听力原文及答案

Part I  Writing

With the spread of advertisements against pirated computer software, the general public come to understand that it’s illegal to use such software either in the workplace or at home. However, there’re still a considerable number of people using pirated software. Usually, they use them for the fact that pirated software is much cheaper than the authentic one. As a consequence, pirated software is very popular with young college students, who haven’t got a job to earn enough money to buy authentic software.
From my perspective, the rampant use of pirated software can bring about several negative consequences. Firstly, using pirated software will harm the financial interest of the copyright holder, who might not afford to update the software. Secondly, pirated software might be hacked into by some malicious guys much easier than the authentic software. Thirdly, using pirated software may cultivate a bad habit among youngsters, that is, they will do something illegal to satisfy their own desire in their future life.
So, it’s high time we took steps to curb the use of pirated software. Firstly, it’s essential for us to tell young students that it’s illegal to use such software either at work or at home. Secondly, everyone should be willing to respect the copyright owner by buying the authentic software. Only in this way can we live in a honest and harmonious society.

Part II  Listening Comprehension

Section A
Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.

Conversation One

W: Hello, Professor Johnson, how are you doing?
M: Hello, Professor May, everything is ok with me. Actually, I’ve been reading about college education; to be specific, goals of college education.
W: Really?! I think the educational system in UK is doing quite well. Our universities earn good reputation around the world.
M: Now UK’s college education is on the right course in some sense. But, twenty years ago, there’re conflicting views on higher education.
W: I also read some literature stating that some people want the students trained for their first job out of university.
M: Yes, but teachers inside the system want the students educated for 50 years of self fulfillment. The trouble is that the students want both.
W: Now, I understand that’s why there comes the collision between these two goals, namely, the division between each student’s short-term and long-term goals.
M: In consequence, such a division divides the professional educators, divides the critics and supporters, and divides the students too.
W: It seems such a division still continues now.
M: You’re right. We still have no consensus on the purpose of higher education. But, it should not be surprising.
W: But, there’s an obvious trend among universities, that is, to stress their utilitarian nature, namely to get a degree and get a better job.
M: The problem is, some universities have put so much emphasis on this aspect of our activities that the government now believes that universities exist mainly to support the economy.
W: A sound economy is, of course, a necessary means to achieve our social goals. But, first the society needs an agreed set of social goals.
M: That’s right. Universities, I think, should strike a balance between supporting the economy and promoting social values.
W: That’s the way out. Besides, it helps solve the collision of these two goals of college education.
M: On the one hand, our graduates can make Britain a better place to live, that is, contribute to the advance of the society, including the economy. The presence of a group of competent persons is a powerful force for improvement. For example, lawyers can advance the cause of formal justice, while doctors promote health.
W: On the other hand?
M: On the other hand, college can pass on sensible social values. In universities, students learn the importance of public service. And, through interaction with teachers and their own peers, they also learn about freedom of expression, tolerance and responsible citizenship. Finally, after graduation, they transmit these values to other groups who did not attend university.

Questions 1 to 4 are based on the conversation you have just heard.

1. What is the woman’s attitude towards higher education in UK?
2. What’s the current advance in the discussion about the purpose of higher education in UK?
3. What’s the obvious trend among some British universities mentioned in the dialogue?
4. What’s the man’s view on the goals of college education?

1. D  2. A  3. B  4.C

Conversation Two

W: This is Amanda, ABC Station, talking with Mike Trump, ABC reporter who has been tracing the news about the lightning strike in Germany.
M: It’s my pleasure to talk about this tragedy with you. I happened to be near the lightning-stricken football stadium in Hoppstaedten. This is the second time bad weather hit this city.
W: The second time?
M: Yes, yesterday Storm Elvira had already hit western Germany, including Hoppstaedten, bringing torrential rain, hail and flooding roads in some areas. And weather authorities had issued a storm alert for western Germany, warning the bad weather was due to last this weekend.
W: Oh, that’s very bad. But, our audience may be more concerned about the lightning strike for now.
M: Yes, the lightning strike. According to a police spokesman, strangely, there was no rain and the sky wasn’t dark, when it happened.
W: That’s weird! How about the injured?
M: According to news, it took place at the end of a children’s football match. The referee of the match was hit directly by the strike and was rushed to hospital. Two other adults also suffered serious injuries. And about 30 children were slightly injured.

