[ti:ÍõÂõÂõÓ¢ÓïÁù¼¶¿¼ÊÔÔ¤²âÊÔ¾íÓëÏê½âTest 10 ÌýÁ¦] [ar:ÍõÂõÂõ] [al:ÍõÂõÂõÓ¢ÓïÁù¼¶] [by:http://www.Hxen.comºãÐÇÓ¢ÓïѧϰÍø] [00:00.36]ÍõÂõÂõÓ¢ÓïÁù¼¶¿¼ÊÔÔ¤²âÊÔ¾íÓëÏê½â Test 10 [00:00.48]test 10 [00:02.03]Section A [00:03.34]Now let's begin with the 8 short conversations.ª¤ [00:06.57]11.W:If I were you, I'd be more careful about [00:09.70]locking the back door at night. [00:11.51]M:Don't worry. No one will break in. [00:13.75]Q:What does the woman think will happen? [00:31.47]12.W:We could turn down this road [00:33.90]to get to the shopping centre. [00:35.83]M:Let's not go that way today because of all the traffic. [00:39.17]Q:What does the man suggest? [00:56.30]13.W: I'm wondering about the fabric of this dress; [00:59.85]is it washable? [01:01.08]I don't want to run up a big cleaning bill. [01:03.48]M:All the dresses in this section are polyester, [01:06.20]so you shouldn't have a problem. [01:08.27]Q:What does the man tell the woman? [01:25.47]14.M:My wife and I went over to the Shaffers for a party. [01:29.98]By the way, have you seen their new recreation room? [01:33.03]W:Very nice. They just finished it a couple of weeks ago. [01:36.75]It's in the basement you know. [01:38.79]Q:Where is the recreation room? [01:56.17]15.M:I was terribly embarrassed when some member of [01:59.48]the audience got up and left in the middle of the performance. [02:02.91]W:Well, some people just can't seem to appreciate live drama. [02:06.87]Q:What did the people in the conversation attend? [02:24.98]16.W:Could you tell me how to get to the bus station from here? [02:29.34]M:Go straight until you come to the stop light. [02:31.99]Turn to the left and go about three miles. [02:34.72]When you get to the Argo Grocery Store, turn right. [02:37.69]You can't miss it. [02:39.04]Q:What is the woman trying to do? [02:56.53]17.M:Since you have visited so many countries, [03:00.05]you must be able to speak several different languages. [03:02.92]W:I wish I could, but French and German are [03:05.17]the only foreign languages I have ever learned to speak. [03:08.37]Q:What did the woman say of her knowledge [03:11.31]of foreign languages? [03:27.16]18.W:Jane told me that she was going to quit her job. [03:31.04]I'll certainly be sorry to see her go.ª¤ [03:33.47]M:Oh, she always says that! [03:35.62]I wouldn't buy her a going away present if I were you.ª¤ [03:39.27]Q:What does the man think about Jane?ª¤ [03:57.06]Now you will hear 2 long conversations. [04:00.24]Conversation Oneª¤ [04:01.99]W: Dad, can I go to a movie with Sharon? [04:04.35]M: Yeah, sure, but wait. Weren't you suppose to [04:07.11]get a report card sometime this past week? [04:10.00]W: Well, oh yeah. Can I call Sharon now? [04:13.41]M: Uh hum. You didn't answer my question. [04:16.60]Did you receive it or not? [04:18.49]W: I love you Dad! You're the best! [04:20.40]M: Don't try to butter me up. [04:21.85]I can guess that your answer means that [04:23.89]you didn't do well in some of your classes? [04:26.10]W: Well, my English teacher is so boring, [04:28.99]and he gets angry suddenly every time someone talks.ª¤ [04:32.04]M: In other words, you're not doing so well? [04:35.53]W: Uh, a C . . . minus. [04:38.69]M: Oh. Well, how are you doing in your Spanish class? [04:42.21]You said you liked that one.ª¤ [04:44.02]W: Well, I do, but I forgot to turn in a couple of assignments, [04:47.90]and I had problems on the last test. [04:50.38]All those verbs caused many troubles. [04:53.35]I get them all mixed up in my head! [04:55.39]M: Oh! [04:56.44]W: Can I go now? [04:57.62]M: And how are you doing in history? [04:59.77]W: Oh, that's my favorite class. [05:01.65]Mr. Jones is always passing out candy [05:04.12]if you know the answers to his questions.