Part III Listening Comprehension
Section A
Directions:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A) B) C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
11.W: I'm not going swimming in the lake unless it warms up outside today.
M: Me neither. Unfortunately I think it's supposed to stay this cold all day.
Q: What can be inferred about the speakers?
12.M: That sweater is so unusual and yet it looks familiar. Did I just see you wearing it yesterday?
W: Well, not me. But...see, it belongs to my roommate Jill and she is in your chemistry class.
Q: What does the woman imply?
13.W: This toothache is killing me! I was hoping it would just go away but it's getting worse by the minute. What did you say the name of your dentist was?
M: I told you last week to make that appointment.
Q: What does the man imply?
14.M: You wanna go to a lecture tonight over in the science auditorium? It's some guy who spent a year living in Antarctica.
W: No kidding! I'm doing a report on Antarctica for my geography class. Maybe I can get some good information to add to it.
Q: What does the woman mean?
15.W: I'd really like to learn how to play chess, but it looks so complicated. It seems like it will take a really long time to learn.
M: Well, it takes a long time to get good at it, but we can go over the basics this afternoon if you want.
Q: What does the man imply?
16.M: Do you think you can lend me that novel when you are finished with it? I've been looking all over for a copy, but apparently it sold out at all the bookstores.
W: Oh, it's not mine, it belongs to Alice, but I’ll see what she says.
Q: What will the woman probably do?
17.W: Hmm...are you going to try some of this chocolate pudding? It's incredible.
M: Well, to be honest with you, I've never been a big fan of chocolate.
Q: What does the man imply?
18.W: Why don't we go catch the new Italian film at the Pine Street cinema?
M: That's a little out of the way, don't you think? It's playing just up the street of the Grow of Two, you know.
Q: What does the man suggest they do? 


Now you are going to hear two long conversations:
Conversation 1
W:Hi, Greg.  What a coincidence to see you, here?
M:Yeah, I’m working night shift today.  What are you doing here?
W:Well, I’m trying to look for a book but it has been lent out for the last three weeks.  I thought I would try my luck today, but it was all for not.  I know it’s overdue according to the computer.  Just hope the borrower won’t hang on to the book for too long.
M:What kind of book is it that you wanted so much?
W:You might not believe this.  But I’m into astronomy and the book I want to read is by Stephen Hawking who writes about the creation of the universe.  Did you notice my puffy eyes?  I have been staying up late at night to see the sky and stars.
M:When did you get involved with the universe?  I never expect you of all people to have the patience to watch the sky, let alone staying up all night.  No wonder you were dozing off during the lecture this morning.
W:I know it’s embarrassing.  But I’m really interested in the mystery of the universe and I’m thinking perhaps I’m in the wrong major.  I should switch to physics instead of taking drama.  But that would mean a totally 180 degree switch from one end to the other.
M:Are you serious?  You just started your sky adventure not long ago.  Perhaps it’s just a temporary phase you are going through.
W:No, in fact, I have always been fascinated by what’s out there.  It’s just that I don’t have the opportunity to explore and discover what it’s all about.
M:Sounds like you’re very sure of what you want.  Hey, but remember you probably will lose quite a few credits if you change your major.
W:I realize that.  But I think it’s better to go with my feeling than to regret it later.
M:Well, good luck.  Maybe one day you’ll be able to locate a comet and have it named after you.

Question No. 19 What is the woman’s problem?
Question No. 20 Why is the man surprised by the woman’s interest in astronomy?
Question No. 21 Why is the man worried about the woman’s desire to change major?
Question No. 22 How does the woman justify her decision?


Conversation two
W:Stan, do you have a minute?
M: Oh, hi, Cathy.  Sure.  What’s up?
W:Well.  I’ve been meaning to talk to you about the situation in the office.
M:I’m not there very often.  It’s so noisy that I can’t work.
W:That’s exactly what I’m getting at.  We’re supposed to be able to do our preparation and marking in that office, but have you noticed that Jack constantly has students coming in to get help with his course?  Lots of people are going in and out.
M:Has anybody spoken to him about it?
W:No, not yet, but someone’s going to have to.
M:We can’t really ask him to stop having students come in for help, can we?
W:No, of course not.  But I’m not able to do my work and neither are you.  I imagine it’s the same for the others in the office.
M:Hmmm, could we ask for a kind of meeting room?  When TAs have to talk with students, they can go to the meeting room instead of using the office.  You know, there’s room down the hall, a rather small room, which we could ask to use.  It’s only for storing supplies.
W:You mean that little storage room?  Oh, that would be too small.
M:Are you sure?  With the cabinets taken out, it might be bigger than it looks. 
W:Come to think of it, you may be on to something.  I’d like to have a look at that room.  Can we go there now?
M:Sure.  Let’s go.

Question No. 23 What problem at the office are Cathy and Stan discussing?
Question No. 24 Why do Jack’s students come to see him?
Question No. 25 What does Stan suggest they do?



