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2013年6月六级真题(第2套)英语六级听力原文

2013年6月六级真题(第2套)英语六级听力原文
2013年6月六级真题(第2套)英语六级听力原文

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[00:02.95]College English Test (Band 6)

[00:05.69]Part Listening Comprehension

[00:09.04]Section A

[00:10.72]Directions: In this section,

[00:13.09]you will hear 8 short conversations

[00:15.90]and 2 long conversations.

[00:19.21]At the end of each conversation,

[00:22.02]one or more questions will be asked

[00:24.11]about what was said.

[00:26.33]Both the conversation and the questions

[00:29.09]will be spoken only once.

[00:31.98]After each question there will be a pause.

[00:35.65]During the pause,

[00:37.01]you must read the four choices

[00:38.94]marked A), B), C) and D),

[00:42.10]and decide which is the best answer.

[00:46.36]Then mark the corresponding letter on Answer Sheet 1

[00:50.38]with a single line through the centre.

[00:53.70]Now lets begin with the eight short conversations.

[00:59.36]1. W: I was shocked to hear of your wife's illness.

[01:04.12]Is she going to be all right?

[01:06.35]M: At first, the doctors weren't sure,

[01:08.48]but she's really improved.

[01:10.29]She'll be home next week.

[01:13.05]Q: What do we learn

[01:14.21]about the man's wife from the conversation?

[01:33.76]2. M: Excuse me,

[01:34.87]can I get a ticket for a sleeping compartment on this train? [01:38.81]W: Yes, there are four left.

[01:40.67]The price is 60 per person including a continental breakfast. [01:46.69]Q: What is the man doing?

[02:05.38]3. M: Janet, here's the book I borrowed from you,

[02:07.59]but I'm so sorry that I can't find its jacket.

[02:11.05]W: It doesn't matter.

[02:11.96]Anyway, you are one of the few people

[02:14.26]who actually return books to me.

[02:17.46]Q: What does the woman imply?

[02:35.11]4. M: Lisa, have you been to the new supermarket yet?

[02:40.06]W: Yes, and no.

[02:41.97]I went there last Saturday for their grand opening sale,

[02:45.89]but I drove around the parking lot for nearly an hour,

[02:50.02]looking for a space before I finally gave up and came home. [02:54.71]Q: What does the woman mean?

[03:12.17]5. W: You've been sitting at the computer for hours.

[03:16.11]Let's take a coffee break, shall we?

[03:19.18]M: I wish I could. You know, I'm up to my neck in work.

[03:22.86]I've got to finish this report.

[03:25.15]I don't want to miss the deadline.

[03:27.70]Q: What does the man mean?

[03:44.62]6. M: What do you think of this gallery space?

[03:48.87]They offer to let me exhibit some of my paintings here.

[03:52.70]W: Are you kidding?

[03:53.95]Any art student I know would die to have an exhibition here. [03:59.07]Q: What can we infer from the conversation?

[04:17.47]7. W: Gary, my assistant is in hospital now.

[04:22.16]Is there anyone in your department

[04:23.58]who could give a hand for a few days?

[04:25.86]M: I think so. I'll ask around and get back to you.

[04:29.59]Q: What do we learn from the conversation?

[04:47.37]8. W: Did you read the article in the paper

[04:50.70]about the mayor's speech at the economic forum?

[04:53.88]M: Sure I did, but I think they twisted the meaning of what he said.

[04:58.50]It's not the first time for them to do so.

[05:02.06]Q: What does the man say about the paper's article?

[05:20.11]Now you will hear the two long conversations.

[05:25.22]Conversation One

[05:27.28]W: Oh, hello, John. [05:28.55]Are you using your dictating machine this morning?

[05:31.60]I've got a long report I must dictate.

[05:33.93]Can I borrow your machine?

[05:35.36]M: Of course. But can you spare me a second?

[05:38.36]It's the message you sent me

[05:40.41]about the delivery delay of the control desks.

[05:42.84]What's gone wrong?

[05:44.73]W: Everything, John.

[05:45.77]We have to get the steel sheets we need

[05:48.47]for these desks from new suppliers.

