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

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

LESSON ONE Resources and Energy (1)

PART A (1)

PART B (2)

Passage I: (2)

Passage II: (3)

Part D (4)

Lesson Two Crime and Punishment (4)

Part A (4)

Part B (5)

Passage I (5)

Passage II (6)

Passage III. (7)

Part D (8)

Lesson Three Computers and the Internet (8)

Part A (8)

Part B (10)

Passage I (10)

Passage II (10)

Passage III (11)

Part D (12)

LESSON FOUR Finance (12)

PART A (12)

Part B (14)

Passage I (14)

Passage II. Functions of Money (15)

Passage III Credit Cards (15)

Part D (16)

LESSON FIVE Places to See in Britain (16)

Part A (16)

Part B (17)

Passage I: (17)

Passage Ⅱ: (18)

Part D (19)

LESSON SIX Education (19)

Part A (19)

Part B (21)

Passage I SAT Examination (21)

PART II Medical Education (21)

LESSON SEVEN Business (22)

Part A (22)

Part B (24)

Passage I How to Increase Business Profits (24)

Passage Two (25)

LESSON EIGHT Aspects of Life (26)

Part A (26)

Part B (28)

PASSAGE I Tax (28)

PASSAGE II Religion (29)

LESSON NINE College Life (30)

PART A (30)

PART B (32)

PASSAGE I College Search (32)

PASSAGE II How to Get a Master's degree (33)

LESSON TEN Women (34)

PART A (34)

PART B (36)

PASSAGE I Women in Southern Europe (36)

PASSAGE II American Women (37)

LESSON ELEVEN Famous People (38)

PART A (38)

PART B (40)

PASSAGE I William Jefferson Clinton (40)

PASSAGE II William Shakespeare (41)

LESSON TWELVE Culture (43)

PART A (43)

Part B (44)

Passage I Beijing’s Hutongs (44)

Passage II The White Wedding Dress (46)

LESSON THIRTEEN Science and Technology (47)

PART B (47)

PASSAGE I Cloning Mount Vernon's Trees (47)

PASSAGE II Dinosaur Noses (48)

LESSON FOURTEEN Sports (49)

PART B (49)

Passage I The Famous Bicycle Racer (49)

PASSAGE II The Williams Sisters (50)

LESSON FIFTEEN Reform and Development (51)

PART B (51)

Passage I (51)

Passage II (52)

KEYS TO EXERCISES

Unit 1 (53)

Part A (53)

Part B (53)

Part D (53)

Unit 2 (53)

Part A (54)

Part B (54)

Unit 3 (54)

Part A (54)

Part B (54)

Unit 5 (56)

Part A (56)

Part B (56)

Part C (57)

Part D (57)

Unit 6 (58)

Part A (58)

Part B (58)

Unit 7 (59)

Part A (59)

Part B (60)

Part D (61)

Unit 8 (61)

Part A (61)

Part B (62)

Part D (62)

Unit 10 (63)

Part A (63)

Part B (63)

Unit 11 (64)

Part A (64)

Part B (64)

Unit 12 (66)

Part A (66)

Part B (66)

Part D (66)

Unit 14 (67)

Part A (67)

Part B (67)

Part D (68)

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?

2.W: Does Professor Ford always come to class?

M: Is ice cold?

Q: What do you learn about Professor Ford?

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?

4.M: Hey? John! John!

W: Save your breath. He's out of earshot.

Q: What is true about John, according to the woman?

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?

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?

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?

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?

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?

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?

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?

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 tomorr ow, 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?

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?

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?

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?

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?

2. According to some scientists, which of the following is true?

3. Why can't most of the earth's water be used?

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 element of the Middle East’s water crisis. Inefficien cy 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) Egypt 6) 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 that 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)suspicion 8)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

Passage III

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-- and other software elements translate this to and from the more complex language used by the next element in the system. Jellyware is the human being who tells the hardware what to do, who gives the hardware its data, who utilizes the output of the hardware, who writes the software, and who uses the output of the software. Jellyware itself is a computer consisting of hardware and software. Jellyware is mostly water with specific and small amounts of impurities in certain locations. The jellyware's software is mostly preprogrammed with some RAM that is inputted as a result of experience. Hardware and jellyware differ only in the fact that hardware is made up of crystalline structures while jellyware consists of colloidal structures. The jellyware's operating systems appear to function in the parallel mode while those of the hardware operate in a series mode. However, the output of jellyware is one-channel sequential and series in form. Like hardware, jellyware can do only one thing at a time.

