0401听力原文part b+c[原创]
Part B
Questions 31 through 34, listen to part of a conversation between two students.
(woman) Hey Steve, got any plans for tonight?
(man) Hi, Jane. No, I don't think so. Why? Got any suggestions?
(woman) In fact, I do. I just got two tickets to the opening of the exhibit of the
reprints by Julia Margaret Cameron. I would have to mention it earlier,
but I was on the waiting list for these tickets and I wasn't sure I'd even get them.
(man) An exhibit, huh? I like such things. But I don't know who Julia...
(woman) Margaret Cameron! She was a photographer in the 1800s. She is interesting to art-historians in general and students of photography in particular because she ... how should I say, change the aesthetics for photography.
(man) What do you mean?
(woman) Well, her specialty was portraits and instead of just making a factual record of details like most photographers did, you know, just capturing what a person look like in a dispassionate thought of way. She, like a portrait painter, was interested in capturing her subject's personality.
(man) Interesting! How did she do that?
(woman) She invented a number of techniques that affect the picture. Like one of those things she did was blur images slightly by using a soft focus on the subject. That's pretty common now.
(man) Yeah, seem that. Who did she photograph?
(woman) Famous people of her day, Alfred Lord Tennyson, Henry Wadsworth Longfellow, Charles Darwin¡K, I don't know who else. We'll see at the exhibition.
(man) You really pick my curiosity. I am going to enjoy this.
31. What is the conversation mainly about?
32. What did Julia Margaret Cameron emphersize in her portraits?
33. According to the conversation, what unique photographic technique did Julia Margaret Cameron use?
34. What will be the subject of the pictures at the exhibit?
Questions 35 through 38, listen to a conversation between two students.
(man) Do you want to the movies with us on Saturday?
(woman) Thanks, but I have to study my research project. I’m taking that same anthropology course you took with Prof. Gray.
(man) The one on ethnographic interviewing? Oh, good! I’m sure you’ll get a lot of it.
(woman) I have to admit the word ¡§ethnography¡¨ scared me a little at first. It
seems so technical. But then when she explained that it’s what anthropologists do, you know, how they investigate and record aspects of a culture, I didn’t seem so intimidating!
(man) Yeah, it’s all part of the field work anthropologists conduct and it’s
good to start doing that now before you become a graduate student and have to conduct large projects yourself. Who are you going to interview?
(woman) You know the publishing office where I used to work? Vivian, the woman I worked for, she’s been a manager there for over 30 years and seen a lot of changes in the industry. I thought I’d start out by interviewing her about how the people in the office interact with each other and with outside clients.
(man) Isn’t it funny how we use the thing that anthropologists study to foreign cultures and had the travel halfway across the world to do it?
The best part of that course is that it shows you that ethnographic research can also be done on a familiar ground.
(woman) Yeah. I got the idea from my project from reading Robert Marshal’s studying of office life and I realized I already had some background in
that. So far, I’m really enjoying this course.
35. What is the conversation mainly about?
36. What does the woman say about the subject of ethnography?
37. Why does the man think that the course will be a good one for the woman?
38. Who is the first person the woman will interview?
Part C
Questions 39 through 43, listen to a talk about amber in a biology class.
I’m going to pass this piece of amber around so you can see this spider trapped inside it. It’s a good example of amber-inclusion, one of the inclusions that scientists are interested in these days. This particular piece is estimated to be about 20 million years old. Please be extremely careful not to drop it. Amber shatters as easily as glass. One thing I really like about amber is its beautiful golden color.
Now, how does the spider get in there? Amber is really fossilized tree resin. Lots of chunks of amber contain insects like this one or animal parts like feathers or even plants. Here is how it happens. The
resin oozes out of the tree and the spider or leaf gets in cased in it. Over millions and millions of years, the resin hardens and fossilizes into the semiprecious stone you see here.
Ambers can be found in many different places around the world. But the oldest deposits are right here in the United States, in . It’s found in several other countries, too, though right now scientists are most interested in ambers coming from the Dominican Republic. Because it has a great many inclusions, something like one insect inclusion for every one hundred pieces. One possible explanation for this it that the climate is tropical and a greater variety of number of insects thrive in tropics than in other places. What’s really interesting is the scientists are now able to recover DNA from these fossils and study the genetic material for important clues to revolution.
39. Why does the professor pass the amber around to the students?
40. When the professor mentor glass in the talk, what point is he trying to make about amber?
41. What is amber derived from?
42. Why is the Dominican Republic an important source of amber?
43. What type of amber is probably the most valuable for genetic research?
Questions 44 through 46, listen to part of a lecture in an American history class.
(man) Now we've been talking about the revolutionary period in the United States history when the colonies wanted to separate from England. I'd like to mention one point about the very famous episode from that period, a point I think is pretty relevant even today. I'm sure you remember, from when you are children, the story of Paul Revere's famous horseback ride to the Massachusetts countryside. In that version, he single-headily alerted the people that "the British were colony". We
have this image of us solitary rider galloping along of the dark from one farm house to another. And of course the story emphasized the courage of one man, made him a hero in our history books, right? But, that rather romantic version of the story is not what actually happened that night. In fact, that version misses the most important point entirely. Paul Revere was only one of the many riders helping deliver the messages that night. Just one part of a pre-arrange plan, that was thought out well in advance in preparation for just such an emergency. I don't mean to diminish
Revere's role though. He was actually an important organizer and promoter of this group effort for freedom. His mid-night rider didn't just go knocking on farm house doors. They also awaken the institutions of New England. They went from town to town and engage the town leaders, the military commanders and volunteer groups, even church leaders, people who would then continue to spread the word. My point is that Paul Revere and his political party understood, probably more clearly than later generations that will ever have, that political institutions are theirs a kind of medium for the will of people and also to both build on and support the individual action. They knew the success requires careful planning and organization. The way they went about the work that night made a big difference in the history and this country. Revere?
44. What does the story of Paul Revere usually emphasize?
45. What new information does the speaker provide about Paul Revere?
46. What does the speaker imply is most significant about the ride of Paul
Questions 47 through 50, listen to part of a talk in a history of science class.
(woman) Let me warn you against a mistake that historians of science often make.
This is the end of Section One, Listening Comprehension. Stop work on Section One. This is the reminder: at the end of the test, the supervisor will collect all of the test books. You may not leave until all of the test books have been collected.
They sometimes assume that people in the past use the same concepts we do. Here is a wonderful example that makes the use of history of mathematics some while ago. It concerns an ancient Mesopotamian tablet that has some calculations on it using square numbers. The calculations look an awful one like the calculations of the link of the sides of triangle. So that's what many historians assume they were. But using square numbers to do this is a very sophisticated technique. If the
Mesopotamians knew how to do it, as the historians started to thinking that they did. Well, they learn math incredibly advanced. Well, it turns out the idea of Mesopotamians use square numbers to calculate the link of triangle's sides is probably wrong. Why? Because we discovered that
Mesopotamians didn't know how to measure angles, which is a crucial element in the whole process of triangle calculations. Apparently the Mesopotamians had a number of other uses for square numbers. These other uses were important but they were not used with triangles. And so these tablets in all likelihood were practice sheets, if you like, for doing simpler math exercises with square numbers. In all likelihood, it was the ancient Greeks who first calculate the link of triangle's sides using square numbers. And this was hundreds of years after the Mesopotamians.
47. What is the main purpose of the talk?
48. According to the professor, what did some historians mistakenly assumed about the Mesopotamians?
49. What was on the Mesopotamian tablet mentioned in the talk?
50. What does the professor imply about the ancient Greeks?
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发表于 2004-6-1 15:55:00