[05:51.44]Well, the suppliers have got some trouble or other.

[05:54.40]They say they will be a bit late with the delivery.

[05:56.61]M: But they can't be.

[05:59.52]Those control desks are a special order.

[06:02.46]They are wanted for one of the big computer companies.

[06:05.29]It's a very important contract.

[06:08.50]W: When did we promise the delivery?

[06:10.71]M: On Thursday next week.

[06:12.69]And there's a penalty clause.

[06:14.40]We stand to lose 10 percent of our price

[06:16.86]for each week of overdue delivery.

[06:19.89]W: Oh, these penalty clauses!

[06:22.20]Why did you sales people accept them?

[06:24.98]M: We have to accept them; otherwise, we don't get the contracts. [06:29.92]W: Well, let's get on to the Buying Department.

[06:32.83]I only heard about the delay yesterday

[06:34.97]because we kept the production line clear

[06:38.31]to handle these special sheets. It's a dreadful nuisance.

[06:41.30]M: It will be more than a nuisance

[06:43.05]if we don't meet on delivery date.

[06:45.15]It will cost us a lot of money.

[06:47.91]W: Keep calm, John. We can perhaps claim compensation from the steel suppliers

[06:53.04]for failure to deliver on time.

[06:55.73]Then we will offset the penalty clause.

[06:59.02]M: Well, if you can.

[07:02.12]Questions 9 to 12 are based on the conversation

[07:05.19]you have just heard.

[07:08.30]9. Why did the woman send the message to the man?

[07:27.79]10. What does the woman say about the new suppliers?

[07:48.33]11. How did the man get the contracts?

[08:07.67]12. What does the woman suggest they do?

[08:27.02]Conversation Two

[08:29.19]M: Kathy, chaos theory seems to be

[08:31.83]a branch of physics or mathematics.

[08:33.53]You are an economist,

[08:36.00]so how does it influence your work?

[08:39.17]W: Well, in several ways.

[08:40.66]I am responsible for financial development programs

[08:43.92]in many parts of the world,

[08:45.88]so forecasting long range trends

[08:48.90]and making predictions on the basis of present evidence

[08:51.68]is what I do.

[08:53.07]Chaos theory was developed by scientists,

[08:55.80]trying to explain the movement of the planets

[08:58.26]and the changes in environmental conditions.

[09:01.41]Both of these things are also about

[09:03.26]making long-term predictions

[09:05.61]on the basis of present evidence.

[09:07.93]M: Are many economists involved in this field?

[09:11.30]W: An increasing number.

[09:12.84]In the 1990s,

[09:14.74]many economists began to look at chaos theory

[09:17.01]as a way of providing models for forecasting.

[09:21.39]M: What kind of "models" are we talking about here?

[09:25.15]W: Well, that's a good question,

[09:27.06]because the basic idea of chaos theory is that

[09:29.98]there aren't any "models" as such

[09:32.36]there aren't guaranteed forms,

[09:34.67]but rather patterns of change in development.

[09:38.18]M: Doesn't that mean that forecasting is impossible?

[09:41.51]W: No, but it certainly makes it more

[09:43.81]of a challenge.

[09:45.21]Mandelbrot,

[09:46.32]who did the experiment with stock exchanges prices,

[09:49.37]for example,

[09:50.28]noted that although the outcomes were variable,

[09:52.69]there were in fact certain constancy.

[09:55.85]What we have to do is

[09:57.39]make sure we know what these are

[09:59.56]and take into account all the possible variables.

[10:03.42]M: But do economics and finance work in the same way [10:06.41]as weather conditions or the movement of planets?

[10:09.49]W: Well, no, of course not.

[10:12.01]There are certain underlying similarities.

[10:14.38]But we have to leave them for another time.

[10:18.84]Questions 13 to 15 are based on the conversation

[10:22.04]you have just heard.

[10:25.03]13. What is the woman's profession?

[10:44.28]14. What was chaos theory supposed to do

[10:48.21]when it was first formulated?

[11:05.47]15. What are the speakers mainly talking about?

[11:25.29]Section B

[11:26.98]Directions: In this section,

[11:29.56]you will hear 3 short passages.

