PART II

Listening Comprehension

Section A

Directions:

in this section,

you will hear two long conversations.

At the end of each conversation,

you will hear four questions.

 Both the conversation 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.

Now you will haer the two long conversations

Conversation 1

M：A recent case I heard was of a man accused and found guilty

of breaking into a house and stealing some money.

W：Well, was he really guilty, judge?

M：He admitted that he`d done it, and there were several witnesses saying that he had indeed done it.

So I can only assume that he was guilty.

W：Why did he do it?

M：Well, the reasons were little muddied, probably at least it seemed in a trial

that he did it to get some money to feed his family. You see,

he`d been out of work for some time.

W：Well, he`d been out of work and he chose to break into a house to get money for his family

 and apparently in front of people that, err... could see him do it.

M：His attorney presented testimony that he had indeed applied for jobs

and was listed with several employment agencies,

including the state employment agency, but they weren`t any jobs.

W：And he had no luck!

M：He had no luck and it`d been some time.

He had two children and both of them were needing food and clothing.

W：So he was in desperate circumstances. Did you sentence him?

M：Yes.

W：But what good does it do to put the man into jail when he`s obviously in such need?

M：This particular fellow has been in prison before.

W：For the same thing?

M：No, for a different sort of crime.

W：Huh?

M：But he did know about crime,

so I suppose there are folks that just have to go back to prison several times.

Questions 1 to 4 are based on the conversation you have just heard.

1:What did the judge say about the case he recently heard?

2:What do we learn about the man at the time of crime?

3:What did the judge say about the accused?

4:How many children did the accused have?

Conversation 2

M：Ah, how do you do, Ms. Winzemore?

W：How do you do?

M：Do sit down.

W：Thank you.

M：I`m glad you`re interested in our job. Now, let me explain it.

 We plan to increase our advertising considerably. At present,

an advertising agency handles our account,but we  haven`t been too pleased with the results

lately and we may give our account to another agency.

W：What would my work entail?

M：You`d be responsible to me for all advertising and to Mr. Grunt for public relations.

 You`d brief the agency whoever it is on the kind of advertising campaign we want.

You`d also be responsible for getting our leaflets, brochures and catalogs designed.

W：I presume you advertise in the national press as well as the trade press.

M：Yes, we do.

W：Have you thought about advertising on television?

M：We don`t think it`s a suitable medium for us. And it`s much too expensive.

W：I can just imagine a scene with a typist sitting on an oldfashioned typing chair,

 her back aching, exhausted, then we show her in one of your chairs.

Her back properly supported filling full of energy, typing twice as quickly.

M：Before you get carried away with your little scene, Ms. Winzemore,

I regret to have to tell you again that we are not planning to go into television.

W：That`s a shame. I`ve been doing a lot of television work lately and it interests me enormously.

M: Then I really don`t think that this is quite the right job for you here, Ms. Winzemore.

Question 12 to 15 are based on the conversation you have just heard.

5:What does the man think of their present advertising agency?

6:What would the woman be responsible for to Mr. Grunt?

7:What is the woman most interested in doing?

8:What does the man think of the woman applicant?

Section B. Directions:

In this section, you will hear two 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

On Christmas Eve in 1994, humans entered a cave in the mountains

of southeastern France for what was probably the first time in 20,000 years.

The vivid images of more than 300 animals that Jean Marie Chauvet

and his assistants found on the cave walls were like none that they had seen before.

Unusual in the Grotte Chauvet, as the cave is now called in honor of its discoverer,

 are paintings of many flat sheeting animals.

Other known caves from the same geographical area and time period contain only paintings of plantites.

The paintings in this cave refute the old theory

that Cro Magnon people painted animals that they hunted and then ate.

Now many specialists believe that cave paintings were not part of a ritual to bring good luck to hunters.

They point out that while deer made up a major part of their diet,

 there`re no drawings of deer. They believe that the animals painted were those

 central to the symbolic and spiritual life of the times,

animals that represented something deep and spiritual to the people.

Scientists are hopeful that Groo Chavie will yield new information about

the art and lifestyle of Cro Magnoon people.

They readily admit, however, that little is understood yet as to the reasons

why ice age artists created their interesting and detailed paintings.

 Scientists also wonder why some paintings were done in areas that are so difficult to get to,

in caves, for example, that are 2,400 feet underground, and accessible

only by crawling through narrow passageways.

Questions 9 to 11 are based on the conversation you have just heard.

9:How did the cave get its name?

10:What is the old theory about the paintings in the cave?

11:What do scientists readily admit according to the speaker?

Passage 2

Many foreign students are attracted not only to the academic programs at a particular U.S.

college but also to the larger community,

which affords the chance to soak up the surrounding culture.

Few foreign universities put much emphasis on the cozy communal life

 that characterizes American campuses from clubs and sports teams

to student publications and drama societies.

 “The campus and the American university have become identical in people`s minds,”

 says Brown University President Vartan Gregorian.

“In America it is assumed that a student`s daily life is as important as his learning experience.”

Foreign students also come in search of choices.

America`s menu of options—research universities,

state institutions, private liberalarts schools,

community colleges, religious institutions, military academies—is unrivaled.

 “In Europe,” says history professor Jonathan Steinberg,

 who has taught at both Harvard and Cambridge,

“there is one system, and that is it.”

While students overseas usually must demonstrate expertise in a specific field,

whether law or philosophy or chemistry,

most American universities insist that students sample natural and social sciences,

 languages and literature before choosing a field of concentration.

