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什么是副歌大学英语听力材料

作者:高考题库网
来源:https://www.bjmy2z.cn/gaokao
2020-12-24 06:11
tags:大学英语听力

陶瓷商城-锄大d

2020年12月24日发(作者:柳宗元)
.

Listening Review
Script 01:
W: You know, many American parents
are now wondering why they can’t
keep their teenage children from
drinking.
M: I’m aware of that. To my mind,
it’s the permissive attitude of
the parents that is to blame.
Q: What can you learn from the
man’s response?
01. A. Parents should deal with
teenage drinking seriously.
B. Parents shouldn’t allow
.
.
their children too much freedom.
C. Children should be aware of
the consequences of too much
drinking.
D. Children should not drink
too much.

Script 02:
M: Don’t you think it’s good to
give our children a monthly
allowance?
W: I think so. It can teach them
the value of money. With a monthly
allowance they can learn to budget
their expenses wisely.
.
.
Q: What are they talking about?
02. A. The value of money.
B. How to budget our expenses
wisely.
C. Monthly allowances for
children.
D. A good way to spend money.

Script 03:
M: Mom, I’ve got a part-time job
at a supermarket. Three hours a
day weekdays and all day Saturday.
W: Congratulations, Tom. But are
sure you can handle it? What about
your homework and your piano
.
.
lessons?
Q: How does the mother feel about
Tom’s part-time job at the
supermarket?
03. A. Happy.
B. Worried.
C. Unhappy.
D. Proud.

Script 04:
M: Hey, Mary. You look so upset.
What happened?
W: My father had an accident the
other day. He is now in hospital
and will have an operation
.
.
tomorrow. You see, his heart is
rather weak. I really don’t know
whether he can survive it.
Q: What’s the woman worried
about?
04. A. Her father’s accident.
B. Her father’s injuries
after the accident.
C. Her father’s poor health.
D. Her father’s operation.

Script 05:
W: Mother’s Day is coming soon.
Could you tell me what sons and
daughters do in your country on
.
.
that day?
M: Well, they send their mothers
flowers and cards to celebrate the
occasion. Besides, it is a common
practice for them to wear pink
carnations on that day.
Q: Which of the following is true
of the customs of Mother’s Day in
the man’s country?
05. A. Mothers decorate their
houses with flowers to celebrate
the occasion.
B. Mothers wear pink
carnations on that day.
C. Children buy their mothers
.
.
carnations of different colors.
D. Children send their mothers
flowers and cards.

Script 06:
M: May I help you?
W: I’m here to apply for a library
card.
M: Would you please fill out this
application card?
W: Sure. Could you tell me what
time the library is open?
M: Monday, Wednesday and Friday,
it closes at 5 p.m. Tuesday and
Thursday, it’s open till 9. It
.
.
stays open till 6 on Saturday. But
on Sunday it’s closed all day.
Q: On which evenings is the
library open?
06. A. Monday, Wednesday and
Friday.
B. Tuesday and Saturday.
C. Saturday and Sunday.
D. Tuesday and Thursday.

Script 07:
M: The weather is so changeable
these days. The forecasts seem
never to be accurate.
W: You are right. It must be the
.
.
wind that makes it so cold. I’m
freezing.
M: Me, too.
W: It’s no fun standing out here,
though the sun is shinning. Let’s
go inside.
Q: How is the weather when the
conversation takes place?
07. A. Cold and windy.
B. Sunny but cold and windy.
C. Cloudy and freezing.
D. Windy and freezing.

Script 08:
M: Hi, Linda. How are you doing
.
.
these days?
W: I’m fine, Bill. Aren’t you
glad the semester is over?
M: Yes. I’m looking forward to
going to Paris for a holiday. Now
I’m busy learning some French.
W: Good idea. It’s awful to visit
a foreign country without being
able to speak its language, don’t
you think? It would be no fun at
all if one had to live like a
deaf-mute.
Q: What are they mainly
discussing?
08. A. Going to Paris.
.
.
B. Learning to speak the
language of the country you’ll
visit.
C. How to speak French.
D. Where to go for a holiday.

