[ti:]
[ar:]
[al:]
[by:]
[00:02.30]Model Test Four
[00:04.27]Section A
[00:05.96]Directions: In this section,
[00:09.24]you will hear 8 short conversations and 2 long conversations.
[00:14.71]At the end of each conversation,
[00:19.08]one or more questions will be asked about what was said.
[00:22.26]Both the conversation and the questions will be spoken only once.
[00:27.72]After each question there will be a pause.
[00:31.77]During the pause, you must read the four choices
[00:36.69]marked A) , B) , C) and D) , and decide which is the best answer.
[00:43.36]Then mark the corresponding letter on Answer Sheet 2
[00:48.83]with a single line through the centre.
[00:52.99]Now let's begin with the 8 short conversations.
[00:57.03]11. W: I'm tired of Bill's remarks.
[01:01.84]I don't know why he wants to look at everything in such a negative way.
[01:07.20]M: Why don't you do what I do
[01:12.13]Just take his comments with a grain of salt.
[01:14.53]Q: What does the man mean?
[01:30.84]12. M: John doesn't stand a chance of winning a gold medal in the Olympics.
[01:39.04]W: True, but he's doing his best.
[01:42.22]Q: What does the man think of John?
[02:03.65]13. W: So you need someone to watch your cat while you are away.
[02:09.34]M: Will that be a problem for you?
[02:11.96]Q: What does the man mean?
[02:30.58]14. W: If we hurry we can take the express train
[02:35.69]instead of the local and save an hour. Couldn't we?
[02:38.86]M: Yes, the express train takes only three hours to get to New York.
[02:44.44]Q: How long does it take the local train to get to New York?
[03:07.53]15. W: This doesn't look at all familiar. We must be lost.
[03:11.47]We'd better get some directions.
[03:13.98]M: There is a policeman over there.
[03:16.72]Let's pull in right here and ask him for help.
[03:20.77]Q: Where are the two speakers?
[03:39.62]16. W: Professor Jackson's lectures are tremendous.
[03:44.22]Hardly anyone skips class.
[03:46.84]M: Yeah, you can even hear a pin drop during class.
[03:51.43]Q: What do we learn from this conversation?
[04:13.93]17. W: West London Air Terminal, please. I have to be there by 11: 10.
[04:18.30]M: I can't promise, Miss, but I'll do my best.
[04:22.57]Q: Who is the woman most probably talking to?
[04:42.80]18. W: It's going to be fine tomorrow.
[04:46.53]M: Anyway, I'll bring a raincoat. I don't want to get wet like this again.
[04:51.99]Q: What is the weather like today?
[05:11.47]Now you will hear the 2 long conversations.
[05:14.54]Conversation One
[05:17.27]M: I think life here suits you very well,
[05:20.44]and I suggest you settle down.
[05:22.74]W: I wish I could agree with you.
[05:24.71]M: Why? You don't like it here?
[05:27.22]W: Yes, I do. But I wonder
[05:30.83]whether I can lead an even better life in Shanghai.
[05:33.35]M: That depends on what you want and how you define “better life”.
[05:37.91]W: True.
[05:38.67]M: Well, if youre looking for excitement,
[05:41.08]in terms of career and living style, Hong Kong is the place.
[05:44.69]But if you want stable life style and quietness, Canada is a good choice.
[05:50.26]W: I don't know. I seem to want both.
[05:53.33]M: If you're financially well off,
[05:55.84]you can go back and forth between these two places if you want to.
[05:59.35]It'll be nice if you can spend summer in Canada and winter in Hong Kong.
[06:03.61]That way you're taking advantage of living in the best weather of the two places.
[06:08.09]W: That's a great suggestion. I'll ask my husband.
[06:11.92]I must agree with what he says.
[06:14.66]Questions 19 to 21 are based on the conversation you have just heard.
[06:21.98]19. What's the man's last suggestion to the woman?
[06:44.55]20. What's the man's opinion about Hong Kong and Canada?
[07:05.78]21. Which is true according to the man?
