【正确答案】 A

【答案解析】 A [解析] 23-28
Narrator: Listen to part of a discussion in a sociology class. The professor is talking about gangs.
Dr. Jackson: Last class, I asked you to read some articles about gang activity. We"re trying to come Q23
up with a definition, so let"s just go around the table and share what we found. Tracy, will you begin please?
Tracy: Okay. Um, actually, I read a review of the research for sociological studies on gang Q24
activity, and I found that gangs have been prevalent for much longer than I"d assumed. I was so surprised, For some reason, I thought that gang activity was a fairly recent phenomenon, but actually, one of the largest studies was carried out by Thrasher in 1936,
Dr. Jackson: Good. Good. I"m pleased that you found that. Thrasher"s study is a classic research investigation. Can you summarize the findings? Of the Thrasher study?
Tracy: Sure. First, I should say that the study included more than 1300 gangs with more than 25,000 members. So... according to Thrasher, a gang is a group that may form spontaneously, but after that, it will.., integrate.., and that happens through conflict and violence. Over time, a spirit of solidarity and an attachment to a local territory kind of forms. What"s most interesting, besides the long history of gangs in the United States, the interesting part.., it"s the fact that not much has changed over the years. And, oh yes, gang behavior seems pretty similar even across cultures.
Dr. Jackson: That is interesting.
Bill: Dr. Jackson, may I go next? I have just a brief comment that seems to fit in here.
Dr. Jackson: Please.
Bill: Well, another classic study, much later, about 1987 or 8, I think, by Joan Moore...that Q25
study indicated that gang behavior is probably caused by normal adolescent insecurities
... the desire for peer approval, respect, support, acceptance, and, in some cases, protection, Q28
if the neighborhood is perceived as dangerous, It seems that gangs take the place of the more childish cliques.., those in-groups that develop in high schools.
Dr. Jackson: Good point. And if we can refer back to the Thrasher study, he also suggested that gangs actually form in play groups where children of a very young age begin with the usual games like hide-and-seek or kickball, and progress as they get older to playing craps or engaging in petty theft on the street. Now, back to Moore. Bill?
Bill: Right. Well...
Dr. Jackson: What about Moore"s definition of a gang? That relates to the Thrasher study.
Bill: Oh, I see what mean. I have that right here. Moore defined a gang as an "unsupervised Q28
peer group who is socialized by the streets rather than by conventional institutions," and I was thinking that the institutions might be schools, churches, organized clubs like boys" clubs. And one other thing, Moore emphasized that the gang had to define itself Q26
as a gang, you know, with some kind of criteria for membership that would be recognized by all of the gang members.
Dr. Jackson: Such as?
Bill: Such as participating in a crime, either stealing something and bringing it back to the gang, or... or even killing someone in an initiation.
Sandy: Dr. Jackson, I looked up the definitions of gang members by police departments and law enforcement agencies.
Dr. Jackson: Oh, great. Let"s hear it.
Sandy: Okay. Well, according to the California Youth Gang Task Force, for example, a gang member will be recognizable because of gang-related tattoos, clothing, and paraphernalia like scarves and hats that identify a particular gang and, sometimes these are called the colors, so that allows other people to confirm that the people with the colors on... that they have a right to be on the gang"s turf. And, to follow up on Tracy"s comments about the history of gangs, it looks like these criteria have been in place for a long, long time.
Dr. Jackson: Good job. So far, what I"m hearing though, what I"m hearing refers to gang membership in general. So now let"s talk about the ages of gang members. Typically, who belongs to a gang?
Tracy: Well, this was an eye-opener. There seem to be stages, or maybe not stages, but at least categories of gang membership. It starts about age 10 or 12, which fits in with Q28
what you were saying earlier about play groups . So these kids are playing together and they start writing graffiti on their school lockers or their notebooks, and they look up to the gang members who are about 14-20. So the little kids are "Peewees" and the teenagers are called "Gang Bangers." But the members who are 20-25 years old. They"re the "Hardcores," and most of the gangs that I read about didn"t have very many
members over 25 years old. So I would say that, in general, gang membership is for young men.
Dr. Jackson: Thanks for your assessment of membership by age. And I would certainly agree with you.
But what about females? Did anyone find any research on their role in gang activity? Bill: I did. And there are a few girl gangs-that"s what they called them in the references... Q27
but I found that females are generally not considered members of the male-dominated gang. They"re viewed as more of a support system, and an extended social group-friends and girlfriends to party with.
Sandy: That"s what I found, too. And another interesting thing. Maybe this is naive, but I sort of imagined that gang activity was always.., always criminal activity. But, uh, according to a study by... it was James Lasley... he looked at gangs in Los Angeles about ten years ago.., and anyway, he found that they spent a lot of time hanging out, listening to music, drinking beer, and just partying with their girlfriends. And he made another good point. Since they don"t have spending money, to go places like the movies or ball games, the neighborhood is their.., entertainment.
Bill: Yeah. I read that study. Didn"t he say that some of the criminal activity was for fun... not really for financial gain?
Sandy: Exactly. And there seems to be very little planning. Just kind of going with whatever Q28
turns up . Of course, there are instances of crimes for revenge or honor to maintain the reputation of the gang, but a lot of the time, crimes simply occur while gang members are looking for something to do.
23. How does the professor organize the discussion?
By defining gang activity, using information from articles

【正确答案】

【答案解析】 [解析]
What was surprising about Thrasher"s study?
The fact that gang activity, has been prevalent for so long

【正确答案】 B

【答案解析】 B [解析]
According to the study by Moore, what causes gang activity?
Normal feelings of insecurity in teens

【正确答案】

【答案解析】 [解析]
Listen again to part of the discussion and then answer the following question.
"And one other thing, Moore emphasized that the gang had to define itself as a gang, you know, with some kind of criteria for membership that would be recognized by all of the gang members."
"Such as?"
Why does the professor say this:
"Such as?"
To encourage the student to give an example

【正确答案】

【答案解析】 [解析]
What is the role of women in gangs?
They are a support system for the gangs.

