您现在的位置：首页 > 英语六级 > 英语六级听力 > 听力学习专题 > 六级听力考试练习 > 正文

大学英语六级考试一本全[MP3字幕版] 听力练习第1课

时间:2009-05-22 13:10:23 编辑:alex 可可英语APP下载 | 可可官方微信:ikekenet

字号：大 | 中 | 小

打印

收藏本文

Test 1

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 2

with a single line through the centre.

Now let's begin with the 8 short conversations.

1. M: Here is your arrangement for this week.

On Monday, there is a cross-cultural lecture.

The charity dance is on Tuesday. And then on Wednesday,

you are supposed to meet the president of Harvard University.

W: It seems like a full week that I'll possibly have Thursday and Friday off.

Q: What will the woman probably do on Tuesday?

2. M: Did the professor give an assignment before Friday?

W: Nothing to read in the textbook,

but we have to see a movie and write a short comment on it.

Q: What have the students been assigned to do before Friday?

3. W: Professor, have you heard the morning news report?

Thomas resigned his post as defense secretary.

M: I didn't turn on the radio this morning, but I did see the headlines.

If you remember, he threatened to leave office at the last cabinet meeting.

Q: How did the professor know that Thomas had resigned?

4. W: Does John know the class is having a surprise party

for him when he turns twenty-one this week?

M: No. He thinks we are giving a retirement party for the dean.

We've hidden the presents for him.

Q: What are the man and woman planning?

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

But I am totally broke. How can I afford my summer vacation to Tibet?

W: Why don't you tighten your belt a little? You have been scattering money.

Q: What does the woman suggest the man do?

6. M: I'm really getting worried about Mary.

She was sitting in for the exam for the two weeks' time.

But all she is talking about now is nothing but an upcoming concert.

W: She may fail along that line. Let's try to talk some sense into her.

Q: What are the speakers probably going to do?

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

W: I haven't tried there yet.

I drove all the way there only to find it's closed on Tuesday,

so we had my dinner in the Korean restaurant on the opposite side of the road.

Q: What did the woman say about the new restaurant?

8. M: Hello, Linda. Have you seen Michael this morning?

There is an urgent letter for him, waiting for his signature.

W: Yes, he is in our dean's office, talking about the affairs to go abroad for further study.

Q: What is Michael doing now?

Now you'll hear two long conversations.

Conversation One

W: Hey Steve, got any plans for tonight?

M: Hi, Jane. No, I don't think so. Why? Got any suggestions?

W: In fact, I do. I just got two tickets

to the opening of the exhibit of the reprints by Julia Emily Cameron.

I would have to mention it earlier,

but I was on the waiting list for these tickets and I wasn't sure I'd even get them.

M: An exhibit, huh? I like such things. But I don't know who Julia...

W: Emily Cameron! She was a photographer in the 1800s.

She is interesting to art-historians in general

and students of photography in particular because she...how should I say,

change the aesthetics for photography.

M: What do you mean?

W: Well, her specialty was portraits and instead of

just making a factual record of details like most photographers did,

you know, just capturing what a person look like in a neutral and natural way.

She, like a portrait painter, was interested in capturing her subject's personality.

M: Interesting! How did she do that?

W: She invented a number of techniques that affect the picture.

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

That's pretty common now. Her techniques brought great influence to the later photographers.

M: Yeah, she's great. Who did she photograph?

W: Famous people of her day, Alfred Lord Tennyson,

Henry Wadsworth Longfellow, Charles Darwin..., I don't know who else. We'll see at the exhibition.

M: You really pick my curiosity. I am going to enjoy this.

W: I'll give you a call when I get the tickets.

M: I bet we'll have great fun there.

Questions 9 to 12 are based on the conversation you have just heard.

9. What is the conversation mainly about?

10. What did Julia Emily Cameron emphasize in her photographs?

11. What unique photographic technique did Julia Emily Cameron use?

12. What will be the subject of the pictures at the exhibit?

Conversation Two

W: Morning! Can I help you?

M: Yes, I'm here to know about tomorrow's activities for freshmen.

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

the courses and the social activities we offer.

M: Thanks. I can see there's a tight schedule for tomorrow.

W: Right. Now, on the first page, there's an outline of next morning's activities.

At 10 o'clock, all the new students will gather in the Main Hall

to meet the principal and the rest of the staff.

M: Well, I see. I'll try not to be late.

W: The principal's talk will last about fifteen minutes

and then the director of studies will talk to you for half an hour

about the courses and the different requirements for each.

After that, the student adviser will tell you about the various services and activities we offer to students.

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

W: You'll have a test.

M: A test?! I don't like the sound of that. What sort of test?

W: Oh, don't worry about it.

It's just a test to help us find your level of English,

so that we can put you in the right class.

M: We still have a couple of things to do in the afternoon.

W: Yes. At 2 p.m., you'll watch a documentary about the school life in Classroom 521, Main Building.

At 4, a lecture about course registration will be given,

since you're all eager to know about it, which will be given at Lecture Theater.

