[00:00.74]
[00:20.03]Q11.
[00:22.44]W: Just imagine! We have to finish reading 300 pages before Monday!
[00:29.32]How can the professor expect us to do it in such a short time?
[00:34.86]M: Yeah, but what troubles me is
[00:36.42]that I can't find the book in the library or in the university bookstore.
[00:41.91]Q: What does the man mean?
[00:58.79]Q12.
[01:01.19]M: Do you think I could borrow your car to go grocery shopping?
[01:04.94]The supermarkets outside the city are so much cheaper.
[01:08.84]I'd also be happy to pick up anything you need.
[01:12.05]W: Well, I don't like to let anyone else drive my car.
[01:16.53]Tell you what, why don't we go together?
[01:21.37]Q: What does the woman mean?
[01:38.81]Q13.
[01:40.83]M: Forgive the mess in here. We had a party last night.
[01:45.45]There were a lot of people and they all brought food.
[01:48.66]W: Yeah, I can tell.
[01:50.53]Well, I guess it's pretty obvious what you'll be doing most of today.
[01:56.58]Q: What does the woman think the man will do?
[02:14.38]Q14.
[02:17.05]W: What time would suit you for the first round talks with John Smith?
[02:22.34]M: Well, you know my schedule.
[02:24.84]Other than this Friday, one day is as good as the next.
[02:28.93]Q: What does the man mean?
[02:47.42]Q15.
[02:49.74]W: I was so angry yesterday!
[02:53.58]My biology teacher did not even let me explain why I missed the field trip.
[02:58.82]He just wouldn't let me pass!
[03:01.67]M: That doesn't seem fair. I'd feel that way too if I were you.
[03:06.40]Q: What does the man imply?
[03:24.42]Q16.
[03:27.54]M: I really can't stand the way David controls the conversation all the time.
[03:32.88]If he is going to be at your Christmas party, I just won't come.
[03:37.21]W: I'm sorry you feel that way, but my mother insists that he come.
[03:42.99]Q: What does the woman imply?
[04:01.12]Q17.
[04:03.38]W: You're taking a course with Professor Johnson.
[04:07.10]What's your impression so far?
[04:09.28]M: Well, many students could hardly stay awake in his class without first drinking a cup of coffee.
[04:16.05]Q: What does the man imply?
[04:33.49]Q18.
[04:36.46]W: Have you ever put a computer together before?
[04:40.06]M: No, never. But I think if we follow these instructions exactly, we won't have much trouble.
[04:47.09]Q: What are the speakers going to do?
[05:08.03]Long Conversations
[05:11.02]Conversation 1
[05:13.93]W: What sort of hours do you work, Steve?
[05:16.70]M: Well I have to work very long hours, about eleven hours a day.
[05:21.69]W: What time do you start?
[05:23.80]M: I work 9 to 3,then I start again at 5:30 and work until 11,six days a week.
[05:32.05]So I have to work very unsocial hours.
[05:35.54]W: And do you have to work at the weekend?
[05:38.21]M: Oh, yes, that's our busiest time. I get Wednesdays off.
[05:42.87]W: What are the things you have to do and the things you don't have to do?
[05:47.80]M: Uh, I don't have to do the washing-up, so that's good.
[05:52.00]I have to wear white, and I have to keep everything in the kitchen totally clean.
[05:57.71]W: What's hard about the job?
[06:00.26]M: You are standing up all the time.
[06:02.67]When we are busy, people get angry and shout, but that's normal.
[06:07.87]W: How did you learn the profession?
[06:11.05]M: Well, I did a two-year course at college.
[06:14.33]In the first year we had to learn the basics, and then we had to take exams.
[06:19.76]W: Was it easy to find a job?
[06:22.22]M: I wrote to about six hotels and one of them gave me my first job, so I didn't have to wait too long.
[06:29.38]W: And what's the secret of being good at your job?
[06:33.72]M: Attention to detail. You have to love it. You have to show passion for it.
[06:40.13]W: And what are your plans for the future?
[06:43.35]M: I want to have my own place when the time is right.
[06:48.17]Questions 19 to question 22 are based on the conversation you have just heard.
[06:56.15]Q19. What does the man say about his job?
[07:18.52]Q20. What does the man think is the hardest part of his job?
[07:40.53]Q21. Where did the man get his first job after graduation?
[08:03.10]Q22. What does the man say is important to being good at his job?
[08:25.84]Conversation 2
[08:28.45]W: Now you've seen this table of figures about the pocket money children in Britain get?
[08:35.12]M: Yes. I thought it was quite interesting, but I don't quite understand the column entitled "Change".
[08:43.48]Can you explain what it means?
[08:45.66]W: Well, I think it means the change from the year before.
[08:50.64]I am not a mathematician, but I assume the rise from 72 p to 90 p is a rise of 25 percent.
[09:00.92]M: Oh yes, I see. And the inflation rate is there for comparison.