Script 09:
W: Thank you very much for
inviting me here, Michael.
M: It’s a pleasure.
W: The flowers are so lovely. And
I like the music too.
M: Shall we have some beef soup
first?
W: That’ll be fine.
.
.
Q: Where does the conversation
take place?
09. A. In a restaurant.
B. In a music hall.
C. In a market.
D. In a flower shop.

Script 10:
M: Have you ever heard Professor
Hall’s lecture?
W: No, I haven’t. but I was told
he has a very good reputation
among the students.
M: Yes, and a well deserved one too.
The same students who fall asleep
.
.
in discussion groups fight for
front row seats in his lecture.
W: Then his lecture must be
fascinating.
M: They certainly give you lots to
think about.
Q: Which of the following best
describes
lectures?
10. A. Boring.
B. Interesting.
C. Just so-so.
D. Serious.

Script 11:
.
Professor Hall’s
.
W: Cathy has the habit of keeping
us waiting for over 30 minutes.
Maybe either you or I should give
her a ring before each meeting.
M: That’s really a nuisance, but
I’ll do it if you want.
Q: What will the man probably do?
11. A. Remind Cathy about the time
of the next meeting.
B. Remind Cathy not to be late
for every meeting.
C. Tell Cathy about the agenda
of the next meeting.
D. Tell Cathy about a ring.

.
.
Script 12:
M: Could you keep the noise down,
Mary? I’m trying to listen to the
recording.
W: Sorry, it’s not me. There is
a party downstairs.
Q: What does the woman imply?
12. A. She will turn off her
recorder.
B. She is not responsible for
the noise.
C. She will do something about
the noise.
D. She wants the man to use
earphones.
.
.

Script 13:
W: Mr. Brown, I tried to memorize
the script but I keep forgetting
the lines.
M: Look, Jane, you’ll be fine if
you stop putting so much pressure
on yourself.
Q: What does the man mean?
13. A. Jane is not so forgetful.
B. Jane used to have a good
memory.
C. Jane shouldn’t be so
nervous.
D. Jane should not try to
.
.
memorize the whole script..

Script 14:
M: You’ve spent too much time
doing coursework, Sally. Don’t
you think you should go out and get
some fresh air?
W: Thanks for the advice. But this
is how I relieve my stress. I’d
rather not get too far behind.
Q: What can you infer from the
woman’s response?
14. A. She doesn’t have time to
go outside.
B. She’ll consider the man’s
.
.
advice.
C. She knows how to relieve her
stress.
D. She will feel more stressful
if she gets behind in her lessons.

Script 15:
M: I’m having trouble making ends
meet. It looks like I have to make
another phone call to my parents.
W: I don’t think it would be a
problem if you cut down on the
discs you buy.
Q: What does the woman mean?
15. A. The man shouldn’t buy so
.
.
many discs.
B. The man should stop buying
discs.
C. The man shouldn’t worry too
much.
D. The man should go shopping
less.

Script 16:
W: I hope you enjoyed the movie
last night. I wasn’t sure I
would.
M: I wasn’t either, but once it
started, I simply got glued to the
screen.
.
.
Q: What can you learn from the
conversation?
16. A. Both speakers were bored
with the movie.
B. The woman didn’t like the
movie but the man did.
C. The man didn’t like the
movie but the woman did.
D. The man didn’t think he
would like the movie at first but
later did.

Script 17:
M: Congratulations! I heard your
debating team has reached the
.
.
final.
W: Yes, we’re all excited about
it. Now we’re working hard to
prepare for it.
Q: What will the woman’s team
probably do?
17. A. Practice their speeches.
B. Have a big celebration.
C. Prepare their arguments for
possible topics.
D. Take a good rest.

