歌曲信息

歌曲专辑：大学英语六级听力真题

演唱歌手：英语听力

2014年12月六级真题（第2套）歌词

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[00:02.49]College English Test Band 6
[00:05.70]Part Ⅱ Listening Comprehension
[00:09.42]Section A
[00:10.94]Directions: In this section,
[00:13.62]you will hear two long conversations.
[00:17.41]At the end of each conversation,
[00:19.68]you will hear some questions.
[00:21.68]Both the conversation and the questions
[00:24.54]will be spoken only once.
[00:27.16]After you hear a question,
[00:29.75]you must choose the best answer
[00:31.46]from the four choices marked A), B), C) and D).
[00:36.28]Then mark the corresponding letter
[00:39.40]on Answer Sheet 1 with a single line
[00:42.23]through the centre.
[00:44.39]Conversation One
[00:46.23]M: Watch it,
[00:47.12]Mary!
[00:47.93]W: What’s the matter?
[00:49.06]M: This is the end of the road.
[00:50.82]There’s a river just beyond those trees.
[00:53.26]W: Another river? I’ve never seen
[00:55.57]so many rivers anywhere in my life.
[00:58.12]Let’s go take a look.
[00:59.96]M: This river is wide and deep.
[01:02.82]W: Yeah, you’re sure right about that.
[01:04.90]We aren’t going to be able to
[01:06.36]put any ordinary bridge across this one.
[01:08.76]M: Do we have to get the trucks over
[01:10.97]to the other side?
[01:12.19]W: That’s what they told me.
[01:13.51]M: What about a ferry?
[01:15.46]W: That’s what we’ll have to do
[01:17.19]if I can’t think of anything else,
[01:18.79]but it’ll really slow down the operation.
[01:21.25]M: What about flying the equipment over in a helicopter.
[01:25.17]W: We’d have to take the big trucks apart
[01:27.32]and then put them back together again,
[01:29.38]slower than a ferry and a lot more expensive.
[01:32.33]M: What’re you going to do then?
[01:34.01]W: Well, I’m beginning to get an idea.
[01:36.11]Have you ever heard of a pontoon bridge?
[01:38.89]M: No. What’s that?
[01:40.48]W: It’s a bridge that’s supported on boats.
[01:43.19]The boats are anchored at regular distances
[01:45.68]and they carry the weight of the bridge.
[01:48.25]M: I guess that might work
[01:50.03]if you have enough boats,
[01:51.64]but won’t it take a long time to build them?
[01:53.78]W: Maybe we can buy them.
[01:55.68]M: Buy them?
[01:56.57]W: From some of the native villagers.
[01:58.48]I’ve seen some fairly big rowing boats.
[02:01.08]M: I don’t know about that?
[02:03.22]Most of those boats are pretty light.
[02:05.62]W: Yeah, but if we tied up a bunch of them together,
[02:08.99]they might support a road.
[02:10.45]Let’s find out anyhow. OK.
[02:12.81]Questions 1 to 4 are based
[02:15.61]on the conversation you have just heard.
[02:18.49]1. What do the speakers say
[02:21.51]about the river beyond the trees?
[02:36.55]2. What were the speakers told to do?
[02:53.23]3. What do we know about
[02:55.40]ferrying the trucks to the other side?
[03:10.87]4. What do the speakers decide to do finally?
[03:27.91]Conversation Two
[03:29.84]W: Did your father encourage you
[03:31.32]to climb Mt. Qomolangma？
[03:33.18]M: No. I did ask him to pull some strings
[03:36.30]so that I could climb with an Indian
[03:38.12]expedition and he flatly said “No”.
[03:41.21]He climbed so that we wouldn’t have to.
[03:43.61]W: Did you climb any mountains
[03:45.25]with him when you were a kid?
[03:47.16]M: Mt. Biciroy, a training peak.
[03:49.59]W: What did he say at the top?
[03:51.67]M: He didn’t talk much,
[03:52.89]but from his smile,
[03:54.03]I could see he was proud.
[03:55.71]W: The Sherpa view of climbing
[03:57.21] is different from the western view.
[03:59.30]M: We Sherpas believe that mountains
[04:01.67] are places where the gods live,
[04:03.73]especially Mt. Qomolangma.
[04:05.93] Before we climb,
[04:07.25]we perform religious ceremonies
[04:09.06]to ask god for permission and safe passage.
[04:11.95] Sherpas don’t have any interest
[04:14.49]in climbing mountains.
[04:15.61] Mostly they climb as a necessity to make money,
[04:19.43]but the western world looks at Mt.