[07:25.60]Conversation Two
[07:27.25]W: Would you tell us the sequence of events in the ancient Games?
[07:32.17]M: The exact sequence of events is uncertain,
[07:35.34]but events included boy's gymnastics, horse-racing,
[07:38.95]field events such as discus and javelin throwing,
[07:42.34]and the very important foot races.
[07:45.29]W: There were much fewer items than nowadays.
[07:48.90]M: Yes.But there were also boxing and wrestling
[07:52.30]and special tests of varied ability such as pentathlon.
[07:56.12]By the way,do you know which five items it included?
[07:59.95]W: Let me see. Pentathlon at that time
[08:03.78]included running,jumping,discus and javelin throwing and wrestling.
[08:08.92]M: You really know a lot about the ancient Olympic Games.
[08:12.64]W: Thank you. But I don't know how the Games organized at that time.
[08:16.90]M: I can only give you a rough description.
[08:19.53]The evening of the third day was devoted to sacrificial offerings
[08:23.91]to the heroes of the day,and the fourth day,that of the full moon,
[08:28.28]was set aside as a holy day.
[08:30.25]On the sixth and last day,
[08:32.76]all the victors were crowned with holy garlands of wild olive
[08:36.81]from a sacred wood.
[08:38.01]Questions 22 to 25 are based on the conversation you have just heard.
[08:45.23]22. What did the ancient Olympic Games consist of?
[09:06.09]23. What events did pentathlon include then?
[09:28.15]24. How was the ancient Olympic Games organized?
[09:45.09]25. Which of the following is true according to the dialogue?
[10:06.53]Section B
[10:07.74]Directions: In this section, you will hear 3 short passages.
[10:14.73]At the end of each passage, you will hear some questions.
[10:19.22]Both the passage and the questions will be spoken only once.
[10:23.71]After you hear a question, you must choose the best answer
[10:28.19]from the four choices marked A) , B) , C) and D).
[10:33.55]Then mark the corresponding letter on Answer Sheet 2
[10:38.69]with a single line through the centre.
[10:40.98]Passage One
[10:43.94]I had to go to Amsterdam last week for a conference.
[10:49.96]I arrived at the airport in plenty of time and checked in,
[10:54.55]but I only had one small case
[10:57.28]so I decided to take it on the plane as hand luggage.
[11:00.67]As the flight was not due to board for 45 minutes,
[11:05.60]I went to a cafe, sat down, and ordered a cup of coffee.
[11:10.08]While I was sitting there drinking my coffee and reading the paper,
[11:14.67]I was vaguely aware of a woman and her child coming to the next table.
[11:19.70]I did not pay much attention to them, though,
[11:23.31]and when my flight was called I reached for my case and left.
[11:27.25]An hour later, the plane was in the air
[11:31.08]and I decided to look at the conference program to see
[11:33.81]what I wanted to attend.
[11:36.11]Imagine my horror when I opened the case and found
[11:39.75]that it was full of picture books and children's toys
[11:43.15]and imagine what the woman must have thought
[11:45.77]about a case full of men's clothes and scientific papers.
[11:49.71]Questions 26 to 28 are based on the passage you have just heard.
[11:55.83]26. Why did the speaker go to a cafe?
[12:18.35]27. What was in the speaker's case?
[12:33.28]28. What did the speaker find out on board the plane?
[12:57.31]Passage Two
[12:58.18]The exhibition of children's books
[13:01.35]will give the Scottish people a wonderful opportunity to see
[13:05.40]and buy the latest books.
[13:07.04]The books range from wordless picture books
[13:10.65]for the youngest to almost adult novels.
[13:13.38]In its early years,
[13:15.79]the Children's Book Show was intended mainly for teachers and librarians.
[13:20.06]As it became more widely known and successful,
[13:24.11]however, more and more families and school parties began to come
[13:28.26]so that it grew into a real children's book show,
[13:31.43]and a show with a double purpose.
[13:34.17]For years it was held in various halls in London.
[13:38.43]In answer to enthusiastic invitations
[13:41.93]to bring it to different parts of the country,
[13:44.01]the decision was made to move outside the capital.
