新世纪研究生公共英语教材听说(下)第二版听力原文及课题答案之欧阳音创编

欧阳音创编 2021.03.11 欧阳音创编
2021.03.11
新世纪研究生
公共英语教材
听说（下）第二版
听力全文
主编：李玉璞
上海外语教育出版社
Table of Contents
KEYS TO EXERCISES
欧阳音创编 2021.03.11 欧阳音创编
LESSON ONE Resources and Energy
PART A
1.W: Could you mail these letters for me, please?
M: More letters? Your friends are going to be very happy to hear from you.
Q: What does the man imply about the woman?
She is written a lot of letters recently
2.W: Does Professor Ford always come to class?
M: Is ice cold?
Q: What do you learn about Professor Ford?
She never misses class
3.W: Would you have some time this week to go over these questions with me?
M: How does tomorrow sound?
Q: What does the man mean?
They can work together the next day
4.M: Hey? John! John!
W: Save your breath. He's out of earshot.
Q: What is true about John, according to the woman?
John is too far away to hear
5. W: You only have water to serve your guests?
M: This isn't just water. This is imported mineral water.
Q: What is the implication of the woman?
The guests don’t want to be served water
6. M: Could I borrow a twenty to tide me over till payday next Tuesday?
W: You are in luck. I just cashed the check.
Q: What will the woman probably do next?
Lend the man some money
7. M: Jean, didn't you get my messages? I left two on your answering machine.
W: Hmm? Oh, sorry, Tom. I've been meaning to get back in touch with you. It just slipped my mind.
Q: Why didn’t the woman return the man’s calls?
She forgot to call him
8. W: I'm sorry, sir, but you're allowed only one piece of luggage on the plane. You'll have to check in one of your suitcases at the package counter.
M: Actually, one of these belongs to the woman up ahead. I'm just
giving her a hand.
Q: Why is the man carrying an extra suitcase?
The extra suitcase he is carrying belongs to someone else
9. W: We need to drive to the city tonight, but the doctor said this medicine might make me drowsy.
M: In that case, I'd better drive.
Q: What does the man think the woman should do?
Avoid driving after taking her medicine
10. M: Look at all the pollution going into the air from those factories. Do you think they'll ever get under control?
W: With the new laws and social awareness, we'll turn things around.
Q: What does the woman predict will happen?
The situation will improve with the new changes
11. W: Aren't you cold? Why aren't you wearing a jacket?
M: I overslept this morning, so I ran out of the house without listening to the forecast.
Q: Why isn’t the man wearing a jacket?
He did not know it would be cold
12. M: prof. Jones, last night when I was putting the finishing touches on my paper that electrical storm completely wiped out my computer files. Do you think I could have another day to retype it? W: I'm sorry, Steven. I’m leaving for a conference tomorrow, and I'll be away for 2 weeks. I suppose you could send it to me there.
Q: What will the professor probably allow the student to do?
Mail her the paper after the deadline
13. W: Do you know if Mary has come by the office this morning? M: I just got here myself, so I'm not the one to ask.
Q: What does the woman want to know?
She wants to know if mart has come by this morning
14. M: I really enjoyed that TV special about "wealth" last night. Did you get to home in time to see it?
W: Well, yes. But I wish I could have stayed awake long enough to see the whole thing.
Q: What does the woman mean?
She fell asleep before the program ended
15. W: Take two of these pills three times a day and you shouldn't take them on an empty stomach.
M: What if I don't have an appetite?
Q: What can be inferred about the man?