Script 18:
W: Bill is a great guy. He nearly
got killed when he tried to rescue
.
.
an aged woman from a fire
yesterday.
M: Well, so far as I know that was
not the first dangerous situation
he was in.
Q: Which of the following
adjectives best describes Bill?
18. A. Brave.
B. Healthy.
C. Helpful.
D. Strong.

Script 19:
M: What kind of father am I? My
daughter is sick. She has had a
.
.
fever for a couple of days. But I
didn’t even know about it.
W: Don’t blame yourself too much.
You’ve been too much involved in
the company’s work to notice it,
I guess. You really should take
some time off.
Q: What do you know about the man
from the conversation?
19. A. He is an irresponsible
father.
B. He is careless.
C. He is very busy with work.
D. He is indifferent to his
family.
.
.

Script 20:
M: Is Mary still in a critical
condition?
W: I’m afraid so, but we’ve kept
the news from her mother.
Q: What do we know about Mary’s
mother?
20. A. She knows something about
her own real condition.
B. She knows nothing about her
own real condition.
C. She doesn’t know anything
about Mary’s real condition.
D. She doesn’t want to know
.
.
about Mary’s real condition.

Passage 1
Script of Passage 1:
In the United States ideas about
education are changing. Education
today is not just a high school
diploma or a college degree. Many
grown-ups are not interested in
going to college. They are
interested in other kinds of
learning. For them, learning does
not end with a diploma. Continuing
education gives these grown-ups
the opportunity to increase their
.
.
knowledge about their own field or
to learn about a new field. It also
gives them a chance to improve
their old skills or to learn new
ones.
Secretaries, mechanics, drivers
and barbers can take classes to
improve their own skills. Nurses
can take classes to increase their
knowledge of nursing. If they know
more or learn more, then they can
get a better job and earn more
money.
Continuing education classes
give some grown-ups the chances to
.
.
learn new skills. There is usually
a large variety of classes to
choose from: Typing, nursing,
cooking, driving or photography.
But only some of the classes are
available.

Q1: What is this passage mainly
about?
1. A. The ideas about education in
the United States.
B. Going to college.
C. Learning new skills in
schools.
D. Continuing education in the
.
.
United States.

Q2: What are the changing ideas
about education mentioned in the
passage?
2. A. The Americans are not
interested in a diploma.
B. The adults in America show
little interest in going to
college.
C. Continuing education gives
many American adults a chance to
know and learn more.
D. Continuing education is
better than college education in
.
.
America.

Q3: What can we learn from the
passage?
3. A. Continuing education is
popular among many American
adults.
B. Continuing education offers
a large variety of classes for the
students to choose from.
C. Many American adults are no
longer interested in a college
degree.
D. Adults take continuing
education classes for a better job
.
.
and more money.

Passage 2
Script of Passage 2:
Recently the term “health”
has come to have a wider meaning
than it used to. It no longer means
just the absence of illness. Today,
health means the well-being of
your body, your mind and your
relationship with other people.
This new concept of health is
closely related to another term
--- quality of life. Quality of
life is the degree of overall
.
.
satisfaction that a person gets
from life.
Why has the emphasis of health
shifted from the absence of
disease to a broader focus on the
quality of a person’s life? One
reason for this has to do with the
length and conditions of life that
people can now expect. Medical
advances have made it possible for
people today to live longer,
healthier lives. Imagine for a
moment that you were born in the
year 1900. You could have expected
on average to live until about the
.
.
age of 47. In contrast, if you were
born in the year 1999, you could
expect to live to the age of 75.

Q1: What is this passage mainly
about?
1. A. Different interpretations
of the term “health”.
B. Improving the quality of
life.
C. The importance of health to
quality living.
D. People’s expectations of a
long and healthy life.

.
.
Q2: What does health mean to
people of today according to the
passage?
2. A. Absence of illness.
B. A long life.
C. Good conditions of living.
D. Complete satisfaction with
life.