【正确答案】

【答案解析】 [解析] 29-34
Narrator: Listen to part of a discussion in an anthropology class. The professor is talking about totem poles.
Professor:
Some of the largest and most elaborate totem poles are those carved by the Haida people who live on Queen Charlotte Island about 150 kilometers west of the coast of British Columbia, as well as on the smaller islands along the West Coast of Canada These islands are densely covered with huge red cedar trees that have served for many years as the material for the poles. Some of the totem poles are as tall as the trees themselves.
Historically, the Haida have carved and raised the totem poles for several important reasons.., to Q29
honor an elder who"s died, to record family ancestry and the accomplishments of the clan, to serve as a reminder for ancient stores that are part of an oral tradition, and.., to recognize a person who"s sponsored a Potlach ceremony. As an aside, the Potlach is a celebration that includes feasting and the
exchange of gifts. There might also be singing, story telling, and dancing, and 1"tl go into that more a bit Q30
later in the semester.
But back to the significance of the totem poles. When you see a totem pole, it"s obvious that the carvings depict figures of animals and humans, stacked one on top of the other. It"s probably less clear
that the selection and placement of the carved figures is deeply symbolic. So to really understand how Q31
important the totem poles are in Haida culture and to have an insight into the symbolism, I want you to think about all of the symbols in a European coat of arms. For example, the Coat of Arms of Canada includes a unicorn and a lion, a fleur delis, and maple leaves . What"s the point? Anyone? Come on. I"ll give you one guess.
Student 1
Do you mean that this coat of arms is a symbol.., uh, I mean it identifies the people of Canada?
Professor:
Precisely. And that"s what a totem pole does as well. It identifies the people of the family or clan or village in a symbolic way. The raven and the eagle are usually incorporated in the pole because the Haida people traditionally belong to one or the other of these two important clans. Other animals may recall a time before people lived on the earth, when birds and animals talked with each other and supernatural events explained history and provided examples for religious teachings.
But some symbols and the stories associated with them.., these are known only to the owner of the pole, and of course, to the carver. Although some symbolic meanings are repeated, such as the association of healing power with the wolf or dignity with the bear, still, it"s just not possible to recreate a story merely by looking at the pole. So, unless the stories are passed down to relatives or recorded by an anthropologist, then the meaning attached to an individual totem pole can be... lost.
Student 2:
Excuse me, I keep thinking about that old expression, low man on the totem pole. How does that fit in ... to the symbolism, I mean.
Professor:
I knew someone would bring that up. Okay. Low man on the totem pole means "a person with very little Q32
status" but actually, we know that this expression isn"t at all in keeping with the tradition of carving totem poles. In fact, the lower figures on the totem pole are usually the most important.
Student 3: Why?
Professor:
For a very practical reason. Not symbolic at all. Remember the size of a totem pole? Well, it"s often Q33
carved by more than one artist, usually a master carver and a number of apprentices, and the master carver is the one who carves the bottom ten feet of the pole, leaving the upper figures to the less experienced apprentices: The most elaborate Carving and therefore the most important figures are at the bottom of the pole where people are able to see them more clearly than they can see the figures at the top . In fact, many totem poles have a thunderbird at the top, which serves as a cap. As the lord of the sky, this choice is logical, but most of the time, it has very little significance in the story of the pole and it might be the.., the crudest carving.
Student 3: So did the Haida people worship the totem poles?
Professor:
That"s another old myth. Totem poles were not worshiped and were not used to frighten away evil spirits as some early records supposed.
Now, no one knows exactly how long the Haida have been carving totem poles, and the reason for this is that a cedar pole that"s been exposed to the elements uh, it will decay in fewer than one hundred years, so archeologists don"t have a physical record of totem poles over the centuries. Probably the best description that we have of the tradition dates back to the late 1700s when European sailing vessels began trading with the Haida, and we know from ships" journals that totem poles were a well-established tradition at that time. Some of them were painted and others weren"t, so that option seems to have been left to the discretion of the owner and the carver.
Okay, it"s almost time for the bell to ring, but I want to mention that although our discussion has focused on the Haida, interestingly enough, many other aboriginal people have a history of carving
totem poles as well. Just off the top of my head, I"d have to include the Tlingit and Tsimshian people of Q34
Alaska and the Salish people of Western Washington and British Columbia. And Maori people of New Zealand.. and the... the Ainu people from Northern Japan, But that isn"t an inclusive list by any means.
29．Which of the following is an important reason the Haida people carve totem poles?
To recall traditional stories

【正确答案】

【答案解析】 [解析]
Listen again to part of the discussion and then answer the following question.
"As an aside, the Potlach is a celebration that includes feasting and the exchange of gifts. There might also be singing, story telling, and dancing, and I"ll go into that more a bit later in the semester."
What does the professor mean when he says this:
"As an aside, the Potlach is a celebration that includes feasting and the exchange of gifts."
An "aside" is information that does not directly relate to the topic.

【正确答案】

【答案解析】 [解析]
Why does the professor mention the coat of arms of Canada?
To compare the symbolism to that of a totem pole

【正确答案】

【答案解析】 [解析]
What does the saying low man on the totem pole mean?
A person who has the least status among the members

【正确答案】

【答案解析】 [解析]
Why do the master carvers work on the bottom figures?
The figures near the bottom are more visible to the public.

【正确答案】

【答案解析】 [解析]
Listen again to part of the discussion and then answer the following question.
"Just off the top of my head, I"d have to include the Tlingit and Tsimshian people of Alaska and the Salish people of Western Washington and British Columbia. And... the Maori people of New Zealand... and the.., the Ainu people from Northern Japan. But that isn"t an inclusive list by any means."
What does the professor mean when he says this:
"Just off the top of my head, I"d have to include the Tlingit and Tsimshian people of Alaska and the Salish people of Western Washington and British Columbia."
He is informing the students that there may be more information that he is not able to recall right now. "Off the top of my head" is an expression that speakers use when they are providing information spontaneously.