Part D

1)members of the House; 2)the politics; 3)personal destruction; 4)values; 5)worthy and good and honorable; 6)our political system; 7)reconsider; 8)government of man;

9)elected leaders; 10)lie empty; 11)cast out of; 12)living up to the standards; 13)life imitates farce; 14)resignation; 15)intolerance; 16)downward spiral; 17)this healing;

18)healing our nation; 19)respect and fairness and decency; 20)the wisdom and the courage and the goodness

LESSON FOUR Finance

PART A

1.W: I see a new bookstore has just opened on Main Street.

M: It may be a new store, but the books are far from new.

Q: Which one of the following is true according to the man?

2. W: Alice has been spending a lot of time at the library lately.

M: Well. She's got a paper due and two final exams next week.

Q: What has Alice probably been doing?

3. W: It's going to cost a fortune to get my car fixed.

M: Why don't you just trade it in for a new one?

Q: What does the man suggest the woman do?

4. M: Winter is over at last. Time to pack up my gloves and boots.

W: I've been waiting for this for months.

Q: How do you interpret what the woman said?

5. W: How did the game go the other night? Did your team win?

M: Are you kidding? That would be a first.

Q: What does the man say about his team?

6. M: The tickets for that rock concert will go on sale next Saturday at five o'clock. W: I heard that anyone who wants one had better get there sooner than that.

Q: What is the implication of the woman?

7. W: Your train will be ready for boarding in 15 minutes, Sir. Breakfast will be offered in the dinning car.

M: Good. I'll have just enough time to send a fax before leaving.

Q: What does the man plan to do next?

8. W: Shall I cut your hair for you?

M: No way. Last time you almost made me bald.

Q: What can be known from the conversation?

9. M: So my advisor wants me to take the creative writing class that meets on Wednesday instead of the Monday class, because the instructor for the Wednesday class is supposed to be great. But that means I have to spend a whole day on campus, every Wednesday.

W: Well, but…especially in creative writing, the instructor can make a big difference in how much you get out of the class.

Q: What does the woman imply the man should do?

10. M: Would you like to try the new sea food restaurant tonight? I hear it's very good. W: I have to give a presentation tomorrow, and I need to do a trial run.

Q: What will the woman probably do tonight?

11. W: Ah-oh. Somebody left his wallet here.

M: See if there is some kind of identification in it.

Q: What does the man suggest the woman do?

12. W: Dr. Smith asked us to watch that special on the Civil War on TV this weekend. Do you want to come over Saturday night?

M: Oh, I'm supposed to help my cousin move then. It's being rebroadcast on Sunday afternoon, though. Is that OK for you?

Q: Why does the man suggest they should watch the TV programme on Sunday? 13. M: I don't know how I managed to break that platter. I'll be more than happy to buy you a new one.

W: Forget about it. Some things just can't be helped.

Q: What can be inferred about the woman , concerning the platter?

14. W: I wonder if there's a bus that goes by the museum.

M: The history museum on Main Street? Take one of these with 8-A on the front.

Q: What does the man mean?

15. M: It's pouring. We are never gonna make our flight if we don't leave soon.

W: Oh, don't worry so much. I'm sure we'll get there in plenty of time.

Q: What information can you get from the woman?

