专八听力预测试题二.

星期2 Tuesday预测试题二
预测试题
Section A Mini-Lecture
In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Some of the gaps may require a maximum of THREE words. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may refer to your notes
while completing the task. Use the blank sheet for note-taking.
Group discussion skills
I. Importance of group discussion skills
A. Useful for everyday life, from (1)__________ to more serious discussions.
B. For job interviews and selection procedures.
C. For extended speaking and listening practice.
II. Types of discussions
A. Making decisions.
B. Sharing opinions on a given topic.
C. (2)__________.
D. Solving a problem.
III. Useful sub-skills for students and how to develop them.
A. To analyse.
1. Give each student a different topic and ask them to put down all the
sub-topics.
2. Ask them to swap their notes and analyse the (3)__________ of
each sub-topics.
3. Let them together draw up a new list and discuss the relevance of the
sub-topics. (1)_______
(2)______
(3) ______
(4) ______
(5) ______
(6)______
(7) ______
(8) ______
(9) ______
(10) ______
B. To persuade (eg. which candidate should get a job).
1. Students create a list of 7 adjectives to describe (4)__________.
2. Re-group and persuade the other group members that their selection
is the best.
3. Make a second list out of (5)__________ and find who retain the
most from their original lists.
C. To control emotions.
1. Ask students to give opinions on(6)__________.
2. Make notes on their main arguments.
D. To support.
1. Get students to make a list of when it is and isn’t appropriate to
interrupt.
2. Give them phrases used to (7)__________. Practice using them in
group discussions.
E. To use functional language.
IV. How teachers set up group discussions
A. Give some planning time to the students.
B. Get interesting topics, maybe from (8)_________.
C. Ensure a balance between input and practice.
D. Vary the styles.
E. Use a variety of (9)__________.
F. Encourage group discussions outside of class.
G. Give and encourage feedback.
H. Try (10)__________ and analyze them.
I. Monitor the groups and make notes for feedback on the performances.
Section B Interview
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO.
Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
1. Which of the following is CORRECT?
[A] The man is to advertise for his new book.
[B] The man specializes in communication.
[C] His talk is about communication techniques.
[D] His talk is actually an autobiography.
2. The man did all the following EXCEPT ______ to better his presentation performance.
[A] consulting some relevant books
[B] communicating with good speakers
[C] observing the preparation of good speakers
[D] doing performance comparison with good speakers
3. The man recommends the method of ______ to give a better presentation.
[A] practicing it before colleagues
[B] recording practice presentation rather than using colleagues
[C] asking colleagues to examine the recorded practice presentation
[D] learning from other real presentation videos
4. Which of the following is NOT what speakers tend to worry about when making a presentation?
[A] Too much nervousness.
[B] Rude audience.
[C] Self diffidence.
[D] Equipment failure.
5. In the man’s view, the way of really overcoming nervousness is
[A] preparing well.
[B] relaxing face muscles.
[C] concentrating on your recent enjoyments.
[D] doing breathing exercises.
Section C News Broadcast
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO.
Question 6 and 7 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.
Now listen to the news.
6. Which of the following in INCORRECT about the summit on Nuclear Security?
[A] It is the biggest international meeting since 1945.
[B] More than 50 countries have attended it.
[C] It is hosted by the US and called by President Obama.
[D] Ukraine has attended the summit.
7. The content of the summit is
[A] securing stocks of fissile material.
[B] highly enriched uranium.
[C] plutonium.
[D] material terrorists use to build nuclear bombs.
Question 8 and 9 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.
Now listen to the news.
8. What is the news mainly talking about?
[A] A broken well leading to large oil spill in the Gulf of Mexico.
[B] The high cost of tackling oil spill.
[C] Large number of people and boats being sent to help with the oil spill.
[D] The high compensation claims the oil company is facing.
9. The initially calculated figure of everyday cost is
[A] $33m.
[B] more than $33m.
[C] more than $6.6m.
[D] less than $6.6m.
Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.
Now listen to the news.
10. Which of the following is NOT true about the explosion?
[A] It could be heard from more than 8 km away.
[B] It caused a woman injured.
[C] The bomb was placed next to the wall housing women prisoners.
[D] It exploded 20 minutes after the warning was received.
答疑解惑
Section A Mini-Lecture
【听力原文】
Hello, everyone! Today’s lecture is about group discussion skills. The first thing I have to explain is why to talk about group discussion skills.
Developing group discussion skills is useful for everyday life, as we regularly find ourselves having discussions amongst friends, family and colleagues. These may vary from very informal chats about day-to-day things, to more serious topics, for example a discussion about a recent news story or a problem that needs to be solved. Two more things:
【答案解析】
1. very informal chats
【解析】本篇演讲的主题是group discussion skills，演讲者开门见山，指出第一个要说明
的问题就是谈论这个话题的理由。