【正确答案】

【答案解析】 [解析] 35-39
Narrator: Listen to a conversation in a professor"s office.
Student: Thanks for seeing me.
Professor: No problem. What...
Student: I"m here. Oh excuse me.
Professor: Go ahead.
Student: I"m here because, well, I just don"t seem to be able to keep up, with the assignments, I Q35
mean,
Professor: I see. Is that just in my class or is this a general problem?
Student: Oh, no. I"m getting behind in my assignments in all my classes. There"s just so much.
It"s overwhelming.
Professor: Hmnn.
Student: But I came to you because I thought you...you could give me some advice. Q35
Professor: Well, I"ll try. So how many classes are you taking? Q35
Student: Four, which is about average, I think. Q36
Professor: And what are they?
Student: Sorry?
Professor: Which classes are you taking?
Student: Oh. Well, I have Western Civilization, World Literature, um, your class in Psychology of
course, and Philosophy.
Professor: Unhuh. Well, that"s the problem. All of your courses are reading intensive classes , Q37
Student: If you mean that I have a lot of reading to do, that"s the truth.
Professor: Look, when you registered, did you talk with your advisor?
Student: Not really.
Professor: But you had to have your advisor"s signature in order to complete the registration
process...
Student: Yeah, but I just had him sign it. I... I didn"t really make an appointment or anything.
See, I thought the best thing to do was to get all of my required courses out of the way
so I could spend the last two years concentrating on my major.
Professor: And that"s a good plan, but the problem is that you selected four courses that have Q37
heavy reading assignments and probably papers to write in addition to tests, right?
Student: Right. But most courses have a lot of reading, don"t they? Professor: Some have more than others, and that"s what I mean by a reading-intensive class. Listen,
if you had taken a lab course, like.., like Botany or Chemistry, well, then you
would have had one course with a textbook and another course with a small lab manual.
Now you"d have had to spend time in the lab to finish your experiments but you
would have received credit for two courses and you wouldn"t have had any papers to
write-just tests.
Student: Oh, I see, and with the literature, I have eight books to read, plus the textbook, and
there are.., how many?.., four or five books in your class.
Professor: So when you register, you really need to think about the course requirements so you
aren"t putting all of your reading-intensive courses together in the same semester.
Student: Like I did this time. So, maybe it"s not that I"m such a slow reader. Maybe I just have too
much to read.
Professor: Could be. In any case, the schedule has to be at least a part of the problem.
Student: So what should I do now?
Professor: Okay, well, how are you doing in your classes?
Student: I"m getting Bs and Cs but I know I could get As if I had more time in the day. And I"m
really worried about those Cs.
Professor: Well, here"s a possibility; Why don’t you drop one of your courses? The one that takes Q38
the most time,
Student: That would be my literature class.
Professor: You could take it next semester. It"s offered every term, and you would have some of
the reading done already,
Student: But wouldn"t that mess up my graduation date?
Professor: I don"t know. You"d have to check that with your advisor to be sure.
Student: But maybe the professor would be upset, about my dropping the class. Then next
semester, when I show up again...
Professor: You could talk with the professor and explain your plan. But if you decide to do this,
you"ll need to do it right away because there"s a cut-off date for dropping a course and
I think it"s the end of this month.
Student: I wish I hadn"t gotten myself into this.
Professor: Well, the main thing is to learn from it.
Student: So next semester I could take some reading-intensive courses and some that are...
less reading-intensive.
Professor: And you should really see your academic advisor when you"re selecting courses next Q39
time-to talk, I mean Not just for a signature,
35. Why does the man go to see his professor?
He would like some advice about his classes.

【正确答案】

【答案解析】 [解析]
Listen again to part of the conversation and then answer the following question.
"So how many classes are you taking?"
"Four, which is about average, I think."
"And what are they?"
"Sorry?"
Why does the man say this:
"Sorry?"
"Sorry" indicates that he does not understand. He is asking the woman to explain.

【正确答案】

【答案解析】 [解析]
What is the man"s problem?
He took classes with heavy reading assignments.

【正确答案】

【答案解析】 [解析]
What does the professor suggest?
Immediate withdrawal from one of the courses

【正确答案】

【答案解析】 [解析]
What can we infer about the situation?
The student will probably talk with his advisor before registration next term.