[09:06.21]W: Yes. Why do you think the rise in pocket money is often higher than inflation?
[09:12.34]M: I am sorry I've no idea. Perhaps parents in Britain are too generous.
[09:18.22]W: Perhaps they are. But it looks as if children were a lot better off in 2001 than they were in 2002.
[09:27.48]That's strange, isn't it? And they seem to have been better off in 2003 than they are now.
[09:35.55]I wonder why that is.
[09:37.81]M: Yes, I don't understand that at all.
[09:40.85]W: Anyway, if you had children, how much pocket money would you give them?
[09:46.87]M: I don't know. I think I'd probably give them 2 pounds a week.
[09:53.03]W: Would you? And what would you expect them to do with it?
[09:57.56]M: Well, out of that, they have to buy some small personal things,
[10:01.94]but I wouldn't expect them to save to buy their own socks, for example.
[10:06.12]W: Yes, by the way, do most children in your country get pocket money?
[10:12.00]M: Yeah, they do.
[10:13.78]Questions 23 to question 25 are based on the conversation you have just heard.
[10:21.75]Q23. What is the table of figures about?
[10:43.55]Q24. What do we learn from the conversation about British children's pocket money?
[11:08.03]Q25. Supposing the man had children,what would he expect them to do with their pocket money?
[11:33.11]Section B
[12:08.90]Passage 1
[12:11.73]As the new sales director for a national computer firm,
[12:16.30]Alex Gordon was looking forward to his first meeting with the company's district managers.
[12:22.14]Everyone arrived on time, and Alex's presentation went extremely well.
[12:28.69]He decided to end the meeting with the conversation about the importance of the district managers to the company's plans.
[12:37.07]"I believe we are going to continue to increase our share of the market," he began,
[12:43.87]"because of the quality of the people in this room.
[12:47.79]The district manager is the key to the success of the sales representatives in his district.
[12:54.19]He sets the term for everyone else.
[12:57.39]If he has ambitious goals and is willing to put in long hours, everyone in his unit will follow his example."
[13:06.71]When Alex was finished, he received polite applause, but hardly the warm response he had hoped for.
[13:15.30]Later he spoke with one of the senior managers.
[13:19.89]"Things were going so well until the end", Alex said disappointedly.
[13:25.78]"Obviously, I said the wrong thing."
[13:28.78]"Yes", the district manager replied.
[13:33.27]"Half of our managers are women.
[13:35.64]Most have worked their way up from sales representatives,
[13:39.83]and they are very proud of the role they played in the company's growth.
[13:43.65]They don't care at all about political correctness.
[13:47.73]But they were definitely surprised and distressed to be referred to as 'he' in your speech."
[13:55.46]Questions 26 to 29 are based on the passage you have just heard
[14:01.99]Q26. Who did Alex Gordon speak to at the first meeting?
[14:25.12]Q27. What did Alex want to emphasize at the end of his presentation?
[14:47.17]Q28. What do we learn about the audience at the meeting?
[15:09.73]Q29. Why did Alex fail to receive the warm response he had hoped for?
[15:34.00]Passage 2
[15:36.48]The way to complain is to act business-like and important.
[15:41.98]If your complaint is immediate, suppose you got the wrong order at a restaurant,
[15:48.46]make a polite but firm request to see the manager.
[15:53.09]When the manager comes, ask his or her name.
[15:57.38]And then state your problem and what you expect to have done about it.
[16:02.03]Be polite! Shouting or acting rude will get you nowhere.
[16:07.68]But also be firm in making your complaint.
[16:12.10]Besides, act important.
[16:16.12]This doesn't mean to put on airs and say "do you know who I am?"
[16:21.56]What it means is that people are often treated the way they expect to be treated.
[16:28.02]If you act like someone who expects a fair request to be granted, chances are it will be granted.
[16:35.87]The worst way to complain is over the telephone.
[16:40.10]You are speaking to a voice coming from someone you cannot see.
[16:45.14]So you can't tell how the person on the line is reacting.
[16:49.58]It is easy for that person to give you the run-around.
[16:54.06]Complaining in person or by letter is generally more effective.
[17:01.19]If your complaint does not require an immediate response,it often helps to complain by letter.
[17:08.35]If you have an appliance that doesn't work, send a letter to the store that sold it.
[17:14.70]Be business-like and stick to the point.
[17:18.39]Don't spend a paragraph on how your uncle Joe tried to fix the problem and couldn't.
[17:26.02]Questions 30 to 32 are based on the passage you have just heard.
[17:32.71]Q30. What does the speaker suggest you do when you are not served properly at a restaurant?
[17:56.85]Q31. Why does the speaker say the worst way to complain is over the telephone?
[18:20.96]Q32. What should you do if you make a complaint by letter?
[18:44.78]Passage 3
[18:45.95]Barbara Sanders is a wife and the mother of two children, ages 2 and 4.
