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ti: |
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ar: |
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al: |
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tīng lì shì yīn |
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tīng lì kāi shǐ |
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Part III Listening Comprehension |
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Section A |
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Directions |
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Q11. |
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W: I just heard about a really beautiful park in the east end of the town. |
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There are a lot of roses in bloom. |
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M: Why don' t we walk over there and see for ourselves? |
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Q: What will the speakers probably do? |
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Q12. |
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M: My presentation is scheduled for 9: 30 tomorrow morning at the lecture hall. |
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I hope to see you there. |
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W: Oh, sorry. |
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I was about to tell you that I have an appointment with my dentist at 9: 00 o' clock tomorrow. |
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Q: What do we learn about the woman? |
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Q13. |
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W: How long have you been running this company? |
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M: Twenty years if you can believe that. |
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I brought it from a small operation to what it is today. |
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Q: What do we learn about the man? |
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Q14. |
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M: Have you read the news on the campus net? |
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Susan has won the scholarship for next year. |
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W: I knew she would from the very beginning. |
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Such a brilliant and diligent girl! She certainly deserves it. |
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Q: What does the woman mean? |
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Q15. |
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W: Taking a bus to Miami, it' s cheaper than going by train. |
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M: That' s true. But I' d rather pay a little more for the added comfort and convenience. |
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Q: What does the man mean? |
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Q16. |
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M: I think it' s time we got rid of all this old furniture. |
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W: You' re right. We need to promote our image besides it' s not a real antique. |
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Q: What do the speakers mean? |
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Q17. |
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M: That was some storm yesterday. How was I afraid I couldn' t make it home. |
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W: Yeah, most of the roads to my house were flooded. I didn' t get home from the lab until midnight. |
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Q: What do we learn from the conversation? |
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Q18. |
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W: My boys are always complaining that they' re bored. |
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M: Why don' t you get them into some team sports? |
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My son and daughter play soccer every Saturday. |
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And they both look forward to it all week. |
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Q: What does the man mean? |
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Directions |
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Conversation one |
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W: So John, I hear you and Arthur share a job, don' t you? |
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M: Yes. We' ve shared a sales job at Sonatech for about two years now. |
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W: Well, how do you divide up your schedule? |
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M: You know we are both sales representatives, and we take orders over the phone. |
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When we started job sharing it was difficult, because we both worked all day Monday. |
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I worked Tuesday and Thursday and Arthur worked Wednesday and Friday. |
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The problem was that when I was in the office on Tuesday. |
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I would talk to people, then they would call back on Wednesday with a question. |
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But Arthur couldn' t answer the question and he couldn' t ask me about it because I wasn' t in the office. |
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So he had to ask the people to call me back the next day, Thursday. |
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Of course, they didn' t like to wait until the next day to have their questions answered. |
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W: Yes, that sounds like a problem. |
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M: So, finally we decided that Arthur would work in the mornings and I would work in the afternoons. |
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Now if someone calls with the question for me in the morning, Arthur tells them to call me in the afternoon. |
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This way, people get their questions answered the same day. |
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W: What do you do about vacations? |
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M: Well, Sonatech gives the usual two weeks of vacation to fulltime employees, |
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I take a week and Arthur takes a week. sonatech |
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W: It sounds like job sharing has worked out well for you. |
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M: Yes, it has. We are both happy with it. |
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Questions 19 to 21 are based on the conversation you have just heard |
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Q19. What do John and author do at Sonatech? |
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Q20. What problem did John and Arthur have when they started job sharing? |
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Q21. What does John say about their annual vacation? |
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Conversation two |
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W: May I see your license, please? |
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M: But officer, did I do something wrong? |
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W: Do you mean to say you didn' t see the speed limit sign back there? |
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M: Um, no, madam, I guess I didn' t. |
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W: In other words, you drove by too fast to read it. |
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The sign says 35m h. A school is just nearby, you know? |
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M: Don' t get me wrong, but my speedometer didn' t read much faster than that. |
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W: Then, why is it that my radar showed you are going 45? |