【正确答案】

【答案解析】 [解析] 40-45
Narrator: Listen to part of a lecture in a psychology class.
Professor:
The National Institute of Mental Health has been doing some interesting research on chemicals in the Q41
brain, the neurotransmitters , uh, by looking at brain images, and.., at least some of the research has
shown that the brain circuits responsible for sleep, appetite, concentration, and, uh and mood...
they are altered during depressed states. So, basically, we"ve concluded that depression is caused by
chemical imbalances in the brain. But we"re still unclear about what triggers those imbalances in the first
place.
Some types of depression appear to be genetically inherited, but often there"s no family history of
depression, or, conversely, a person with a family history may never develop a depressive disorder.
So... It"s a thorny problem.
Here at the university, we"ve been studying a disorder called seasonal affective disorder . Norman Q40
Rosenthal first identified this disorder in the mid 80s. The theory is that a decrease in light during the
long winter months may be responsible for triggering a chemical imbalance that in turn may cause Q40
depression among those people with a predisposition to depression . Supposedly, there"s an area of the
brain called the suprachiasmatic nucleus, which is very close to the retina of the eye, so this area of the
brain responds to light by sending a signal to the pineal gland, and the signal causes the gland to suppress
the secretion of a hormone called melatonin. To make a long story short, the morn light, the less Q42
melatonin in the blood .
Okay, the acronym for seasonal affective disorder that"s being used in the field is S.A.D, We didn"t Q43
come up with that, and in fact; I personally think that it"s an inappropriate way to refer to such a serious
type of depression since it sounds rather mild, and seasonal affective disorder can be a very Severe and
debilitating disorder for some people . In fact, in extreme cases, it"s life-threatening when patients
become suicidal.
So anyway, as you can appreciate, the winter here is very dark, cold, and gray. By spring, almost
everyone is tired of the gloom, but for some people, those suffering with seasonal affective disorder, it
can be a serious problem. People with seasonal affective disorder experience deep and prolonged
depression throughout the winter months, with what looks like a spontaneous alleviation of the condition
... when spring arrives. Before the disorder was identified, it was rather a mystery for friends and family
since the depression appeared to vanish only to return several months later.
Now, although previous research isn"t conclusive, we do know that younger people, especially Q44
younger women, these women are at a higher risk for developing the disorder, and for being affected by
it in a more severe form. If I recall, about 75 percent of those affected are women, with a typical age of
onset about thirty years old . Other factors that contribute to the problem, apart from the long, dark days
of course, these factors include heredity and stress.
What are the symptoms? Well, the usual spectrum of problems associated with depression-anxiety,
lack of concentration, a tendency to sleep more and eat more, cravings for food with a high
sugar content. This may be accompanied by weight gain. On the other hand, some people actually lose
their appetites and tend to lose a significant amount of weight. We also see lower energy levels and for
some people, a dull headache may accompany the problem.
So building on the research studies that identified the symptoms of seasonal affective disorder and
the high-risk profile, we decided to undertake a longitudinal study of 120 subjects, and our research is
really focusing on therapies that might help those people affected by S.A.D. Traditionally, psychotherapy
has been used to identity and modify behaviors that contribute to depression, and it"s been some-what
successful with patients identified with seasonal affective disorder, especially when used in
combination with relaxation and stress reduction therapies. Antidepressant drug therapy has also been
proven to reduce depression in studies of people who had seasonal disorders. But we"ve been using
phototherapy almost exclusively with the subjects in our studies. It"s very simple really. We"ve supplied
each subject with a light box that provides the same type of natural lighting that would normally be shining
through the window during the spring and summer. The subjects have been instructed to turn on the
light box for two hours and then simply go about their activities in the room where the box is placed.
They"re not supposed to use the box like a sun lamp-no staring into the light, either with the eyes
closed or open. They just ignore it once it"s turned on.
So... although we"re still evaluating our data from the first group of subjects, we have a few preliminary
findings that I"ll share with you today. First, we think that it"s probably better to be exposed to Q45
the light box during the morning hours . Second, we"re noticing a relationship between sleep patterns
and seasonal depression, so maintaining a regular schedule for sleep seems to be a helpful therapy in
conjunction with the light treatment. We"re also fairly sure that the duration of light therapy can be modified
for individuals... Some subjects who were exposed to the light for less than two hours did very
well while others showed no evidence of relief until they reestablished the two-hour treatments . One
interesting possibility that we"re working on is whether fluorescent lights might work as well as full spectrum
light with the ultraviolet rays filtered out. In our first trials, we used UV light exclusively, but now we
have some trials underway with fluorescent light, and the results so far are encouraging I"m also happy
to report that there are few subjects who are experiencing side effects. There"s no evidence of eye damage.
We"ve been careful to filter out any potentially damaging UV rays. And, in fact, the only negative side
effect was minor headache that seemed to disappear after a few treatments.
So... next semester, we plan to begin the second stage of our studies, and we"ll be comparing the
degree of depression on the part of subjects undergoing light treatments with control groups who will
receive either drug treatments or psychotherapy. What we really want to know is whether light treatments alone are as effective as the other options for therapy.
40. What is this lecture mainly about?
Seasonal affective disorder

【正确答案】

【答案解析】 [解析]
What are neurotransmitters?
Chemicals in the brain

【正确答案】

【答案解析】 [解析]
What happens when there is a reduction of light during the winter months?
A decrease in melatonin may cause a chemical imbalance.

【正确答案】

【答案解析】 [解析]
Why does the professor think that the acronym S.A.D. is unsuitable?
It does not reflect the seriousness of the problem.

【正确答案】

【答案解析】 [解析]
Listen again to part of the lecture and then answer the following question.
"... although previous research isn"t conclusive, we do know that younger people, especially younger women, these women are at a higher risk for developing the disorder, and for being affected by it in a more severe form. If I recall, about 75 percent of those affected are women, with a typical age of onset about thirty years old."
What does the professor mean when she says this:
"If I recall, about 75 percent of those affected are women, with a typical age of onset about thirty years old."
She is expressing uncertainty about the information.

【正确答案】

【答案解析】 [解析] 46-51
Narrator: Listen to part of a discussion in a physics class.
Professor Blake:
Okay, you"ll remember that when Einstein was doing his research, uh, the strong and weak forces-they hadn"t been identified yet, but still, he had some questions about the two forces that were generally
accepted at the time-electromagnetism and gravity. You see, Einstein thought that nature, or rather a
theory of nature, a good theory of nature had to be much simpler and, to use his term, more "elegant."
So he spent the next thirty years in an effort to arrive at a... a unified field theory that he assumed...
that.., that would demonstrate how these two forces were really defined by one underlying principle.
So, today, and that would be about sixty years later; a group of physicists believe that they are close Q46
to finding that principle in something called the theory of everything .
[Laughter]
That"s okay. A lot of other equally distinguished physicists are also laughing at this idea. But, anyway,
for the first time in the history of our field, we have, uh, at least, uh, a structure, a framework, with
the potential to explain every fundamental characteristic of the universe. You see, until fairly recently,
we"ve been conceptualizing the particles, that is, the protons, neutrons, electrons, quarks, and everything
else.., we"ve been viewing them as points-very tiny points. But string theory assumes that if we
could really take a look at the particles, and uh, that would have to be with technology that we haven"t
yet discovered, but if we could, then we"d see that the particles aren"t points at all but.., but strings and
these strings are looped back into themselves. Look, think of the strings like a very thin rubber band . Q47
Oh, and.., and these strings vibrate
Jim:
So everything in the universe is made up of the same thing then? It"s all a combination of... of strings?
Professor Blake:
According to the theory, yes. But of course.., we see differences, and those differences, uh, they"re
accounted for because the vibrations of the strings are different.
Jim: So in physics, you buy into the theory of everything or... or what? Professor Blake:
Well, Jim, the choice isn"t that clear. Um, not at all. There are a lot of scientists in between, and by that
I mean that they see the theory of everything in a more limited way. They think that string theory, and
understand that string theory is incorporated into the theory of everything.., um, that string theory can
explain all of the properties of the forces that cause the particles to interact and influence each other.
Yes, Ellen. Did you have a comment?
Ellen:
Well, a question, really. Wouldn"t it be true that if you understand everything about the... I think you
called it the fundamental characteristics of the universe.., so if you understand that, don"t you understand everything?
Jim:
Wait a minute. So that would mean that we know it all now and there isn"t anything else to discover,
right? Because, uh, everything is physics.., everything is just a reaction between vibrating strings.
Ellen:
I see your point, but you could.., you might look at it as a... as a... starting place to, uh, to build our
knowledge. Dr. Blake, you said that it"d be a structure, didn"t you? So we"d have to fill in a lot of information
but.., we"d have a structure to start with. In my math class we were talking about string theory
because some of the recent advances in mathematics have been possible because of string theory.
Professor Blake:
True enough. And, string theory isn"t finished by any means. It"s evolved from the beginning when we
first started to think about it and, uh, the early models that included both open strings and the closed
strings that I just described to you-the ones that look like a thin rubber band. And there"s a lot of
discussion about vibration or rather various types of vibration. Then there"s the possibility of branes-
b-r-a-n-e-s-which are kind of like closed strings with a membrane over them.
Jim:
But all of this is theoretical, right? Because we don"t have the technology to observe strings-closed or
open-and we certainly can"t verify that there are branes out there.
Ellen:
Sure. But there are some very complex and.., and.., persuasive, uh, mathematical formulas, and
they"re presented in support of the theories. It isn"t like someone"s just dreaming this up without calculations.
Jim:
But I don"t see why we should accept calculations when some of those calculations require us to think
beyond what we can observe.
Professor Blake:
And many physicists would agree with you, Jim. String theory"s unverified. Richard Feynman wrote a
very interesting book, The Character of Physical Law, and to Feynman, to him, the test of any scientific
theory has to be whether the consequences agree with the measurements we take in experiments. Of
course, that assumes that the experiment was performed correctly and, uh, that the calculations were
done without error, but anyway, I think you see the point. Ellen: So you"re saying that string theory requires further developments? Q48
Professor Blake: What do you think?
Jim:
Well, I tend to be an empirical scientist. I"m a biology major, and I just Want to take something into the Q49
lab and dissect it,
Professor Blake: Fair enough.
Ellen:
But I"m a physics major and...the idea of a theory of everything appeals to me . I know that we can"t Q50
observe strings.., yet.., but maybe that"s just a problem with the technology and.., and eventually,
we may be able to observe strings in the laboratory or... or we could find a way to observe strings in a
natural setting and...
Jim: Come on. It"s just conjecture.
Professor Blake:
Well, in fairness, any new theory has to begin as conjecture, but the real question is, can string theory
pass through the developmental stages to a point where it can be verified or rejected. And, uh, these
developments could be in the area of technology like Ellen suggests or perhaps they could be new
methods of performing calculations and, uh, deriving the mathematical predictions. What I"m going to
suggest is that we take a look at the web site that supplements your textbook. There are videos as well
as animations and it includes a really good history of string theory, uh, but that"s not why I want you to
see it. I think the site demonstrates where we need to go from here if we"re going to pursue an ultimate
theory, a... a theory of everything, if you will. And it"s fairly objective so it should provide us with some Q51
interesting data for both sides of the debate.
46. What is the discussion mainly about?
The theory of everything

