Listening Review
Script 01:
W: You know, many American parents are now wondering why they can’t keep their teenage children from drinking.
M: I’m aware of that. To my mind, it’s the permissive attitude of the parents that is to blame.
Q: What can you learn from the ma n’s response?
01. A. Parents should deal with teenage drinking seriously.
B. Parents shouldn’t allow their children too much freedom.
C. Children should be aware of the consequences of too much drinking.
D. Children should not drink too much.
Script 02:
1
M: Don’t you think it’s good to give our children a monthly allowance? W: I think so. It can teach them the value of money. With a monthly allowance they can learn to budget their expenses wisely.
Q: What are they talking about?
02. A. The value of money.
B. How to budget our expenses wisely.
C. Monthly allowances for children.
D. A good way to spend money. Script 03:
M: Mom, I’ve got a part-time job at a supermarket. Three hours a day weekdays and all day Saturday.
W: Congratulations, Tom. But are sure you can handle it? What about your homework and your piano lessons? Q: How does the mother feel about
Tom’s part-time job at the supermarket?
03. A. Happy.
B. Worried.
C. Unhappy.
D. Proud.
Script 04:
M: Hey, Mary. You look so upset. What happened?
W: My father had an accident the other day. He is now in hospital and will have an operation tomorrow. You see, his heart is rather weak. I really don’t know whether he can survive it.
Q: What’s the woman worried about?
04. A. Her father’s accident.
B. Her father’s injuries after the accident.
C. Her father’s poor health.
D. Her father’s operation.
W: Mother’s Day is coming soon. Could you tell me what sons and daughters do in your country on that day?
M: Well, they send their mothers flowers and cards to celebrate the occasion. Besides, it is a common practice for them to wear pink carnations on that day.
Q: Which of the following is true of the customs of Mother’s Day in the man’s country?
05. A. Mothers decorate their houses with flowers to celebrate the occasion.
B. Mothers wear pink carnations on that day.
C. Children buy their mothers carnations of different colors.
D. Children send their mothers flowers and cards.
M: May I help you?
W: I’m here to apply for a library card. M: Would you please fill out this application card?
W: Sure. Could you tell me what time the library is open?
M: Monday, Wednesday and Friday, it closes at 5 p.m. Tuesday and Thursday, it’s open till 9. It stays open till 6 on Saturday. But on Sunday it’s closed all day.
Q: On which evenings is the library open?
06. A. Monday, Wednesday and Friday.
B. Tuesday and Saturday.
C. Saturday and Sunday.
D. Tuesday and Thursday.
Script 07:
M: The weather is so changeable these days. The forecasts seem never to be
accurate.
W: You are right. It must be the wind that makes it so cold. I’m freezing. M: Me, too.
W: It’s no fun standing out here, though the sun is shinning. Let’s go inside. Q: How is the weather when the conversation takes place?
07. A. Cold and windy.
B. Sunny but cold and windy.
C. Cloudy and freezing.
D. Windy and freezing.
Script 08:
M: Hi, Linda. How are you doing these days?
W: I’m fine, Bill. Aren’t you glad the semester is over?
M: Yes. I’m looking forward to going to Paris for a holiday. Now I’m busy learning some French.
W: Good idea. It’s awful to visit a
foreign country without being able to speak its language, don’t you think? It would be no fun at all if one had to live like a deaf-mute.
Q: What are they mainly discussing?
08. A. Going to Paris.
B. Learning to speak the language of the country you’ll visit.
C. How to speak French.
D. Where to go for a holiday. Script 09:
W: Thank you very much for inviting me here, Michael.
M: It’s a pleasure.
W: The flowers are so lovely. And I like the music too.
M: Shall we have some beef soup first? W: That’ll be fine.
Q: Where does the conversation take place?
09. A. In a restaurant.
B. In a music hall.
C. In a market.
D. In a flower shop.
Script 10:
M: Have you ever heard Professor Hall’s lecture?
W: No, I haven’t. but I was told he has a very good reputation among the students.
M: Yes, and a well deserved one too. The same students who fall asleep in discussion groups fight for front row seats in his lecture.
W: Then his lecture must be fascinating.
M: They certainly give you lots to think about.
Q: Which of the following best describes Professor Hall’s lectures?
10. A. Boring.
B. Interesting.
C. Just so-so.
D. Serious.
Script 11:
W: Cathy has the habit of keeping us waiting for over 30 minutes. Maybe either you or I should give her a ring before each meeting.
M: That’s really a nuisance, but I’ll do it if you want.
Q: What will the man probably do? 11. A. Remind Cathy about the time of the next meeting.