He may not be able to wake up
PART B
Passage I:
The population of the world has been increasing faster and faster. In 10,000 B.C., there were probably 10 million people. In A.D. 1, there were 300 million. It took 1750 years for the population to reach 625 million, a little more than double the A.D. 1 figure. In 1990, there were 5.3 billion people. By the year 2000, the world's population was over 6 billion, and by 2050, it is expected to reach 10 billion. Does the earth have enough natural resources to support this many people? Different scientists give different answers to this question. Some say that there are enough resources to support more than 6 billion people. However, the richest countries, with a small percentage of the world's population, use most of the resources. If these resources could be distributed more equally around the world, there would be enough for everyone. Other scientists say that we must limit population growth because our resources are limited. Only 10 percent of the earth's land can be used for farming and another 20 percent for raising animals. It is possible to increase the amount of farmland, but only a little. Some land in developing countries could be more productive if people started using modern farming methods, but this would not increase worldwide production by much, We all know that there is a limited amount of petroleum. There are also limits to the amounts of metals. There is a limit to the amount of water we can use since most of the earth's water is salt water, and most of the fresh water is frozen at the North and South Poles. It is difficult to say how many people the earth can support, but it will help everyone if we can limit population growth before serious shortages develop. The problem is how to do it.
1.Between 1990 and 2000, what changes did the world population
have?
It had increased by almost a billion
2.According to some scientists, which of the following is true?
The world’s resources are adequate but not evently distributed 3.Why can't most of the earth's water be used?
It is mostly salt or frozen at the North and South Poles
4.In developing countries, what does the use of medern farming
methods result in?
5. According to the author, what can you infer from the passage?
II 1.There were probably 10 million people.
2.It is expected to be 10 billion.
3.If the resources could be distributed more equally around the world, there would be enoueh for everyone.
4.Only 10 percent.
5. It is how to limit population growth.
Passage II:
Fresh water, life itself, has never come easy in the Middle East. Ever since the Old Testament when God punished man with 40 days and 40 nights of rain, water supplies here have been dwindling. The rainfall only comes in winter and drains quickly through the semiarid land, leaving the soil to bake and to thirst for next November. The region's accelerating population growth, expanding agriculture, industrialization, and higher living standards demand more fresh water. Drought and pollution limit its availability. War and mismanagement squander it. Nations like Israel and Jordan are swiftly sliding into that zone where they are using all the water resources available to them. They have only 15 to 20 years left before their agriculture, and ultimately their food security, is threatened. Even amid the scarcity there are haves and have-nots. Compared with the United States, which has a freshwater potential of 10,000 cubic meters a year for each citizen. Iraq has 5,500. Turkey has 4,000, and Syria has little more than 2,800. Egypt's potential is only 1,100. Israel has 460, and Jordan has less than 260. But these are not firm figures, because upstream use of river water can dramatically alter the potential downstream. Scarcity is only one e lement of the Middle East’s water crisis. Inefficiency is another, as is the reluctance of some water-poor nations to change priorities from agriculture to less water-intensive enterprises. Some experts suggest that if these nations would share both water technology and resources, they could satisfy the region's population, currently 159 million. But in this patchwork of ethnic and religious rivalries, the water crisis is not a clear-cut issue. It is entangled in the politics that keep people from trusting and seeking help from one another. Here, where water, like truth, is precious, each nation tends to find its own water and supply its own truth.
1. When does the rainfall come in the Middle East?
2. What is the cause of the water crisis?
3. How many years are left for Israel and Jordan before their agriculture is threatened?
4. What is the current population in the Middle East according to the passage?
5. According to some experts' suggestion, what should the nations do in order to avoid a water crisis ?
II 1) 10,000 2) 5,500 4) More than 2,8003) 4,000 5) Egypt6) 460 7) Less than 260
Part D
1) award, 3) profit, 5) dedication, 7) moment, 9) physical, 11) conflict, 13)worth, 15) heart, 17) compassion, 19) lust,2) glory, 4) trust, 6) significance, 8) anguish, 10) spirit, 12) alone, 14) room, 16) honor, 18) curse, 20) value
Lesson Two Crime and Punishment
Part A
1.M: Hello?
W: Hello. This is Dr. Grey's office. We are calling to remind you of your 4:15 appointment for your annual checkup tomorrow.
M: Oh, thanks. It's a good thing you called. I thought it was 4:15 today.
Q: Why is the office calling the man?
2. W: How wonderful! You won the scholarship. Can you believe it? M: No. It's almost too good to be true.
Q: What does the man mean?