[11:32.08]At the end of each passage,

[11:33.64]you will hear some questions.

[11:35.66]Both the passage and the questions

[11:37.66]will be spoken only once.

[11:39.67]After you hear a question,

[11:41.13]you must choose the best answer

[11:43.38]from the four choices marked A), B), C) and D)

[11:47.78]Then mark the corresponding letter on Answer Sheet 1

[11:51.36]with a single line through the centre.

[11:54.75]Passage One

[11:56.33]People write to ask me

[11:57.63]if there's correlation between academic intelligence

[12:01.04]and emotional intelligence.

[12:03.63]My answer is no.

[12:05.38]You can have a high IQ and a high EQ,

[12:08.64]which, of course, is a winning combination,

[12:11.24]or be high in one and low in the other.

[12:14.33]The best study was done at Bell Labs in New Jersey,

[12:17.76]a very high IQ place.

[12:20.27]They do research into development

[12:22.67]for the communications industry.

[12:24.74]In a division of electronic engineers,

[12:26.68]who were designing equipments so advanced

[12:30.37]that they work in teams of up to 150,

[12:33.64]co-workers and managers were asked to nominate the standouts- [12:38.65]the stars in productivity and effectiveness.

[12:41.95]They came up with 10 or 15 names,

[12:45.26]and that group of stars was compared with everyone else. [12:49.10]It turned out there was no difference in IQ,

[12:51.89]no difference in academic qualifications,

[12:55.51]no difference in years on the job.

[12:57.81]The only difference was emotional intelligence.

[13:01.81]The stars were people who knew how to get along,

[13:05.15]who knew how to motivate themselves,

[13:07.56]usually the kind of people you like to hang out with.

[13:11.20]When these people ran up against a technical problem,

[13:14.14]to which they'd have to turn to someone else for an answer, [13:17.53]they'd e-mail and get an answer right away,

[13:21.54]because they built up a network of people

[13:24.29]before they needed them.

[13:29.10]The other people would e-mail and wait up to two weeks [13:30.78]for an answer.

[13:31.59]So you can see how being good in the interpersonal realm [13:34.78]actually was a direct benefit,

[13:37.21]even for effectively pursuing a technical task.

[13:41.97]Questions 16 to 18 are based on the passage you have just heard. [13:47.58]16. What does the speaker say about Bell Labs?

[14:07.29]17. What characterizes the stars nominated at Bell Labs? [14:28.58]18. What does the speaker say contributes

[14:32.56]to effectively pursuing a technical task?

[14:50.30]Passage Two [14:51.93]J's (Biography of John Muir)-John Muir's own writings

[14:55.31]to bring readers a life story of this remarkable man

[14:59.08]who did so much to raise American's awareness

[15:01.61]of environmental issues.

[15:03.50]As America's first environmentalist,

[15:05.50]John Muir lived his life forever daring

[15:08.08]to undertake new adventures.

[15:10.34]He spent most of his days outdoors

[15:12.14]and had deep love for the wild lands.

[15:14.88]In the book, we meet John Muir

[15:16.84]as a youth fearlessly climbing the roof of his house.

[15:20.43]He captures birds only to let them go

[15:23.02]when he realizes the cruelty involved.

[15:25.64]He becomes an inventor

[15:26.95]and sells his inventions in order to attend the university.

[15:30.88]As a young man,

[15:32.33]he began walking over tens of thousands of miles

[15:35.32]during his lifetime,

[15:36.82]through the south to Florida,

[15:38.76]the west to California and north to Alaska,

[15:40.34]where readers are taken a long

[15:42.19]and particularly hair-raising adventure

[15:43.95]on a large mass of floating ice.

[15:46.34]Muir's learning in observation throughout his life

[15:51.24]led him to devote his last years to preserving the natural environment.

[15:54.17]His writing and speaking raised the awareness

[15:58.43]of the importance of conservation

[16:00.59]and helped bring about our national park system.