本题针对演讲中提到的第
一个理由进行设题。

演讲中提到，提高小组谈话技巧对日常
生活非常有用，因为我们在不
断地和朋友、家人和同事交谈，
Firstly, group discussions are increasingly being used in the job market during interviews and selection procedures. These can take a variety of formats, but the key skills remain very similar.
Secondly, group discussions offer an opportunity for extended speaking and listening practice by all of the contributors. Group discussion practice and skill development
is therefore useful for all students.
Now that we know the importance of group discussion skills, let’s go step forward to know more about discussion.
There are a variety of different types of discussions. We can recreate them all naturally in the classroom. In different discussions, participants do the following different things.
No.1, make decisions, for example, decide who to invite to a party and where to seat them.
No.2, give and / or share their opinions on a given topic, for example, discuss beliefs about the effectiveness of capital punishment.
No.3, create something, for example, plan and make a poster as a medium for feedback on a language course.
No.4, solve a problem, for example, discuss the situations behind a series of logic problems.
Some discussion topics may fall into more than one of these categories, but it is useful to consider a variety of formats to which the students can apply the skills they are learning.
There are also a number of different sub-skills, which students will need to be able to successfully and effectively participate in a group discussion.
No.1, the ability to analyse
This skill can be developed by giving students the topic individually and asking them to brainstorm or mind-map all of the possible sub-topics they could speak about. The students can then swap their notes and assess or analyse the relevance 这些交谈可能是很不正式的，
也可能是关于某些比较严肃的
话题的（These may vary from very informal chats about day-to-day things, to more serious topics…）。

根据题干的句子结构判断，此处应该填入very informal chats。

2. Creating something
【解析】演讲者在讲述过了小
组谈话技巧的重要性以后，开
始讲述其他问题，第一个就是
谈话的几种类型。

根据完成的
工作的不同，谈话可以分为四种，本题是要求给出第三种（No.3, create something）。

根据并列的其他三种谈话的表达方
式（动名词形式），将演讲中的词句改为动名词形式即可。

3. relevance
【解析】在对谈话进行分类之后，讲座中又讲述了一些小技巧，这些技巧可以帮助学生们
成功而有效地参与小组谈话。

讲座中提到的第一种技巧就是
the ability to analyse（分析的能力）。

本题针对如何提高这种技
巧进行设题。

讲座中提到，要
让学生们先根据一个大的话题
在便条上写下一些小的话题，
然后交换便条，并分析伙伴的
便条上的各个小话题之间的关
联性。

（The students can then swap their notes and assess or analyse the relevance of each of the sub-topics…）可知答案。

4. a perfect candidate
【解析】本题针对第二种技巧（the ability to persuade）的锻
of each of the sub-topics their partner has included. Together, the students then draw up a fresh list or mind-map and discuss how the sub-topics might be linked together, along with examples or reasons for any arguments they might have.
No. 2, the ability to persuade
This skill comes in useful when students need to make decisions on how to do something, for example, which candidate should get a job. A fun activity to develop this skill is to give groups of students this topic and ask them to decide
on the profile of the perfect candidate, creating a list of 7 adjectives. The students are then re-grouped and asked to persuade the other members of the group that their selection is the best while compiling a second, negotiated list. The group members who retain the most from their original lists are the winners. Note down useful phrases that you hear the students using while doing this task and discuss these at the end for future reference.
No. 3, the ability to control emotions
This can be practised by giving the students a fairly controversial topic, such as
‘Friends are more important than family ’ and asking the students to decide whether they agree, disagree or have no opinion, making notes on their main arguments to support their viewpoint. Divide the students into groups ensuring that there is a mix of views within each group. Explain that for this discussion, the aim is to keep their voices low and try to control their emotions as far as possible. Monitor and give feedback on these areas.
No. 4, the ability to support
One of the most important things for this skill is for students to learn when it is and isn ’t appropriate to interrupt and how to do it. Very often students will talk over each other in an effort to get their point across and forget to listen.
To practise this, you can get your students to make a list
in small groups of when it is and isn ’t appropriate to interrupt
other speakers. They should include things like “not appropriate during the middle of a point, if the speaker has not said very much previously, or when you are feeling angry and liable to say something you
’ll regret . It is appropriate when the
炼方法设题。