B. Remind Cathy not to be late for every meeting.
C. Tell Cathy about the agenda of the next meeting.
D. Tell Cathy about a ring.
Script 12:
M: Could you keep the noise down, Mary? I’m trying to listen to the
recording.
W: Sorry, it’s not me. There is a party downstairs.
Q: What does the woman imply?
12. A. She will turn off her recorder.
B. She is not responsible for the noise.
C. She will do something about the noise.
D. She wants the man to use earphones.
Script 13:
W: Mr. Brown, I tried to memorize the script but I keep forgetting the lines. M: Look, Jane, you’ll be fine if you stop putting so much pressure on yourself.
Q: What does the man mean?
13. A. Jane is not so forgetful.
B. Jane used to have a good memory.
C. Jane shouldn’t be so nervous.
D. Jane should not try to memorize the whole script..
Script 14:
M: You’ve spent too much time doing coursework, Sally. Don’t you think you should go out and get some fresh air? W: Thanks for the advice. But this is how I relieve my stress. I’d rather not get too far behind.
Q: What can you infer from the woman’s response?
14. A. She doesn’t have time to go outside.
B. She’ll consider the man’s advice.
C. She knows how to relieve her stress.
D. She will feel more stressful if she gets behind in her lessons.
Script 15:
M: I’m having trouble making ends meet. It looks like I have to make another phone call to my parents.
W: I d on’t think it would be a problem if you cut down on the discs you buy.
Q: What does the woman mean?
15. A. The man shouldn’t buy so many discs.
B. The man should stop buying discs.
C. The man shouldn’t worry too much.
D. The man should go shopping less.
Script 16:
W: I hope you enjoyed the movie last night. I wasn’t sure I would.
M: I wasn’t either, but once it started, I simply got glued to the screen.
Q: What can you learn from the conversation?
16. A. Both speakers were bored with the movie.
B. The woman didn’t like the movie but the man did.
C. The man didn’t like the movie but the woman did.
D. The man didn’t think he would like the movie at first but later did. Script 17:
M: Congratulations! I heard your debating team has reached the final. W: Yes, we’re all excited about it. Now we’re working hard to prepare for it. Q: What will the woman’s team probably do?
17. A. Practice their speeches.
B. Have a big celebration.
C. Prepare their arguments for possible topics.
D. Take a good rest.
Script 18:
W: Bill is a great guy. He nearly got killed when he tried to rescue an aged woman from a fire yesterday.
M: Well, so far as I know that was not the first dangerous situation he was in. Q: Which of the following adjectives best describes Bill?
18. A. Brave.
B. Healthy.
C. Helpful.
D. Strong.
Script 19:
M: What kind of father am I? My daughter is sick. She has had a fever for a couple of days. But I didn’t even know about it.
W: Don’t blame yourself too much. You’ve been too much involved in the company’s work to notice it, I guess. You really should take some time off.
Q: What do you know about the man from the conversation?
19. A. He is an irresponsible father.
B. He is careless.
C. He is very busy with work.
D. He is indifferent to his family. Script 20:
M: Is Mary still in a critical condition? W: I’m afraid so, but we’ve kept the news from her mother.
Q: What do we know about Mary’s mother?
20. A. She knows something about her own real condition.
B. She knows nothing about her own real condition.
C. She doesn’t know anything about Mary’s real condition.
D. She doesn’t want to know about Mary’s real condition.
Passage 1
Script of Passage 1:
In the United States ideas about education are changing. Education today is not just a high school diploma or a college degree. Many grown-ups are not interested in going to college. They are interested in other kinds of learning. For them, learning does not end with a diploma. Continuing education gives these grown-ups the opportunity to increase their knowledge about their own field or to learn about a new field. It also gives them a chance to improve their old skills or to learn new ones.
Secretaries, mechanics, drivers and barbers can take classes to improve their own skills. Nurses can take classes to increase their knowledge of nursing. If they know more or learn more, then they can get a better job and
earn more money.
Continuing education classes give some grown-ups the chances to learn new skills. There is usually a large variety of classes to choose from: Typing, nursing, cooking, driving or photography. But only some of the classes are available.
Q1: What is this passage mainly about?
1. A. The ideas about education in the United States.
B. Going to college.
C. Learning new skills in schools.
D. Continuing education in the United States.
Q2: What are the changing ideas about education mentioned in the passage? 2. A. The Americans are not interested in a diploma.
B. The adults in America show little
interest in going to college.
C. Continuing education gives many American adults a chance to know and learn more.
D. Continuing education is better than college education in America.
Q3: What can we learn from the passage?