Part B

Passage I

The GoldRush One day in 1848, a remarkable discovery was made by a carpenter named Marshall. He happened to pick up some bright yellow particles from the water near his sawmill. Not knowing what they were, he took them to his master Mr. Suffer. Sutter immediately realized the importance of the discovery and sent a man to San Francisco to inform the govemor of it so that he could get permission to found a settlement on both banks of the river. Unfortunately in the beginning, the man did not believe it. Only after a reporter from a weekly newspaper went to Sutter's sawmill to make a report, did the news spread all over the USA, and even to Europe. Within a month, thousands and thousands of people hurried towards California to search for the valuable metal. Soldiers deserted the army, sailors left their ships and all sorts of people gave up their jobs so as not to miss the chance of becoming rich. Large number of Europeans joined in the search, too. Crowds of people, ships and wagon trains rushed to the same destination. This was the California Gold Rush. While this went on, families were broken up, husbands were taken away from their wives and children from their parents. On their way to California, lots of worshippers of gold lost their lives before they got a single particle of it. Some of them ware killed in storms at sea; some could not stand the extraordinary hardships, and died of hunger, cold or illness. The Gold Rush proved a disaster for Sutter himself. For years he tried to drive the prospectors off his land to keep the entire wealth for himself. The prospectors hated him very much, and did a great deal of damage to his business. All Sutter's houses were burned down and all his family, except for himself, were killed. At the end of his life, he became a beggar, who continually stopped passers-by in the street to tell them that gold is the devil.

1. What lesson can we draw from this story?

2. When did the news of the gold discovery spread all over the USA?

3. Why were many families broken up and husbands taken away from their wives?

4. What happened to Mr. Sutter in the end according to the story?

5. What does the story tell us?

II. 1. In 1848.

2. He picked them up from the water near his sawmill

3.He sent a man to San Francisco to inform the governor about it so that he would be allowed to search for them.

4.Thousands and thousands of people hurried towards California to search for the valuable metal.

5. They did much damage to his business, burned down his houses and killed his family.

Passage II. Functions of Money

There is an ancient rhyme about money which goes like this: "How many uses does money have? Four. A means, a measure, a standard, a store. " This rhyme forms an excellent basis for a discussion of the main features and functions of money. Money is a means, it is a means of exchange. It enables us to exchange goods and services. Things valued in terms of money become commodities; they can be bought and sold. Money, whenever it is available, provides the opportunity to obtain useful things or replace old things with new ones. The second thing our rhyme tells us is that money is a measure. It serves as a measure of value. It enables us to measure the value of all kinds of goods and services. The items sold by a large store may be very different from each other, but all without exception can be measured by the same measuring rod, namely money. Two things which are not similar in any way may have the same price. Thirdly, money is a standard of value. This means that money itself possesses a value which can remain approximately constant. To serve as a standard, a thing or a substance must remain fixed and unchangeable in comparison with other things. The amount of money in a country should vary, but it should vary in a regular way. It should correspond to the quantity and value of goods and services available for exchange and circulation in that country; if this quantity and value increases, the amount of money in circulation should be proportionately increased. Finally, money is a "store." We store money just as we store other things. Money does not go bad, though in times of financial crisis it may lose some of its value. It enables us to provide for future needs and situations. When we save money weekly or monthly and deposit it in a bank, our savings serve as a store of value in general; they give us the opportunity to make our choices later instead of making them immediately. When we store money we store the power to choose or to decide, so that we can use this power on future occasions.

1. How many functions does money have?

2. Why do we say that money is a means?

3. What is the main feature of commodities?

4. Which of the following is true according to the passage?

5. What happens to money in times of financial crisis?

II. 1. rhyme, 2.measure, features, functions measure of value. 3. similar, same price 4. "store", store other things 5. choose, decide, future occasions.

Passage III Credit Cards

Americans spend a lot of money in their daily lives. Working people spend money on transportation to and from work and on various expenses throughout the day. Americans enjoy shopping and buy many things that they need and want. They spend a lot of money on entertainment. They buy sports equipment, go to sporting events and do many things that cost money. However, many Americans don't pay with cash or write checks for these things. More and more, they pay for things with credit

cards. Credit cards are small, rectangular plastic cards. Banks give these cards to their customers. When the customer buys something at a store, he shows his card at the store. This authorizes the store to charge the bank for the customer's purchase. The bank collects all the charges for each customer. Then once a month the bank requires the customer to pay all the charges for that month. The bank does not force the customer to pay the full amount. It allows the customer to pay for the charges in several payments over a period of time. However, the bank requires the customers to pay high interest on the unpaid part of the charges. In this way the bank allows customers to buy things they can not afford at one time. People can use the card to buy what they want and pay for it over a period of time. They also do not need to carry a lot of money.