[04:21.97] Qomolangma as another rock and says,
[04:23.79]“Wow, this is the highest mountain.
[04:26.63] Let’s go conquer it. ”
[04:28.09]You don’t conquer Mt. Qomolangma.
[04:30.50] You go on Mt. Qomolangma,
[04:32.77]just as if you are crawling into your mother’s lap.
[04:35.74]W: Let’s talk about the day you
[04:37.69]reached the summit of Mt. Qomolangma.
[04:39.82]M: My desire to climb Mt. Qomolangma
[04:41.93]grew even more after my father died in 1986.
[04:46.18] I wanted to climb to understand him.
[04:49.07] Throughout the whole climb,
[04:51.16]I thought about it.
[04:52.21] On the final day,
[04:53.60]I felt my father was pulling or pushing me,
[04:56.49]because I didn’t know
[04:57.43]where this energy came from.
[04:59.50] When I finally got to the top, I cried.
[05:02.48] I could see my dad there with a big smile.
[05:05.52] Questions 5 to 8 are based
[05:08.08]on the conversation you have just heard.
[05:11.08] 5. What did the man ask his father to do?
[05:28.73] 6. What do we learn about the man’s father
[05:32.59]from the conversation?
[05:47.25] 7. How do westerners view mountains
[05:50.59] according to the man?
[06:05.61] 8. What does the man say about his climb
[06:08.84] to the summit of Mt. Qomolangma?
[06:24.44]Section B
[06:25.63]Directions: In this section,
[06:28.02]you will hear two passages.
[06:30.79]At the end of each passage,
[06:32.73]you will hear some questions.
[06:34.80]Both the passage and the questions
[06:36.85]will be spoken only once.
[06:39.61]After you hear a question,
[06:41.47]you must choose the best answer
[06:43.38]from the four choices marked A), B), C) and D).
[06:47.95]Then mark the corresponding letter
[06:50.81]on Answer Sheet 1 with a single line
[06:53.60]through the centre.
[06:55.89]Passage One
[06:57.09]There are a few differences
[06:59.37] in the organization of memorandums and letters.
[07:03.00] Memorandums and letters
[07:04.55] differ somewhat in appearance.
[07:06.99] “To” and “From” replace a letter’s
[07:08.96]inside address and signature block,
[07:11.33]for example. Further,
[07:13.13]letters are usually sent outside the organization,
[07:16.41]while memorandums are usually internal messages.
[07:19.86] As internal messages,
[07:21.79]memorandums tend to be more informal
[07:24.52]and more direct than their letter counterparts.
[07:27.13] One survey of 800 business people
[07:29.77] showed they spent from 21 to 38 percent
[07:32.94]of their time writing memorandums,
[07:35.44]there must be a lot of executives overwhelmed
[07:38.29] by the number of memorandums they received.
[07:39.84] As a result, competition for the readers’
[07:43.43]time places importance
[07:45.29] on directness and clarity in memorandums,
[07:48.05]so perhaps even more so than with letters.
[07:50.71] Memorandum should start with a statement
[07:53.65]of the purpose early in the message.
[07:55.96] Memorandums also need special visual treatment:
[08:00.24]keep paragraphs short,
[08:01.55]much like newspaper articles.
[08:03.95] Computers increasingly aid mid
[08:06.86]and upper level managers
[08:08.30] who prepare their own memorandums
[08:10.34]without secretarial help.
[08:11.96] If you prepare your own correspondence,
[08:14.74]realize the importance of dating your messages.
[08:18.26] Knowing precisely when you recommended,
[08:21.51]ordered, signed or asked about something often is crucial.
[08:25.80] Computers often can date information for you easily.
[08:29.82] Another characteristic that
[08:32.03] can set memorandums apart from letters
[08:34.00]is the inclusion of humor.
[08:36.28] When the internal message is light-hearted
[08:38.51]and relatively unimportant,
[08:40.39]humor in a memorandum can distinguish
[08:43.57] its author as a person with personality and depth.
[08:46.81] As long as the humor is on target,
[08:48.94]does not embarrass others,
[08:50.67]is not overdone,
[08:51.88]and is not too frequent,
[08:53.43]it can reflect positively on its author.
[08:56.23] Questions 9 to 12 are based
[08:58.51]on the passage you have just heard.
[09:00.89] 9. How does the speaker start his talk?
[09:18.22] 10. What did the survey
[09:20.73]of 800 business people show?
[09:35.99] 11. What does the speaker say
[09:38.48]is most important in memorandum writing?
[09:54.73] 12. What characteristic of a memorandum
[09:58.50]can make readers think highly of its writer?
