单选题
What is the conversation mainly about?
【正确答案】
C
【答案解析】[听力原文]
W: So, Brandon, you wanted to talk about your research for the oral report?
M: Yes. My report is on the influenza epidemic of 1918 and... uh... its effects, like how many people got the flu and how many people died from it.
W: Those numbers should be fairly easy to find.
M: Actually, I have some numbers already. Okay... um... from spring 1918 to winter 1919, twenty-five percent of Americans—one out of every four people—contracted the flu, and about three percent of the people who got the flu died.
W: Those percentages are very significant.
M: It must have had a pretty bad effect on the workforce and productivity. Imagine if one-fourth of the people didn"t show up for work.
W: That would be a good angle to consider—the economic consequences of the epidemic.
M: Doctors and hospitals must have been overwhelmed. Here"s another interesting bit: 675,000 Americans died from influenza, but only 116,000 died in the First World War. That means the war killed only about... what... about one-sixth of the number of Americans who died of the flu.
W: Mm-hmm. The war—another possible focus.
M: I was also thinking of including stories about the effects of the epidemic on real people. For example, my great-grandfather lived through it. He was born in 1910, so he was eight years old at the time. He could remember how there were lots of funerals, and how his baby sister and some of his friends died. It made a big impression on him, and he wrote about it years later in his diary. He was a young man. I have his diary.
W: Oh, your great-grandfather"s diary is a wonderful piece of family history. Did he get sick with the flu?
M: You know, I"m not really sure. He didn"t say if he got sick, but he did survive the epidemic and then live to the age of 93. Do you think I should include my great-grandfather"s story in my report?
W: I think it might be an interesting way to illustrate the flu"s social impact.
M: Maybe a good way to start my presentation.
W: Possibly. Real-life stories generally do capture an audience"s attention.
M: And maybe a family story could introduce my main idea that the epidemic had a huge influence on the whole country.
W: You mentioned the First World War. You might look into the relationship between influenza and the war. That war was the first global war, and the 1918 influenza epidemic was the first global epidemic in recorded history. The two were connected. In fact, it was the U.S. Army that first noticed large numbers of men getting sick, and it was the army that first started reporting statistics about how many people were affected.
M: Huh. Yeah, I see what you mean. I can imagine how fast the flu spread among soldiers living in close quarters and traveling to other countries.
W: Exactly.
M: The flu and the war—that"s a good idea. I"ll see what else I can find. Thanks. I appreciate the advice.
What is the conversation mainly about?
The speakers mainly discuss a global epidemic of influenza. They say My report is on the influenza epidemic of 1918...; ...the economic consequences of the epidemic; ...the effects of the epidemic on real people; ...my main idea that the epidemic had a huge influence on the whole country, ...the 1918 influenza epidemic was the first global epidemic in recorded history. (2.1)
W: So, Brandon, you wanted to talk about your research for the oral report?
M: Yes. My report is on the influenza epidemic of 1918 and... uh... its effects, like how many people got the flu and how many people died from it.
W: Those numbers should be fairly easy to find.
M: Actually, I have some numbers already. Okay... um... from spring 1918 to winter 1919, twenty-five percent of Americans—one out of every four people—contracted the flu, and about three percent of the people who got the flu died.
W: Those percentages are very significant.
M: It must have had a pretty bad effect on the workforce and productivity. Imagine if one-fourth of the people didn"t show up for work.
W: That would be a good angle to consider—the economic consequences of the epidemic.
M: Doctors and hospitals must have been overwhelmed. Here"s another interesting bit: 675,000 Americans died from influenza, but only 116,000 died in the First World War. That means the war killed only about... what... about one-sixth of the number of Americans who died of the flu.
W: Mm-hmm. The war—another possible focus.
M: I was also thinking of including stories about the effects of the epidemic on real people. For example, my great-grandfather lived through it. He was born in 1910, so he was eight years old at the time. He could remember how there were lots of funerals, and how his baby sister and some of his friends died. It made a big impression on him, and he wrote about it years later in his diary. He was a young man. I have his diary.
W: Oh, your great-grandfather"s diary is a wonderful piece of family history. Did he get sick with the flu?
M: You know, I"m not really sure. He didn"t say if he got sick, but he did survive the epidemic and then live to the age of 93. Do you think I should include my great-grandfather"s story in my report?
W: I think it might be an interesting way to illustrate the flu"s social impact.