Questions 5 to 8 are based on the conversation you have just heard.

5. What were the speakers talking about?
6. What happened in western Germany yesterday?
7. How was the weather when the lightning strike took place?
8. Who was taken to hospital after the strike?

5. B  6. A  7. D  8. C

Section B
Directions: In this section, you will hear two 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 choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Passage One

In 2009 when the economic recession was about to kick into high gear, I decided to leave a steady corporate job to start my own food company. I knew this was a risky decision, but I was certain that this is what I wanted to do—and I haven’t looked back since. Three years have passed and our products—Righteous salad dressings—are in more than 700 UK supermarkets. There have been numerous challenges, lots of tears shed, and some very big and painful mistakes. Here are some of the lessons I’ve learned in case you are thinking of venturing down the same path.
First, learn how to adapt.
No matter how many business plans you write, there is always going to be some new situation that will turn your plan on its head. For example, my original plan was to sell ready-made salads in supermarkets, but I quickly saw some issues working against me. There were the more obvious problems like absorbing high labour costs, and ensuring each handmade salad was of consistent high quality. Then there were issues I only discovered halfway into the project, including finding out that it can take longer than I expected for products to move from a supermarket warehouse to stores. So rather than persisting, I had to force myself to sit back and look at what was working for the business and what was working against it. This is how I began selling bottled salad dressings.
Second, make room for errors (emotionally and financially)…….

Questions 9 to 11 are based on the passage you have just heard.

9. Why did the speaker think it was risky to start a new career in 2009?
10. Why did the speaker give up the idea of selling ready-made salads?
11. How could the speaker learn how to adapt to changes?

9. B  10. A  11. C

Passage Two

There has been lots of talk lately about Antarctica and whether or not the continent’s giant ice sheet is melting. One new article, which states there has been less surface melting recently than in past years, has been cited as “proof” that there’s no global warming. Other evidence that the amount of sea ice around Antarctica seems to be increasing slightly is being used in the same way.
But both of these data points are misleading. Gravity data collected from space using NASA’s Grace satellite show that Antarctica has been losing more than a hundred cubic kilometers of ice each year since 2002. The latest data reveals that Antarctica is losing ice at an accelerating rate, too. How is it possible for surface melting to decrease, but for the continent to lose mass anyway? The answer boils down to the fact that ice can flow though without melting.
Two-thirds of Antarctica is a high, cold desert. Known as East Antarctica, this section has an average altitude of about 2 kilometers, higher than the American Colorado Plateau. There is a continent about the size of Australia underneath all this ice; the ice sheet sitting on top averages at a little over 2 kilometers thick. If all of this ice melted, it would raise global sea level by about 60 meters. But little, if any, surface warming is occurring over East Antarctica. Data show a little mass loss at the edges of East Antarctica, which is being partly balanced by accumulation of snow in the interior.

Questions 12 to 15 are based on the passage you have just heard.

12. How does the speaker feel about the statement that there’s no global warming?
13. What did the data from NASA’s satellite suggest?
14. What’s said of East Antarctic?
15. How many meters would sea level raise if ice on Antarctic melts?

12. A  13. B  14. D  15. C

Section C
Directions: In this section, you will hear recordings of lectures or talks followed by some questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

Now listen to the following recording and answer questions 16 to 19.

