大学英语六级考试一本全MP3+字幕文本下载Test.1（在线收听）

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[00:00.65]Test 1 

[00:04.26]Section A 

[00:05.90]Directions: In this section, 

[00:09.83]you will hear 8 short conversations and 2 long conversations. 

[00:14.10]At the end of each conversation, 

[00:16.73]one or more questions will be asked about what was said. 

[00:20.45]Both the conversation and the questions will be spoken only once. 

[00:25.15]After each question there will be a pause. 

[00:28.64]During the pause, you must read the four choices marked A), B), C) and D), 

[00:35.43]and decide which is the best answer. 

[00:37.95]Then mark the corresponding letter on Answer Sheet 2 

[00:42.86]with a single line through the centre. 

[00:45.38]Now let’s begin with the 8 short conversations. 

[00:50.20]1. M: Here is your arrangement for this week. 

[00:55.23]On Monday, there is a cross-cultural lecture. 

[00:58.51]The charity dance is on Tuesday. And then on Wednesday, 

[01:02.66]you are supposed to meet the president of Harvard University. 

[01:05.95]W: It seems like a full week that I’ll possibly have Thursday and Friday off. 

[01:10.54]Q: What will the woman probably do on Tuesday? 

[01:30.65]2. M: Did the professor give an assignment before Friday? 

[01:34.04]W: Nothing to read in the textbook, 

[01:36.34]but we have to see a movie and write a short comment on it. 

[01:40.17]Q: What have the students been assigned to do before Friday? 

[01:54.93]3. W: Professor, have you heard the morning news report? 

[02:04.29]Thomas resigned his post as defense secretary. 

[02:07.68]M: I didn’t turn on the radio this morning, but I did see the headlines. 

[02:12.27]If you remember, he threatened to leave office at the last cabinet meeting. 

[02:17.52]Q: How did the professor know that Thomas had resigned? 

[02:37.75]4. W: Does John know the class is having a surprise party 

[02:41.88]for him when he turns twenty-one this week? 

[02:44.94]M: No. He thinks we are giving a retirement party for the dean. 

[02:49.31]We’ve hidden the presents for him. 

[02:51.83]Q: What are the man and woman planning? 

[03:10.67]5. M: Our summer vacation is coming, and I am planning to go to Tibet. 

[03:16.91]But I am totally broke. How can I afford my summer vacation to Tibet? 

[03:22.37]W: Why don’t you tighten your belt a little? You have been scattering money. 

[03:27.19]Q: What does the woman suggest the man do? 

[03:45.69]6. M: I’m really getting worried about Mary. 

[03:49.62]She was sitting in for the exam for the two weeks’ time. 

[03:53.78]But all she is talking about now is nothing but an upcoming concert. 

[03:58.92]W: She may fail along that line. Let’s try to talk some sense into her. 

[04:03.95]Q: What are the speakers probably going to do? 

[04:23.71]7. M: How did you find the food in the new restaurant I recommended? 

[04:28.82]W: I haven’t tried there yet. 

[04:30.57]I drove all the way there only to find it’s closed on Tuesday, 

[04:35.17]so we had my dinner in the Korean restaurant on the opposite side of the road. 

[04:41.73]Q: What did the woman say about the new restaurant? 

[04:59.34]8. M: Hello, Linda. Have you seen Michael this morning? 

[05:06.01]There is an urgent letter for him, waiting for his signature. 

[05:09.73]W: Yes, he is in our dean’s office, talking about the affairs to go abroad for further study.

[05:16.18]Q: What is Michael doing now? 

[05:34.22]Now you’ll hear two long conversations. 

[05:37.71]Conversation One 

[05:39.90]W: Hey Steve, got any plans for tonight? 

[05:42.64]M: Hi, Jane. No, I don’t think so. Why? Got any suggestions? 

[05:47.11]W: In fact, I do. I just got two tickets 

[05:50.62]to the opening of the exhibit of the reprints by Julia Emily Cameron. 