ª¤ [05:06.66]M: Great. Now, I have a bright daughter with tooth decay. [05:10.28]W: Ah, Dad. Can I go now? [05:13.04]M: You can go if you answer my history question. How old am I? [05:17.26]W: Uh, fifty five? ª¤ [05:19.08]M: Fifty five! You just failed a math and history test at the same time! [05:24.41]Questions 19 to 21 are based on the conversation you have just heard. [05:29.21]19. Based on the girl's statements, [05:32.33]how would you describe her English teacher? [05:48.85]20. How does she feel about her Spanish class? [06:06.64]21. Why does the girl like her history class? [06:24.65]Conversation Twoª¤ [06:26.36]M: Honey, the basketball game is about to start. [06:29.08]And could you bring some chips and a bowl of ice cream? [06:31.77]And... uh... a slice of pizza from the fridge. ª¤ [06:34.71]W: Anything else? [06:35.58]M: No, that's all for now. [06:36.89]Hey, honey, you know, they're organizing a company basketball team, [06:40.85]and I'm thinking about joining. What do you think? ª¤ [06:43.42]W: Humph. [06:44.84]M:¡°Humph¡±,what do you mean ¡°Humph¡±. [06:46.98]I was the star player in high school. ª¤ [06:49.20]W: Yeah, twenty five years ago. [06:51.56]Look, I just don't want you having a heart attack [06:54.54]running up and down the court. ª¤ [06:56.03]M: So, what are you suggesting? Should I just abandon the idea? [06:59.98]I'm not out of shape. ª¤ [07:01.76]W: Well . . . you ought to at least have [07:03.83]a medical examination before you begin. [07:06.29]I mean, it has been at least five years since you played at all. ª¤ [07:09.64]M: Well, okay, but . . . ª¤ [07:11.46]W: And you need to watch your diet and [07:13.09]cut back on the fatty foods, like ice cream. [07:15.92]And you should try eating more fresh fruits and vegetables. ª¤ [07:18.97]M: Yeah, you're probably right. ª¤ [07:21.70]W: And you should take up a little weight training [07:23.72]to strengthen your muscles or perhaps try cycling to [07:26.52]build up your heart and blood circulation system. [07:29.71]Oh, and you need to go to bed early instead of [07:32.21]watching TV half the night. ª¤ [07:33.88]M: Hey, you're starting to sound like my personal fitness instructor! [07:37.65]W: No, I just love you, and I want you to [07:39.74]be around for a long, long time. [07:42.97]Questions 22 to 25 are based on the conversation you have just heard.ª¤ [07:48.38]22. What does the man want to do? [08:05.55]23. What is the woman's first suggestion to her husband? [08:23.89]24. What does the woman advise about the man's diet? [08:42.11]25. Why does the man's wife recommend cycling? [09:01.20]Section Bª¤ [09:02.73]Passage Oneª¥ [09:04.29]Most people picture sharks as huge, powerful, frightening predators, [09:08.79]ready at any moments to use their sharp teeth to [09:11.66]attack careless swimmers without provocation. [09:14.93]But, people may have some wrong ideas on the conception of sharks.ª¥ [09:20.16]First, there are 350 species of shark, and not all of them are large. [09:25.91]They range in size from the dwarf shark, which can [09:28.71]be only 6 inches long and can be held in the palm of the hand, [09:32.85]to the whale shark, which can be more than 55 feet long.ª¥ [09:37.31]Second, the different species of shark vary tremendously [09:41.42]in the number and type of teeth. [09:43.89]A shark can have from one to seven sets of teeth at the same time, [09:48.79]and some types of shark can have several hundred teeth in each jaw. [09:54.13]It is true that the fierce and predatory species do possess extremely sharp [09:58.96]and brutal teeth used to rip their prey apart: [10:02.66]many other types of shark, however, have teeth more adapted to [10:06.25]grabbing and holding than to cutting and slashing.ª¥ [10:10.21]Finally, not all sharks are predatory animals ready to strike out at humans. [10:15.37]In fact, only 12 of the 350 species of shark have [10:19.54]been known to attack humans, and a shark needs to [10:22.74]be provoked in order to attack. [10:25.35]The types of shark that have the worst record [10:27.48]with humans are the tiger shark, the bull shark, and the great white shark. [10:32.68]However, for most species of shark, even some of the largest types, [10:37.80]there are no known instances of attacks on humans.