[18:52.82]Her husband, Tom, is an engineer and makes an excellent salary.
[18:58.83]Before Barbara had children, she worked as an architect for the government, designing government housing.
[19:06.87]She quit her job when she became pregnant, but is now interested in returning to work.
[19:13.77]She's been offered an excellent job with the government.
[19:17.31]Her husband feels it's unnecessary for her to work since the family does not need the added income.
[19:24.70]He also thinks that a woman should stay home with her children.
[19:29.21]If Barbara feels the need to do socially important work,
[19:33.20]he thinks that she should do volunteer work one or two days a week.
[19:37.96]Barbara, on the other hand, has missed the excitement of her profession
[19:43.08]and does not feel she would be satisfied doing volunteer work.
[19:47.02]She would also like to have her own income,
[19:50.48]so she does not have to ask her husband for money whenever she wants to buy something.
[19:56.01]She does not think it's necessary to stay home every day with the children
[20:00.00]and she knows a very reliable babysitter who's willing to come to her house.
[20:05.82]Tom does not think a babysitter can replace a mother and thinks
[20:10.76]it's a bad idea for the children to spend so much time with someone who's not part of the family.
[20:17.92]Questions 33 to 35 are based on the passage you have just heard.
[20:24.86]Q33. What was Barbara's profession before she had children?
[20:48.15]Q34. What does Barbara's husband suggest she do if she wants to work?
[21:09.87]Q35. What does Tom think about hiring a babysitter?
[21:31.76]Section C
[22:26.87]Almost every child, on the first day he sets foot in the school building,
[22:32.19]is smarter, more curious,less afraid of what he doesn't know,
[22:37.30]better at finding and figuring things out, more confident, resourceful, persistent and independent,
[22:45.06]than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life.
[22:52.75]Already, by paying close attention to and interacting with the world and people around him,
[22:59.43]and without any school-type formal instruction, he has done a task far more difficult,
[23:05.28]complicated and abstract than anything he will be asked to do in school,
[23:09.75]or than any of his teachers has done for years — he has solved the mystery of language.
[23:16.63]He has discovered it. Babies don't even know that language exists.
[23:21.48]And he has found out how it works and learnt to use it appropriately.
[23:26.56]He has done it by exploring, by experimenting, by developing his own model of the grammar of language,
[23:34.77]by trying it out and seeing whether it works, by gradually changing it and refining it until it does work.
[23:42.64]And while he has been doing this, he has been learning other things as well,
[23:48.16]including many of the concepts that the schools think only they can teach him,
[23:53.61]and many that are more complicated than the ones they do try to teach him.
[24:00.16]Read again
[24:04.81]Almost every child, on the first day he sets foot in the school building,
[24:09.98]is smarter, more curious,less afraid of what he doesn't know,
[24:16.10]better at finding and figuring things out, more confident, resourceful, persistent and independent,
[24:24.17]than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life.
[24:33.58]Already, by paying close attention to and interacting with the world and people around him,
[24:40.19]and without any school-type formal instruction, he has done a task far more difficult,
[24:47.19]complicated and abstract than anything he will be asked to do in school,
[24:52.12]or than any of his teachers has done for years — he has solved the mystery of language.
[24:59.58]He has discovered it. Babies don't even know that language exists.
[25:05.63]And he has found out how it works and learnt to use it appropriately.
[25:52.89]He has done it by exploring, by experimenting, by developing his own model of the grammar of language,
[26:00.78]by trying it out and seeing whether it works, by gradually changing it and refining it until it does work.
[27:05.87]And while he has been doing this, he has been learning other things as well,
[27:10.52]including many of the concepts that the schools think only they can teach him,
[28:05.83]and many that are more complicated than the ones they do try to teach him.
[28:13.01]Read third time
[28:16.67]Almost every child, on the first day he sets foot in the school building,
[28:22.85]is smarter, more curious,less afraid of what he doesn't know,
[28:27.78]better at finding and figuring things out, more confident, resourceful, persistent and independent,
[28:35.91]than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life.
[28:43.35]Already, by paying close attention to and interacting with the world and people around him,
[28:50.31]and without any school-type formal instruction, he has done a task far more difficult,
[28:55.78]complicated and abstract than anything he will be asked to do in school,
[29:00.66]or than any of his teachers has done for years — he has solved the mystery of language.
[29:07.56]He has discovered it. Babies don't even know that language exists.
[29:12.40]And he has found out how it works and learnt to use it appropriately.
[29:17.43]He has done it by exploring, by experimenting, by developing his own model of the grammar of language,
[29:25.69]by trying it out and seeing whether it works, by gradually changing it and refining it until it does work.
[29:33.40]And while he has been doing this, he has been learning other things as well,
[29:38.97]including many of the concepts that the schools think only they can teach him,
[29:44.45]and many that are more complicated than the ones they do try to teach him.