[05:55.10]I would have to mention it earlier, 

[05:57.18]but I was on the waiting list for these tickets and I wasn’t sure I’d even get them.

[06:01.66]M: An exhibit, huh? I like such things. But I don’t know who Julia... 

[06:05.93]W: Emily Cameron! She was a photographer in the 1800s. 

[06:10.75]She is interesting to art-historians in general 

[06:14.02]and students of photography in particular because she...how should I say, 

[06:18.62]change the aesthetics for photography. 

[06:21.24]M: What do you mean? 

[06:22.88]W: Well, her specialty was portraits and instead of 

[06:26.05]just making a factual record of details like most photographers did, 

[06:30.65]you know, just capturing what a person look like in a neutral and natural way. 

[06:35.14]She, like a portrait painter, was interested in capturing her subject’s personality.

[06:40.93]M: Interesting! How did she do that? 

[06:43.55]W: She invented a number of techniques that affect the picture. 

[06:46.84]Like one of those things she did was blur images slightly by using a soft focus on the subject.

[06:53.72]That’s pretty common now. Her techniques brought great influence to the later photographers.

[06:59.64]M: Yeah, she’s great. Who did she photograph? 

[07:02.70]W:  Famous people of her day, Alfred Lord Tennyson, 

[07:07.29]Henry Wadsworth Longfellow, Charles Darwin..., I don’t know who else. We’ll see at the exhibition.

[07:14.61]M: You really pick my curiosity. I am going to enjoy this. 

[07:18.66]W: I’ll give you a call when I get the tickets. 

[07:21.18]M: I bet we’ll have great fun there. 

[07:23.69]Questions 9 to 12 are based on the conversation you have just heard. 

[07:29.16]9. What is the conversation mainly about? 

[07:48.21]10. What did Julia Emily Cameron emphasize in her photographs? 

[08:11.11]11. What unique photographic technique did Julia Emily Cameron use? 

[08:33.95]12. What will be the subject of the pictures at the exhibit? 

[08:53.46]Conversation Two 

[08:55.31]W: Morning! Can I help you? 

[08:57.28]M: Yes, I’m here to know about tomorrow’s activities for freshmen. 

[09:01.33]W： Well, firstly, let me give you this booklet. It tells you a bit more about the school,

[09:07.02]the courses and the social activities we offer. 

[09:10.52]M: Thanks. I can see there’s a tight schedule for tomorrow. 

[09:14.02]W: Right. Now, on the first page, there’s an outline of next morning’s activities.

[09:19.82]At 10 o’clock, all the new students will gather in the Main Hall 

[09:24.63]to meet the principal and the rest of the staff. 

[09:27.37]M: Well, I see. I’ll try not to be late. 

[09:30.32]W: The principal’s talk will last about fifteen minutes 

[09:34.37]and then the director of studies will talk to you for half an hour 

[09:38.08]about the courses and the different requirements for each. 

[09:41.36]After that, the student adviser will tell you about the various services and activities we offer to students.

[09:48.80]M: I can see after that we’ll go to the language lab at 11 o’clock. What will we do there?

[09:54.82]W: You’ll have a test. 

[09:56.02]M: A test?! I don’t like the sound of that. What sort of test? 

[10:00.07]W: Oh, don’t worry about it. 

[10:01.82]It’s just a test to help us find your level of English, 

[10:05.65]so that we can put you in the right class. 

[10:07.94]M: We still have a couple of things to do in the afternoon. 

[10:11.66]W: Yes. At 2 p.m., you’ll watch a documentary about the school life in Classroom 521, Main Building.

[10:19.61]At 4, a lecture about course registration will be given, 

[10:24.10]since you’re all eager to know about it, which will be given at Lecture Theater.

[10:28.80]M: That’ll be helpful. Thank you very much. 

[10:31.43]W: You’re welcome. 

[10:32.63]Questions 13 to 15 are based on the conversation you have just heard. 

[10:38.10]13. What will the student advisor talk to the freshmen? 