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Let me put it another way. I' m going to give you a ticket. Again, may I see your license, please? |
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M: Here it is, officer. But let me explain. |
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I was late for an important appointment and I was worried that I wouldn' t make it on time. So.. |
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W: Uha, just a minute, here. Your license is no longer valid. |
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You should have renewed it two weeks ago. I' m going to have to write you up for that, too. |
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M: What? Really? |
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W: Your license becomes invalid on your birthday and that was two weeks ago according to the date here. |
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You are in violation of the law driving without a valid license. |
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M: I' m sorry, madam. I hadn' t realized that. |
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W: Here' s the ticket for not having a valid license. |
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But I' m only going to give you a warning about exceeding the speed limit. |
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Be careful next time. |
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M: Yes, madam, officer, I will. Thank you. |
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Questions 22 to 25 are based on the conversation you have just heard |
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Q22. Where was the man stopped by the police officer? |
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Q23. What did the man claim about the speed limit sign? |
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Q24. What did the woman say about the man' s driving license? |
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Q25. What was the man' s penalty? |
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Section B |
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Directions |
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Passage 1 |
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Since I started working parttime at a grocery store, |
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I have learned that a customer is more than someone who buy something. |
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To me, a customer is a person whose memory fails entirely once he or she starts to push a shopping card. |
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One of the first things customers forget is how to count. |
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There is no other way to explain how so many people get in their express line, |
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which is clearly marked 15 items or less, with 20, 25 or even a cart load of items. |
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Customers also forget why they came to the store in the first place. |
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Just as I finish ringing up an order, a customer will say, |
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" Oops, I forgot to pick up a fresh loaf of bread. |
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I hope you don' t mind waiting while I go get it." |
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Five minutes later, he' s back with the bread, a bottle of milk, and three rolls of paper towels. |
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Strange is that seems customers also seem to forget that they have to pay for their groceries. |
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Instead of writing a check or looking for a credit card while I am ringing up the groceries, |
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my customers will wait until I announce the total. |
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Then, in surprise, she says," Oh no, what did I do with my check book?" |
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After 5 minutes of digging through her purse, she borrows my pen because she' s forgotten hers. |
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But I have to be tolerant of customers because they pay my salary, |
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and that' s something I can' t afford to forget. |
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Questions 26 to 29 are based on the passage you have just heard |
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Q26. What does the speaker say about customers' entering the grocery store? |
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Q27. Which customers are supposed to be in the express line? |
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Q28. What does the speaker say some customers do when they arrive at the checkout counter? |
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Q29. What does the speaker say about his job at the end of the talk? |
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Passage 2 |
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The speech delivery style of Europeans and Asians tends to be very formal. |
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Speakers of these cultures often read oral presentations from carefully retain manual scripts. |
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On the other hand, American speakers are generally more informal relative to speakers and other cultures. |
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American audiences prefer natural, spontaneous delivery that conveys a lively sense of communication. |
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They don' t relay well to speakers who read from a manual script. |
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If you use an outline of your ideas instead of a prepare text, your speech will not only sound more natural, |
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but you will also be able to establish better relationship with your listeners and keep their attention. |
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The language and style you use when making an oral presentation |
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should not be the same as the language in style you use when writing. |
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Well retain information, that is meant to be read, does not work as well when it is heard. |
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It is, therefore, important for you to adapt retain texts or outlines for presentations. |
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Good speakers are much more informal when speaking than when writing. |
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They also use their own words and develop their own speaking styles. |
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Whenever possible, they use short words. |
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Listeners are appreciated when speakers use simple, everyday words in a presentation. |
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One advantage is that it is much easier for speakers to pronounce short words correctly. |
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Another is that long and sophisticated vocabulary choices make listening more difficult. |
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Question 30 to 32 are based on the passage you have just heard |
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Q30. What does the speaker say American audiences prefer? |
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Q31. What should one pay attention to when making an oral presentation? |
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Q32. What does the speaker focus on in the talk? |
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Passage 3 |
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Let children learn to judge their own work |
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A child learning to talk does not learn by being corrected all the time. |
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If corrected too much, he will stop talking. |