讲座中提到，要让学生就“哪个候选人可以得到某个工作”这个话题做出决定，创造七个形容词来为最佳候选人写一个简介。

（… ask them to decide on the profile of the perfect candidate, creating a
list of 7 adjectives.）讲座中先提及最终结果（最佳候选人简介），后提及具体要求（写出七个形容词）。

题目中是先提及具
体要求，空格处要补充上的肯
定与最终结果有关。

因为各人心目中的最佳候选人不同，所以不用讲座中的定冠词the ，改用不定冠词，答案是 a perfect
candidate 。

5. negotiation
【解析】与上题相同，本题针对“说服”技巧的锻炼方法设
题。

讲座中提到，学生们在写
出最佳候选人的简介（一张由
七个形容词组成的清单）后，重新分组并说服同组的人，然
后同组的人一起制定出第二个经过协商的形容词清单（…
while compiling a second, negotiated list.）。

题干中的形式
要求填入名词性的内容，将讲座中的原词negotiated 转变为它的名词性形式即可。

6. a fairly controversial topic
【解析】本题针对“控制情绪”技巧的锻炼方法设题。

讲座中提到，给学生们一个相当有争
议的话题（giving the students a fairly controversial topic ），要求
学生们给出他们自己的决定（asking the students to decide ）：赞成、反对或者没意见（whether they agree, disagree
speaker has been dominating the discussion for too long, what the speaker is saying is completely irrelevant to the topic, or you don ’t understand the point he / she has made ”.
You can then give them or elicit a list of phrases which
they might use to interrupt politely (e.g. ‘Can I just add something here?’, ‘Sorry I ’d just like to clarify something,
’　
etc.) The students then write five of these on slips of paper (one per slip) and have a group discussion on a given topic. The aim is to use all of the language on their slips. When they have used a phrase, they put the slip in the middle of the table. The other students in the group judge whether the interruption was appropriate / polite. If not, they take the slip back and try again.
No.5, The ability to use functional language.
Depending on the types of group discussions that you plan to do with your class, it is useful to draw up a list of useful functional language for the students to refer to. This could include phrases for functions such as ‘Giving reasons
’,
‘Giving your opinion
’, ‘Agreeing and disagreeing
’, etc. You
can either make up the list yourself and distribute it or get the students to do this. For each group discussion, you can then refer them to the appropriate section of the list and give them a few moments to consider the language before beginning the discussion.
Then comes the question how we set up group discussions. To ensure that the discussions run successfully, there are several key things to consider.
No.1, give the students some planning time either individually
or in small groups. Don ’t just give them the topic and say ‘go ’! It is often useful to discuss some associated vocabulary or functional language that they might find useful.
No.2, choose topics which you are confident your students will find interesting. Get them to brainstorm some ideas for discussions they would like to do and use this as a starting point
No.3, ensure a balance between input and practice.
or have no opinion ）。

显然这些决定就是题干中所说的
opinions ，所以介词on 后填a fairly controversial topic 。

7. interrupt politely 【解析】本题针对“支持”技巧的锻炼方法的第二点（phrases ）设题。

讲座中提到要给学生们一个短语清单，他们可以用这些短语来礼貌地插话（then give them or elicit a list of phrases which they might use to interrupt politely ）。