ª¤ [10:42.08]Questions 26 to 28 are based on the passage you have just heard. [10:46.94]26. What is the main purpose of this passage? [11:04.80]27. Which of the following is NOT true about a shark's teeth? [11:23.76]28. What can we infer from the passage? ª¤ [11:41.40]Passage Twoª¥ [11:42.78]The term ¡°culture shock¡± has appeared in the popular vocabulary. [11:47.25]Culture shock is the effect that immersion in [11:49.86]a strange culture has on the unprepared visitor. [11:52.95]Peace Corps volunteers suffer from it in Borneo or Brazil. [11:56.69]Macro Polo probably suffered from it in China. [11:59.85]Culture shock is what happens when a traveler suddenly [12:03.59]finds himself in a place where ¡°yes¡± may mean ¡°no¡±, [12:08.27]where a ¡°fixed price¡± is negotiable, where laughter may signify anger. [12:14.48]It is what happens when the familiar psychological cues that [12:18.62]help an individual to function in society are suddenly withdrawn [12:23.19]and replaced by new ones that are strange or incomprehensible.ª¥ [12:27.84]The culture shock phenomenon explains much of [12:30.38]the bewilderment, frustration, and disorientation that [12:34.37]plagues people in their dealing with other societies. [12:37.79]It causes a breakdown in communication, [12:40.51]a misunderstanding of reality, an inability to cope. [12:44.54]Yet culture shock is relatively mild in comparison [12:47.86]with the much more serious disease¡ªfuture shock. [12:52.99]Future shock is the frightening disorientation brought on [12:56.54]by the premature arrival of the future. [13:00.03]It may well be the most serious disease of tomorrow.ª¥ [13:04.20]Future shock is a time phenomenon, [13:07.08]a product of the greatly accelerated rate of change in society. [13:11.93]It arises from the imposition of a new culture on an old one. [13:15.93]It is culture shock in one's own society. But its impact is far worse. [13:21.92]For the traveler can at last turn back to his own familiar culture, [13:26.82]but the victim of future shock can not.ª¤ [13:30.63]Questions 29 to 31 are based on the passage you have just heard.ª¤ [13:35.52]29. Why future shock is more serious than culture shock? [13:55.04]30. Which does NOT belong to culture shock? [14:13.23]31. What is the cause of future shock? [14:31.01]Passage Threeª¥ [14:33.01]There are two kinds of memory:short term and long term. [14:37.26]Information in long term memory can be recalled [14:40.16]at a later time when it is needed. [14:42.59]The information may be kept for days and weeks. [14:45.88]In contrast, information in short term memory is kept for only [14:50.27]a few seconds, usually by repeating the information over and over. [14:55.39]The following experiment shows [14:57.06]how short term memory has been studied.ª¥ [14:59.93]Henning studied how students who are learning English [15:02.62]as second language remember vocabulary. [15:05.49]The subjects in his experiment were 75 college students. [15:09.66]They represented all levels of ability in English: [15:12.80]beginning, intermediate, advanced, and native speaking students. [15:18.21]To begin with, the subjects listened to a recording of [15:21.15]a native speaker reading a paragraph in English. [15:24.38]Following the recording, the subjects took a 15 question test [15:28.38]to see which words they remembered. [15:30.88]Each question had four choices. [15:33.30]The subjects had to circle the word they had heard in the recording. [15:36.64]Some of the questions had four choices that sounded alike. [15:40.56]For example, weather, whether, wither, [15:44.48]and wether are four words sound alike. [15:48.51]Some of the questions had four choices that have the same meaning. [15:52.87]Method, way, manner, and system would [15:55.88]be four words with the same meaning. [15:59.20]Finally the subjects took a language proficiency test.