some, like African-American writer Ralph Ellison,
[26:21.79]believes that jazz captures the intrinsic properties of America.
[26:26.54]The solos are a celebration of individual brilliance
[26:30.27]that can’t take place without the group efforts of the rhythm section.
[26:37.02]
[27:33.37]They say jazz brought together elements from Africa and Europe,
[27:38.79]fusing them into a new culture, an expression unique to the Americas.
[27:44.20]Beyond that, though,
[27:46.25]jazz has a connection to the intrinsic properties of
[27:49.25]America in a much more fundamental way.
[27:52.68]It is an expression of the African roots of American culture,
[27:56.32]a musical medium exemplifying the domination of
[28:00.12]African culture in American culture.
[28:04.93]
[28:59.96]Now the passage will be read for the third time.
[29:07.08]Considering how jazz is transcribed in Chinese,
[29:10.86]you may be misled into assuming that
[29:13.38]it is a cultural form belonging to those who have some elegant tastes.
[29:18.32]Nothing could be further from the truth.
[29:20.77]It originated among black Americans at the end of the 19th century,
[29:25.87]at a time when they occupied the very bottom of the American social heap.
[29:30.91]So how has something that was created by a once despised minority acquire
[29:36.44]a central place in today’s American culture?
[29:39.46]It’s a mystery that many people would like to solve.
[29:43.26]Perhaps the essence of America is that
[29:45.91]you could never get two Americans to agree on just what that might be.
[29:50.35]After thinking about it for a while, we might utter,
[29:53.33]"Hmm, seems like being American is a bit more complicated than we thought."
[30:00.32]Certainly things like individualism, success,
[30:03.76]innovation and tolerance stand out.
[30:06.94]But these things come together because of our ability to work
[30:10.61]with one another and find common purpose
[30:13.49]no matter how diverse we might be.
[30:16.45]Some, like African-American writer Ralph Ellison,
[30:19.89]believes that jazz captures the intrinsic properties of America.
[30:24.18]The solos are a celebration of individual brilliance
[30:28.19]that can’t take place without the group efforts of the rhythm section.
[30:32.43]They say jazz brought together elements from Africa and Europe,
[30:36.66]fusing them into a new culture, an expression unique to the Americas.
[30:41.98]Beyond that, though,
[30:43.86]jazz has a connection to the intrinsic properties of America
[30:48.02]in a much more fundamental way.
[30:50.25]It is an expression of the African roots of American culture,
[30:54.24]a musical medium exemplifying the domination
[30:57.82]of African culture in American culture.
[31:01.36]This is the end of listening comprehension.
