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College English Test—Band Six
Part III Listening Comprehension
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.
11. W: Did you use credit cards on your
vacation
last month in Europe?
M: Sure
did.
They certainly beat going around with a
wallet full of big bills.
But carrying lots
of cash is still very common among
some older
people traveling abroad.
Q: What does the man
say about some elderly people?
12. W: Rod
must be in a bad mood today.
What’s wrong
with him?
M: He was passed over in the
selection process
for the dean of the
Administration’s Office.
He’d been hoping for
the position for a long time.
Q: What does
the man mean?
13. M: What a great singer
Justin is.
His concert is just awesome
and you’ll never regret the money
you paid
for the ticket.
W: Yeah, judging by the
amount of applause,
everyone was enjoying
it.
Q: What does the woman mean?
14. W:
I received an email yesterday from Henry.
Do
you remember
he was one of the chairpersons
of our Students’ Union?
M: Yes, but I haven’t
heard from him for ages.
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Actually, I have been out of touch
with him
since our first reunion after
graduation.
Q: What do we learn about the
speakers?
15. M: Driving at night always
makes me tired.
Let’s stop for the
dinner.
W: Fine, and let’s find a motel
so that we can get an early start tomorrow.
Q: What will the speakers probably do?
16. W:
Let’s look at the survey
on consumer
confidence we conducted last week.
How
reliable are these figures?
M: They have a
five percent margin of error.
Q: What are the
speakers talking about?
17. W: Look at this
catalogue John.
I think I want to get this
red blouse.
M: Err. I think you already have
one like this in blue.
Do you need every
color in the rainbow?
Q: What does the man
mean?
18. W: This notice says that
all
the introductory marketing classes are closed.
M: That can’t be true.
There are supposed to
be thirteen of them this semester.
Q: What
does the man mean?
Now you'll hear the two
long conversations.
Conversation One
M:
I see your new resume
that you worked as a
manager
of store called Computer Country,
could you tell me a little more
about your
responsibilities there?
W: Sure. I was
responsible for overseeing about 30 employees.
I did all of the orderings for the store
and
I kept track of the inventory.
M: What was
the most difficult part of your job?
W:
Probably handling angry customers.
We didn’t
have them very often, but when we did,
I need
to make sure they were well taken good care
of.
After all, the customer is always
right.
M: That’s how we feel here, too.
How long did you work there?
W: I was there
for three and a half years.
I left the
company last month.
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M: And why did you leave?
W: My
husband has been transferred to Boston
and I
understand that your company has an opening there,
too.
M: Yes, that’s right. We do.
But
the position won’t start until early next
month.
Would that be a problem for you?
W: No, not at all.
My husband’s new job
doesn’t begin
for a few weeks, so
we
thought we would spend some time driving to
Boston
and stop to see my parents.
M:
That sounds nice.
So, tell me, why are you
interested in
this particular position?
W: I know that your company has a great
reputation
and wonderful product.
I’ve
thought many times that
I would like to be a
part of it.
When I heard about the opening in
Boston,
I jumped to the opportunity.
M:
Well, I’m glad you did.
Questions 19 to 22
are based on the conversation
you have just
heard.
19: What was the woman’s previous
job?
20: What does the woman say
with
the most difficult part of her job?
21: Why
is the woman looking for a job in Boston?
22:
When can the woman start to work
if she gets
the job?
Conversation Two
W: Today, in
this studio, we have Alberto Cuties,
the
well-known Brazilian advocator of the anti-global
movement.
He’s here to talk about the recent
report
stating that by 2050, Brazil will be
one
of the world’s wealthiest and most
successful countries.
Alberto, what do you
say about this report?
M: You know this isn’t
the first time that
people are saying Brazil
will be a great economic power.
The same
thing was said over 100 years ago,
but it
didn’t happen.
W: Yes, but you must admit
the world’s a very different place now.
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M: Of course. In fact,
I believe
that there may be some truths
in the
predictions this time around.
First of all,
though,
we must remember the problems
facing Brazil at the moment.
W: Such
as...?
M: There’s an enormous gap
between the rich and the poor in this country.
In San Paulo, you can see shopping malls
full
of designer good right next door to the slum
areas
without proper water or electricity
supplies.
A lot of work needs to be done to
help people
in those areas improve their
lives.
W: What needs to be done?
M:
Education, for example. For Brazil,
to be
successful, we need to offer education to all
Brazilians.
Successful countries, like South
Korea and Singapore
have excellent education
systems.
Brazil needs to learn from these
countries.
W: So you’re hopeful for the
future?
M: As I said earlier, I’m
hopeful.
This isn’t an easy job.