然后在分组讨论中锻炼这些短语。

讲座中的主动语态（use to interrupt politely ）在题干中变成了被动语态（used to ），to 后内容即是答案。

8. brainstorming 【解析】本题针对开展小组讨论的具体方法的第二个进行设置。

第一个方法是给学生一些做计划的时间。

第二个方法是选择一些学生们感兴趣的话
题，可以先让学生们通过脑力
风暴想出一些愿意讨论的东西（Get them to brainstorm some ideas for discussions they would like to do and use this as a
starting point ）。

演讲者显然是要从学生们的脑力风暴中找到一些有趣的话题。

演讲中用的是动词brainstorm ，题干中要求填
入名词，填入brainstorming 即
可。

9. group sizes and procedures 【解析】本题针对开展小组讨论的具体方法的第五个进行设置。

演讲中提到的第五个方法
No.4, use a variety of styles / types.
No.5, vary group size and procedure. Some companies do selection group discussions with very large groups of people –over ten in some cases. If your students will be facing these types of group discussions in the future, make sure they get some practice doing them. It can also be useful to mix classes
of students so they have practice doing discussions with people they don’t know
yet.
No.6, encourage group discussions outside class time. Give students some extra feedback forms to use to give each other input on how they perform in group discussions outside of class.
No.7,giving and encouraging feedback.Feedback can take several forms and it is a good idea to vary the way it is given. Students can observe each other doing group discussions and give each other feedback on the specific areas of input that you have covered (ideally using a feedback form that you have created). Additionally, students can do a ‘Reflective g roup feedback exercise’　
where at the end of the group discussion they discuss how effective each of the participants was during the discussion. Again, giving them some focused questions to guide this stage will help them.
No.8, you could also try video-taping the group discussions
and playing sections of these back to the class to analyse. Some students find this extremely useful.
No.9, finally, monitor the groups yourself and make notes for feedback on whole groups or individual performances.
Keeping a record of these will help you and the students to see where they have improved.
As we have seen, group discussions can take a variety of formats and are useful for all types of students. They can be done in preparation for job interviews or as extended speaking practice simply to increase fluency.
It is important to consider the different sub-skills that are involved in participating in a group discussion and ensure that you do activities that address each of these. Additionally, structuring and varying the way that feedback is given will help the students to identify areas for improvement. 是改变小组的人数和程序（vary group size and procedure）。

题干中，空格前面是 a variety of“多种不同的”，所以空格上应填入group sizes and procedures，注意使用复数形式。

10. videoing the group discussions
【解析】本题针对开展小组讨
论的具体方法的第八个进行设置。

演讲中提到的第八个方法
是把小组讨论进行录像（…try video-taping the group discussion....），然后拿回班里进行分析。

所以答案是videoing the group discussions。

Section B Interview
【听前预测】预览各题的题干和选项，由关键词communication，presentation，performance，recommends，worry about，overcoming，nervousness可以推测，该篇对话与演讲技巧有关，
其中涉及男士的个人经历，他推荐的最好的方法，大部分演讲者担心的问题，男士对克服紧张的看法等。