【正确答案】

【答案解析】 [解析]
How does the professor explain the closed string?
He compares it with a thin rubber band.

【正确答案】

【答案解析】 [解析]
Listen again to part of the discussion and then answer the following question.
"So you"re saying that string theory requires further developments?"
"What do you think?"
Why does the professor say this:
"What do you think.
He does not want to influence the woman"s thinking.

【正确答案】

【答案解析】 [解析]
According to the discussion, what reason does the man give for rejecting string theory?
Strings have not been observed in a laboratory.

【正确答案】

【答案解析】 [解析]
What can be inferred about the students?
They have reached different conclusions about the theory.

【正确答案】

【答案解析】 [解析]
Why does the professor suggest that the students visit a web site?
The web site should provide objective data, which they can use for the next discussion.

【正确答案】 Rexponses will vary.

【答案解析】 Rexponses will vary. [解析]
Narrator 2: Number 1. Listen for a question about a familiar topic. After you hear the question, you have 15 seconds to prepare and 45 seconds to record your answer.
Narrator 1 : Think about a book that you have enjoyed reading. Why did you like it? What was especially interesting about the book? Use specific details and examples to support your response.
Narrator 2: Please prepare your answer after the beep.
Beep
[Preparation time: 15 seconds]
Narrator 2: Please begin speaking after the beep.
Beep
[Recording time: 45 seconds]
Beep

【正确答案】 Rexponses will vary.

【答案解析】 Rexponses will vary. [解析]
Narrator 2: Number 2. Listen for a question that asks your opinion about a familiar topic. After you hear the question, you have 15 seconds to prepare and 45 seconds to record your answer.
Narrator 1 : Some people think that it is better to travel as part of a tour group when they are visiting a foreign country. Other people prefer to make their own travel plans so that they can travel independently. Which approach do you think is better and why? Use specific reasons and examples to support your opinion.
Narrator 2: Please prepare your answer after the beep.
Beep
[Preparation time: 15 seconds]
Narrator 2: Please begin speaking after the beep.
Beep
[Recording time: 45 seconds]
Beep

【正确答案】 Rexponses will vary.

【答案解析】 Rexponses will vary. [解析]
Narrator 2: Number 3. Read a short passage and listen to a talk on the same topic. Then listen for a question about them. After you hear the question, you have 30 seconds to prepare and 60 seconds to record your answer.
Narrator 1: A public meeting is planned to discuss alternatives for renovating the original building on campus. Read the notice from the college newspaper printed on page 495. You have 45 seconds to complete it. Please begin reading now.
[Reading time: 45 seconds]
Narrator 1: Now listen to a professor who is speaking at the meeting. She is expressing her opinion about the proposals.
Professor:
Although there may be some practical reasons for tearing down the structure surrounding the clock tower, I urge the committee to consider the historical importance of Old Main and opt for renovation of the original structure. I think we all agree that the brick structure is quite beautiful and basically sound. Only a few minor repairs would be necessary to preserve it. The cost of new electrical and plumbing systems for the old structure would be less than the cost of a new building with the same systems. And if a new building were to be erected, the clock tower would seem out of place somehow.
Narrator 1 : The professor expresses her opinion of the plan for the renovation of Old Main. Report her opinion and explain the reasons that she gives for having that opinion.
Narrator 2: Please prepare your answer after the beep.
Beep
[Preparation time: 30 seconds]
Narrator 2: Please begin speaking after the beep.
Beep
[Recording time: 60 seconds]
Beep

【正确答案】 Rexponses will vary.