ª¥ [16:03.23]Henning found that students with a lower proficiency [16:05.85]in English made more of their mistakes on words that sound alike; [16:10.17]students with a higher proficiency made more of [16:12.96]their mistakes on words that have the same meaning. [16:15.85]Henning's results suggest that beginning students hold [16:18.28]the sound of words in their short term memory, and the advanced [16:21.91]students hold the meaning of words in their short term memory. [16:26.52]Questions 32 to 35 are based on the passage you have just heard. [16:31.95]32. Why did Henning made the experiment? [16:50.07]33. Which of the following statements [16:52.60]is true according to the passage? [17:09.41]34. What can we see from Henning's result? [17:27.44]35. What does the passage center on? [17:45.97]Section Cª¥ [17:47.70]Monkeys and chimpanzees (ºÚÐÉÐÉ)£¬although they are weaker [17:50.93]and less fierce than many other animals, possess brains which are [17:54.77]55 far along the evolutionary road as any creature other than man. [18:00.69]Birds can perform marvels of aerobatics (Ìؼ¼·ÉÐÐ), [18:04.14]they can catch insects on the wing with unparalleled skill, [18:08.39]they can navigate in a remarkable manner half round the world [18:12.13]and back¡ªbut they cannot think and reason. [18:15.36]In technical terms it can be said that they are lacking in insight. [18:19.97]The abilities which they do possess are built in instincts derived from [18:24.39]their genetic inheritance. Monkeys, on the other hand, can reason. [18:29.19]They can easily remember a lighted door indicating the presence of food. [18:33.87]They can remember what kind of food they are looking for. [18:37.06]A monkey set the problem of reaching a banana, say, hung high up [18:41.05]in its cage, can work out a system for getting it even if it involves piling [18:45.92]up boxes to stand on and then knocking down the banana with a stick. [18:50.56]A charming story is told about the psychologist Wolfgang Kobler, who [18:56.33]had provided various boxes and other apparatuses by which he proposed [19:01.37]to test a chimpanzee's ability to think out a method of [19:04.78]reaching a fruit hung nine feet in the air. [19:08.16]The animal looked about it and sized up the problem. [19:12.04]Then it took Kobler by the hand, led him to a position immediately under [19:16.36]the banana, jumped up on to his shoulder and reached it down from there.ª¥ [19:21.45]But evolution,although it has brought monkeys to [19:24.32]a remarkable degree of cleverness, has stopped short at a crucial ability, [19:29.51]the possession of which places man at a clearly superior level. [19:33.72]Their minds cannot cope with abstract ideas. [19:36.66]For example, an ape can be taught to fill a can with water from [19:40.09]a barrel and take the can of water to put out a fire [19:43.58]so that it can reach into a box and get food. [19:46.74]But if the whole set up is arranged on a raft (ľ·¤) the animal will [19:50.26]continue to draw its water only from the barrel. [19:53.56]It can not grasp that any water, taken more, conveniently, say, [19:57.83]from the pond on which the raft is floating, will pot out the fire just as well. [20:03.31]The abstract idea that water puts out fire is beyond it. [20:10.10]Monkeys and chimpanzees (ºÚÐÉÐÉ)£¬although they are weaker [20:13.33]and less fierce than many other animals, possess brains which are [20:18.00]55 far along the evolutionary road as any creature other than man. [20:24.90]Birds can perform marvels of aerobatics (Ìؼ¼·ÉÐÐ), [20:28.34]they can catch insects on the wing with unparalleled skill, [20:33.50]they can navigate in a remarkable manner half round the world [20:37.20]and back-but they cannot think and reason. [20:41.45]In technical terms it can be said that they are lacking in insight. [20:45.99]The abilities which they do possess are built in instincts derived from [20:50.38]their genetic inheritance. Monkeys, on the other hand, can reason. [20:57.31]They can easily remember a lighted door indicating the presence of food. [21:01.92]They can remember what kind of food they are looking for. [21:05.15]A monkey set the