[课程]2013年6月六级听力原文

[课程]2013年6月六级听力原文 Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Now let’s begin with the 8 short conversations. 11. W: I was shocked to hear of your wife’s illness. Is she going to be all right? M: At first, the doctors weren’t sure, but she’s really improved. She’ll be home next week. Q: What do we learn about the man’s wife from the conversation? 12. M: Excuse me. Can I get a ticket for a sleeping compartment on this train? W: Yes, there are four left. The price is 60 pounds per person including a continental breakfast. Q: What is the man doing? 13. M: Janet, here’s the book I borrowed from you, but I’m so sorry that I can’t find its jacket. W: It doesn’t matter. Anyway, you are one of the few people who actually return books to me. Q: What does the woman imply? 14. M: Lisa, have you been to the new supermarket yet? W: Yes, and no. I went there last Saturday for their grand opening sale, but I drove around the parking lot for nearly an hour, looking for a space before I finally gave up and came home. Q: What does the woman mean? 15. W: You’ve been sitting at the computer for hours. Let’s take a coffee break, shall we? M: I wish I could. You know, I’m up to my neck in work. I’ve got to finish this report. I don’t want to miss the deadline. Q: What does the man mean? 16. M: What do you think of this gallery space? They offered to let me exhibit some of my paintings here. W: Are you kidding? Any art student I know would die to have an exhibition here. Q: What can we infer from the conversation? 17. W: Garry, my assistant is in hospital now. Is there anyone in your department can give me a hand for a few days? M: I think so. I’ll ask around and get back to you. Q: What do we learn from the conversation? 18. W: Did you read the article in the paper about the mayor’s speech of the economic form? M: Sure I did, but I think they twisted the meaning of what he said. It’s not the first time for them to do so. Q: What does the man say about the paper’s article? 长对话 Now you’ll hear the two long conversations. Conversation One W: Oh, hello, John. Are you using your dictating machine this morning? I’ve got a long report I must dictate. Could I borrow your machine? M: Of course. But can you spare me a second? It’s the message you sent to me about delivery delay on the control desks. What’s gone wrong? W: Everything, John. We have to get the steel sheets we need for these desks from new suppliers, while, the suppliers have got some trouble or other. They say they will be a bit later for the delivery. M: But they can’t be. These control desks are a special order. They are wanted for one of the big computer companies. It’s a very important contract. W: When did it promise the delivery? M: On Thursday next week. And there’s a penalty clause. We stand to lose 10 percent of our price for each week of overdue delivery. W: Oh, these penalty clauses. Why did you sales people accept them? M: We have to accept them; otherwise, we don’t get the contracts. W: Well, let’s get on to the Buying Department. I already heard about the delay yesterday because we kept the production line clear to handle the special sheets. It’s a dreadful nuisance. M: It will be more than a nuisance. If we don’t meet on the delivery date, it will cost us a lot of money. W: Keep calm, John. We can perhaps claim compensation from the steel suppliers for failure to deliver on time. Then we will settle the penalty clause. M: Well, if we can. Questions 9 to 12 are based on the conversation you have just heard. Questions 19 to 22 are based on the passage you have just heard. 19. Why did the woman send the message to the man? 20. What does the woman say about the new suppliers? 21. How did the man get the contract? 22. What does the woman suggest they do? Conversation Two M: Kathy, chaos theory seems to be a branch of physics or mathematics. You are an economist, so how does it influence your work? W: Well, in several ways. I’m responsible for financial development programmes in many parts of he world, so forecasting long range trends and making predictions on the basis of present t evidence is what I do. Chaos theory was developed by scientists trying to explain the movement of the planets and the changes in environmental conditions. Both of these things are also about making long term predictions on the basis of present evidence. M: Are many economists involved in this field? W: An increasing number. In the 1990s, many economists began to look at chaos theory as a way of providing models for forecasting. M: What kind of “models” are we talking about here? W: Well, that’s a good question, because the basic idea of chaos theory is that there aren’t any “models” as such—there aren’t guaranteed forms, but rather patterns of change in development. M: Doesn’t that mean that forecasting is impossible? W: No, but it certainly makes it more of a challenge. Mandelbrot, who did the experiment with stock exchange prices, for example, noted that although the outcomes were variable, there were in fact certain constancy. What we have to do is make sure we know what these are and take into account all the possible variables. M: But do economics and finance work in the same way as weather conditions or the movement of planets? W: Well, no, of course not. There are certain underlying similarities. But we have to leave them for the other time. Questions 23 to 25 are based on the conversation you have just heard. 23. What is the woman’s profession? 