【答案解析】 Rexponses will vary. [解析]
Narrator 2: Number 4. Read a short passage and then listen to part of a lecture on the same topic. Then listen for a question about them. After you hear the question, you have 30 seconds to prepare and 60 seconds to record your answer.
Narrator 1: Now read the passage about Pangea printed on page 496. You have 45 seconds to complete it. Please begin reading now.
[Reading time: 45 seconds] Narrator 1 : Now listen to part of a lecture in a geography class. The professor is talking about Pangea.
Professor:
The theory of continental drift posits that 250 million years ago the continents were all connected in one gigantic continent, which we refer to as Pangea, and that was surrounded by one huge ocean called Panthalassa. At that time, the northernmost region of the continent corresponded to a landmass that included most of the modern continent of Asia, and Europe was south of the Asian region instead of north as it is now. So Asia and Europe were connected to the west with what is now North America. Africa and the Arabian Peninsula were positioned south of Europe with South America to the west, India to the east, and Antarctica and Australia south and southeast. Then, about 200 million years ago, this super continent began to separate into a northern continent and a southern continent. The northern continent was made of what is currently North America, Greenland, Europe, and Asia, and the southern continent included Antarctica, Australia, India, and South America. By 135 million years ago, the two continents had moved into positions that began to resemble the map that we see today, with seven continents.
Narrator 1 : Explain how plate tectonics relates to the theory of continental drift.
Narrator 2: Please prepare your answer after the beep.
Beep
[Preparation time: 30 seconds]
Narrator 2: Please begin speaking after the beep.
Beep
[Recording time: 60 seconds]
Beep

【正确答案】 Rexponses will vary.

【答案解析】 Rexponses will vary. [解析]
Narrator 2: Number 5. Listen to a short conversation. Then listen for a question about it. After you hear the question, you have 20 seconds to prepare and 60 seconds to record your answer.
Narrator 1: Now listen to a short conversation between a student and her friend.
Friend: Are you still having headaches?
Student: Yeah. I"m taking Tylenol every day.
Friend: That doesn"t sound good. Why don"t you go over to the health center?
Student: I keep thinking it"ll go away. Probably just a tension headache. I feel really stressed out this semester.
Friend: Well, you"re probably right, but it still wouldn"t hurt to get a checkup. Maybe the doctor will refer you for an eye exam. I used to get headaches from eyestrain, especially when I was using my computer a lot. And guess what? 1 needed to get my glasses changed.
Student: No kidding? I hadn"t thought about that, but I do notice that it gets worse after I"ve been using my computer. Friend: Well, then. That"s important to mention when you see the doctor at the health center.
Student: You think I should still go to the health center? I mean, if it"s my eyes, I... I could just make an appointment with the eye doctor.
Friend: You could, but you really aren"t sure what it is. I"d go to the doctor at the health center, and I"d ask for a referral to the eye doctor. Besides, if you get referred, I think your student health insurance will pay most of the cost of new glasses.
Narrator 1 : Describe the woman"s problem, and the two suggestions that her friend makes about how to handle it. What do you think the woman should do, and why?
Narrator 2: Please prepare your answer after the beep.
Beep
[Preparation time: 20 seconds]
Narrator 2: Please begin speaking after the beep.
Beep
[Recording time: 60 seconds]
Beep

【正确答案】 Rexponses will vary.

【答案解析】 Rexponses will vary. [解析]
Narrator 2: Number 6. Listen to part of a lecture. Then listen for a question about it. After you hear the question, you have 20 seconds to prepare, and 60 seconds to record your answer.
Narrator 1 : Now listen to part of a lecture in a business class. The professor is discussing the way that a fax machine transmits and receives data.
Professor:
Okay, to illustrate my point that many new machines are simply combinations of machines that are already available, let"s talk about the fax machine. To understand how a fax machine works, I"d like you to think of it as three machines.., a copier, a modem, and a printer. First, the data is copied. How does that happen? Well, when you load paper into the fax machine, a light shines on it and optical sensors read whether a specific point on the paper is black or white. These sensors communicate the digital information into a microprocessor, where a copy of the page is made of black or white dots. Thus, you see that in the first step, the fax machine functions like a copier. Next, the fax machine works like a modem. Remember, a modem takes a black-and-white image and converts this digital data into an analog signal, that is, electronic impulses that can be sent over a phone line. The fax machine calls another fax machine to transmit, using two different types of tones to represent the black and white dots in the document. For example, it might send an 800-Hertz tone for white and a 1,300-Hertz tone for black. The last part of a fax machine is the printer. After the receiving fax machine answers the sending fax machine, it begins to accept the electronic impulses, and then it converts them back to the black-and-white dots in a digital image. Finally, it prints the image out on paper just like any other printer.
Narrator 1: Using the main points and examples from the lecture, describe the three parts of a fax machine and then explain how the fax process works. Narrator 2: Please prepare your answer after the beep.
Beep
[Preparation time: 20 seconds]
Narrator 2: Please begin speaking after the beep.
Beep
[Recording time: 60 seconds]
Beep

【正确答案】 Example Essay
The Miller-Urey experiment was an attempt to recreate the conditions under which life may have evolved in the Earth"s atmosphere. First, water, methane, hydrogen, and ammonia were heated and electrical charges were administered to simulate strong electrical storms that were probably part of early conditions. At the end of a few weeks, amino acids were identified in the liquid. Miller and Urey posited that simple life forms could have been nurtured in the early oceans, and furthermore, that comets and meteorites could have added more amino acids to the oceans. The mixture, referred to as "primordial soup," seemed to suggest that living structures on Earth could have developed from the natural evolution of the atmosphere.
Recent criticism of Miller and Urey calls into question both the procedure for the experiment and the conclusions. First, the mixture was subjected to constant electrical stimulation; however, storms in the early atmosphere were probably not continuous. Second, the amino acids that were created in the laboratory were probably more concentrated than those produced in the natural environment. Third, there is some question about the amount of oxygen that was reduced from the experimental mixture, a serious concern since the proportions would have to be the same for a simulation to be achieved. Finally, some researchers suggest the possibility that early Earth was similar to meteorites, and consequently, may have contained amino acids from the beginning or amino acids may have been deposited when meteorites crashed into the landmasses of a young planet Earth.