[13:47.29]One year it was held in Leeds, then in Bristol as well as in London,
[13:53.31]and now it is coming to Glasgow.
[13:55.83]This year's show will again interest both the general public and specialists.
[14:01.29]Admission will be free, but school parties must be booked in advance.
[14:06.44]In a large room near the entrance
[14:09.82]there will be a self-service bookshop
[14:12.12]where every book on show will be on sale.
[14:15.73]Questions 29 to 31 are based on the passage you have just heard.
[14:21.85]29. What are the books in the exhibition intended for?
[14:44.43]30. Whom was the show intended for in its early years？
[15:03.37]31. What must parties of schoolchildren do this year?
[15:25.16]Passage Three
[15:26.25]The living condition for the poor and for immigrants in New York City
[15:30.96]during the late nineteenth century was truly wretched.
[15:34.13]Over one and a half million poor people lived in tenements,
[15:39.15]a form of barracks-like buildings
[15:41.78]that could house some five hundred people in a structure
[15:45.07]lacking heat and plumbing and often fatal.
[15:47.90]Almost as shocking as the city-condoned horror of the tenements
[15:52.94]was the government's neglect of city functions.
[15:56.77]Real estate development was uncontrolled,
[15:59.28]resulting in factories,
[16:00.92]stories and residences springing up randomly
[16:04.31]without consideration to zoning or building codes.
[16:07.70]Pollution of waterways was unrestricted, streets were poorly paved,
[16:13.66]lighting was inadequate, and sewage disposal was insufficient.
[16:18.58]Some of the poor housing can be blamed on New York's rapid population growth.
[16:23.72]But most of the wretched living conditions in the city
[16:27.22]must be attributed to the corrupt city government of the late 19th century.
[16:31.71]Questions 32 to 35 are based on the passage you have just heard.
[16:38.16]32. Who suffered most from poor housing condition in New York City?
[17:01.43]33. What were tenements?
[17:21.18]34. Why were factories, stores,
[17:25.12]and residences built with little consideration for zoning or building codes?
[17:45.41]35. Who or what was responsible for most of these poor living conditions?
[18:06.02]Section C
[18:08.10]Directions: In this section, you will hear a passage three times.
[18:16.19]When the passage is read for the first time,
[18:19.58]you should listen carefully for its general idea.
[18:22.97]When the passage is read for the second time,
[18:26.69]you are required to fill in the blanks numbered from 36 to 43
[18:33.59]with the exact words you have just heard.
[18:36.43]For blanks numbered from 44 to 46 you are required
[18:42.22]to fill in the missing information.
[18:44.52]For these blanks, you can either use the exact words
[18:49.88]you have just heard or write down the main points in your own words.
[18:54.69]Finally, when the passage is read for the third time,
[18:59.29]you should check what you have written.
[19:02.31]Now listen to the passage.
[19:05.37]Many insurance companies share
[19:09.53]in appreciation of the importance of the driver education program
[19:14.67]in reducing the soaring accident rate.
[19:17.95]Most large insurance companies charge more money
[19:23.31]for automobile insurance coverage
[19:25.82]when a car is to be driven by a man under twenty-five.
[19:28.89]However, if the driver has successfully completed
[19:33.59]a state-approved driver education course,
[19:37.20]a reduction in the rates is possible.
[19:40.37]In a number of states,
[19:43.33]a person under eighteen
[19:45.73]who wishes to obtain a motor vehicle operator's license
[19:50.10]must successfully complete a state-approved driver education program.
[19:55.91]The courses in driver education are given to pupils who have already reached,
[20:02.36]or are about to reach, the legal driving age.
[20:06.03]The age at which a driver may apply for a license varies in different places.
[20:11.38]Typical programs consist of thirty hours of classroom instruction
[20:16.85]and six hours of behind-the-wheel instruction.
[20:20.35]These figures represent the minimum number of hours
[20:25.16]and many programs exceed them.
[20:27.79]The students use cars that are equipped with two controls.
[20:32.38]The instructor has an extra brake on his side of the car
[20:36.76]that enables him to bring the car to a halt, if necessary.
