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College English Test Band 6
Part Ⅱ Listening Comprehension
Section A
Directions: In this section,
you will hear two long conversations.
At the end of each conversation,
you will hear some questions.
Both the conversation and the questions
will be spoken only once.
After you hear a question,
you must choose the best answer
from the four choices marked A), B), C) and D).
Then mark the corresponding letter
on Answer Sheet 1 with a single line
through the centre.
Conversation One
M: A recent case I heard was of a man accused
and found guilty of breaking into a house
and stealing some money.
W: Well, was he really guilty, Judge?
M: He admitted that he’d done it,
and there were several witnesses saying
that he had indeed done it.
So I can only assume that he was guilty.
W: Why did he do it?
M: Well, the reasons were a little muddied.
Probably at least it seemed in a trial
that he did it to get some money to feed his family.
You see, he’d been out of work for some time.
W: Well, he’d been out of work
and he chose to break into a house
to get money for his family and apparently
in front of people that, er. . .
could see him do it.
M: His attorney presented testimony
that he had indeed applied for jobs
and was listed with several employment agencies,
including the State Employment Agency,
but there weren’t any jobs.
W: And he had no luck!
M: He had no luck and it’d been some time.
He had two children and both of them
were needing food and clothing.
W: So he was in desperate circumstances.
Did you sentence him?
M: Yes.
W: But what good does it do
to put the man into jail
when he’s obviously in such need?
M: This particular fellow has been in prison before.
W: For the same thing?
M: No, for a different sort of crime.
W: Huh?
M: But he did know about crime,
so I suppose there are folks that just
have to go back to prison several times.
Questions 1 to 4 are based
on the conversation you have just heard.
1. What did the judge say
about the case he recently heard?
2. What do we learn about the man
at the time of the crime?
3. What do we learn about
the accused man’s family?
4. What did the judge say about the accused?
Conversation Two
M: Ah, how do you do, Miss Wenzmore?
W: How do you do?
M: Do sit down.
W: Thank you.
M: I’m glad you’re interested in our job.
Now, let me explain it.
We plan to increase our advertising considerably.
At present,
an advertising agency handles our account,
but we haven’t been too pleased
with the results lately
and we may give our account to another agency.
W: What would my work entail?
M: You’d be responsible to me
for all advertising and
to Mr. Grunt for public relations.
You’d brief the agency
whoever it is on the kind of
advertising campaign we want.
You would also be responsible
for getting our leaflets,
brochures and catalogs designed.
W: I presume you advertise
in the national press as well as the trade press.
M: Yes, we do.
W: Have you thought about advertising on television?
M: We don’t think it’s a suitable medium for us.
And it’s much too expensive.
W: I can just imagine a scene
with a typist sitting on an old-fashioned typing chair,
her back aching, exhausted,
then we show her in one of your chairs,
her back properly supported,
feeling full of energy,
typing twice as quickly.
M: Before you get carried away
with your little scene, Miss Wenzmore,
I regret to have to tell you again
that we are not planning to go into television.
W: That’s a shame.
I’ve been doing a lot of television work lately
and it interests me enormously.
M: Then I really don’t think
that this is quite the right job for you here, Miss Wenzmore.
Questions 5 to 8 are based
on the conversation you have just heard.
5. What does the man think of
their present advertising agency?
6. What would the woman
be responsible for to Mr. Grunt?
7. What is the woman most interested in doing?
8. What does the man think
of the woman applicant?
Section B
Directions: In this section,
you will hear two passages.
At the end of each passage,
you will hear some questions.
Both the passage and the questions
will be spoken only once.
After you hear a question,
you must choose the best answer
from the four choices marked A), B), C) and D).
Then mark the corresponding letter
on Answer Sheet 1 with a single line
through the centre.
Passage One
Many foreign students
are attracted not only to the academic programs
at a particular US college but also
to the larger community,
which affords the chance
to soak up the surrounding culture.
Few foreign universities put much emphasis
on the cozy communal life
that characterizes American campuses
from clubs and sports teams
to student publications and drama societies.
“The campus and the American university
have become identical in people’s minds,”
says Brown University President Vartan Gregorian.
“In America, it is assumed that a student’s
daily life is as important as his learning experience.”
Foreign students also come in search of choices.
America’s menu of options—research universities,
state institutions,
private liberal-arts schools,
community colleges,
religious institutions,
military academies—is unrivaled.
“In Europe,” says history professor Jonathan Steinberg,
who has taught at both Harvard and Cambridge,
“there is one system,
and that is it. ”
While students overseas usually
must demonstrate expertise in a specific field,
whether law or philosophy or chemistry,
most American universities insist
that students sample natural and social sciences,
languages and literature
before choosing a field of concentration.
Such opposing philosophies grow out of
different traditions and power structures.