Part D

1) hands, 2) success, 3) loyalty, 4) trumpet, 5) twilight, 6) rejoicing, 7) poverty, 8) fruitful, 9) maximum, 10) shrink, 11) generation, 12) devotion 13) country 14) together, 15) freedom, 16) citizens, 17) strength, 18) reward, 19) judge, 20) blessing LESSON FIVE Places to See in Britain

Part A

1. W: How is your paper coming along?

M: My typewriter's broken.

Q: What does the man mean?

2. W: Have you tried Susan's apple pie?

M: I got the last piece and it was out of this world.

Q: What does the man mean?

3.W: If you're staying late, Will you be sure to lock up the office when you leave? M: OK. I hope I won't be more than an hour.

Q: What does the man mean?

4. W: Nancy really wants to ski on Thursday.

M: Yes. But she can't, can she?

Q: What does the man say about Nancy?

5. M: Let me help you with those packages.

W: Thanks. But it's only three quarters of a block.

Q: What does the woman tell the man?

6. W: You know, Sally was supposed to meet us here an hour ago. Maybe we should give her a ring. After all, she is the one who organized the study session.

M: You're right. I'll do it.

Q: What will the man probably do?

7. M: Forgive the mess in here. You see, we had a party last night. There were a lot of

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4.style 5.1998 6.452 meters high 7.both the modern and the traditional side of my country P10 A 1.world-famous museum,Paris, 500 years,six million 2.ancient capital,big enough,millions of,shopping center P10 B 1.Louvre Museum 2.Kyoto,Japan 3.1989 4.Hiroshi Hara 5.To cope with the millions of visitors 6.brings new life into the city center 7.an ugly, modern mistake P11 B Answer 3 P11 C Answer 2467 Lesson B P13 A Sentences 1.3 and 5 are True.

新世纪研究生公共英语教材B-unit10

Is Science Dangerous Does society need protecting from scientific advances? Most emphatically not, so long as scientists themselves and their employers are committed to full disclosure of what they know. 1、The idea that knowledge is dangerous is deeply embedded in our culture. Adam and Eve were forbidden to eat from the biblical Tree of Knowledge, and in ’s Paradise Lost the serpent addresses the Tree as the ‘Mother of Science’. The archangel Raphael advises Adam to be “lowly wise” when he tries to question him about the nature of the Universe. Indeed, Western literature is filled with images of scientists meddling with nature, with disastrous results. Scientists are portrayed as a soulless group, unconcerned with ethical issues. 2、But is science in fact dangerous, and do scientists have special social responsibilities? It is essential to recognize that reliable scientific knowledge has no moral or ethical value. Science tells us how the world is: that we are not at the center of the Universe is neither good nor bad, nor is the possibility that genes could influence our intelligence or behavior. 3、Dangers and ethical issues come into play when scientific research is done in practice, for example in experiments involving humans and other animals or when science is applied to technology, or in issues related to safety. There is thus an important distinction between science and technology: between knowledge and understanding on the one hand, and the application of that knowledge to making something, or using it in some practical way, on the other. 4、Science produces ideas about how the world works, whereas the ideas in technology result in usable objects. Technology is much older than science and, unaided by any science, it gave rise to early crafts such as agriculture and metalworking. I would argue that science mad virtually no contribution to technology until the nineteenth century –even the great triumphs of engineering such as the steam engine and Renaissance cathedrals were built with imaginative trial and error, virtually without any impact of science. 5. Whatever new technology is introduced, it is not for scientists to make moral or ethical decisions about its use, as they have no special rights or skills in this regard. There is grave danger in asking scientists to be more socially responsible if they would also be given the right and authority to make such decisions on their own. The social obligations that scientists have, as distinct from those responsibilities they share with all citizens (such as supporting a democratic society and taking care of the rights of others), come from them having access to specialized knowledge of how the world works that is not easily accessible to others. Their obligation is to make public any social implications of their work and its technological applications, and to give some assessment of its reliability. In most areas of science it matters little to the public whether a particular theory is right or wrong, but in some areas, such as human and plant genetics, it matters a great deal. 6. When the facts are examined dispassionately, it is not easy to find cases where scientists have behaved unethically in relation to the public. Contrary to some claims, there is no evidence that they did so either in the case of bovine spongiform encephalopathy (BSE) in the and else where or in the AIDS blood scandal currently reverberating in , for example.