Such opposing philosophies grow out of different traditions and power structures.

In Europe and Japan, universities are answerable only to a ministry of education,

 which sets academic standards and distributes money.

While centralization ensures that all students are equipped with roughly

 the same resources and perform at roughly the same level,

it also discourages experimentation.

“When they make mistakes, they make big ones,”

says Robert Rosenzweig, president of the Association of American Universities.

“They set a system in wrong directions,

 and it`s like steering a supertanker.”

Questions 12 to 15 are based on the conversation you have just heard.

12:What does the speaker say characterizes American campuses?

13:What does Brown University president Vartan Gregorian say about students` daily life?

14:In what way is the United States unrivaled according to the speaker?

15:What does the speaker say about universities in Europe and Japan?

Section C

Directions:

In this section,

 you will hear recordings of lectures or talks followed by some questions.

The recordings will be played 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 1

Hello, ladies and gentlemen, welcome aboard your Sea link ferry from

Folkestone to Boulogne and wish you a pleasant trip with us.

We are due to leave Folkestone in about five minutes

and a journey to Boulogne will take approximately two hours.

We are getting good reports of the weather in the Channel and in France,

 so we should have a calm crossing.

 Sun and temperatures of 30 degrees Celsius are reported on the French coast.

 For your convenience on the journey,

we`d like to point out that there are a number of facilities available on board.

There`s a snack bar serving sandwiches and hot and cold

refreshments situated in the front of A deck.

There is also a restaurant serving hot meals situated on B deck.

If you need to change money or cash travelers` checks, we have a bank on board.

You can find a bank on C deck.

Between the ship`s office and the duty free shop.

Toilets are situated on B deck at the rear of the ship and on A deck next

to the snack bar. For the children,

there`s a games room on C deck next to the duty free shop.

 Here children can find a variety of electronic games.

Passengers are reminded that the lounge on B deck is for the

sole use of passengers traveling with cars

and that there is another lounge on C deck at the front of the ship

 for passengers traveling without cars. Finally,

 ladies and gentlemen, we`d like to wish you a pleasant journey and hope

that you`ll travel with us again in the near future.

16:What does the speaker say about the Sea link ferry?

17:Where is the snack bar situated?

18:What does the speaker say about the lounge on B deck?

19:How long will the journey from Folkestone to Boulongne take?

Passage 2

Now listen to the following recording and answer questions 20 to 22.

Dr. Allen Hersh designs smells for businesses.

He says that it doesn`t take a whole lot of smell to affect you.

Store owners can lure you to the candy aisle,

even if you don`t realize you are smelling candy.

 This idea scares a lot of people.

Groups that protect the rights of shoppers are upset.

 They say the stores are using a kind of brainwashing which they call “smell washing”.

 “It`s pretty dishonest,” says Mark Silbergeld.

He runs an organization that checks out products for consumers.

The scientists hired to design the scents disagree.

“There`s soft background music.

There`s special lighting.

There`re all sorts of bells being used,”

 says Dr. Hersh. “why not smells?” “One reason why not,”

says Silbergeld, “is that some people are allergic to certain

scents pumped into products or stores.”

 But there is a whole other side to this debate, “Do the smells really work?”

So far, there is little proof one way or the other.

But Dr. Hersh has run some interesting experiments.

In one of Hersh`s experiments, 31 volunteers were led into a shoe

 store that smells slightly like flowers. Later,

another group shopped in the same store, but with no flower odor.

Dr. Hersh found that 84% of the shoppers were more likely to buy the shoes

in the flower scented room, but Hersh found out something even stranger.

“Whether the volunteers like the flower scent or not didn`t matter,” Hersh says.

“Some reported that they hated the smell, but they still were more

likely to buy the shoes in the scented room.”

20:Why are some people against the use of smells to attract customers?

21:What is Dr. Hersh`s attitude to the use of smells for business?

22:What did Hersh`s experiment show?

Passage 3

Now listen to the following recording and answer questions 23 to 25.

Many days seem to bring numerous tasks and responsibilities,

all of which apparently must be tackled right away.

You spend a day putting out files, but by the end of the day,

you haven`t accomplished any of the really important things you set out to do. In desperation,

you draft a “todo” list, but most days, you can make little progress with it.

When you look at the list each morning, a big fat cloud of doom is right at the top.

Those difficult, complex, important tasks that are so crucial to get done, and so easy to avoid.

Plenty of us create a “to do” list to address feelings

of being overwhelmed, but we rarely use these tools to their best effect.

 They wind out being guilt provoking reminders of the fact that we`re over committed

and losing control of our priorities. According to Timothy Pychyl,

 a professor of psychology at Carleton University in Ottawa,

people often draw up a “to do” list, and then that`s it.

The list itself becomes the day`s achievement,

allowing us to feel we`ve done something useful without taking on any real work.

In fact, drawing up the list becomes a way of avoiding the work itself.

“Too often, the list is seen as the ‘accomplishment’ for the day,

 reducing the immediate guilt of not working on the

 tasks at hand by investing energy in the list, says Pychyl”.

“When a list is used like this,

 it`s simply another way in which we ‘lie’ to ourselves.”

23:What is the problem that troubles many people nowadays according to the speaker?

24: According to the speaker, what too many people do to cope with their daily tasks?

25:According to psychologist Timothy Pyghyl what do people find by the end of the day?