【答案解析】 Example Essay
The Miller-Urey experiment was an attempt to recreate the conditions under which life may have evolved in the Earth"s atmosphere. First, water, methane, hydrogen, and ammonia were heated and electrical charges were administered to simulate strong electrical storms that were probably part of early conditions. At the end of a few weeks, amino acids were identified in the liquid. Miller and Urey posited that simple life forms could have been nurtured in the early oceans, and furthermore, that comets and meteorites could have added more amino acids to the oceans. The mixture, referred to as "primordial soup," seemed to suggest that living structures on Earth could have developed from the natural evolution of the atmosphere.
Recent criticism of Miller and Urey calls into question both the procedure for the experiment and the conclusions. First, the mixture was subjected to constant electrical stimulation; however, storms in the early atmosphere were probably not continuous. Second, the amino acids that were created in the laboratory were probably more concentrated than those produced in the natural environment. Third, there is some question about the amount of oxygen that was reduced from the experimental mixture, a serious concern since the proportions would have to be the same for a simulation to be achieved. Finally, some researchers suggest the possibility that early Earth was similar to meteorites, and consequently, may have contained amino acids from the beginning or amino acids may have been deposited when meteorites crashed into the landmasses of a young planet Earth. [听力原文] 1-2
[Narrator] Now listen to a lecture on the same topic as the passage that you have just read.
[Professor]
Most textbooks that have been published within the past fifty years include the Miller-Urey experiment because it was such a groundbreaking discovery at the time, and researchers honestly believed that they were on the verge of discovering the origin of life. But the current view of the Miller-Urey experiment is, let"s say, skeptical. And there are several serious objections that we really need to deal with before we move on. First, the laboratory atmosphere that Miller and Urey created was charged with continuous electrical energy, but even though the atmosphere of early Earth was subjected to frequent electrical storms, they were probably not continuous. So, some scientists argue that, although amino acids and other organic compounds may have been formed in the early history of Earth, they probably would not have been produced in the amounts seen in the experimental environment. Some scientists are also concerned about the fact that oxygen was reduced from the atmosphere in the Miller-Urey experiment. What if the premise that the mixture of gases simulated that of early Earth were false?Then, of course, everything else in the experiment is flawed.
And here"s another problem. Because several meteorites have fallen to Earth since the publication of the Miller-Urey experiment, there has been interest in analyzing them for amino acid content, and amino acids have been found in them. Well, that proves that amino acids are able to survive in severe conditions in space. So what does that mean? Some scientists think that the early Earth was similar to asteroids and comets that contain amino acids so they may have been present from the moment that the Earth was formed. Others point to the possibility that organic compounds escaped from within meteorites in impact sites where they hit the surface of the newly forming planet Earth.
The truth is that we just don"t know how the first cell was formed, and we really aren"t sure how that
cell reorganized into larger living structures. So, although the Miller-Urey experiment is interesting, it
probably does not hold the promise of unlocking the mystery of life on our planet.
Example Answers and Checklists for Speaking and Writing
Model Test 6, Example Answers, Audio-09, Track 4
EXAMPLE ANSWER FOR INDEPENDENT SPEAKING QUESTION 1 "A GOOD SON OR DAUGHTER"
The role of a good son or daughter changes over the years. Initially, being an obedient child is probably all that a parent requires. But when a child grows up and begins to become independent, then a good son or daughter is a person who has good character—who does well in school or succeeds in a career and demonstrates the personal qualities that the parents have tried to teach. Um... a good son or daughter is also a good parent when they have children of their own. When parents see their grandchildren being brought up well, uh, they know that they have provided a good example. And... and when the parents become old and need care, a good son or daughter won"t be too busy to spend time with them and provide them with help.
Checklist 1
The talk answers the topic question.
The point of view or position is clear.
The talk is direct and well-organized.
The sentences are logically connected.
Details and examples support the main idea.
The speaker expresses complete thoughts.
The meaning is easy to comprehend.
A wide range of vocabulary is used.
There are only minor errors in grammar.
The talk is within a range of 125-150 words.
EXAMPLE ANSWER FOR INDEPENDENT SPEAKING QUESTION 2 "JOB OPPORTUNITIES"
Although a job that involves travel seems glamorous to people who spend day after day in an office, it really isn"t for me. For one thing, traveling for business usually means going to the same places repeatedly and staying in the same, tired hotel rooms. Besides that, the pace of a business trip doesn"t allow much time to see anything besides the inside of an office building and the road to the airport. And eating in restaurants isn"t that healthy, and traveling all the time is exhausting. No, I"d rather have a job opportunity that... that would let me sleep in my own bed and, uh, eat my own cooking. Um... but ideally, the job would also include a three-week paid vacation so... I could travel to a destination of my choice and relax.
Checklist 2
The talk answers the topic question.
The point of view or position is clear.
The talk is direct and well-organized.
The sentences are logically connected.
Details and examples support the main idea.
The speaker expresses complete thoughts.
The meaning is easy to comprehend.
A wide range of vocabulary is used.
There are only minor errors in grammar.
The talk is within a range of 125-150 words.
EXAMPLE ANSWER FOR INTEGRATED SPEAKING QUESTION 3 "EXCUSED ABSENCE"
According to the professor"s policy, students can be absent from one class without explaining unless there"s a test scheduled and then the professor expects students to go to her office to give her an explanation for being out of class and arrange for making up the test. Also, being absent more than once could mean that your grade could be lowered by one letter for each time you miss class. The student doesn"t agree with the excused absence policy because he thinks that his grade shouldn"t be affected by absence if he makes up the work. Um ... from his point of view, a valid reason for absence, uh, like an emergency, a family problem, or illness, uh, that shouldn"t jeopardize his grade unless he fails to keep up with the class or his work"s unsatisfactory.
Checklist 3
The talk summarizes the situation and opinion.
The point of view or position is clear.
The talk is direct and well-organized.
The sentences are logically connected.
Details and examples support the opinion.
The speaker expresses complete thoughts.
The meaning is easy to comprehend.
A wide range of vocabulary is used.
Errors in grammar are minor.
The talk is within a range of 125-150 words.
EXAMPLE ANSWER FOR INTEGRATED SPEAKING QUESTION 4 "INSECTS"
Insects are arthropods with a three-part body structure—a head, a thorax, and an abdomen. The head has a pair of eyes and a pair of antennae, and three pairs of legs and two pairs of wings are usually attached to the thorax. Now, although a spider is also an arthropod, it isn"t considered an insect, uh, because, um, because it only has a two-part body structure. The head and the thorax are joined together on a spider and attached to its abdomen by a thin stem. And a spider doesn"t have antennae but it does have four pairs of eyes. Instead of six legs, it has eight, hairy legs that are used kind of like an insect uses its antennae to explore the environment. A spider doesn"t have wings. It has a unique glandular system that allows it to spin its webs. So, because of this very different body structure, a spider is not really an insect.
Checklist 4
The talk relates an example to a concept.
Inaccuracies in the content are minor.
The talk is direct and well-organized.
The sentences are logically connected.
Details and examples support the opinion.
The speaker expresses complete thoughts.
The meaning is easy to comprehend.
A wide range of vocabulary is used.
The speaker paraphrases in his/her own words.
The speaker credits the lecturer with wording.
Errors in grammar are minor.
The talk is within a range of 125-150 words.
EXAMPLE ANSWER FOR INTEGRATED SPEAKING QUESTION 5 "MEETING PEOPLE"
The man"s problem is that he hasn"t been very successful meeting people and making friends. He"s been on campus for an entire semester, and the woman"s the only friend he has. She suggests that he participate in some clubs, but he"s reluctant to spend the time required for meetings. The woman plays inter-mural basketball. She says that there are a lot of sports options at the Recreation Center. Another possibility that she recommends is for the man to join a study group. That way, he"d meet some serious students and he"d still be using the time to study for classes while he was getting to know people. I think that the man should join a group to play sports for an hour twice a week because he probably needs the exercise, and he should also try to get into a study group because he"ll probably have more in common with the people who are using their time to study for their classes.
Checklist 5
The talk summarizes the problem and recommendations.
The speaker"s point of view or position is clear.
The talk is direct and well-organized.
The sentences are logically connected.
Details and examples support the opinion.
The speaker expresses complete thoughts.
The meaning is easy to comprehend.
A wide range of vocabulary is used.
Errors in grammar are minor.
The talk is within a range of 125-150 words.
EXAMPLE ANSWER FOR INTEGRATED SPEAKING QUESTION 6 "SKINNER BOX"
A Skinner Box is a small box that"s empty except for a cup and a bar. When the bar over the cup is depressed, a food pellet drops into the cup. An animal that"s placed in a Skinner Box will explore the environment for food, and at some point, will accidentally hit the bar, releasing the pellet. So... after the animal hits the bar about three or four times and it"s rewarded with food, then it learns how to find food, using the bar, and it begins to hit the bar on purpose. The Skinner Box, or something like it, it"s commonly used in psychology experiments that involve behavior modification. By presenting a subject with the opportunity for a reward, the behavior that produces the reward is reinforced. In the case of the classic experiment, the subject"s opportunity for a reward is a food pellet, and the behavior that"s reinforced is pressing the bar, but many types of rewards and behaviors have been used.
Checklist 6
The talk summarizes a short lecture.
Inaccuracies in the content are minor.
The talk is direct and well-organized.
The sentences are logically connected.
Details and examples support the opinion.
The speaker expresses complete thoughts.
The meaning is easy to comprehend.
A wide range of vocabulary is used.
The speaker paraphrases in his/her own words.
The speaker credits the lecturer with wording.
Errors in grammar are minor.
The talk is within a range of 125-150 words.
EXAMPLE RESPONSE FOR INTEGRATED ESSAY "PRIMORDIAL SOUP"
Outline
Summary reading
·Miller-Urey
·Create conditions life in E"s atmosphere
Water, methane, hydrogen, ammonia
Heat + electrical charges
·Weeks amino acids
·Posited
Simple life forms in oceans
Comets + meteorites amino acids
·Referred to as "primordial soup"
Living structures on E ← natural evolution atmosphere
Lecture
Criticism → procedure + conclusions
·Procedure
Constant electrical stimulation
Acids more concentrated
Amount oxygen reduced → incorrect proportions
·Conclusions
E similar to meteorites = amino acids from beginning
Acids deposited meteorite crash on landmasses
Map