【听力原文】
W: Welcome to 'Mid Afternoon,' Dr Carter. [1.A]Now, I imagine you're here in Birmingham to promote your recently published book 'The Art of Giving Presentations', Is that right?
M: Well, not really, no! In fact the book isn't really recent at all — it came out at the beginning of last year, I'm actually here this week to give a series of talks outlining some ideas I've had since then.
W: So are these ideas the basis for your next book?
M: Well, it's really too early to talk about that!
W: I see, now tell me, [1.B]how did you become involved in this particular area of communication skills?
M: Well, many years ago, as a young sales executive, I had to give presentations, but I felt I wasn't doing them very well. My boss never actually criticized me, and my colleagues weren't doing any better than me, but the point was that I didn't feel satisfied with my performance. You see, if I'm doing something, I have to do it well.
W: So you decided to do something about improving your performance.
M: That's right. [2.A]I tried to find some books to help me but there weren't really any available in those days... so I eventually decided on a totally practical approach: [2.B] [2.C] [2.D]I tried to find out what my problem was by studying the way the best speakers gave presentations, by talking to them, even watching them prepare. Then I compared their performance with mine. W: And what was your main problem? Nervousness? I know that's mine.
M: Well I had always thought it was nervousness, and it's true that at the time I had no techniques for dealing with that. But I think audiences accept the fact that speakers get nervous, and it
really doesn't matter. No, I discovered that my No. 1 problem was preparation. Nobody had
ever told me anything about how to prepare, and I didn't really know how to do it properly.
W: And when you realized that, what did you change?
M: Well, before, I used to go through the whole presentation in an empty room on my own. The first change in my approach came when I realized it's much more realistic and much more useful to do it in front of two or three colleagues.That way you get some feedback. Otherwise you have no idea whether or not your presentation is effective, or which parts might need further attention.
W: Is that the method you recommend now?
M: Well, not quite. What I would advise is to make a video of your practice presentation...
W: Instead of using colleagues?
M: No, [3.C]a recording of your presentation to them. Then it's easier for all of you to go back and see what's wrong and how it can be improved. It's actually much better than recording other people doing real presentations, however good they are.
W: So that's the preparation, but are there any factors which make the presentation itself difficult, even if you are prepared?
M: Well obviously, yes. [4.B]Some speakers imagine, quite wrongly, that every audience is unfriendly, at least at the beginning. And this affects their performance. [4.C]And then there may be a few people who worry about their lack of experience of public speaking. [4.D]But really what bothers most speakers is things like the OHP and the microphone - are they going to work, and so on.
W: Are there any techniques that are effective for overcoming feelings of anxiety?
M: Well, first I have to say that some people never manage to reduce their anxiety levels. What they can do is learn to relax their face muscles while they speak, so that they look relaxed,
even though they feel just as anxious as before. In order to really reduce anxiety, some experts recommend concentrating on something that you enjoyed recently —but I find this is hopeless... I just forget what I was about to say! [5.D]For me though, what has worked is some simple breathing exercises, breathing in deeply and slowly while making a pause. This definitely slows down the heart rate. That's what I would try first of all.
W: Something we can all try — Dr Carter, thank you very much indeed.
【答案解析】
1. 选[C]。

推断题。

录音中男士的第一句话就解释说不是来为他的书作宣传，而是谈论下自
己从那本书出版以来的一些观点，因此[A]错误。

后面女士问男士如何涉入交际技巧这一领
域，由此不能推测出男士的专业就是交际，故[B]错误。

根据后面的内容可知，男士的谈话
涉及演讲的一些技巧，即交流的一些技巧，其中谈及个人经历，但并不是全在介绍个人经历，
因此[C]正确，[D]错误，答案为[C]。

2. 选[A]。

细节题。

录音中男士提到他想提高自己的演讲水平，因此做了一些努力，包括去
寻找一些有帮助的书目，但在那个年代没有可参考的书；还采取了一个更全面实际的方法：
通过研究好的演讲者演讲的方式去发现自己的问题，包括与他们交流，观察他们的准备过程，然后再把他们的演讲与自己的演讲作比较。

因此选项中只有[A]错误，因为没有找到可参考
的书，故为答案。

3. 选[C]。

细节题。

录音中男士提到自己方法上的第一个改变就是在两三个同事面前演讲，
但被问及是否要推荐这个方法时，男士回答不是，而是建议把自己的演讲练习录下来，然后给同事看，一起帮助自己发现问题，并说到这种方法比把别人的演讲录下来要好得多。

因此答案为[C]。

4. 选[A]。

细节题。

录音中男士提到，一些演讲者会错误地把观众想象得很不友好(即[B])，还有少数人会担心自己缺乏公共演讲经验(即[C])，而大部分演讲者会担心投影片或麦克风出
现故障(即[D])。

[A] “过于紧张”不应是演讲者所担心的内容，而是一般演讲者会有的问题，
因此答案为[A]。

5. 选[D]。

细节题。

题干关键词In the man’s view。

录音中男士最后谈到，要想克服紧张情绪，一些人从来都做不到，只能努力做到放松脸部肌肉，而内心却和从前一样紧张。

要想真正消除紧张，一些专家建议专心于自己近来的兴趣，但男士说他自己觉得没有帮助，反而建议做一些简单的呼吸运动，因此答案为[D]。

Section C News Broadcast
News Item 1
【听前预测】浏览各题干和选项获得关键词summit，Nuclear Security，highly enriched uranium，据此推测，本则新闻可能是关于一届核安全峰会的报道，峰会内容涉及到乌克兰
的高浓缩铀。