[10:59.27]14. Which of the following is true about the test? 

[11:19.82]15. What will the students do at Lecture Theater? 

[11:39.65]Section B 

[11:42.81]Directions: In this section, you will hear 3 short passages. 

[11:49.49]At the end of each passage, you will hear some questions. 

[11:54.08]Both the passage and the questions will be spoken only once. 

[11:59.22]After you hear a question, 

[12:01.84]you must choose the best answer from the four choices marked A), B), C) and D). 

[12:08.74]Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

[12:15.19]Passage One 

[12:17.07]Do you know that vegetables can be grown in climates they are not accustomed to? 

[12:22.43]Cool climates vegetables are now able to be grown in places as hot as Hawaii. 

[12:28.34]In Hawaii, engineers have been able to actually make those vegetables live in cooler climates.

[12:34.79]That way they grow faster and taste better. 

[12:38.18]What these engineers have been using is cold seawater. 

[12:41.90]The temperature of seawater is much lower than the air temperature. 

[12:46.06]How do they use it? They place pipes in the soil and the cold water flowing 

[12:51.20]through them cools the earth. 

[12:52.95]This stimulates plant growth and enables gardeners 

[12:56.23]in tropical climates to grow crops from cooler climates. 

[13:00.38]Also, some of these pipes are exposed to the air and they make the moisture 

[13:05.53]form little water drops and thus irrigate the gardens. 

[13:09.46]What is especially appealing about this process 

[13:12.42]is that nothing damaging to the natural environment is being used. 

[13:17.44]Another innovative use for cold ocean water is to cool buildings. 

[13:22.15]Engineers believe that, for example, 

[13:24.99]the entire west coast of the United States could be air-conditioned using seawater. 

[13:31.01]We all know there are certain types of chemicals used in air conditioner, 

[13:35.27]which not only pollutes the air but also bring damage to the ozone. 

[13:40.19]If we could cool the city by using seawater, the environment of the whole city 

[13:45.34]will be improved and the ozone will be protected, 

[13:48.51]which will be beneficial to ourselves in return. 

[13:52.01]Questions 16 to 19 are based on the passage you have just heard. 

[13:57.48]16. What is the report mainly about? 

[14:17.81]17. How are the pipes used in Hawaii? 

[14:37.78]18. What are the other advantages of using seawater? 

[14:59.02]19. Why does the speaker mention air-conditioning? 

[15:18.72]Passage Two 

[15:20.56]As a result of rising university costs, 

[15:23.84]many students are finding it necessary to take on part-time job. 

[15:28.00]To make finding those jobs easier, 

[15:30.19]our services put together a listing of what’s available locally. 

[15:34.34]For some students, these part-time jobs could lead to full-time work after graduation, 

[15:39.81]as they may offer experience in their own field, 

[15:43.20]whatever in field of finance, marketing or even management. 

[15:47.36]For example, National Saving Bank offers a job on a half time basis. 

[15:52.93]That’s twenty hours a week. 

[15:54.79]Retail stores and restaurants have positions requiring fewer hours. 

[15:59.72]Even less time is expected of those providing child-care. 

[16:03.55]We have a number of families registered with us 

[16:06.94]who were looking for baby sitters for as few as 4 hours a week. 

[16:11.09]For students who prefer outdoor work, 

[16:13.94]there are seasonal positions right on campus, working with the gardening teams. 

[16:18.64]These often require the most time and are the least flexible in terms of scheduling.

[16:23.56]To see a complete list of these and other available jobs, 

[16:27.39]including the salary offered and the hours required, 

[16:30.78]stop by our office. 

[16:32.42]Oh, and be sure to bring a resume with you. 

[16:35.26]When you find something that interests you, 

[16:37.89]we’ll put you in touch with the person offering it. 

[16:40.51]In addition, our counselors will give you hints about successful interviewing. 

[16:45.55]We do hope you would like our service and get some help from us. 

[16:49.59]We’ll try to have more information to help you. Suggestions are welcomed. 