M: That'll be helpful. Thank you very much.

W: You're welcome.

Questions 13 to 15 are based on the conversation you have just heard.

13. What will the student advisor talk to the freshmen?

14. Which of the following is true about the test?

15. What will the students do at Lecture Theater?

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 2 with a single line through the centre.

Passage One

Do you know that vegetables can be grown in climates they are not accustomed to?

Cool climates vegetables are now able to be grown in places as hot as Hawaii.

In Hawaii, engineers have been able to actually make those vegetables live in cooler climates.

That way they grow faster and taste better.

What these engineers have been using is cold seawater.

The temperature of seawater is much lower than the air temperature.

How do they use it? They place pipes in the soil and the cold water flowing

through them cools the earth.

This stimulates plant growth and enables gardeners

in tropical climates to grow crops from cooler climates.

Also, some of these pipes are exposed to the air and they make the moisture

form little water drops and thus irrigate the gardens.

What is especially appealing about this process

is that nothing damaging to the natural environment is being used.

Another innovative use for cold ocean water is to cool buildings.

Engineers believe that, for example,

the entire west coast of the United States could be air-conditioned using seawater.

We all know there are certain types of chemicals used in air conditioner,

which not only pollutes the air but also bring damage to the ozone.

If we could cool the city by using seawater, the environment of the whole city

will be improved and the ozone will be protected,

which will be beneficial to ourselves in return.

Questions 16 to 19 are based on the passage you have just heard.

16. What is the report mainly about?

17. How are the pipes used in Hawaii?

18. What are the other advantages of using seawater?

19. Why does the speaker mention air-conditioning?

Passage Two

As a result of rising university costs,

many students are finding it necessary to take on part-time job.

To make finding those jobs easier,

our services put together a listing of what's available locally.

For some students, these part-time jobs could lead to full-time work after graduation,

as they may offer experience in their own field,

whatever in field of finance, marketing or even management.

For example, National Saving Bank offers a job on a half time basis.

That's twenty hours a week.

Retail stores and restaurants have positions requiring fewer hours.

Even less time is expected of those providing child-care.

We have a number of families registered with us

who were looking for baby sitters for as few as 4 hours a week.

For students who prefer outdoor work,

there are seasonal positions right on campus, working with the gardening teams.

These often require the most time and are the least flexible in terms of scheduling.

To see a complete list of these and other available jobs,

including the salary offered and the hours required,

stop by our office.

Oh, and be sure to bring a resume with you.

When you find something that interests you,

we'll put you in touch with the person offering it.

In addition, our counselors will give you hints about successful interviewing.

We do hope you would like our service and get some help from us.

We'll try to have more information to help you. Suggestions are welcomed.

Questions 20 to 22 are based on the passage you have just heard.

20. What is the purpose of the talk?

21. What should students bring with them to the office?

22. What do all of the jobs have in common?

Passage Three

In the late 1400s, when Christopher Columbus returned to Spain from the western part of the earth,

he brought with him a sample of corn.

Corn is a popular and nutritious type of food we have today in our daily diet.

The corn that Columbus introduced to Europe was originally native to Mexico.

The peoples of the Americans probably started to plant this grass as early as 5000 B.C.

After about a thousand years, they had developed highly productive types of corn which later

became the basis for the great pre-Columbian civilizations.

Actually, many countries regarded corn as one of their basic crops.

To certain degree, we can say that many ancient cities were built on corn.

Corn is one of the major foods both for men and some domesticated animals,

such as chicks and pigs. The corn and the people who cultivated it developed together.

Without humans to care for it, corn could not survive.

There were times when some natural disasters stroke corn planting.

The people who planted corn made great effort to protect it from being destroyed.

They tried to gather the seeds to enlarge the planting areas.

The planting people tried various ways to enhance the production of corn.

They tried to get rid of the weeds and fertilized corn at proper times.

They also have to make sure corn is watered when there's a lack of rain.

Questions 23 to 25 are based on the passage you have just heard.

23. What is the main topic of this passage?

24. Where was corn probably first cultivated?

25. Why would corn die out without human care?

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 numbered from 26 to 33

with the exact words you have just heard.

For blanks numbered from 34 to 36 you are required to fill in the missing information.

For these blanks, You can either use the exact words you have just heard

or write down the main points in your own words.

Finally, when the passage is read for the third time,

you should check what you have written.

Now listen to the passage.

Considering how jazz is transcribed in Chinese, you may be misled into assuming that

it is a cultural form belonging to those who have some elegant tastes.

Nothing could be further from the truth.

It originated among black Americans at the end of the 19th century,

at a time when they occupied the very bottom of the American social heap.

So how has something that was created

by a once despised minority acquire a central place in today's American culture?

It's a mystery that many people would like to solve.

Perhaps the essence of America is

that you could never get two Americans to agree on just what that might be.

After thinking about it for a while, we might utter,

"Hmm, seems like being an American is a bit more complicated than we thought."

Certainly things like individualism, success, innovation and tolerance stand out.