M: Maybe a good way to start my presentation.
W: Possibly. Real-life stories generally do capture an audience"s attention.
M: And maybe a family story could introduce my main idea that the epidemic had a huge influence on the whole country.
W: You mentioned the First World War. You might look into the relationship between influenza and the war. That war was the first global war, and the 1918 influenza epidemic was the first global epidemic in recorded history. The two were connected. In fact, it was the U.S. Army that first noticed large numbers of men getting sick, and it was the army that first started reporting statistics about how many people were affected.
M: Huh. Yeah, I see what you mean. I can imagine how fast the flu spread among soldiers living in close quarters and traveling to other countries.
W: Exactly.
M: The flu and the war—that"s a good idea. I"ll see what else I can find. Thanks. I appreciate the advice.
What is the conversation mainly about?
The speakers mainly discuss a global epidemic of influenza. They say My report is on the influenza epidemic of 1918...; ...the economic consequences of the epidemic; ...the effects of the epidemic on real people; ...my main idea that the epidemic had a huge influence on the whole country, ...the 1918 influenza epidemic was the first global epidemic in recorded history. (2.1)
单选题
Listen again to part of the conversation. Then answer the question.
Why does the professor say this:
Why does the professor say this:
【正确答案】
A
【答案解析】[听力原文]
Listen again to part of the conversation. Then answer the question.
"It must have had a pretty bad effect on the workforce and productivity. Imagine if one-fourth of the people didn"t show up for work."
"That would be a good angle to consider—the economic consequences of the epidemic."
Why does the professor say this:
"That would be a good angle to consider—"
The professor"s purpose is to suggest a focus for the student"s research. The student suggests that the influenza epidemic had a bad effect on the workforce and productivity. The professor replies that the economic consequences would be a good angle, a way for the student to approach the topic. (2.3)
Listen again to part of the conversation. Then answer the question.
"It must have had a pretty bad effect on the workforce and productivity. Imagine if one-fourth of the people didn"t show up for work."
"That would be a good angle to consider—the economic consequences of the epidemic."
Why does the professor say this:
"That would be a good angle to consider—"
The professor"s purpose is to suggest a focus for the student"s research. The student suggests that the influenza epidemic had a bad effect on the workforce and productivity. The professor replies that the economic consequences would be a good angle, a way for the student to approach the topic. (2.3)
单选题
Why does the student talk about his great-grandfather?
【正确答案】
C
【答案解析】[听力原文]
Why does the student talk about his great-grandfather?
The student"s great-grandfather was affected by the epidemic. The student says I was also thinking of including stories about the effects of the epidemic on real people. For example, my great-grandfather...; It made a big impression on him (2.3)
Why does the student talk about his great-grandfather?
The student"s great-grandfather was affected by the epidemic. The student says I was also thinking of including stories about the effects of the epidemic on real people. For example, my great-grandfather...; It made a big impression on him (2.3)
单选题
According to the professor, what group first reported large numbers of influenza cases?
【正确答案】
B
【答案解析】[听力原文]
According to the professor, what group first reported large numbers of influenza cases?
The professor says In fact, it was the U.S. Army that first noticed large numbers of men getting sick, and it was the army that first started reporting statistics about how many people were affected. (2.2)
According to the professor, what group first reported large numbers of influenza cases?
The professor says In fact, it was the U.S. Army that first noticed large numbers of men getting sick, and it was the army that first started reporting statistics about how many people were affected. (2.2)
多选题
What information will the student probably include in his report?
Click on 2 answers.
Click on 2 answers.
【正确答案】
A、D
【答案解析】[听力原文]
What information will the student probably include in his report?
You can predict that the student will include stories about the social impact of the 1918 epidemic: I was also thinking of including stories about the effects of the epidemic on real people; I think it might be an interesting way to illustrate the flu"s social impact. You can also predict that he will include links between influenza and the First World War: You might look into the relationship between influenza and the war; The two were connected; The flu and the war—that"s a good idea. I"ll see what else I can find. (2.4)
What information will the student probably include in his report?
You can predict that the student will include stories about the social impact of the 1918 epidemic: I was also thinking of including stories about the effects of the epidemic on real people; I think it might be an interesting way to illustrate the flu"s social impact. You can also predict that he will include links between influenza and the First World War: You might look into the relationship between influenza and the war; The two were connected; The flu and the war—that"s a good idea. I"ll see what else I can find. (2.4)