We need
to make sure that these important
opportunities
for Brazil aren’t wasted as
they were in the past.[page]
Questions 23 to
25 are based on the conversation
you have
just heard.
23: What does the recent report
say about Brazil?
24: What problem does
Alberto say Brazil faces now?
25: What does
Alberto say
about economically successful
countries?
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).
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Then mark the corresponding letter on
Answer Sheet 2
with a single line through the
centre.
Passage One
Wilma Subra had no
intention of becoming a public speaker.
After
graduating from college with degrees
in
chemistry and microbiology,
she went to work
at Gulf South Research Institute in Louisiana.
As part of her job, she conducted field
research
on toxic substances in the
environment—
often in minority
communities
located near large industrial
polluters.
She found many families were being
exposed to high,
sometimes deadly levels of
chemicals and other toxic substances.
But she
was not allowed to make information public.
Frustrated by the restrictions,
Subra left
her job in 1981, created her own company,
and
has devoted the past two decades to helping
people
fight back against giant industrial
polluters.
She works with families and
community groups
to conduct environmental
tests, interpret test results,
and organize
for change. Because of her efforts,
dozens of
toxic sites across the country have been cleaned
up.
And one chemical industry spokesperson
calls her
a top gun for the environmental
movement.
How has Subra achieved all
this?
Partly through her scientific
training,
partly through her commitment to
environmental justice.
But just as important
is her ability
to communicate with people
through public speaking.
If you
had asked Subra before 1981,
She would
have laughed at the idea.
Yet today, she
gives more than 100 presentations a year.
Along the way she’s lectured at Harvard,
testified before the Congress
and addressed
the audiences in 40 states,
as well as in
Mexico, Canada and Japan.
Questions 26 to 29
are based on the passage
you have just
heard.
26: What did Wilma Subra do as part of
her job
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while working at Gulf South Research
Institute?
27: Why did Wilma Subra leave her
job in 1981?
28: What results have Wilma
Subra’s efforts had
in the past two
decades?
29: What does the speaker say
has
contributed to Wilma Subra’s success?
Passage 2
One of the biggest challenges
facing employers and educators today
is the
rapid advance of globalization.
The
marketplace is no longer national or regional,
but extends to all corners of the world,
and
this requires a global-ready workforce.
Universities have a large part to play in
preparing students
for the twenty-first
century labor market
by promoting
international educational experiences.
The
most obvious way universities can help
develop a global workforce is
by encouraging
students to study abroad
as part of their
course.
Students who have experienced another
culture first-hand
are more likely to be
global-ready when they graduate.
Global
workforce development doesn’t always
have to
involve travel abroad, however.
If students
learn another language, and study other
cultures,
they will be more global-ready when
they graduate.
It is important to point out
that
students also need to have a deep
understanding
of their own culture before
they can begin to observe,
analyze and
evaluate other cultures.
In multicultural
societies,
people can study each other’s
cultures
to develop intercultural
competencies
such as critical and reflective
thinking, and intellectual flexibility.
This
can be done both through the curriculum,
and
through activities on campus outside of the
classroom
such as art exhibitions and
lectures from international experts.
Many
universities are already embracing this
challenge
and providing opportunities for
students to become global citizens.
Students
themselves, however, may not realize that
when they graduate they will be competing
in
a global labor market,
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and universities need to raise
awareness
of these issues amongst
undergraduates.
Questions 30 to 32 are based
on the passage
30: What is one of the biggest
challenges
facing employers and educators
today?
31: What should students do first
before they can really understand other
cultures?
32: What should college students
realize
according to the speaker?
Passage 3
To see if hair color affects a
person’s chances
of getting a job,
researchers at California State University
asked
136 college students to review the
resume and photograph
of a female applicant
for a job as an accountant.
Each student was
given the same resume.
But the applicant’s
picture was altered,
so that in some photos
her hair was golden,
in some red and in some
brown. The result?
With brown hair, the woman
was rated more capable,
and she was offered a
higher salary
than when she had golden or red
hair.
Other studies have found similar
results.
Many respondents rate women with
golden hair
as less intelligent than other
people,
and red heads as more
temperamental.
Women with red or golden hair
are victims of
the common practice of
stereotyping.
A stereotype is a simplistic or
exaggerated image
that humans carrying in
their minds about groups of people.
For
example, lawyers are shrewd and dishonest
is
a popular stereotype.
Stereotyping can occur
in public speaking classes.
When trying to
choose a speech topic,
some males think that
women are uninterested in
how to repair
cars,
while some females think that men are
uninterested in
creative hobbies, such as
knitting and needle point.
