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[00:15.25]Directions
[01:11.02]Q11.
[01:13.87]M: Christmas is around the corner.And I'm lookingfor a gift for my girlfriend.Any suggestions?
[01:21.43]W: Well you have to tell me something about yourgirlfriend first.Also,what's your budget?
[01:29.14]Q: What does the woman want the man to do?
[01:48.34]Q12.
[01:52.18]M: What would you like for dessert? I think I'll have apple pie and ice cream.
[01:58.46]W: The chocolate cake looks great,but I have to watch my weight.You go ahead and get yours.
[02:05.48]Q: What would the woman most probably do?
[02:25.29]Q13.
[02:27.67]W: Having visited so many countries,you must be able to speak several different languages.
[02:33.89]M: I wish I could.But Japanese and, of course English are the only languages I can speak.
[02:41.56]Q: What do we learn from the conversation?
[03:00.99]Q14.
[03:02.87]M: Professor Smith asked me to go to his office after class.
[03:07.11]So it's impossible for me to makeit to the bar at ten.
[03:11.20]W: Then it seems that we'll have to meet an hour later at the library.
[03:15.23]Q: What will the man do first after class?
[03:35.53]Q15.
[03:37.74]M: It's already 11 now. Do you mean I ought to wait until Mr. Bloom comes back from theclass?
[03:45.34]W: Not really. You can just leave a note. I'll give it to her later.
[03:50.18]Q: What does the woman mean?
[04:09.81]Q16.
[04:12.40]M: How is John now? Is he feeling any better?
[04:15.78]W: Not yet. It still seems impossible to make him smile.
[04:20.25]Talking to him is really difficult and hegets upset easily over little things.
[04:26.45]Q: What do we learn about John from the conversation?
[04:46.08]Q17.
[04:47.88]M: Do we have to get the opera tickets in advance?
[04:51.54]W: Certainly. Tickets at the door are usually sold at a higher price.
[04:56.32]Q: What does the woman imply?
[05:15.57]Q18.
[05:17.40]M: The taxi driver must have been speeding.
[05:20.95]W: Well, not really.
[05:22.47]He crashed into the tree because he was trying not to hit a box that hadfallen off the truck ahead of him.
[05:29.53]Q: What do we learn about the taxi driver?
[05:52.06]Conversation one
[05:54.11]W: Hey, Bob, guess what? I'm going to visit Quebec next summer.I'm invited to go to afriend's wedding.
[06:02.57]But while I'm there I'd also like to do some sightseeing.
[06:07.23]M: That's nice, Shelly. But do you mean the province of Quebec, or Quebec City?
[06:13.29]W: I mean the province. My friend's wedding is in Montreal. So I'm going there first.
[06:19.14]I'll stay for fivedays. Is Montreal the capital city of the province?
[06:24.84]M: Well, Many people think so because it's the biggest city. But it's not the capital. Quebec Cityis.
[06:30.98]But Montreal is great.The Saint Royal River runs right through the middle of the city.It'sbeautiful in summer.
[06:39.66]W: Wow, and do you think I can get by in English? My French is OK, but not that good.
[06:47.42]I know most people there speak French, but can I also use English?
[06:51.83]M: Well, People speak both French and English there.
[06:55.65]But you'll hear French most of the time.And all the street signs are in French.
[07:01.00]In fact, Montreal is the third largest French speaking cityin the world.
[07:06.69]So you'd better practice your French before you go.
[07:10.20]W: Good advice. What about Quebec City? I'll visit a friend from college who lives there now.What's it like?
[07:17.92]M: It's a beautiful city, very old. Many old buildings have been nicely restored.
[07:24.67]Some of themwere built in the 17th or 18th centuries. You'll love there.
[07:29.94]W: Fantastic. I can't wait to go.
[07:34.11]Questions 19 to 21 are based on the conversation you have just heard.
[07:40.65]Q19. What's the woman's main purpose of visiting Quebec?
[08:03.00]Q20. What does the man advise the woman to do before the trip?
[08:24.12]Q21. What does the man say about the Quebec City?
[08:45.46]Conversation two
[08:48.05]M: Hi, Miss Rowling, how old were you when you started to write? And what was your firstbook?
[08:54.51]W: I wrote my first finished story when I was about six.
[08:59.98]It was about a small animal, arabbit, I mean. And I've been writing ever since?
[09:05.98]M: Why did you choose to be an author?
[09:09.09]W: If someone asked me how to achieve happiness.Step One would be finding out what you love doing most.
[09:16.17]And step two would be finding someone to pay you to do it.
[09:20.29]I consider myself very lucky indeed to be able to support myself by writing.
[09:25.73]M: Do you have any plans to write books for adults?