[10:14.38] Passage Two
[10:15.69]At school and at work,
[10:17.30]I have noticed that people
[10:18.72] have different kinds of work habits.
[10:20.93] Some people are collaborators,
[10:23.26]who like to work in groups.
[10:25.30] They find that doing a project
[10:26.98]with someone else makes the job
[10:28.91] more pleasant and the load lighter.
[10:31.58] Collaborators never work alone
[10:33.63] unless they are forced to.
[10:35.23] A second category I had noticed
[10:37.42]is the advice-seeker.
[10:39.03] An advice-seeker does the bulk of her work alone,
[10:42.27]but frequently looks to others for advice.
[10:45.78] When this worker has raised
[10:47.72]a crucial point in her project,
[10:49.59]she may show it to a classmate
[10:51.35]or a co-worker just to get another opinion.
[10:54.10] Getting the advice of others
[10:55.95]makes this worker feel secure
[10:57.96]about her project as it takes shape.
[11:00.11] Another type of worker
[11:02.21] I have noticed is the slacker.
[11:04.49] A slacker tries to avoid work whenever possible.
[11:08.40] If he seems to be busy at the computer,
[11:10.49]he is probably playing a game online.
[11:13.31] And if he is writing busily,
[11:15.35]he’s probably making his grocery list.
[11:17.94] Slackers will do anything
[11:19.97] except the work they are paid to do.
[11:22.85] The final type of worker is the loner.
[11:24.97] This type of worker prefers working alone.
[11:28.23] This type of worker has confidence in his ability,
[11:31.31]and is likely to feel that collaboration
[11:33.32]is a waste of time.
[11:34.89] Loners work with others only when they are forced to.
[11:38.26] Collaborators, advice-seekers,
[11:40.93]slackers and loners have different work styles,
[11:43.83]but each knows the work habits
[11:45.75] that help him or her to get the job done.
[11:48.64]Questions 13 to 15 are based
[11:51.96]on the passage you have just heard.
[11:54.62]13. What do collaborators
[11:58.68]and loners have in common?
[12:14.02]14. In what aspect does an advice-seeker
[12:17.98]differ greatly from a loner?
[12:33.54]15. What do we learn about slackers?
[12:51.70]Section C
[12:53.07]Directions: In this section,
[12:55.40]you will hear recordings of lectures
[12:58.07]or talks followed by some questions.
[13:00.40]The recordings will be played only once.
[13:03.97]After you hear a question,
[13:05.43]you must choose the best answer
[13:07.67]from the four choices marked A), B), C) and D).
[13:11.53]Then mark the corresponding letter
[13:14.43]on Answer Sheet 1 with a single line
[13:17.03]through the centre.
[13:18.79]Now listen to the following recording
[13:21.32]and answer questions 16 to 19.
[13:25.40]Moderator: Hello,
[13:25.93]ladies and gentlemen.
[13:26.88]It gives me great pleasure
[13:28.32]to introduce our speaker,
[13:29.88]Marcia Mayhew,
[13:30.81]the coordinator of the Bachelor
[13:34.33]of Social Science degree here.
[13:36.06]She is the person you are going
[13:37.86]to see the most in your college years,
[13:39.79]because she serves as a bridge
[13:41.47]between you and the department.
[13:44.39]Marcia Mayhew: Thanks for your introduction.
[13:46.04]Good morning and welcome
[13:47.35]to the University of Westlands.
[13:49.85]This morning,
[13:50.85]I'd like to tell you something
[13:52.30]about the structure of the university
[13:54.52]and about some of the requirements
[13:57.01]of the degree that you're about to enter.
[13:59.33]The Bachelor of Social Science
[14:00.79]is in one faculty within the university:
[14:03.29]that is the faculty where I am working,
[14:06.10]known as Arts and Social Sciences.
[14:08.32]Here on this campus we also
[14:09.96]have the faculties of Architecture, Law,
[14:12.90]and Science and Technology among others.
[14:15.95]First, let's take a brief look at
[14:18.15]the structure of the faculty.
[14:20.09]It's important to know something
[14:21.57]about the structure of the faculty because,
[14:23.71]as you go through your course,
[14:25.78]you may need to call on members
[14:27.63]of the staff to help you.
[14:29.55]Our university works as a hierarchical system.
[14:32.23]At the top of the faculty,
[14:34.29]we have a dean and below the dean
[14:36.78]we have three divisions; each division
[14:39.02]has a divisional head and your degree
[14:41.95]is located in the Division of Social Sciences.
[14:44.75]Within each of the divisions,
[14:46.65]there are the departments and each
[14:48.36]of these offers different degrees.