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He compares a thousand times a day the difference between |
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language as he uses it and language as those around him use it. |
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Bit by bit, he makes the necessary changes to make his language like other people' s. |
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In the same way, kids learning to do all the other things they learn without adult teachers, |
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to walk, run, climb, ride a bike, play games, compare their own performance with what more skilled people do, |
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and slowly make the needed changes. |
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But in school we never give a child a chance to detect his mistakes. |
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We do it all for him. |
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We act as if we thought he would never notice a mistake unless it was pointed out to him. |
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Soon he becomes dependent on the expert. |
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We should let him do it himself. Let him figure out, |
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with the help of other children if he wants it, what this word says, |
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what is the answer to that problem, |
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whether this is a good way of saying or doing this or that. |
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If right answers need to be given, as in mathematics or science, give him the answer book. |
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Let him correct his own papers. |
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Why should we teachers waste time on such tedious work? |
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Our job should be to help the children |
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when they tell us that they can' t find the way to get the right answer. |
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Question 33 to 35 are based on the passage you have just heard |
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Q33. How does a child learn to do something according to the speaker? |
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Q34. What belief do teachers commonly hold according to the speaker? |
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Q35 What does the speaker imply about the current way of teaching? |
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Section C |
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Directions |
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Time is, for the average American, of utmost importance. |
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To the foreign visitor, Americans seem to be more concerned with getting things accomplished on time |
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according to a predetermined schedule than they are with developing deep interpersonal relations. |
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Schedules, for the American, are meant to be planned and then followed in the smallest detail. |
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It may seem to you that most Americans are completely controlled |
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by the little machines they wear on their wrists, |
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cutting their discussions off abruptly to make it to their next appointment on time. |
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Americans' language is filled with references to time, |
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giving a clear indication of how much it is valued. |
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Time is something to be' on', to be ' kept',' filled',' saved',' wasted',' gained', |
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' planned',' given',' made the most of', even' killed'. |
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The international visitor soon learns that it is considered very rude to be late |
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even by 10 minutes for an appointment in America. |
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Time is so valued in America, |
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because by considering time to be important one can clearly achieve more than if one' wastes' time |
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and doesn' t keep busy. |
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This philosophy has proven its worth. |
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It has enabled Americans to be extremely productive, |
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and productivity itself is highly valued in America. |
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Many American proverbs stress the value of guarding time, |
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using it wisely, and setting and working toward specific goals. |
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Americans believe in spending their time and energy today |
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so that the fruits of their labor may be enjoyed at a later time. |
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Now the passage will be read again |
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Time is, for the average American, of utmost importance. |
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To the foreign visitor, |
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Americans seem to be more concerned with getting things accomplished on time |
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according to a predetermined schedule than they are with developing deep interpersonal relations. |
| [27:22.94] |
Schedules, for the American, are meant to be planned and then followed in the smallest detail. |
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It may seem to you that most Americans are completely controlled by the little machines they wear on their wrists, |
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cutting their discussions off abruptly to make it to their next appointment on time. |
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Americans' language is filled with references to time, |
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giving a clear indication of how much it is valued. |
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Time is something to be' on', to be ' kept',' filled',' saved',' wasted', |
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' gained',' planned',' given',' made the most of', even' killed'. |
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The international visitor soon learns that it is considered very rude to be late |
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even by 10 minutes for an appointment in America |
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cǐ shí dào 29: 10. 89 wèi wú shēng duàn |
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Time is so valued in America, because by considering time to be important one can clearly |
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achieve more than if one' wastes' time and doesn' t keep busy. |
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This philosophy has proven its worth. It has enabled Americans to be extremely productive, |
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and productivity itself is highly valued in America. |
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cǐ shí dào 30: 45. 98 wèi wú shēng duàn |
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Many American proverbs stress the value of guarding time, |
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using it wisely, and setting and working toward specific goals. |
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Americans believe in spending their time and energy today. |
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so that the fruits of their labor may be enjoyed at a later time. |