[16:54.84]Questions 20 to 22 are based on the passage you have just heard. 

[17:00.42]20. What is the purpose of the talk? 

[17:19.71]21. What should students bring with them to the office? 

[17:35.18]22. What do all of the jobs have in common? 

[18:00.44]Passage Three 

[18:02.17]In the late 1400s, when Christopher Columbus returned to Spain from the western part of the earth,

[18:09.28]he brought with him a sample of corn. 

[18:11.80]Corn is a popular and nutritious type of food we have today in our daily diet. 

[18:17.59]The corn that Columbus introduced to Europe was originally native to Mexico. 

[18:22.73]The peoples of the Americans probably started to plant this grass as early as 5000 B.C.

[18:29.95]After about a thousand years, they had developed highly productive types of corn which later

[18:36.74]became the basis for the great pre-Columbian civilizations. 

[18:41.11]Actually, many countries regarded corn as one of their basic crops. 

[18:45.70]To certain degree, we can say that many ancient cities were built on corn. 

[18:51.39]Corn is one of the major foods both for men and some domesticated animals, 

[18:57.30]such as chicks and pigs. The corn and the people who cultivated it developed together.

[19:03.31]Without humans to care for it, corn could not survive. 

[19:07.90]There were times when some natural disasters stroke corn planting. 

[19:12.83]The people who planted corn made great effort to protect it from being destroyed.

[19:18.19]They tried to gather the seeds to enlarge the planting areas. 

[19:22.23]The planting people tried various ways to enhance the production of corn. 

[19:27.15]They tried to get rid of the weeds and fertilized corn at proper times. 

[19:32.08]They also have to make sure corn is watered when there’s a lack of rain. 

[19:36.89]Questions 23 to 25 are based on the passage you have just heard. 

[19:42.56]23. What is the main topic of this passage? 

[20:03.46]24. Where was corn probably first cultivated? 

[20:24.34]25. Why would corn die out without human care? 

[20:40.40]Section C 

[20:47.89]Directions: In this section, you will hear a passage three times. 

[20:53.61]When the passage is read for the first time, 

[20:56.56]you should listen carefully for its general idea. 

[20:59.74]When the passage is read for the second time, 

[21:02.47]you are required to fill in the blanks numbered from 26 to 33 

[21:08.04]with the exact words you have just heard. 

[21:10.78]For blanks numbered from 34 to 36 you are required to fill in the missing information.

[21:17.68]For these blanks, You can either use the exact words you have just heard 

[21:22.59]or write down the main points in your own words. 

[21:26.09]Finally, when the passage is read for the third time, 

[21:30.14]you should check what you have written. 

[21:32.22]Now listen to the passage. 

[21:34.29]Considering how jazz is transcribed in Chinese, you may be misled into assuming that

[21:42.72]it is a cultural form belonging to those who have some elegant tastes. 

[21:47.42]Nothing could be further from the truth. 

[21:49.82]It originated among black Americans at the end of the 19th century, 

[21:54.86]at a time when they occupied the very bottom of the American social heap. 

[21:59.78]So how has something that was created 

[22:02.64]by a once despised minority acquire a central place in today’s American culture?

[22:08.55]It’s a mystery that many people would like to solve. 

[22:11.76]Perhaps the essence of America is 

[22:15.15]that you could never get two Americans to agree on just what that might be. 

[22:19.42]After thinking about it for a while, we might utter, 

[22:23.46]“Hmm, seems like being an American is a bit more complicated than we thought.” 

[22:28.93]Certainly things like individualism, success, innovation and tolerance stand out.

[22:36.15]But these things come together because of our ability to work with one another 

[22:40.53]and find common purpose no matter how diverse we might be. 

[22:44.79]Some, like African-American writer Ralph Ellison, 

[22:49.17]believes that jazz captures the intrinsic properties of America. 

[22:53.10]The solos are a celebration of individual brilliance 

[22:57.11]that can’t take place without the group efforts of the rhythm section. 