problem of reaching a banana, say, hung high up [21:08.96]in its cage, can work out a system for getting it even if it involves piling [21:13.96]up boxes to stand on and then knocking down the banana with a stick. [21:18.57]A charming story is told about the psychologist Wolfgang Kobler, who [21:24.58]had provided various boxes and other apparatuses by which he proposed [21:31.37]to test a chimpanzee's ability to think out a method of [21:34.74]reaching a fruit hung nine feet in the air. [21:38.19]The animal looked about it and sized up the problem. [21:42.06]Then it took Kobler by the hand, led him to a position immediately under [21:46.41]the banana, jumped up on to his shoulder and reached it down from there.ª¥ [22:40.56]But evolution,although it has brought monkeys to [22:43.40]a remarkable degree of cleverness, has stopped short at a crucial ability, [22:48.51]the possession of which places man at a clearly superior level. [23:41.79]Their minds cannot cope with abstract ideas. [23:44.66]For example, an ape can be taught to fill a can with water from [23:48.32]a barrel and take the can of water to put out a fire [23:51.73]so that it can reach into a box and get food. [23:54.75]But if the whole set up is arranged on a raft (ľ·¤) the animal will [23:58.38]continue to draw its water only from the barrel. [24:01.57]It can not grasp that any water, taken more, conveniently, say, [24:05.86]from the pond on which the raft is floating, will pot out the fire just as well. [25:00.28]The abstract idea that water puts out fire is beyond it. [25:07.22]Monkeys and chimpanzees (ºÚÐÉÐÉ)£¬although they are weaker [25:10.34]and less fierce than many other animals, possess brains which are [25:14.17]55 far along the evolutionary road as any creature other than man. [25:20.15]Birds can perform marvels of aerobatics (Ìؼ¼·ÉÐÐ), [25:23.60]they can catch insects on the wing with unparalleled skill, [25:27.81]they can navigate in a remarkable manner half round the world [25:31.47]and back-but they cannot think and reason. [25:34.78]In technical terms it can be said that they are lacking in insight. [25:39.28]The abilities which they do possess are built in instincts derived from [25:43.81]their genetic inheritance. Monkeys, on the other hand, can reason. [25:48.88]They can easily remember a lighted door indicating the presence of food. [25:53.31]They can remember what kind of food they are looking for. [25:56.47]A monkey set the problem of reaching a banana, say, hung high up [26:00.50]in its cage, can work out a system for getting it even if it involves piling [26:05.58]up boxes to stand on and then knocking down the banana with a stick. [26:09.97]A charming story is told about the psychologist Wolfgang Kobler, who [26:15.78]had provided various boxes and other apparatuses by which he proposed [26:20.76]to test a chimpanzee's ability to think out a method of [26:24.22]reaching a fruit hung nine feet in the air. [26:27.49]The animal looked about it and sized up the problem. [26:31.26]Then it took Kobler by the hand, led him to a position immediately under [26:35.96]the banana, jumped up on to his shoulder and reached it down from there.ª¥ [26:40.83]But evolution,although it has brought monkeys to [26:43.62]a remarkable degree of cleverness, has stopped short at a crucial ability, [26:48.85]the possession of which places man at a clearly superior level. [26:52.99]Their minds cannot cope with abstract ideas. [26:55.95]For example, an ape can be taught to fill a can with water from [26:59.69]a barrel and take the can of water to put out a fire [27:02.99]so that it can reach into a box and get food. [27:06.15]But if the whole set up is arranged on a raft (ľ·¤) the animal will [27:09.64]continue to draw its water only from the barrel. [27:12.94]It can not grasp that any water, taken more, conveniently, say, [27:17.18]from the pond on which the raft is floating, will pot out the fire just as well. [27:22.63]The abstract idea that water puts out fire is beyond it.