[16:03.53]Readers will feel they know John Muir

[16:05.55]after reading his story

[16:06.97]and may catch his passion for preserving the riches of our land. [16:11.04]The other's portrayal of Muir's life

[16:12.99]is a testimony to what it means to be lifelong learners

[16:16.99]and to use that learning to inform and bring about change. [16:21.12]Questions 19 to 21 are based on the passage you have just heard. [16:26.92]19. What kind of book is the speaker introducing?

[16:47.00]20. What do we learn about John Muir when he was young? [17:06.83]21. What did John Muir intend to do through writing and speaking?

[17:28.37]Passage Three

[17:30.27]Disaster movies often portray catastrophes that destroy,

[17:34.35]or at least threaten to destroy earth's entire population.

[17:38.50]In fact, a virus emerged in the 1970s

[17:42.15]that could've been just that fatal.

[17:44.95]Named after a river that passes through the Congo,

[17:47.60]the Ebola virus originally manifested itself

[17:51.56]in the interior of Africa in 1976.

[17:55.87]Two strains of the disease,

[17:57.63]with almost identical symptoms, affected humans-

[18:01.76]Ebola-Zaire and Ebola-Sudan.

[18:04.11]The Sudan version was deadly enough,

[18:07.54]killing 50% of those it infected.

[18:10.37]However, Zaire, with its 90% mortality rate,

[18:14.58]was even worse.

[18:16.30]The origins, though not the cause of Ebola-Sudan,

[18:19.66]can be traced back to a single individual in a Sudanese town. [18:24.63]Ebola-Zaire seemed to erupt in over 50 villages simultaneously. [18:30.02]Both strains quickly invaded local hospitals

[18:32.95]when needle sharing and other unhealthy practices

[18:36.28]ensured the rapid spreading of the infection

[18:39.45]by bringing people into contact with contaminated body fluids. [18:44.13]If the virus had been capable of spreading through the air, [18:47.42]or if one infected person had unknowingly entered a large population center,

[18:52.50]Ebola might have become a worldwide epidemic.

[18:56.40]However, soon after these fierce outbreaks,

[18:59.19]the virus died out, at least temporarily.

[19:02.90]Ebola was so deadly and killed so quickly that

[19:06.95]within a short period of time,

[19:08.80]there was no one around to infect.

[19:11.66]Hospital workers in at least one case deserted their workplace in panic,

[19:16.53]thus halting the administering of potentially unclean disease spreading injections,

[19:23.01]but Ebola has not disappeared.

[19:25.53]With no known vaccination or cure available,

[19:28.99]it seems only a matter of time until another epidemic erupts. [19:34.94]Questions 22 to 25 are based on the passage

[19:39.24]you have just heard.

[19:40.85]22. What is Ebola virus named after?

[20:00.29]23. What do we learn about Ebola-Zaire and Ebola-Sudan? [20:21.53]24. How do people get infected with the disease

[20:25.16]according to the speaker?

[20:42.48]25. What does the speaker believe?

[21:02.02]Section C

[21:03.70]Directions: In this section,

[21:05.49]you will hear a passage three times.

[21:08.05]When the passage is read for the first time,

[21:10.51]you should listen carefully for its general idea.

[21:13.68]When the passage is read for the second time,

[21:16.42]you are required to fill in the blanks

[21:18.70]with the exact words

[21:19.86]you have just heard.

[21:21.98]Finally,

[21:22.87]when the passage is read for the third time,

[21:25.42]you should check what you have written.

[21:28.26]Now listen to the passage.

[21:31.93]The ideal companion machine would not only look, feel,

[21:34.78]and sound friendly but would also be programmed

[21:37.98]to behave in an agreeable manner.

[21:40.46]Those qualities that make interaction with other people enjoyable [21:44.10]would be simulated as closely as possible,

[21:47.46]and the machine would appear to be charming stimulating, and easygoing.

[21:52.29]Its informal conversational style would make interaction comfortable,

[21:56.63]and yet the machine would remain slightly

[22:00.62]unpredictable and therefore interesting.

[22:02.43]In its first encounter it might be somewhat hesitant and unassuming,

[22:07.11]but as it came to know the user it would progress

[22:10.26]to a more relaxed and intimate style.