[09:29.21]W: My first two novels were for adults. I suppose I might write another one.
[09:34.34]But I never really imagine a target audience when I'm writing. The ideas come first.
[09:40.11]So it really depends on the ideas that grasp me next.
[09:44.30]M: where did the ideas for the "Harry Potter" books come from?
[09:48.48]W: I've no ideas where the ideas came from. And I hope I'll never find out.
[09:53.71]It would spoil my excitement if it turned out I just have a funny little wrinkle on the surface of my brain,
[10:00.84]which makesme think about the invisible train platform.
[10:04.09]M: How did you come up with the names of your characters?
[10:07.48]W: I invented some of them. But I also collected strange names.
[10:11.84]I've got one from ancientsaints, maps, dictionaries, plants, war memoirs and people I met.
[10:19.62]M: Oh, you are really resourceful.
[10:22.29]Questions 22 to 25 are based on the conversation you have just heard.
[10:29.15]Q22. What do we learn from the conversation about Miss Rowling's first book?
[10:52.59]Q23. Why does Miss Rowling consider her so very lucky?
[11:14.03]Q24. What dictates Miss Rowling's writing?
[11:34.45]Q25. According to Miss Rowling where did she get the ideas for the Harry Porter books?
[11:57.84]Section B
[11:59.34]Directions:
[12:01.20]In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions.
[12:10.00]Both the passage and the questions will be spoken only once.
[12:14.75]After youhear a question, you must choose the best answer from the four choices marked A), B), C) and D).
[12:24.59]Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
[12:33.11]Passage One
[12:34.91]Reducing the amount of sleep students get at night has a direct impact on their performance at school during the day.
[12:44.01]According to classroom teachers,elementary and middle school students who stay up late exhibit more learning and attention problems.
[12:53.44]This has been shownby Brown Medical School and Bradley Hospital research.
[12:59.61]In the study, teachers were not told the amount of sleep students received when completing weekly performance reports,
[13:08.14]yet they rated the students who had received eight hours or less as having the most trouble recalling all the material,
[13:17.34]learning new lessons and completing high-quality work.
[13:22.64]Teachers also reported that these students had more difficulty paying attention.
[13:27.89]The experiment is the first to ask teachers to report on the effects of sleep deficiency in children.
[13:36.96]Just staying up late can cause increased academic difficulty and attention problems for otherwise healthy,
[13:46.41]well-functioning kids, said Garharn Forlone, the study's lead author.
[13:51.95]So the results provide professionals and parents with a clear message:
[13:57.35]when a child is having learning and attention problems, the issue of sleep has to be taken into consideration.
[14:04.85]"If we don't ask about sleep, and try to improve sleep patterns in kids' struggling academically,
[14:12.69]then we aren't doing our job", Forlone said.
[14:15.98]For parents, he said, the message is simple, "getting kids to bed on time is as important as gettingthem to school on time".
[14:25.12]Questions 26 to 28 are based on the passage you have just heard.
[14:32.09]Q26. What were teachers told to do in the experiment?
[14:53.88]Q27. According to the experiment, what problem can insufficient sleep cause in students?
[15:17.50]Q28. What message did the researcher intend to convey to parents?
[15:40.07]Passage Two
[15:42.64]Patricia Pania never wanted to be a national public figure.
[15:47.28]All she wanted to be was a mother and home-maker.
[15:52.35]But her life was turned upside down when a motorist, distracted by his cell phone,
[15:57.55]ran astop sign and crashed into the side of her car.
[16:01.30]The impact killed her 2-year-old daughter.
[16:05.28]Four months later,Pania reluctantly but courageously decided to try to educate the public
[16:13.06]and to fight for laws to ban drivers from using cell phones while a car is moving.
[16:18.99]She wanted to save other children from what happened to her daughter.
[16:23.99]In her first speech, Pania got off to ashaky start.
[16:28.80]She was visibly trembling and her voice was soft and uncertain.
[16:33.59]But as she got into her speech, a dramatic transformation took place.
[16:39.19]She stopped shaking and spoke with a strong voice.
[16:43.73]For the rest of her talk, she was a forceful and compelling speaker.
[16:48.79]She wanted everyone in the audience to know what she knew without having to learn it from apersonal tragedy.
[16:55.96]Many in the audience were moved to tears and to action.
[17:01.63]In subsequent presentations, Pania gained reputation as a highly effective speaker.
[17:08.87]Her appearance on a talk show was broadcast three times, transmitting her message to over 40 million people.
[17:17.33]Her campaign increased public awareness of the problem,
[17:22.10]and prompted over 300 cities and several states to consider restrictions on cell phone use.
[17:31.54]Questions 29 to 32 are based on the passage you have just heard.
[17:36.87]Q29. What was the significant change in Patricia Pania's life?