[23:01.27]They say jazz brought together elements from Africa and Europe, 

[23:05.53]fusing them into a new culture, an expression unique to the Americans. 

[23:10.90]Beyond that, though, jazz has a connection to the intrinsic properties of America

[23:16.80]in a much more fundamental way. 

[23:18.88]It is an expression of the African roots of American culture, 

[23:23.15]a musical medium exemplifying the domination of African culture in American culture.

[23:29.49]Now the passage will be read again. 

[23:33.86]Considering how jazz is transcribed in Chinese, you may be misled into assuming that

[23:41.52]it is a cultural form belonging to those who have some elegant tastes. 

[23:46.33]Nothing could be further from the truth. 

[23:49.18]It originated among black Americans at the end of the 19th century, 

[23:53.99]at a time when they occupied the very bottom of the American social heap. 

[23:58.94]So how has something that was created 

[24:01.68]by a once despised minority acquire a central place in today’s American culture?

[24:07.58]It’s a mystery that many people would like to solve. 

[24:10.97]Perhaps the essence of America is that 

[24:14.20]you could never get two Americans to agree on just what that might be. 

[24:18.46]After thinking about it for a while, we might utter, 

[24:22.51]“Hmm, seems like being an American is a bit more complicated than we thought.” 

[24:27.97]Certainly things like individualism, success, innovation and tolerance stand out.

[24:35.09]But these things come together because of our ability to work with one another 

[24:39.35]and find common purpose no matter how diverse we might be. 

[25:53.37]Some, like African-American writer Ralph Ellison, 

[25:57.31]believes that jazz captures the intrinsic properties of America. 

[26:01.57]The solos are a celebration of individual brilliance 

[26:05.73]that can’t take place without the group efforts of the rhythm section. 

[27:18.59]They say jazz brought together elements from Africa and Europe, 

[27:23.29]fusing them into a new culture, an expression unique to the Americans. 

[27:28.43]Beyond that, though, jazz has a connection to the intrinsic properties of America

[27:34.34]in a much more fundamental way. 

[27:36.53]It is an expression of the African roots of American culture, 

[27:40.68]a musical medium exemplifying the domination of African culture in American culture.

[28:55.63]Now the passage will be read for the third time. 

[29:00.22]Considering how jazz is transcribed in Chinese, you may be misled into assuming that

[29:06.89]it is a cultural form belonging to those who have some elegant tastes. 

[29:11.82]Nothing could be further from the truth. 

[29:14.33]It originated among black Americans at the end of the 19th century, 

[29:19.25]at a time when they occupied the very bottom of the American social heap. 

[29:24.18]So how has something that was created 

[29:27.13]by a once despised minority acquire a central place in today’s American culture?

[29:32.93]It’s a mystery that many people would like to solve. 

[29:36.32]Perhaps the essence of America is that you 

[29:39.59]could never get two Americans to agree on just what that might be. 

[29:43.75]After thinking about it for a while, we might utter, 

[29:47.99]“Hmm, seems like being an American is a bit more complicated than we thought.” 

[29:53.57]Certainly things like individualism, success, innovation and tolerance stand out.

[30:00.45]But these things come together because of our ability to work with one another 

[30:04.72]and find common purpose no matter how diverse we might be. 

[30:09.32]Some, like African-American writer Ralph Ellison, 

[30:13.36]believes that jazz captures the intrinsic properties of America. 

[30:17.74]The solos are a celebration of individual brilliance 

[30:21.68]that can’t take place without the group efforts of the rhythm section. 

[30:25.83]They say jazz brought together elements from Africa and Europe, 

[30:30.20]fusing them into a new culture, an expression unique to the Americans. 

[30:35.34]Beyond that, though, jazz has a connection to the intrinsic properties of America

[30:41.14]in a much more fundamental way. 

[30:43.44]It is an expression of the African roots of American culture, 

[30:47.60]a musical medium exemplifying the domination of African culture in American culture.

[30:54.05]This is the end of listening comprehension.