3. W: Excuse me, Professor Davidson. But I was hoping to talk to you about my class project for economics.
M: I have a class in a few minutes. Why don't you come and see me during office hours tomorrow?
Q: When will the woman discuss her project with Professor Davidson?
4. M: How are you feeling? W: The stuff the nurse gave me seemed to have helped. But it's making me awfully drowsy.
Q: What do you learn about the woman?
5. M: Bill Smith has volunteered to write a summary of the proposals we've agreed on. W: Will I have a chance to review it?
Q: What does the woman want to know?
6.M: The view is spectacular. Could you take a picture of me with the mountains in the background?
W: I'm afraid I just ran out of film.
Q: What problem does the woman have?
7. W: Excuse me, we're ready to order now.
M: I'll be with you in just a minute.
Q: What does the man mean?
8. W: I think I forgot my umbrella. Did you notice if it is raining outside?
M: Yeah, it is. And I just realized I left my car window open.
Q: What will the man probably do next?
9. W: How does your daughter like her new school?
M: Fine. She seems to have made new friends in no time.
Q: What can be inferred about the man's daughter?
10. W: There's an article here in this magazine you might find interesting. It's about buying running shoes.
M: If it's not chemistry and it's not on the final exam, I can't read it now.
Q: What is the man probably doing?
11. M: You're washing your car even on vacation. It makes me feel guilty.
W: You shouldn’t, it’s just tha t I have nothing better to do at this moment.
Q: What do you think of the woman?
12. M: My doctor told me I need to go for some expensive treatments for my injured knee.
W: Are you sure? Maybe you need a second opinion.
Q: What does the woman suggest the man do?
13. W: Hello. Could you fit me in for an appointment today? I need a stylist who is good at cutting curly hair.
M: Julia is good at that. She is the owner. How about noon?
Q: What will the woman probably do?
14. W: There's nothing I like more than a good mystery novel when I've got some spare time.
M: I like to read, too. But I prefer non-fiction, history, social commentary and stuff like that.
Q: What does the man imply?
15. M: I'm not an expert, but that noise in your refrigerator doesn't sound good. Maybe you should call and have it checked out.
W: You're right. And I suppose I've put it off long enough.
Q: What will the woman probably do?
Part B
Passage I
Purse snatching is an increasingly common crime. There are estimated 50 to 100 purse snatchings each month in the New York City subways, the number often swinging widely because of the depredations of a single teenager. When such a professional is in custody, the snatches can decrease by more than 50 a month. One of the favored techniques is to stand between two subway cars and, as a train starts pulling out of the station, reach out and pull free a woman's purse.
Recently, a crime analysis officer for the New York Police
Department found that purse stealing in Manhattan's top restaurants was up 35 percent over the previous year. When a woman puts her purse on an empty chair at a table or at her feet beside her chair, she is inviting a purse snatcher to take it. Purse snatchers often work in pairs. When a target in a restaurant is seen, one of them will create some kind of disturbance to gain the victim's attention. While the woman is looking away from her table, the actual snatcher will lift the purse. A popular technique is for the thief to carry an umbrella with the curved handle down. The umbrella handle suddenly hooks the bag and in an instant it is on the thief's wrist, or under the coat over his arm if he is a man, and on its way out of the restaurant. Police advise that women in restaurants keep their purse either on their laps or on the floor between their legs.
Other purse snatchers who operate in theaters are called "seat tippers", victimizing women who put their purses down on a neighboring empty seat. Others specialize in snatching purses from ladies' rooms. When a woman is in a toilet stall, her purse should never be placed on the floor or hung on the coat hook on the door. Thieves simply dive under the door and grab the purse on the floor, or stand on the toilet in the next stall and reach over and take the purse off the hook. The snatcher has enough time to escape since the victim can't immediately pursue the thief.