Section B
Directions:In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choice marked A) B) C) and D). Then mark the corresponding letter on the Answer Sheet 2 with a single line through the centre.
Passage One
　　A community theatre is an important part of almost every city or town in the United States. There are over 2,000 community theatres in the United States today, about 4.5 million people work or perform in these theatres for an audience of more than 50 million people annually.
These theatres are amateur organizations and are different for professional theatre companies. A community theatre may have its own building or perform in a school or church hall. The actors and actresses do not receive money for their work in the community theatre. They have other jobs to support themselves instead. Small communities can't support a full time theatre. They cannot pay actors, directors or stage workers, so the theatre participants work for free.
One purpose of community theatre is to provide an opportunity for creative work. Many people join in community theatres because they want to perform or to be creative. Several people in a community theatre group were asked why they join. Each one said he or she needed to be creative, to be something original. One man said, "I loved act. It's the only time I feel alive." Another said, "I have a very boring job. In the play, I can create something." One woman said, "My whole life is occupied by husband and family. I need something more than that."
Another purpose of community theatre is to educate and improve the community. Theatre is an art but also introduces new ideas to the audience.

Questions 26-28 are based on the passage you have just heard.
Question No.26. How many people participate in the work of community theatres in the United States?
Question No.27. How are community theatres different from professional theatre companies?
Question No.28. What opportunity does the community theatre provide to the people in a community?



Passage Two
　　According to a new study done at the Medical School of University of California at Los Anglos, left-handed people may be more likely to have accidents than the right-handed. One reason may be: left-handers tend to make minor mental mistakes. In the study of 2,000 sailors, those who had more mental errors also had more accidents, and left-handers were reported to have more mental errors and more accidents than right-handers.
The author of the study Jim Watson said, "Minor mental mistakes are mistakes that any of us would make when we’re tired or careless and they could lead to accidents because we lose track of what we are doing". Paul White, chief of the study program said that he found the study interesting and exciting.
But he warned that the conclusions should not be accepted without further investigation. He said the study had limitations, and limitations could have influenced the results. Jim Lawson, who is right-handed himself, stressed that the study was not an official project and said that the findings cannot be applied to every left-hander. He said minor mental mistakes can be regarded as evidence of lack of concentration. But in the past, it was believed that left-handers tended to have more accidents largely because most equipment was designed for right-handers.

Questions 29-31 are based on the passage you have just heard.
Question No. 29.  What is said about left-handers in the study?
Question No. 30. What was said about the study program?
Question No. 31. What was the traditional explanation of left-handers having more accidents?

Passage Three
　　On 15th, Feb, 2006, an instance survey was carried out among 18 overseas postgraduate students. 11 students were male and 7 were female. The purpose of the survey was to discover the view of the students on a number of matters of personal concern. The survey was conducted by means of a questionnaire given to the students to complete.
There were five questions. The first question concerned favorite color and the second favorite number. The next 3 questions were all concerned with aspects of marriage. No. 3 looked at the ideal age to get married, No. 4 examined the qualities looked for in a partner and No. 5 asked about the ideal number of children.
The main findings were as follow: Blue was the most popular color. This was followed by green and purple. There was no real significance in the choice of lucky number. About one third of the students said that they had none. Sixty-one percent of the students selected the age group 26 to 30 as an ideal age for marriage, followed by 21 to 25 years. In looking at the most important qualities in an ideal partner, someone hoped the person to be intelligent, others chose natural, still others indicated attractive and honest. The ideal number of children was 2, followed by 3.
It is not easy to reach any definite conclusions based up on such a small sample of students from such widely different backgrounds. However, it is clear that majority favored of 26 to 30 is the ideal age to get married with an intelligent partner, and producing 2 children.

Questions 32-35 are based on the passage you have just heard.
32.Who were involved in this instance survey?
33.What do the 5 questions to be answered focus on?
34.What color was chosen as the most popular in the survey?
35.Why is it difficult to reach any definite conclusions by the survey?



Section C
Directions:In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.

President Clinton later today joins former presidents Ford, Carter and Bush at “the president’s summit for America’s future” aimed at recruiting one million volunteer tutors to provide after-school, weekend and summer reading help for up to three million children. Mr. Clinton will ask Congress this coming week for nearly three billion dollars to fund a five-year program called “America Reads”.

The program would fund the coordination efforts of 20 thousand reading specialists and it would also give grants to help parents help children read by the third grade, or about age eight. During his Saturday radio address, the president explained why the program is important. “We need ‘America Reads’ and we need it now. Studies show that if the fourth-graders fail to read well, they are likely to drop out of school, and less likely to succeed in life. But, 40 percent of them still can’t read at a basic level.”

Volunteer tutors, who provide community service in exchange for college funding are being used in literacy and tutoring programs. The programs, initiated by President Clinton, has come under criticism by Congress. The president says many of the Philadelphia summit’s corporate sponsors will recruit tutors. Dozens of colleges and universities are prepared to send thousands of their students in support of the program.

President Clinton later today joins former presidents Ford, Carter and Bush at “the president’s summit for America’s future” aimed at recruiting one million volunteer tutors to provide after-school, weekend and summer reading help for up to three million children. Mr. Clinton will ask Congress this coming week for nearly three billion dollars to fund a five-year program called “America Reads”.

The program would fund the coordination efforts of 20 thousand reading specialists and it would also give grants to help parents help children read by the third grade, or about age eight. During his Saturday radio address, the president explained why the program is important. “We need ‘America Reads’ and we need it now. Studies show that if the fourth-graders fail to read well, they are likely to drop out of school, and less likely to succeed in life. But, 40 percent of them still can’t read at a basic level.”

Volunteer tutors, who provide community service in exchange for college funding are being used in literacy and tutoring programs. The programs, initiated by President Clinton, has come under criticism by Congress. The president says many of the Philadelphia summit’s corporate sponsors will recruit tutors. Dozens of colleges and universities are prepared to send thousands of their students in support of the program.


This is the end of listening comprehension.