[20:40.92]In the practice-driving sessions, the pupil learns to operate the car.
[20:46.60]In class, he is taught the theory of driving and the rules
[20:51.64]he must know in order to take his place behind the wheel.
[20:55.35]In addition to helping students realize
[20:58.30]the importance of developing proper attitudes and skills,
[21:01.80]driver education stresses the relationship
[21:05.64]between alcohol and the responsibility of driving
[21:08.81]and the dangers in the combination.
[21:11.61]Now the passage will be read again.
[21:14.90]Many insurance companies share
[21:18.94]in appreciation of the importance of the driver education program
[21:23.75]in reducing the soaring accident rate.
[21:27.26]Most large insurance companies charge more money
[21:32.61]for automobile insurance coverage
[21:34.91]when a car is to be driven by a man under twenty-five.
[21:38.08]However, if the driver has successfully completed
[21:42.89]a state-approved driver education course,
[21:46.39]a reduction in the rates is possible.
[21:49.78]In a number of states,
[21:52.41]a person under eighteen
[21:54.82]who wishes to obtain a motor-vehicle operator's license
[21:59.19]must successfully complete a state-approved driver education program.
[22:05.20]The courses in driver education are given to pupils who have already reached,
[22:11.99]or are about to reach, the legal driving age.
[22:16.02]The age at which a driver may apply for a license varies in different places.
[22:21.96]Typical programs consist of thirty hours of classroom instruction
[22:26.23]and six hours of behind-the-wheel instruction.
[22:30.93]These figures represent the minimum number of hours
[22:33.99]and many programs exceed them.
[23:28.77]The students use cars that are equipped with two controls.
[23:32.26]The instructor has an extra brake on his side of the car
[23:36.42]that enables him to bring the car to a halt, if necessary.
[23:42.22]In the practice-driving sessions, the pupil learns to operate the car.
[23:47.47]In class, he is taught the theory of driving and the rules
[23:51.41]he must know in order to take his place behind the wheel.
[24:46.55]In addition to helping students realize
[24:48.19]the importance of developing proper attitudes and skills,
[24:51.73]driver education stresses the relationship
[24:55.33]between alcohol and the responsibility of driving
[24:58.40]and the dangers in the combination.
[25:52.70]Now the passage will be read for the third time.
[25:56.09]Many insurance companies share
[26:00.02]in appreciation of the importance of the driver education program
[26:05.05]in reducing the soaring accident rate.
[26:08.45]Most large insurance companies charge more money
[26:13.70]for automobile insurance coverage
[26:16.10]when a car is to be driven by a man under twenty-five.
[26:19.28]However, if the driver has successfully completed
[26:24.09]a state-approved driver education course,
[26:27.70]a reduction in the rates is possible.
[26:30.87]In a number of states,
[26:33.71]a person under eighteen
[26:36.12]who wishes to obtain a motor-vehicle operator's license
[26:40.60]must successfully complete a state-approved driver education program.
[26:46.51]The courses in driver education are given to pupils who have already reached,
[26:52.74]or are about to reach, the legal driving age.
[26:56.46]The age at which a driver may apply for a license varies in different places.
[27:01.71]Typical programs consist of thirty hours of classroom instruction
[27:07.29]and six hours of behind-the-wheel instruction.
[27:11.34]These figures represent the minimum number of hours
[27:15.38]and many programs exceed them.
[27:18.67]The students use cars that are equipped with two controls.
[27:22.82]The instructor has an extra brake on his side of the car
[27:27.41]that enables him to bring the car to a halt, if necessary.
[27:31.24]In the practice-driving sessions, the pupil learns to operate the car.
[27:37.04]In class, he is taught the theory of driving and the rules
[27:42.40]he must know in order to take his place behind the wheel.
[27:45.57]In addition to helping students realize
[27:48.85]the importance of developing proper attitudes and skills,
[27:52.13]driver education stresses the relationship
[27:55.96]between alcohol and the responsibility of driving
[27:59.02]and the dangers in the combination.