I. 1. When does the number of purse snatchings decrease most dramatically?
2. Where does a purse snatcher like to commit crimes in subway stations?
3. When women are in restaurants, where are they advised to put their purses?
4. What does a thief often use to snatch purses in restaurants?
5. According to this passage, where does purse snatching not usually occur?
II. crime analysis officer; take it; purses; in pairs; top restaurants; an empty chair; to some kind of disturbance; coat hook; snatching never be placed; in the next stall; enough time to escape
Passage II
On the afternoon of July4,1995, Mrs.Beatrice Weinberger brought her one-month old baby back from an outing. She left the pram outside her house and hurried inside to get the baby a clean nappy. When she returned a few moments later, the pram was empty and a scrawled note was lying where her baby had been. The note said: "Attention. I badly need money, and can't get it any other way. Don't tell the police about this, otherwise I will kill the baby." "Just put $2,000 in small bills in a brown envelope, and place it next to the road lamp at the corner of Albamarle Rd. at exactly 10 o'clock
tomorrow (Thursday) morning." "If everything goes smooth, I will bring the baby back and leave him on the same corner 'safe and happy' at exactly 12 noon. No excuse, I can not wait! Your baby-sitter." Despite the kidnapper's warning, Mrs. Weinbarger contacted the police. A small parcel containing broken pieces of newspaper was placed on the comer the following morning. But the kidnapper did not show up. He failed to keep two other” appointments" with the Weinbergers, and left a second note signed "Your baby-sitter'. By then, the police felt that the baby was no longer alive. The FBI was called in, and the handwriting experts set to work to try to track down the kidnapper. In both notes an unusual z-shaped stroke was placed at the front of the y in words such as "money" and "baby". Starting with the New York State Police Office, the experts spent the next six weeks carefully going over local records at police offices, factories, hotels, clubs and schools and examining handwriting samples and comparing them with the writing on the kidnapper's notes. Then, in the middle of August, the experts' hard efforts paid off. The handwriting of John Rush Blake matched that of the kidnapper's, especially in the peculiar formation of the y's. Not long after, John Blake was arrested for making illegal alcohol. On being shown the handwriting samples, he confessed to kidnapping the baby. He told the police that he had left the baby alive and well in a nearby park on the day after the kidnapping. But when officers hurried to the place, all they found was the baby's dead body. The criminal was later put into New York's Sing Sing Prison. Even if John Blake had tried to disguise his handwriting he would still have been caught. No matter how hard someone may try to disguise his handwriting characteristics, the "individuality" of the writer shows through, the very angle at which he or she holds a pen, the way a t is crossed and an i is dotted, the height and size of capital and small letters, the amount of space between words, the use (or misuse) of punctuation marks. All these can identify a person as surely as fingerprints.
I. 1. What happened to Mrs. Weinberger on the afternoon of July 4th, 1995?
2. According to the message left by the kidnapper, on what condition could Mrs. Weinberger have her baby back?
3. What did Mrs. Weinberger do after reading the note?
4. How did the FBI catch the criminal?
5. Which of the following words can best describe people's handwriting characteristics?
II. 1. ( T ) When Mrs. Weinberger came back from an outing something terrible happened to her.
2. ( T ) Someone kidnapped her baby because he lacked money.
3. ( F ) The kidnapper did not confess to die kidnapping of the baby in the face of the handwriting sample.
4. ( T ) It was the handwriting expert that broke the case.
5. ( F ) At last, the police found the baby and he was safe and happy. Passage III.
Timothy McVaigh placed a powerful bomb near a federal government building in Oklahoma City in 1995. The explosion killed 168 people, including 19 children. Arguments are increasing in the United States both for and against the death penalty. The increasing death penalty debate is caused by the planned execution of convicted murderer McVeigh. He is to be the first person executed by the federal government since 1963. 38 states permit the death sentence. Last year 85 people were executed in the United States. Recent public opinion studies show that more than 75 percent of Americans supper McVeigh's execution. These include many Americans who usually oppose the death sentence. Kent Scheidegger is with the Criminal Justice Legal Foundation in Califomia. It is a victim's rights organization that supports the death penalty. Mr. Scheidegger says McVeigh is a perfect example of why there is a need for a federal death penalty. He says anything less than the death of McVeigh would show a complete lack of justice. Groups opposed to the death penalty say the approval of the execution of McVeigh does not show an increase in general public support for the death penalty. Opinion studies show that support for the death penalty has decreased. Studies show 77 percent of Americans supported it five years ago, now only about 63 percent do, Opponents of the death penalty have always argued that it was unfair. They say poor people who can not pay for good legal help receive the death penalty more often than others. And they say courts order the death penalty more often when the accused is a member of a racial minority group.