[22:12.96]The machine would not be a passive participant

[22:15.89]but would add its own suggestions, information, and opinions; [22:20.18]it would sometimes take the initiative in developing or

[22:23.18]changing the topic and would have a personality of its own. [22:27.59]The machine would convey presence.

[22:30.25]We have all seen how a computers use of personal names

[22:33.65]often fascinates people and needs them to treat the machine [22:37.45]as if it were almost human.

[22:39.97]Such features are easily written into the software.

[22:43.74]By introducing a degree of forcefulness and humor,

[22:47.33]the machine could be presented as a vivid and unique character. [22:51.69]Friendships are not made in a day, and the computer

[22:54.85]would be more acceptable as a friend if it simulated

[22:58.45]the gradual changes that occur when one person

[23:01.86]is getting to know another. At an appropriate time it might also [23:06.44]express the kind of affection that stimulates attachment and intimacy.

[23:12.34]Now the passage will be read again.

[23:15.61]The ideal companion machine would not only look, feel,

[23:20.05]and sound friendly but would also be programmed

[23:23.00]to behave in an agreeable manner.

[23:25.41]Those qualities that make interaction with other people enjoyable [23:29.43]would be simulated as closely as possible,

[23:32.73]and the machine would appear to be charming stimulating, and easygoing.

[23:37.99]Its informal conversational style would make interaction comfortable,

[23:42.60]and yet the machine would remain slightly

[23:45.04]unpredictable and therefore interesting.

[23:47.85]In its first encounter it might be somewhat hesitant and unassuming,

[23:52.36]but as it came to know the user it would progress

[23:55.23]to a more relaxed and intimate style. [23:58.25]The machine would not be a passive participant

[24:01.08]but would add its own suggestions, information, and opinions; [24:05.59]it would sometimes take the initiative in developing or

[24:09.17]changing the topic and would have a personality of its own. [24:14.37]The machine would convey presence.

[24:17.40]We have all seen how a computers use of personal names

[24:21.32]often fascinates people and needs them to treat the machine [24:25.56]as if it were almost human.

[24:28.00]Such features are easily written into the software.

[24:31.91]By introducing a degree of forcefulness and humor,

[24:35.80]the machine could be presented as a vivid and unique character. [24:40.42]Friendships are not made in a day,

[24:43.13]and the computer would be more acceptable as a friend

[24:47.04]if it simulated the gradual changes that occur when one person [24:51.25]is getting to know another. At an appropriate time it might also [24:55.97]express the kind of affection that stimulates attachment and intimacy.

[25:03.77]Now the passage will be read for the third time.

[25:07.52]The ideal companion machine would not only look, feel,

[25:11.34]and sound friendly but would also be programmed

[25:14.32]to behave in an agreeable manner.

[25:17.17]Those qualities that make interaction with other people enjoyable [25:20.82]would be simulated as closely as possible,

[25:24.23]and the machine would appear to be charming stimulating, and easygoing.

[25:29.31]Its informal conversational style would make interaction comfortable,

[25:33.67]and yet the machine would remain slightly

[25:37.50]unpredictable and therefore interesting.

[25:39.47]In its first encounter it might be somewhat hesitant and unassuming,

[25:44.00]but as it came to know the user it would progress

[25:47.09]to a more relaxed and intimate style.

[25:49.87]The machine would not be a passive participant

[25:53.08]but would add its own suggestions, information, and opinions; [25:56.99]it would sometimes take the initiative in developing or

[26:00.01]changing the topic and would have a personality of its own. [26:04.48]The machine would convey presence.

[26:07.06]We have all seen how a computers use of personal names

[26:10.39]often fascinates people and needs them to treat the machine [26:14.41]as if it were almost human.

[26:16.96]Such features are easily written into the software.

[26:20.53]By introducing a degree of forcefulness and humor,

[26:24.07]the machine could be presented as a vivid and unique character. [26:28.48]Friendships are not made in a day, and the computer

[26:31.84]would be more acceptable as a friend if it simulated

[26:35.66]the gradual changes that occur when one person

[26:38.87]is getting to know another. At an appropriate time it might also [26:43.42]express the kind of affection that stimulates attachment and intimacy.

[26:49.24]This is the end of listening comprehension.

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