[14:50.66]Each includes a departmental head,
[14:53.04]and the actual lecturers
[14:54.46]who are teaching the subjects that you are taking.
[14:57.33]For instance,
[14:58.54]in the first semester you'll be doing four subjects,
[15:01.56]namely psychology, sociology,
[15:04.20]history and economics,
[15:06.43]so you will be meeting lecturers
[15:07.98]of these subjects very often.
[15:10.09]Most likely, you may see them
[15:11.90]once a week, but some of them,
[15:13.74]it is possible for you to meet them twice a week.
[15:16.51]If you have any problems or difficulties,
[15:19.15]then you should go and see your lecturers.
[15:21.99]For instance, you may find that
[15:24.15]you can't meet a deadline for an essay,
[15:26.43]or perhaps you're having problems with attendance.
[15:29.37]These seem to be the two most common problems
[15:32.19]that students face on this campus.
[15:34.39]In most cases,
[15:35.59]your lecturers will help you to solve your problems.
[15:38.15]If your lecturers are unavailable,
[15:40.26]you can always come and see me in my office.
[15:43.21]I'm available on Wednesday
[15:44.94]and Thursday mornings
[15:46.32]and on Friday afternoons as well.
[15:48.43]Outside these hours,
[15:50.24]perhaps you could ring the secretary
[15:52.01]and make an appointment.
[15:53.87]Usually I will find the earliest possible
[15:56.46]time to see you and discuss your problems.
[15:59.35]Now, you'll note that. . .
[16:02.80]16. Why will the students
[16:05.76]see Marcia Mayhew the most?
[16:21.71]17. Which faculty does Marcia Mayhew work in?
[16:40.38]18. What do we know about
[16:42.95]the hierarchical system in the university?
[16:59.50]19. What is one of the most common problems
[17:03.34]students face according to Marcia Mayhew?
[17:19.49]Now listen to the following recording
[17:21.39]and answer questions 20 to 22.
[17:25.58]Today, I'd like to say something
[17:27.84]about the relationship between drinking
[17:30.14]and smoking. Many people
[17:32.12]who drink alcohol also like
[17:34.38]to smoke cigarettes.
[17:36.09]Drinking and smoking seem
[17:37.47]to be closely linked.
[17:39.33]Some people might even say
[17:41.39]they go together hand-in-hand.
[17:43.36]But this may be more than just a mixing
[17:45.96]of two fairly common activities.
[17:48.43]New research has looked more closely
[17:51.06]at the relationship between cigarettes and alcohol.
[17:54.09]And the relationship is one of equal dependence.
[17:58.02]Smoking and drinking seem to feed on each other.
[18:01.44]These are the exact words of Mahesh Thakkar.
[18:05.11]He is head of research in the Department
[18:07.48]of Neurology at the University
[18:09.50]of Missouri's School of Medicine.
[18:11.48]Thakkar explains that when a person
[18:13.06]drinks alcohol they get sleepy.
[18:15.08]He says a drug in cigarettes fights
[18:17.30]that sleepy feeling.
[18:18.92]That drug, nicotine, can be addictive;
[18:21.09]smokers need more cigarettes
[18:23.24]because of their body's
[18:24.38]growing dependence on the drug.
[18:26.50]So, if a person smokes,
[18:28.41]then he or she is much more
[18:30.68]likely to drink alcohol,
[18:31.77]and vice versa.
[18:33.85]Thakkar says, “They feed off one another. ”
[18:36.03]Researchers already knew that people
[18:38.34]who use alcohol often smoke.
[18:40.15]In fact, earlier research shows
[18:42.53]that more than 85 percent
[18:44.30]of alcohol-dependent American adults
[18:46.63]also depend on nicotine.
[18:48.85]Thakkar's earlier research showed
[18:51.12]that nicotine combined with alcohol stimulates
[18:53.50]what he calls the “reward center” of the brain.
[18:55.98]However, the new study
[18:58.00]shows a dependent relationship
[18:59.50]between the substances.
[19:01.31]Thakkar says his team
[19:02.38]“found that nicotine weakens”
[19:04.11]the sleep-causing effects of alcohol.
[19:06.36]It does this by activating an area
[19:08.90]of the brain called the basal forebrain.
[19:10.97]According to the Psychology Definition website,
[19:13.96]that area is responsible for memory,
[19:16.71]learning and attention.
[19:19.04]For this new experiment,
[19:20.18]Thakkar and his team used equipment
[19:22.20]that measures brain activity in rats.