Q3: What can you infer from the
passage?
3. A. Nowadays the emphasis of
health has a broader focus because
of improvements in the quality of
food.
.
.
B. The overall quality of
people’s lives improved greatly
in the 20th century.
C. Those who never fall ill are
the truly healthy people.
D. Those who were born before
1900 could not have lived long.

Passage 3
Script of Passage 3:
Background music may seem
harmless, but it can have a
powerful effect on those who hear
it. Recorded background music
first found its way into factories,
.
.
shops and restaurants in the USA.
Very soon it spread to other parts
of the world. Now it is becoming
difficult to go shopping or eat a
meal without listening to music.
To begin with, background
music was intended simply to
create a soothing atmosphere.
Recently, however, it’s becoming
a big business. An American
marketing expert has shown that
music can boost sales or increase
factory production by as much as
a third.
But it has to be the light
.
.
music. Lively music has no effect
at all on sales. Slow music can
increase receipts by 34%. This is
probably because shoppers slow
down and have more opportunity to
spot items they would like to buy.
Yet, slow music isn’t always the
answer. The expert found that in
restaurants slow music meant
customers took longer to eat their
meals, which reduced overall
sales. So restaurant owners might
be well advised to play faster
music to keep the customers moving
--- unless, of course, the
.
.
resulting indigestion leads to
complaints.

Q1: Where was recorded background
music first used?
1. A. In factories, shops and
offices in Europe.
B. In factories, shops and
restaurants in the USA.
C. In factories, schools and
shops in England.
D. In factories, shops and
snack bars in Asia.

Q2: What was the original purpose
.
.
of background music?
2. A. To boost sales.
B. To increase factory
production.
C. To help diners eat quickly.
D. To produce a pleasant
atmosphere.

Q3: What kind of music can have a
powerful effect on customers in
shops?
3. A. Rock music.
B. Lively music.
C. Light music.
D. Traditional music.
.
.

Q4: Why doesn’t the same kind of
music work in restaurants
according to the passage?
4. A. It will slow down the flow
of customers.
B. It will result in
indigestion.
C. It doesn’t sound pleasing
to the ears.
D. It will spoil diners’
appetite.

Passage 4
Script of Passage 4:
.
.
Ozone is a form of oxygen. It
is found in the air we breathe and
in the upper atmosphere. Near
Earth, ozone in the air is a danger
to life. It is a pollutant. But
between ten and fifty kilometers
up in the atmosphere, ozone
protects life on Earth. Ozone
forms in the atmosphere through
the action of radiation from the
sun. Ozone blocks harmful
radiation from reaching Earth.
Scientists say a decrease in ozone
and an increase in the harmful
radiation will cause many more
.
.
cases of skin cancer. And it will
harm crops, animals and fish.
Ozone problems first became
known in 1985. British scientists
reported that ozone levels in the
Antarctic atmosphere near the
South Pole fell sharply each year
in October and November. 1987 was
the first year that a huge hole
developed in the ozone layer above
the Antarctic.
A recent study of the
atmosphere over the Arctic area
near the North Pole showed extreme
thinning of the ozone. Officials
.
.
from the American space agency
said the latest study is a result
of the largest campaign yet to
measure ozone amounts and changes
in the Arctic area. NASA
researcher Paul Newman said some
of the measurements show ozone in
the Arctic decreased about sixty
per cent between January and the
middle of March. These
measurements are similar to the
ozone losses observed in this area
a few years ago.
Other studies have shown that
man-made
.
chemicals were
.
destroying ozone in the
atmosphere. An international
agreement halted production of
the most harmful chemicals. The
new findings support the idea that
recovery of the ozone layer may be
delayed.

Q1: Where can ozone be found
useful to life according to the
passage?
1. A. In the lower atmosphere.
B. In the upper atmosphere.
C. On Earth.
D. Near Earth.
.
.

Q2: When did ozone problems first
become known?
2. A. In 1978.
B. In 1980.
C. In 1985.
D. In 1987.