We should reject
stereotypes, because they force all people
in
a group into the same simple pattern.
They
fail to account for individual differences,
and the wide range of characteristics among
members of any group.
Some lawyers are
dishonest, yes! But many are not.
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Some women are uninterested in
repairing cars, yes!
But some are
enthusiastic mechanics.
Questions 33 to 35
are based on the passage
you have just
heard.
33: What did researchers at California
State University find?
34: What is the
popular stereotype of lawyers?
35: Why does
the speaker say we should reject
stereotypes?[page]
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
36 to 43
with the exact words you have just
heard.
For blanks numbered from 44 to 46
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.
The ancient Greeks developed basic memory
systems
called Mnemonics. The name is derived
from
their Goddess of Memory, Mnemosene.
In the ancient world,
a trained memory was an
immense asset,
particularly in public
life.
There were no convenient devices for
taking notes
and early Greek orators
delivered long speeches with great accuracy
because they learned their speeches using Mnemonic
systems.
The Greeks discovered that
human memory is largely an associative
process.
That works by linking things
together.
For example, think of an apple.
The instinct of your brain registers the word
'apple'.
It recalls the shape, color, taste,
smell and texture of that food.
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All these things are associated in
your memory
with the word 'apple'.
This
means that any thought about a certain subject
will often bring up more memories that are related
to it.
An example could be
when you
think about a lecture you’ve had.
This could
trigger a memory
about what you are talking
about through that lecture,
which can then
trigger another memory.
The associations do
not have to be logical.
They just have to
make a good link.
An example given on the
website I was looking at follows:
Do you
remember the shape of Austral,
Canada,
Belgium or Germany? Probably not.
What about
Italy, though?
If you remember the shape of
Italy,
it is because you have been told at
sometime
that Italy is shaped like a
boot.
You made an association with
something
you’ve already known—the shape of a
boot.
And Italy’s shape could not be
forgotten
once you’ve made the
association.
Now the passage will be read
again.
The ancient Greeks developed basic
memory systems
called Mnemonics. The name is
derived from
their Goddess of Memory,
Mnemosene.
In the ancient world,
a
trained memory was an immense asset,
particularly in public life.
There were no
convenient devices for taking notes
and early
Greek orators delivered long speeches with great
accuracy
because they learned their speeches
using Mnemonic systems.
The Greeks discovered
that
human memory is largely an associative
process.
That works by linking things
together.
For example, think of an apple.
The instinct of your brain registers the word
'apple'.
It recalls the shape, color, taste,
smell and texture of that food.
All these
things are associated in your memory
with the
word 'apple'.
This means that any thought
about a certain subject
will often bring up
more memories that are related to it.
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An example could be
when you
think about a lecture you’ve had.
This could
trigger a memory
about what you are talking
about through that lecture,
which can then
trigger another memory.
The associations do
not have to be logical.
They just have to
make a good link.
An example given on the
website I was looking at follows:
Do you
remember the shape of Austral,
Canada,
Belgium or Germany?Probably not.
What about
Italy, though?
If you remember the shape of
Italy,
it is because you have been told at
sometime
that Italy is shaped like a
boot.
You made an association with
something
you’ve already known—the shape of a
boot.
And Italy’s shape could not be
forgotten
once you’ve made the
association.
Now the passage will be read for
the third time.
The ancient Greeks developed
basic memory systems
called Mnemonics. The
name is derived from
their Goddess of Memory
, Mnemosene.
In the ancient world,
a
trained memory was an immense asset,
particularly in public life.
There were no
convenient devices for taking notes
and early
Greek orators delivered long speeches with great
accuracy
because they learned their speeches
using Mnemonic systems.
The Greeks discovered
that
human memory is largely an associative
process.
That works by linking things
together.
For example, think of an apple.
The instinct of your brain registers the word
apple.
It recalls the shape, color, taste,
smell and texture of that food.
All these
things are associated in your memory
with the
word apple.
This means that any thought about
a certain subject
will often bring up more
memories that are related to it.
An example
could be
when you think about a lecture
you’ve had.
This could trigger a memory
about
what you are talking about through that
lecture,
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which can then trigger another
memory.
The associations do not have to be
logical.
They just have to make a good
link.
An example given on the website
I
was looking at follows:
Do you remember the
shape of Austral,
Canada, Belgium or
Germany?Probably not.
What about Italy,
though?
If you remember the shape of
Italy,
it is because you have been told at
sometime
that Italy is shaped like a
boot.
You made an association with
something
you’ve already known—the shape of a
boot.
And Italy’s shape could not be
forgotten
once you’ve made the
association
This is the end of listening
comprehension.
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