[19:23.86]They injected the rats
[19:25.79]with both nicotine and alcohol,
[19:27.50]and then studied brain activity
[19:29.26]in the animals as they slept.
[19:31.41]The researchers found that nicotine
[19:33.11]goes through the basal forebrain
[19:34.66]and cancels out the sleep-causing effects of alcohol.
[19:37.93]So, why is this new research important?
[19:40.09]The World Health Organization
[19:41.87]says 7 million people die every year
[19:44.36]from alcohol and nicotine use.
[19:46.87]Mahesh Thakker and his team identified
[19:49.27]why alcohol use and smoking are often linked.
[19:52.22]He says this knowledge may help people
[19:54.47]break their addictions to alcohol and nicotine.
[19:57.34]The researchers published their findings
[19:59.56]in the Journal of Neurochemistry.
[20:01.85]20. Why do many people
[20:05.40]who drink alcohol also like to smoke cigarettes?
[20:22.13]21. Which of the following
[20:24.44]is the basal forebrain's main functions?
[20:40.62]22. Why is Thakker's new research so important?
[20:58.44]Now listen to the following recording
[21:00.15]and answer questions 23 to 25.
[21:04.05]Many college students
[21:05.87]have given up taking class notes by hand.
[21:08.44]Instead, they type on laptop
[21:10.56]or tablet computers.
[21:12.15]But scientists from Princeton University
[21:14.28]and the University of California say that
[21:17.52]that method is less effective.
[21:19.52]If you need to remember something,
[21:21.32]write it. Writing notes by hand
[21:23.58]is much better for long-term memory of ideas,
[21:26.88]or conceptual information.
[21:29.15]That is the finding of a 2014 study
[21:32.38]published in the journal Psychological Science.
[21:35.25]So, turn off your computer
[21:37.34]if you want to remember something.
[21:39.21]Computers can take your attention
[21:40.97]away from your work.
[21:42.30]They can be distracting.
[21:43.60]Computers provide the chance
[21:45.61]to send a quick message to a friend,
[21:47.56]check a sports' score,
[21:48.93]shop or watch a funny cat video.
[21:51.73]It is really hard to resist a funny cat video.
[21:54.63]But scientists say computers
[21:57.04]may hurt performance in school,
[21:59.20]called academic performance.
[22:01.01]Here is what the research showed.
[22:03.09]Students who type notes
[22:04.60]on a keyboard often transcribe,
[22:06.27]or write down what the professor
[22:08.50]says word-for-word.
[22:09.85]They may write without really thinking
[22:12.09]about what they are writing.
[22:13.68]These electronic notes contained more words.
[22:16.21]But scientists say it leads
[22:18.32]to “mindless transcription. ”
[22:19.94]However,
[22:20.73]students taking notes long-hand,
[22:23.01]or by writing them,
[22:24.43]need to first process the information they hear.
[22:27.59]Then they record just the main points,
[22:29.92]or summarize.
[22:31.09]They use fewer words.
[22:32.57]This is because people usually write
[22:34.99]slower than they type.
[22:36.43]This process of summarizing information
[22:39.17]leads to a deeper understanding,
[22:41.19]say the researchers.
[22:42.56]In the study,
[22:43.64]students listened to a teacher and then took a test.
[22:46.32]Some took notes by typing on a computer.
[22:49.05]The others took notes by writing them down.
[22:52.25]Both groups performed about the same
[22:54.39]in remembering facts.
[22:55.88]But students who typed their notes
[22:57.94]did much worse on conceptual questions.
[23:01.07]These questions required them
[23:02.59]to understand an idea.
[23:04.01]Those who typed also could not
[23:06.57]stop transcribing even after they
[23:08.81]were told to try to avoid it.
[23:10.62]So even if you want to stop typing
[23:12.96]what you hear word-for-word,
[23:14.71]you might not be able to.
[23:16.53]Also, researchers found that those
[23:18.74]who wrote their notes
[23:19.99]remembered conceptual information
[23:21.60]better a week later.
[23:23.46]Scientists know that students probably
[23:25.65]will still use their laptops and tablets in class.
[23:28.84]But they suggest using some
[23:30.63]of the available technologies for writing notes
[23:33.22]by hand on computer screens.
[23:35.53]They say this might be a good compromise
[23:38.09]between old school and new school.
[23:41.73]23. What is the benefit of taking notes
[23:45.39]by hand according to the passage?
[24:01.82]24. What is one of the disadvantages
[24:04.87]of computers according to the passage?
[24:21.40]25. What is the difference
[24:23.97]between taking notes by hand and by typing?
[24:40.73]This is the end of listening comprehension.
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