Q3: What is the passage mainly
about?
3. A. Ozone as a form of oxygen.
B. Problems caused by the
thinning of the ozone layer.
C. Some studies of ozone
problems.
.
.
D. The latest studies of ozone
problems.

Passage 5
Script of Passage 5:
Gene Perret has been a joke
writer for twenty years and has
taken hundreds of flights. So he
was only half listening when the
air steward began going over the
safety instructions. Suddenly
Perret’s ears stood up “There
may be 50 ways to leave your
lover,” the steward said, “but
there are only five ways to leave
.
.
this airplane.” And then he added:
“Please return your seat to its
upright and most uncomfortable
position. Later you may lean back
and break the knees of the
passenger behind you.”
Perret uses the air steward
story to make a serious point:
humor can catch someone’s
attention and get a message across.
“Some people can’t tell a joke
to save their lives,” says Perret,
“but everyone can learn to use
humor effectively. The secret is
developing your own style,
.
.
learning a few tricks and taking
the time to practice.”
The first step Perret
recommends is to build up a
“comedy collection”. Note down
25 jokes or stories that you find
funny. Then work out whether you
are better with stories or
one-liners. Don’t try to be what
you’re not. “Matching people
with the wrong material is like
teaching a pig to sing,” Perret
says. “It not only wastes your
time, it annoys the pig.”
Look out for humor on a
.
.
regular basis, not just before you
intend to use it. Joke books are
OK, but Perret suggests looking
for material from your own
experience. He tells a story about
helping his little daughter
prepare to perform a poem at her
school. When he offered to write
one for her, she said, “No, Dad,
this is in front of the whole
school. I’d rather it was good.”
Nothing makes people feel more
comfortable than self-critical
humor.
Material should also fit the
.
.
audience. “The more humor fits a
particular situation, the funnier
it is,” Perret says. But Perret
advises people to forget the idea
that a speech should open and
close with a joke. When a closing
joke falls flat, it is almost
impossible to recover.

Q1: What is the purpose of the
passage?
1. A. To teach us how to increase
our sense of humor.
B. To teach us how to amuse
people with humor.
.
.
C. To tell us what can make
people laugh.
D. To tell us why people laugh.

Q2: Why did Gene Perret tell the
story about the air steward?
2. A. To keep the audience
interested.
B. To engage the audience’s
attention.
C. To illustrate a point.
D. To make a comparison.

Q3: Why did Gene Perret mention
the story about his little
.
.
daughter?
3. A. To show the importance of
using humor in dealing with family
matters.
B. To show the effectiveness of
humor in resolving conflicts.
C. To show the effectiveness of
humor directed at oneself.
D. To show the unsuitability of
directing humor at others.

Passage 6
Script of Passage 6:
For a century much attached to
national symbols, France took the
.
.
imminent death of the franc calmly.
It was as if an ancient
great-great uncle were about to
pass away: a time for nostalgia
and regret, rather than grief.
Unlike the German mark, the
franc had never been a symbol of
national rebirth or glory. Its
recent history was relatively
stable but it had to be revalued
as recently as 1960. In the 1950s,
its value and reputation were so
weak that French politicians
considered abolishing it and
replacing it with something else,
.
.
based on the value of the pound.
But money is money after all.
It is with us every day. It was
surprising that such a
conservative people did not
express greater sorrow for the
loss of their familiar francs. It
was surprising they did not feel
a greater sense fo aesthetic loss
for the franc had always been one
of the world’s most beautiful
currencies.
The name franc was first used
in 1360, to celebrate and help to
pay for the release of King Jean
.
.
II, who was captured by the still
poundless English. He created the
“franc” or “free” to
celebrate the occasion. Over the
next 400 years the name came and
went but was finally restored by
the Revolution in 1795. On
February 17, 2002, the French
franc disappeared completely from
the financial scene.