Part D
1)generous 2)company 3)hospitality 4)reception 5)reputation6)anniversary7)suspicion8)mutual
9)vastest10)communication 11)commerce 12)contact 13)1975 14)openness 15)potential 16)secure 17)lure 18)astonish 19)reach 20)confident
Lesson Three Computers and the Internet
Part A
1.M: This report is due tomorrow. Would you be able to work on it with me tonight?
W: Unfortunately, I have another commitment.
Q: What is the woman saying?
2. W: I wonder where the books I ordered are. I expected to receive the package several days ago.
M: Maybe you'd better check it out with the company. They could be temporarily out of stock.
Q: What does the man suggest the woman do?
3. M: I just have to type this last page and then I'm through.
W: By then, I'll be done, too.
Q: What can be learned about the woman?
4. W: Did you read the editorial in the paper about the mayor's speech?
M: I sure did. But I think they twisted the meaning of what he said. Q: What does the man say about the editorial?
5. W: Why don't we go to see a movie tonight? A good comedy might cheer you up.
M: I would. But the reason that I've been so down is all this work I have to do.
Q: What can be inferred about the man?
6. W: So, are you going to see the students' play tonight?
M: I doubt it. I'm still getting over the flu.
Q: What is true about the man?
7. M: Gordon needs to find another place to live. The apartment he rents now has been sold to a new owner.
W: He'd better start looking right away. When all the students come back in a few weeks, he won't find any near the campus.
Q: What does the woman suggest Gordon do?
8. W: Mind if I borrow your Spanish workbook?
M: Not as long as I have it back in time to take to class this evening. Q: What does the man mean?
9. W: You don't believe in diets, do you?
M: There is nothing wrong with them per se but they have to be combined with exercise to do any good.
Q: What is the man's attitude towards diets ?
10. W: I don't know which color folder to use, white or brown.
M: What difference does it make? It's the content that's important. Q: What is the implication of the man?
11. W: You know, I've heard that Professor Martin's Introduction to Chemistry class is too demanding for first year students. They say it's the most difficult course for graduate students.
M: Yeah, but a lot of students will tell you otherwise. Go talk to anyone who has gone to an advanced course, like Organic Chemistry, or who studied chemistry in graduate school. They're really glad they started out with Professor Martin.
Q: What does the man imply about Professor Martin?
12. W: Hey, Mark. Have you been able to sell your old piano, yet? M: Hmm, you were right. Just posting notices on bulletin boards at a couple of supermarkets wasn't enough. I think I'll have to place an advertisement in the local newspaper.
Q: Which of the following is true according to the conversation? 13. W: I'm amazed that you still haven't gotten to know your neighbors.
M: They tend to keep to themselves.
Q: Why hasn't the man gotten to know his neighbors?
14. W: Hi! Um, I think something is wrong with the washing machine. It works, and I just did my laundry, but it makes some strange noises. Maybe you should call someone to fix it.
M: Oh, don't worry. Someone from the repair shop is already on the way over to take a look at it.
Q: What is the implication of the man?
15. W: It's so thoughtful of you to offer to drop me off at the train station. Are you sure it's not out of your way?
M: Not at all. The station is really close to where I'm going.
Q: What can be learned about the man?