3.A. Continuing education is popular among many American adults.
B. Continuing education offers a large variety of classes for the students to choose from.
C. Many American adults are no longer interested in a college degree.
D. Adults take continuing education classes for a better job and more money.
Passage 2
Script of Passage 2:
Recently the term “health”has come to have a wider meaning than it used to. It no longer means just the absence of illness. Today, health means the well-
being of your body, your mind and your relationship with other people. This new concept of health is closely related to another term --- quality of life. Quality of life is the degree of overall satisfaction that a person gets from life.
Why has the emphasis of health shifted from the absence of disease to a broader focus on the quality of a person’s life? One reason for this has to do with the length and conditions of life that people can now expect. Medical advances have made it possible for people today to live longer, healthier lives. Imagine for a moment that you were born in the year 1900. You could have expected on average to
live until about the age of 47. In contrast, if you were born in the year 1999, you could expect to live to the age of 75.
Q1: What is this passage mainly about?
1. A. Different interpretations of the term “health”.
B. Improving the quality of life.
C. The importance of health to quality living.
D. People’s expectations of a long and healthy life.
Q2: What does health mean to people of today according to the passage?
2. A. Absence of illness.
B. A long life.
C. Good conditions of living.
D. Complete satisfaction with life. Q3: What can you infer from the
passage?
3. A. Nowadays the emphasis of health has a broader focus because of improvements in the quality of food.
B. The overall quality of people’s lives improved greatly in the 20th century.
C. Those who never fall ill are the truly healthy people.
D. Those who were born before 1900 could not have lived long. Passage 3
Script of Passage 3:
Background music may seem harmless, but it can have a powerful effect on
those who hear it. Recorded background music first found its way into factories, shops and restaurants in the USA. V ery soon it spread to other parts of the world. Now it is becoming difficult to go shopping or eat a meal
without listening to music.
To begin with, background music was intended simply to create a soothing atmosphere. Recently, however, it’s becoming a big business. An American marketing expert has shown that music can boost sales or increase factory production by as much as a third.
But it has to be the light music. Lively music has no effect at all on sales. Slow music can increase receipts by 34%. This is probably because shoppers slow down and have more opportunity to spot items they would like to buy. Yet, slow music isn’t always the answer. The expert found that in restaurants slow music meant customers took longer to eat their meals, which reduced overall sales. So restaurant owners might be well advised to play faster music to keep the
customers moving --- unless, of course, the resulting indigestion leads to complaints.
Q1: Where was recorded background music first used?
1. A. In factories, shops and offices in Europe.
B. In factories, shops and restaurants in the USA.
C. In factories, schools and shops in England.
D. In factories, shops and snack bars in Asia.
Q2: What was the original purpose of background music?
2. A. To boost sales.
B. To increase factory production.
C. To help diners eat quickly.
D. To produce a pleasant atmosphere.
Q3: What kind of music can have a powerful effect on customers in shops?
3. A. Rock music.
B. Lively music.
C. Light music.
D. Traditional music.
Q4: Why doesn’t the same kind of music work in restaurants according to the passage?
4. A. It will slow down the flow of customers.
B. It will result in indigestion.
C. It doesn’t sound pleasing to the ears.
D. It will spoil diners’ appetite. Passage 4
Script of Passage 4:
Ozone is a form of oxygen. It is found in the air we breathe and in the
upper atmosphere. Near Earth, ozone in the air is a danger to life. It is a pollutant. But between ten and fifty kilometers up in the atmosphere, ozone protects life on Earth. Ozone forms in the atmosphere through the action of radiation from the sun. Ozone blocks harmful radiation from reaching Earth. Scientists say a decrease in ozone and an increase in the harmful radiation will cause many more cases of skin cancer. And it will harm crops, animals and fish.
Ozone problems first became known in 1985. British scientists reported that ozone levels in the Antarctic atmosphere near the South Pole fell sharply each year in October and November. 1987 was the first year that a huge hole developed in the ozone layer above the Antarctic.
A recent study of the atmosphere
over the Arctic area near the North Pole showed extreme thinning of the ozone. Officials from the American space agency said the latest study is a result of the largest campaign yet to measure ozone amounts and changes in the Arctic area. NASA researcher Paul Newman said some of the measurements show ozone in the Arctic decreased about sixty per cent between January and the middle of March. These measurements are similar to the ozone losses observed in this area a few years ago.
Other studies have shown that man-made chemicals were destroying ozone in the atmosphere. An international agreement halted production of the most harmful chemicals. The new findings support the idea that recovery of the ozone layer may be delayed.