Q1: How did the French feel for the
loss of their franc?
1. A. Sorry.
B. Sad.
.
th
.
C. Unhappy.
D. Unfortunate.

Q2: At what time did the French
politicians think of replacing
the franc with some other
currency?
2. A. In the 1360s.
B. In 1795.
C. In the 1950s.
D. In the 1960s.

Q3: Why was the French currency
named “franc” when it was first
used in the 14 century?
.
th
.
3. A. To celebrate the birthday of
King Jean II.
B. To celebrate the rebirth of
the country.
C. To celebrate King Jean II’s
victory in his war with England.
D. To celebrate the occasion of
King Jean II’s release.

Q4: What can be learned about the
French people from the passage?
4. A. They are rather reserved.
B. They are rather patriotic.
C. They cared little about the
franc.
.
.
D. They regarded the franc as
a symbol of their national
sovereignty.













人过四十,已然不惑。我们听过别人 的歌,也唱过自己的曲,但谁也逃不过岁月的审视,逃不过现实的残酷。如若,把心中的杂念抛开,苟且的日子里 ,其实也能无比诗意。
借一些时光,寻一处宁静,听听花开,看看花落,翻一本爱读的书,悟一段 哲人的赠言,原来,日升月落,一切还是那么美。
洗不净的浮沉,留给雨天;悟不透的凡事,交给 时间。很多时候,人生的遗憾,不是因为没有实现,而是沉于悲伤,错过了打开心结的时机。
有人 说工作忙、应酬多,哪有那么多的闲情逸致啊?记得鲁迅有句话:“时间就像海绵里的水,只要挤总是有的。”
不明花语,却逢花季。一路行走,在渐行渐远的时光中,命运会给你一次次洗牌,但玩牌的始终是你自己。
.
.
坦白的说,我们遇到困扰,经常会放大自己的苦,虐待自己,然后落个遍 体鳞伤,可怜兮兮地向世界宣告:自己没救了!可是,那又怎样?因为,大多数人关心的都是自己。
一个人在成年后,最畅快的事,莫过于经过一番努力后,重新认识自己,改变自己。学会了独自、沉默,不轻易诉 说。因为,更多的时候,诉说毫无意义。
伤心也好,开心也好,过去了,都是曾经。每个人都要追 寻活下去的理由,心怀美好,期待美好,这个世界,就没有那么糟糕。
或许,你也会有这样的情节 ,两个人坐在一起,杂乱无章的聊天,突然你感到无聊,你渴望安静,你想一个人咀嚼内心的悲与喜。
透过窗格,发着呆,走着神,搜索不到要附和的词。那一刻,你明白了,这世间不缺一起品茗的人,缺的是一个与 你同步的灵魂。
没有了期望的懂,还是把故事留给自己吧!每个人都是一座孤岛,颠沛流离,浪迹 天涯。有时候,你以为找到了知己,其实,你们根本就是两个世界的人。
花,只有在凋零的时候, 才懂得永恒就是在落红中重生;人,只有在落魄的时候,才明白力量就是在破土中崛起?.
因为防 备,因为经历,我们学会了掩饰,掩饰自己内心的某些真实,也在真实中,扬起无懈可击的微笑,解决一个又一个 的困扰。
人生最容易犯的一个错误,就是把逝去的当作最美的风景。所以,不要活在虚妄的世界, 不要对曾经存在假设,不要指望别人太多。
有些情,只可随缘,不可勉强;有些人,只可浅交,不可入深;有些话,只可会意,不可说穿。
或许,有这么一段情,陪你度过漫长冰冷的寒冬;有那样一个人,给你抑郁的天空画上了温暖的春阳。
但时光,总会吹散很多往事,把过去一片片分割,移植到不同区域,并贴上标签,印着不同的定义,也定义着自己 的人生态度。
正如庄子所说:“唯至人乃能游于世不避,顺人而不失己。”外在的世界,只是一个 形式,而你内在的世界,才是真正的江山。

















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