In Europe and Japan,
universities are answerable only
to a Ministry of Education,
which sets academic standards
and distributes money.
While centralization ensures that all students
are equipped with roughly the same resources
and perform at roughly the same level,
it also discourages experimentation.
“When they make mistakes,
they make big ones,”
says Robert Rosenzweig,
president of the Association of American Universities.
“They set a system in wrong directions,
and it’s like steering a supertanker. ”
Questions 9 to 12 are based
on the passage you have just heard.
9. What does the speaker say
characterizes American campuses?
10. What does Brown University President
Vartan Gregorian say about students’ daily life?
11. In what way is the United States
unrivaled according to the speaker?
12. What does the speaker say
about universities in Europe and Japan?
Passage Two
Hello, ladies and gentlemen.
Welcome aboard your sea-link ferry
from Folkestone to Boulogne
and wish you a pleasant trip with us.
We are due to leave Folkestone
in about five minutes and a journey
to Boulogne will take approximately two hours.
We are getting good reports
of the weather in the Channel and in France,
so we should have a calm crossing.
Sun and temperatures of 30 degrees
Celsius are reported on the French coast.
For your convenience on the journey,
we’d like to point out that there
are a number of facilities available on board.
There’s a snack bar serving sandwiches
and hot and cold refreshments situated
in the front of A deck.
There’s also a restaurant serving
hot meals situated on B deck.
If you need to change money
or cash travellers’ checks,
we have a bank on board.
You can find the bank on C deck
between the ship’s office and the duty-free shop.
Toilets are situated on B deck
at the rear of the ship and on A deck
next to the snack bar.
For the children,
there’s a games room on C deck
next to the duty-free shop.
Here children can find a variety
of electronic games.
Passengers are reminded that the lounge
on B deck is for the sole use
of passengers travelling with cars
and that there is another lounge
on C deck at the front of the ship
for passengers travelling without cars.
Finally, ladies and gentlemen,
we’d like to wish you a pleasant journey
and hope that you’ll travel with us again
in the near future.
Questions 13 to 15 are based
on the passage you have just heard.
13. What does the speaker say about the sea-link ferry?
14. Where is the snack bar situated?
15. What does the speaker say
about the lounge on B deck?
Section C
Directions: In this section,
you will hear recordings of lectures
or talks followed by some questions.
The recordings will be played only once.
After you hear a question,
you must choose the best answer
from the four choices marked A), B), C) and D).
Then mark the corresponding letter
on Answer Sheet 1 with a single line
through the centre.
Now listen to the following recording
and answer questions 16 to 18.
Good morning,
everyone.
Today I'd like to say something about bullying.
A popular expression goes,
“What does not kill us makes us stronger. ”
But when it comes to being bullied,
that may not be the case.
Increasing evidence suggests
that the effects of being bullied
do not end with childhood.
The psychological and physical damage,
such as anxiety and depression,
can continue into adulthood.
A recent Duke University report shows
that bullying can have permanent effects.
The report is based on research that began in 1993.
The Great Smoky Mountains study
observed 1 420 children
from western North Carolina for years.
The scientists followed the people
as they went through childhood to teen years
and into young adulthood.
The research showed that those
who were bullied
can develop long-term mental health problems
as young adults.
It also showed that adults
who were bullied as children
have higher levels of C-reactive protein,
or CRP.
CRP is a sign of nervous tension on the body.
Higher levels of CRP
usually mean health problems later in life.
The Great Smoky Mountains study
also found something completely new
about bullying.
It seems that the bullies were healthier
than the bullied-at least
when talking about CRP levels.
The study found that those subjects
who had never been bullied,
but had bullied others,
had the lowest levels of CRP.
William Copeland led the study.
He is a professor of psychiatry
and behavioral sciences
at Duke University Medical Center
in North Carolina.
He says a higher social standing
for bullies might explain their lower CRP levels.
Experts on bullying worry about that message.
Catherine Bradshaw is deputy director
of the Johns Hopkins Center for the Prevention
of Youth Violence in Baltimore, Maryland.
She warns that lower CRP levels
might just represent a difference
in the basic biology.
Ms. Bradshaw says that a health gain
should not be understood as permission to bully.
Mr. Copeland says bullying
is a serious childhood experience
that is no longer found only at schools
and on playgrounds.
Online or cyberbullying can
make even a child's home feel unsafe.
Some children who are bullied
have killed themselves.
Sometimes bullies even kill their victims.
Mexico's president Enrique Pena Nieto
is dealing with such a tragedy now.
A 12-year old boy died last month a week
after he was physically bullied at school.
The family of Hector Alejandro Mendez Ramirez
say that bullies threw the boy into a wall.
He died later of head injuries.
Mr. Pena Nieto has sworn to
fight bullying in Mexican schools.
I hope we can all pitch in to stop bullying
whether in the real world or on the Internet.