But these things come together because of our ability to work with one another

and find common purpose no matter how diverse we might be.

Some, like African-American writer Ralph Ellison,

believes that jazz captures the intrinsic properties of America.

The solos are a celebration of individual brilliance

that can't take place without the group efforts of the rhythm section.

They say jazz brought together elements from Africa and Europe,

fusing them into a new culture, an expression unique to the Americans.

Beyond that, though, jazz has a connection to the intrinsic properties of America

in a much more fundamental way.

It is an expression of the African roots of American culture,

a musical medium exemplifying the domination of African culture in American culture.

Now the passage will be read again.

Considering how jazz is transcribed in Chinese, you may be misled into assuming that

it is a cultural form belonging to those who have some elegant tastes.

Nothing could be further from the truth.

It originated among black Americans at the end of the 19th century,

at a time when they occupied the very bottom of the American social heap.

So how has something that was created

by a once despised minority acquire a central place in today's American culture?

It's a mystery that many people would like to solve.

Perhaps the essence of America is that

you could never get two Americans to agree on just what that might be.

After thinking about it for a while, we might utter,

"Hmm, seems like being an American is a bit more complicated than we thought."

Certainly things like individualism, success, innovation and tolerance stand out.

But these things come together because of our ability to work with one another

and find common purpose no matter how diverse we might be.

Some, like African-American writer Ralph Ellison,

believes that jazz captures the intrinsic properties of America.

The solos are a celebration of individual brilliance

that can't take place without the group efforts of the rhythm section.

They say jazz brought together elements from Africa and Europe,

fusing them into a new culture, an expression unique to the Americans.

Beyond that, though, jazz has a connection to the intrinsic properties of America

in a much more fundamental way.

It is an expression of the African roots of American culture,

a musical medium exemplifying the domination of African culture in American culture.

Now the passage will be read for the third time.

Considering how jazz is transcribed in Chinese, you may be misled into assuming that

it is a cultural form belonging to those who have some elegant tastes.

Nothing could be further from the truth.

It originated among black Americans at the end of the 19th century,

at a time when they occupied the very bottom of the American social heap.

So how has something that was created

by a once despised minority acquire a central place in today's American culture?

It's a mystery that many people would like to solve.

Perhaps the essence of America is that you

could never get two Americans to agree on just what that might be.

After thinking about it for a while, we might utter,

"Hmm, seems like being an American is a bit more complicated than we thought."

Certainly things like individualism, success, innovation and tolerance stand out.

But these things come together because of our ability to work with one another

and find common purpose no matter how diverse we might be.

Some, like African-American writer Ralph Ellison,

believes that jazz captures the intrinsic properties of America.

The solos are a celebration of individual brilliance

that can't take place without the group efforts of the rhythm section.

They say jazz brought together elements from Africa and Europe,

fusing them into a new culture, an expression unique to the Americans.

Beyond that, though, jazz has a connection to the intrinsic properties of America

in a much more fundamental way.

It is an expression of the African roots of American culture,

a musical medium exemplifying the domination of African culture in American culture.

This is the end of listening comprehension.

扫描二维码进行跟读打分训练

[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.

上一页 [1] [2] [3] 下一页 查看《六级听力考试练习》更多内容>>

保存到QQ日志登录QQ空间

重点单词		查看全部解释
resume	[ri'zju:m]	想一想再看 v. 再继续，重新开始 n. 简历，履历; 摘	联想记忆 X 单词resume 联想记忆： re回+sun拿，取+e→拿回去，也可解释为重新拿起，继续
comment	['kɔment]	想一想再看 n. 注释，评论; 闲话 v. 注释，评论	联想记忆 X 单词comment 联想记忆： com共同，ment闷他：大家一起用激烈的评论把他闷的投不过气来。
occupied		想一想再看 adj. 已占用的；使用中的；无空闲的 v. 占有（oc
domination	[.dɔmi'neiʃən]	想一想再看 n. 支配，控制，管辖（复数）dominations:
certain	['sə:tn]	想一想再看 adj. 确定的，必然的，特定的 pron.
corn	[kɔ:n]	想一想再看 n. 谷物，小麦，玉米 v. 形成(颗粒状)，
sample	['sæmpl]	想一想再看 n. 样品，样本 vt. 采样，取样	联想记忆 X 单词sample 联想记忆： s[=se分开]+ample拿，获得→分开拿出→样品，标本
acquire	[ə'kwaiə]	想一想再看 vt. 获得，取得，学到	联想记忆 X 单词acquire 联想记忆： ac加强动作+quire寻求得到→获取
flexible	['fleksəbl]	想一想再看 adj. 灵活的，易弯曲的，柔韧的，可变通的	联想记忆 X 单词flexible 联想记忆： flex弯曲+ible形容词“能…的”→易弯曲的
available	[ə'veiləbl]	想一想再看 adj. 可用的，可得到的，有用的，有效的	联想记忆 X 单词available 联想记忆： avail效用。参：availability（n 可用性，实用性）