24. What was chaos theory supposed to do when it was first formulated? 25. What are the speakers mainly talking about? Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Passage One People write to ask me if there’s correlation between academic intelligence and emotional intelligence. My answer is no. You can have a high IQ and a high EQ, which, of course is a winning combination, or be high in one and low in the other. The best study was done at Bell Labs in New Jersey, a very high IQ place. They do research in development for the communications industry. In the division of electronics engineers, who were designing equipment so advanced that they work in teams of up to 150, co-workers and managers were asked to nominate the standouts. The stars are in priority and effectiveness. They came up with 10 or 15 names, and that group of stars was compared with everyone else. It turned out there was no difference in IQ, no difference in academic qualifications, no difference in years on the job. The only difference was emotional intelligence. The stars were people who knew how to get along. He knew how to motivate themselves, usually the kind of people you like to hang out with. When these people run up against to a technical problem, to which they have to turn to someone else for an answer, they e-mail and get the answer right away, because they built up networks of people before they needed them. The other people would e-mail and wait up to two weeks for an answer. So you can see, how being good in the interpersonal realm actually was a direct benefit, even for effectively pursuing a technical task. Questions 26 to 28 are based on the passage you have just heard. 26. What does the speaker say about Bell Labs? 27. What categorizes the stars nominated at Bell Labs? 28. What does the speaker say contributes to effectively pursuing a technical task? Passage Two Here’s the biography of John Muir. It is John Muir’s own writing to bring readers a life story of this remarkable man who did so much to raise the American awareness of the environmental issue. As America’s first environmentalist, John Muir lives his life for ever dairying for undertaking new adventures. He spent most of his days outdoors and had deep love for the wild lands. In the book, we meet John Muir to use fearless climbing the roof of his house. He captures birds only to let them go when he realizes the cruelty involved. He becomes an inventor and sells his inventions in order to attend the university. As a young man, he began walking over tens of thousands miles during his lifetime, to the south to Florida, the west to California and north to Alaska, where readers are taking a long and particularly hair-raising adventure on a large mass of floating ice. Muir’s learning in observation throughout his life let him devote his last years to preserving the natural environment. His writing and speaking raised awareness of the importance of conservation and helped bring about our national park system. Readers may feel they know John Muir after reading his story and may catch his passion for preserving the richness of our land. The other portrait of Muir’s life has tested many for what means to be lifelong learners and to use that learning to inform and bring about change. Questions 29 to 31 are based on the passage you have just heard. 29. What kind of book is the speaker introducing? 30. What do we learn about John Muir when he was young? 31. What did John Muir intend to do through writing and speaking? Passage Three Disaster movies often portrait catastrophes that destroy, or at least threaten to destroy earth's entire population. In fact, a virus emerged in the 1970s that could've been just that fatal. Named after a river that passes through the Congo, the Ebola virus originally manifested itself in the interior of Africa in Ebola-Zaire and 1976. Two strains of the disease of almost identical symptoms affected humans— Ebola-Sudan. The Sudan version was deadly enough, killing 15% of those who were affected. However, Zaire with its 90% mortality rate was even worse. The origins, though not the cause of Ebola-Sudan can be traced back to a single individual in a Sudanese town. Ebola-Zaire seemed to interrupt in over 50 villages simultaneously. Both strains quickly invaded local hospitals when needle sharing and other unhealthy practices ensured the rapid spreading of the infection by bringing people into contact with contaminated body fluids. If the virus had been capable of spreading through the air, or if one infected person had unknowingly entered a large population center, Ebola might have become a worldwide epidemic. However, soon after these fierce outbreaks, the virus died out, at least temporarily. Ebola was so deadly and killed so quickly that within a short period of time, there was no one around to infect. Hospital workers in at least one case deserted their workplace in panic, thus, halting administering of potentially unclean disease spreading injections, but Ebola has not disappeared. With no known vaccination or cure available, it seems only a matter of time until another epidemic erupts. Questions 22 to 25 are based on the passage you have just heard. Questions 32 to 35 are based on the passage you have just heard. 32. What is Ebola virus named after? 33. What do we learn about Ebola-Zaire and Ebola-Sudan? 34. How do people get infected with the disease according to the speaker? 35. What does the speaker believe? Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written. Now listen to the passage.