EXAMPLE RESPONSE FOR INDEPENDENT ESSAY "LEARNING A FOREIGN LANGUAGE"
Outline
Advantages own country
·Teacher has similar experience—can use L1
· Cheaper than foreign travel
· Less stressful
Advantages foreign country
·Natural speech—accent + idioms
·Cultural context—behaviors
·Opportunities
My opinion—intermediate proficiency own country + advanced abroad
Map

【答案解析】 Example Essay
There are many advantages to learning a language in your own country. In the first place, it is quite a lot cheaper than it would be to travel to the country where the language is spoken. The cost of airfare, living accommodations, food, and tuition at a foreign school can be prohibitively high. In addition, there is less stress involved in learning in a familiar environment. Studying abroad requires that you speak the foreign language all the time to accomplish basic activities. Although it is an opportunity to use the language daily in a real setting, it can be very wearing. Finally, it is advantageous to have teachers who speak your native language because they have gone through the same stages of learning the foreign language that you are experiencing, and they know how to explain the new language by relating it to the native language.
Nevertheless, an argument can be made for learning a language in the country in which it is spoken. Only there can you truly hear the accent and idioms of natural speech. Being surrounded by the foreign language allows you to acquire nuances that elude the classroom. It is also beneficial to learn the language within the context of the culture so that you can learn the behaviors that accompany language. For example, learning how to order in a restaurant when you are right there with native speakers will also let you see how to behave in a restaurant in the foreign country. Finally, there are often opportunities that occur while you are in another country. Friendships can result in invitations to spend time with native speakers in their homes, and possibilities can present themselves for work or study in the foreign country.
In my opinion, the best way to learn a language is to achieve an intermediate level of proficiency in your own country and then to travel to the country where the language is spoken to make progress from the intermediate to the advanced level. By using this plan, you can benefit from the advantages of both options. Checklist for Independent Essay
The essay answers the topic question.
The point of view or position is clear.
The essay is direct and well-organized.
The sentences are logically connected.
Details and examples support the main idea.
The writer expresses complete thoughts.
The meaning is easy to comprehend.
A wide range of vocabulary is used.
Various types of sentences are included.
Errors in grammar and idioms are minor.
The essay is within a range of 300-350 words.