Part B
Passage I
The Application of Computers in Education The best method for improving educational standards is to utilize every tool available, including state-of-the-art technology. Computers and the internet have expanded the way in which information can be delivered to the students of today. Today's networking technologies provide a valuable opportunity to practise new learning techniques. Educators are discovering that computers are facilitating learning. Computer-based communications, or telecommunications, can offer many educational opportunities; therefore, educators will need to adapt current teaching methods to incorporate this new media into the classroom. Computers have made a fundamental impact on most industries, providing a competitive advantage that has come to be essential to many businesses. Therefore, schools must also use
technology to improve the educational process. School systems often consider purchasing a computer network, and justify its purchase by applying it to routine administrative tasks, such as attendance records and grading. While these tasks are very important, they only show a small part of what technology can do for a school. Technology must go further than simply keeping attendance; it must focus on keeping students interested and productive. Since computers and the Internet have expanded the ways in which education can be delivered to students, it is currently possible to engage in "distance education" through the Internet. Distance education involves audio and video links between teachers and students in remote areas. Video conferencing allows groups to communicate with each other. Desktop video conferencing promises to bring students together from geographic and cultural distances face to face via computer. Not only will the teacher talk to the students, but the students will be able to interact with each other. This will make students more interested in learning.
I. 1. According to the passage, what are educators discovering?
2. What do schools usually purchase computer networks for?
3. According to the author, what should computers be mainly used for?
4. Which of the following is NOT a feature of video conferencing?
5. Which of the following is true according to the passage?
II. fundamental impact; be essential; improve the educational process; justify its purchase; attendance records; what technology can do
Passage II
E-Commerce The Internet, as a means for commerce, did not become reality until the 1990s. Before this time, it was mainly a tool for the army, and a research device for some American universities. Its popularity grew when it proved to be a fast and efficient means to conduct long distance transactions, as well as an effective way to distribute information. The first advantage that e-commerce possesses is speed. With increased speeds of communication, the delivery time is expedited and that makes the whole transaction from start to finish more efficient. Also, you can find practically any product available for sale on the Internet. Even more significant is the fact that information appearing on the Internet can be changed rapidly. This gives business owners the ability to inform customers of any changes to the service that they are offering. The second advantage of electronic commerce is the opportunity it offers to save on costs. By using the Internet, marketing, distribution, personnel, phone, postage and printing costs, among many others, can be reduced. You can start doing business in cyberspace for as little as
$100. The savings, therefore, are tremendous. These funds can then be diverted to marketing and advertising your product or service. Cyberspace knows no national boundaries. That means you can do business all over the world as easily as you can in your own neighborhood. Since the Internet connects everyone in cyberspace, information is transmitted at the speed of sound or the speed of light, depending on your connection. Either way, distance becomes meaningless, which enables you to link to nearly anyone on the globe, and anyone on the globe can link to you. The ability to establish links makes doing business on the Internet attractive to customers in any part of the world. A potential source of trouble is customer concerns with privacy and security. Anything sent over the Internet is sent through several different computers before it reaches its final destination. The concern regarding Internet security and privacy is that unscrupulous hackers can capture credit card or check account data as it is transferred or break into computers that hold the same information. Making a customer feel safe is important when doing business on the Internet. Even though no one can guarantee 100% security when transferring financial information over the Internet, e-commerce is still safer than using credit cards at an actual store or restaurant, or paying for something with the use of a 1-800 number."
I. l. Before being used for commerce, what was the Internet mainly used for?
2. Which one of the following is NOT a factor that can make transactions more efficient on the Internet?
3. Why does distance become meaningless in e-commerce?
4. What do customers worry about in e-commerce?
5. What is the main idea of this passage?
II. source; privacy; security; destination; credit card; transferred; feel safe; guarantee; safer than; paying for
PassageIII
Computerized Systems
It was pointed out by a computer wag that a computerized system consists of three subsystems: hardware, software, and jellyware. Hardware is the computer itself -- the collection of slightly impure chunks of silicon dioxide and other metal oxides that sometimes conduct electricity and sometimes don't, but never conduct it very well. Basically, hardware is mostly sand with some metal and some organic plastic material to hold it together. Software consists of the instructions necessary in order for the hardware to do things. The instructions are nothing more than signals indicating that certain pieces of hardware are to turn themselves on or off in specific sequences at specific times in specific areas of the hardware. The basic instructions are written or given in binary terms -- on or off--。