Q1: Where can ozone be found useful to life according to the passage?
1. A. In the lower atmosphere.
B. In the upper atmosphere.
C. On Earth.
D. Near Earth.
Q2: When did ozone problems first become known?
2. A. In 1978.
B. In 1980.
C. In 1985.
D. In 1987.
Q3: What is the passage mainly about?
3. A. Ozone as a form of oxygen.
B. Problems caused by the thinning of the ozone layer.
C. Some studies of ozone problems.
D. The latest studies of ozone problems.
Passage 5
Script of Passage 5:
Gene Perret has been a joke writer for twenty years and has taken hundreds of flights. So he was only half listening when the air steward began going over the safety instructions. Suddenly Perret’s ears stood up “There may be 50 ways to leave your lover,”the steward said, “but there are only five ways to leave this airplane.”And then he added: “Please return your seat to its upright and most uncomfortable position. Later you may lean back and break the knees of the passenger behind you.”
Perret uses the air steward story to make a serious point: humor can catch someone’s attention and get a message across. “Some people can’t tell a joke to save their lives,”says Perret, “but
everyone can learn to use humor effectively. The secret is developing your own style, learning a few tricks and taking the time to practice.”
The first step Perret recommends is to build up a “comedy collection”. Note down 25 jokes or stories that you find funny. Then work out whether you are better with stories or one-liners. Don’t try to be what you’re not. “Matching
people with the wrong material is like teaching a pig to sing,”Perret says. “It not only wastes your time, it annoys the pig.”
Look out for humor on a regular basis, not just before you intend to use it. Joke books are OK, but Perret suggests looking for material from your own experience. He tells a story about helping his little daughter prepare to perform a poem at her school. When he offered to write one for her, she said,
“No, Dad, this is in front of the whole school. I’d rather it was good.” Nothing makes people feel more comfortable than self-critical humor.
Material should also fit the audience. “The more humor fits a particular situation, the funnier it is,”Perret says. But Perret advises people to forget the idea that a speech should open and close with a joke. When a closing joke falls flat, it is almost impossible to recover.
Q1: What is the purpose of the passage?
1. A. To teach us how to increase our sense of humor.
B. To teach us how to amuse people with humor.
C. To tell us what can make people laugh.
D. To tell us why people laugh.
Q2: Why did Gene Perret tell the story about the air steward?
2. A. To keep the audience interested.
B. To engage the audience’s attention.
C. To illustrate a point.
D. To make a comparison.
Q3: Why did Gene Perret mention the story about his little daughter?
3. A. To show the importance of using humor in dealing with family matters.
B. To show the effectiveness of humor in resolving conflicts.
C. To show the effectiveness of humor directed at oneself.
D. To show the unsuitability of directing humor at others.
Passage 6
Script of Passage 6:
For a century much attached to national symbols, France took the imminent death of the franc calmly. It was as if an ancient great-great uncle were about to pass away: a time for nostalgia and regret, rather than grief.
Unlike the German mark, the franc had never been a symbol of national rebirth or glory. Its recent history was relatively stable but it had to be revalued as recently as 1960. In the 1950s, its value and reputation were so weak that French politicians considered abolishing it and replacing it with something else, based on the value of the pound.
But money is money after all. It is with us every day. It was surprising that such a conservative people did not express greater sorrow for the loss of their familiar francs. It was surprising they did not feel a greater sense fo
aesthetic loss for the franc had always been one of the world’s most beautiful currencies.
The name franc was first used in 1360, to celebrate and help to pay for the release of King Jean II, who was captured by the still poundless English. He created the “franc”or “free”to celebrate the occasion. Over the next 400 years the name came and went but was finally restored by the Revolution in 1795. On
February 17th, 2002, the French franc disappeared completely from the financial scene.
Q1: How did the French feel for the loss of their franc?
1. A. Sorry.
B. Sad.
C. Unhappy.
D. Unfortunate.
Q2: At what time did the French politicians think of replacing the franc with some other currency?
2. A. In the 1360s.
B. In 1795.
C. In the 1950s.
D. In the 1960s.
Q3: Why was the French currency named “franc” when it was first used in the 14th century?
3. A. To celebrate the birthday of King Jean II.
B. To celebrate the rebirth of the country.
C. To celebrate King Jean II’s victory in his war with England.
D. To celebrate the occasion of King Jean II’s release.
Q4: What can be learned about the French people from the passage?
4. A. They are rather reserved.
B. They are rather patriotic.
C. They cared little about the franc.
D. They regarded the franc as a symbol of their national sovereignty.
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