[18:01.37]Q30. What had led to Pania's personal tragedy?
[18:22.88]Q31. How did Pania feel when she began her first speech?
[18:44.01]Q32. What could be expected as a result of Pania's efforts?
[19:05.99]Passage Three
[19:07.82]Many people catch a cold in the spring time or fall.
[19:12.02]It makes us wonder if scientists can send a man to the moon.
[19:17.20]Why can't they find a cure for the common cold?
[19:20.90]The answer is easy.There're actually hundreds of kinds of cold viruses out there.
[19:28.51]You never know which one you willget, so there isn't a cure for each one.
[19:34.08]When a virus attacks your body, your body works hard to get rid of it.
[19:39.88]Blood rushes to your nose and causes a blockade in it.
[19:44.55]You feel terrible because you can't breathe well, but your body is actually eating the virus.
[19:51.96]Your temperature rises and you get a fever, but the heat of your body is killing the virus.
[19:59.74]You also have a running nose to stop the virus from getting into your cells.
[20:05.20]You may feel miserable,but actually your wonderful body is doing everything it can to kill the cold.
[20:15.27]Different people have different remedies for colds.
[20:19.38]In the United States and some other countries,for example,people might eat chicken soup to feel better.
[20:26.77]Some people take hot bath and drink warm liquids.
[20:31.71]Other people take medicines to relieve various symptoms of colds.
[20:37.25]There was one interestingthing to note.
[20:40.74]Some scientists say taking medicines when you have a cold is actually bad for you.
[20:47.55]The virus stays in you longer, because your body doesn't develop a way to fight it and kill it.
[20:57.36]Questions 33 to 35 are based on the passage you have just heard.
[21:03.67]Q33. According to the passage, why haven't scientists found a cure for the common cold?
[21:26.45]Q34. What does the speaker say about the symptoms of the common cold?
[21:48.92]Q35. What do some scientists say about taking medicines for the common cold, according to thepassage?
[22:13.21]Section C
[22:15.09]Directions
[23:05.69]You probably have noticed that people express similar ideas in different ways,depending on the situations they are in.
[23:13.99]This is very natural.
[23:16.17]All languages have two general levels of usage a formal level and an informal level.
[23:24.49]English is no exception.
[23:27.01]The difference in these two levels is the situation in which you use a particular level.
[23:34.24]Formal language is the kind of language you find in textbooks,reference books and in business letters.
[23:42.57]You would also use formal English in compositions and essays that you write in school.
[23:50.11]Informal language is used in conversation with colleagues, family members and friends,
[23:57.65]and when we write personal notes or letters to close friends.
[24:02.25]Formal language is different from informal language in several ways.
[24:09.30]First, formal language tends to be more polite.
[24:13.66]What we may find interesting is that it usually takes more words to be polite.
[24:21.56]For example, I might say to a friend or a family member 'Close the door, please.'
[24:27.88]But to a stranger, I probably would say, 'Would you mind closing the door?'
[24:34.50]Another difference between formal and informal language is some of the vocabulary.
[24:41.52]There are bound to be some words and phrases that belong in formal language and others that are informal.
[24:50.94]Let's say that I really like soccer, If I am talking to my friend, I might say, "I am just crazy about soccer."
[25:00.66]But if I were talking to my boss, I would probably say, "I really enjoy soccer."
[25:08.27]Listen again
[25:12.32]You probably have noticed that people express similar ideas in different ways,depending on the situations they are in.
[25:20.59]This is very natural.
[25:22.48]All languages have two general levels of usage a formal level and an informal level.
[25:30.21]English is no exception. The difference in these two levels is the situation in which you use a particular level.
[25:38.78]Formal language is the kind of language you find in textbooks, reference books and in business letters.
[25:46.73]You would also use formal English in compositions and essays that you write in school.
[25:53.02]Informal language is used in conversation with colleagues, family members and friends,
[26:00.09]and when we write personal notes or letters to close friends.
[26:04.52]Formal language is different from informal language in several ways.
[26:10.43]First, formal language tends to be more polite.
[26:15.87]What we may find interesting is that it usually takes more words to be polite.
[26:20.89]
[27:11.13]For example, I might say to a friend or a family member "Close the door, please."
[27:17.67]But to a stranger, I probably would say, "Would you mind closing the door? "
[27:23.88]
[28:11.66]Another difference between formal and informal language is some of the vocabulary.
[28:17.56]There are bound to be some words and phrases that belong in formal language and others that are informal.
[28:24.97]
[29:35.03]Let's say that I really like soccer, If I am talking to my friend, I might say, "I am just crazy about soccer."
[29:42.73]But if I were talking to my boss, I would probably say, "I really enjoy soccer."