【听力原文】
As leaders from nearly 50 countries meet in Washington for a major summit on Nuclear Security, Ukraine has pledged to eliminate stockpile of highly enriched uranium by 2012. Ukraine will also convert its several nuclear research facilities to use low enriched uranium. The summit, the biggest international meeting hosted by the US since 1945, has been called by President Obama.
The timing may have been choreographed for the decision by the Ukraine authorities is just the sort of news President Barack Obama wants to hear. This summit is all about securing stocks of fissile material, highly enriched uranium and plutonium could potentially be used by terrorists to build a nuclear bomb. US officials said that Ukraine has sufficient highly enriched uranium for several nuclear weapons. This will be removed with some help from the United States. This is a precedent Obama would like other countries to follow and just to underscore the gravity of the potential threat. John Briton, a senior US counter-terrorism official, has warned that al-Qaeda has been seeking material for a nuclear bomb for over 15 years and that interest remains strong.
【答案解析】
6. 选[B]。

信息辨认题。

根据新闻内容可知，是nearly 50个国家参加了该峰会，而不是more than 50，因此答案为[B]。

7. 选[A]。

信息辨认题。

新闻中提到，这次峰会全部是关于核燃料的储备问题，高浓缩铀（[B]）和钚（[C]）只是提到的两种核燃料。

因此答案为[A]。

News Item 2
【听前预测】浏览各题干和选项获得关键词broken well，oil spill，cost，据此推测，本则新闻可能是关于墨西哥湾钻井爆炸石油泄漏的报道，并且涉及控制石油泄漏的高额成本
【听力原文】
The oil company BP has revealed that the cost of tackling the oil spill from a broken well
in the Gulf of Mexico has risen dramatically. It now stands at $450m, but it is still rising fast.
The oil giant says its attempts to contain the spill are now costing around $33m a day. That's five times more than a figure that was initially calculated. But despite the huge expense it’s
incurring, BP has yet to make much progress in stemming the flow of oil.
【答案解析】
8. 选[B]。

信息整合题。

听音后可知，新闻整
篇都在报道墨西哥湾钻井爆炸后控制石油泄
漏的成本，包括财力物力等，最终将耗费巨
大的成本，因此答案为[B]“控制石油泄漏的高成本”。

9. 选[D]。

信息推断题。

本题为数字题，听音时注意捕捉数字信息并作相应记录。

新闻中
提到现在每天的成本是3300万美元，是最初计算的数字的五倍以上。

新闻中该句的关键
词是more than（以上）。

因此最初计算的数
Nearly 13,000 people and more than 500 boats
are being deployed to try to skim and direct the
oil. Robotic devices have been used, so far,
unsuccessfully to try to stop the leak 5000 feet
below sea level, and the final bill could be in
the billions, as there's still the prospect of future
compensation claims and possible fines.
字是少于660万美元，答案为[D]。

News Item 3
【听前预测】根据各题干和选项相关信息可以推测，本则新闻跟一起爆炸有关。

【听力原文】
Police in Greece say a bomb has exploded outside the top security prison near Athens. A telephone warning had been given. No group has said it was responsible, but similar attacks have been blamed on left-wing guerrillas.
This was a big explosion. The blast was heard in central Athens more than 8 km away. There are unconfirmed reports that a woman has been hurt. According to a police spokesman, the bomb was placed next to the wall housing women prisoners at Korydallos top security jail. A warning call was made to the Freedom Newspaper, saying the device would explode in 20 minutes. The police say it went off on time.
【答案解析】
10. 选[B]。

信息辨认题。

新闻中提到，这次
爆炸威力非常巨大，距离雅典中心超过8千米的范围都能听到爆炸声；未经证实的报道
称一名妇女在爆炸中受伤；炸弹被安置在关
押女囚犯的监狱墙外；炸弹在自由新闻报社
收到警告20分钟后爆炸。

因此可以判断[A]、[C]、[D]均正确，[B]不准确（因为报道未经
证实），为答案。