16. What problems will adults
who were bullied as children have?
17. Why may bullies have lower CRP levels?
18. What makes a child feel home is unsafe?
Now listen to the following recording
and answer questions 19 to 22.
Good morning, everyone.
Today, I'd like to talk about the relationship
between colors and depression.
Some colors that people see late
at night could cause signs
of the condition mental health experts
call clinical depression.
That was the finding of a study
that builds on earlier study findings.
They showed that individuals
who live or work in low levels of light overnight
can develop clinical depression.
Doctors use the words clinical depression
to describe severe form of depression.
Signs may include loss of interest
or pleasure in most activities,
low energy levels and thoughts
of death or suicide.
In the new study,
American investigators designed an experiment
that exposed hamsters to different colors.
The researchers chose hamsters
because they are nocturnal,
which means they sleep
during the day and are active at night.
The animals were separated into 4 groups.
One group of hamsters was kept in the dark
during their nighttime period.
Another group was placed in front of a blue light,
a third group slept in front of a white light.
While a fourth was put in front of a red light.
After four weeks,
the researchers noted how much sugary water
the hamsters drank.
They found that the more depressed animals
drank the least amount of water.
Randy Nelson heads the Department
of Neuroscience at Ohio State University.
He says animals that slept in blue
and white light appeared
to be the most depressed.
Randy Nelson notes that photosensitive cells
in the retina,
have little to do with eyesight.
He says these cells send signals
to the area of the brain that controls
what has been called the natural sleep-wake cycle.
He says there's a lot of blue in white light,
this explains why the blue light
and white light hamsters appear
to be more depressed
than the hamsters seeing red light or darkness.
Mr. Nelson has suggestions for people
who work late at night,
or those who like to stay up late.
“My recommendation is
if you are just living a typical mostly active life
during the day,
mostly inactive at night,
you want to limit the exposure
to TVs which are quite bluish in the light
they give off and computer screens
and things like that.
You can get filtered glasses,
you can get filters on your computer screen
or your eReaders to put it more
in the reddish light. ”
So if you don't want to get depressed,
you'd better follow
Mr. Nelson's advice and keep away
from the blue and white light.
19. Who are likely to develop clinical depression?
20. What is one of the signs of clinical depression?
21. Which group of hamsters appeared
to be the most depressed?
22. What is Mr. Nelson's advice for people
who like to stay up late?
Now listen to the following recording
and answer questions 23 to 25.
Moderator: Good morning,
ladies and gentlemen.
It gives me great pleasure
to introduce our speaker,
Dr. Walter James,
professor of sociology
at New York University.
He specializes in transcultural
communication and management.
I hope the lecture will be helpful
in nurturing your cultural awareness.
Dr. Walter James: Thank you for your introduction.
Today I will focus on the issue
of cultural understanding.
With the increasing globalization,
the world becomes really small nowadays.
As a member of this globe,
we get more chances to contact foreign cultures.
Then if we want to understand
a foreign culture very well,
what should we do? And what kinds of process
will we experience before we achieve that goal?
The answer is not very difficult to imagine.
Just like learning a language,
developing cultural understanding
occurs step by step over time.
Development of cultural consciousness
is a process that starts at the stage
of no understanding and moves,
in best case,
to the stage of true empathy and cultural respect.
So, in order to make a clearer explanation
about the process,
the five stages of cultural understanding
are presented here.
Stage one: No understanding.
This level involves no awareness
of the new culture.
The point is quite easy to see.
A person does not know anyone
from the culture and has encountered few,
if any, basic facts about the culture.
So, naturally, the person certainly
has no way to understand that culture at all.
Stage two: Superficial understanding.
This level involves awareness
of very superficial aspects
of the foreign culture-
frequently negative aspects.
At this stage of cultural awareness,
the person knows a few basic facts
of the new culture.
These facts stand out and often serve as
the basis of stereotypes.
However,
stereotypes are offensive because they imply
that all people from a certain culture
have the same characteristics.
At this stage of cultural awareness,
when stereotypes are keenly felt,
the person is highly ethnocentric,
that means the person just focuses
on his or her own culture as the norm
of what is “right” and comparing
the new culture with the “better”
culture back home.
Stage three: Growing understanding
and possible conflict.
In this stage the learner begins to
be aware of more subtle,
sometimes less visible,
traits in the foreign culture.
This understanding helps the person
to see why things operate the way they do,
but such an awareness does not
always bring acceptance.
A person is still ethnocentric,
home culture-oriented,
comparing the culture that is
“new” to his or her “old” home culture-
and usually feeling that his
or her own culture is much better.
Stage four. . .
23. What does Dr. Walter James specialize in?
24. Why are stereotypes offensive?
25. When will a person understand
why things operate the way they do
in another culture?
This is the end of listening comprehension.