It’s been over a month since I’ve given up my cell phone. The difference isn’t as astonishing as you may think. The day definitely seems calmer and more focused; but more than anything, the best part about not having a cell phone centers on the reliance on one’s own self.
When I had an iPhone in my pocket, I never had to prepare for anything. That thing was my escape–and, oh, what a beautiful escape it was. When I would travel, I’d simply use the iPhone’s GPS for mapping out directions. I’d use Yelp in order to find great restaurants around me. I’d take a seat while reading tech buzz through Google Reader. I’d avoid people standing in line at a starbucks while checking email. It was a great device. It was a horrible device.
In the next five years, you’ll see a major shift in our society where everyone is connected always. It’s already begun, some people are always connected. In the future, everyone will be connected. It’s almost like a movie if you stop to think about it. Big brands are feeding us devices that are constantly monitoring us; constantly distracting us, and constantly allowing people to stare into the sea of the internet wherever they may be.
Really, people will be living two-lives: one real; one virtual. We are moving towards a half-life society. There will be a moving cloud that updates your online life with your mobile life and disguises itself in beautiful hardware. At the end of the day, there’s no point in fighting the surge of mobile technology. We are all going to be connected. We’re going to be watched. We’re going to be tweeting our lives away until we’re six feet under.
Life revolves around people. However, it does not revolve around me getting interrupted or distracted by people–or more importantly, by the internet and apps. One gets distracted by the internet already on the computer; why bring this distraction with them everywhere? My objective in giving up the cell phone is to become closer to people. If you called me today, you’d think my phone was disconnected. It has an annoying disconnect beep and no answering machine. I don’t get missed calls and I don’t get voice-mails. And it feels great.
I’m writing this the day of the anticipated Apple tablet release. I expect that it will blow away all preconceived expectations. It’s going to be amazing. It’s going to accomplish many objectives. Yet, it’s going to be outdated. Why? Because as a society, we’ll be moving towards an age of constant connectivity. It’s only a matter of time until one discovers that being constantly connected isn’t healthy for focus–for getting things done.

16. Why did the speaker think an iPhone as a great device?
17. What will the society be like in the next five years?
18. What is said of mobile technology?
19. Why did the speaker decide to give up the cell phone?

16. A  17. C  18. C  19. B

Now listen to the following recording and answer questions 20 to 22.

In my last article, I layout some approaches for how students can meet people and form a social circle. However I realize not everyone can just simply follow the ideas I’ve written out. Here are some common problems people have while socializing at university.
Firstly, having underdeveloped social skills or comfort levels.
Even if they follow some guidelines on making friends and meeting people, some university students will have trouble applying the advice because their social skills are too unpracticed and undeveloped. Or, they may just be too shy and anxious and insecure around other people to do what they know they need to do in theory.
In the grand scheme of things people are still really young when they’re in university, especially when they’re first starting out. Yeah, relative to being in high school they’re older, but someone who’s 18 hasn’t been around that long. Many people have had the chance to develop pretty decent social skills by that time, but some haven’t. They just need to get more years of practice to feel more on top of things.
Secondly, academic problems.
Students in university may feel stressed out and in due to all the academic demands. They may find their courses way harder than they expected. They may realize they don’t have good study or time-management skills. It may slowly be realized by them that they don’t really like their major, but feel pressure to stick with it.
Giving academic advice is beyond the scope of this article, but I’ll mention again that universities have lots of supports in place for this kind of problem. There are mini-courses that teach study skill techniques and academic advisers you can go to. If you’re struggling in school you have lots of options you can seek out for help.
Thirdly, feeling homesick.
This happens to people most often when they first come to school, but it can persist into later years. It can make someone feel down and unmotivated to go out or meet people. The main way to alleviate homesickness is just to give it time. Moving away to a new school, and leaving all the people you care about behind, is a huge life transition. It just takes a while to get used to that kind of change, and for your mind to establish a new ‘normal’. It may be several months before your emotions start to settle down.

20. What does the speaker advise students to do to feel comfortable in college?
21. What makes university students feel under stress in their study?
22. How can feeling homesick affect students first coming to college?

20. D  21. C  22. B

Now listen to the following recording and answer questions 23 to 25.

Because you can control the information you choose to release, you are the single best person to protect your personal information. There are some easy ways do this like keeping anything with any personal or account information in a safe place and providing your information only to trusted sources.
Always be skeptical when providing your personal information. If you can’t make sure the legitimacy of the government departments, business or person requesting your information by calling the parent organization and verifying their contact with you, or if you don’t understand why a certain piece of information is needed, do not provide it.
Besides, a criminal may send you an email that looks like it has come from a legitimate government departments or business. These bad emails ask you to go to a website that also looks legitimate and provide your personal account information. Some of these dangerous e-mails even caution that if you don’t do this, your accounts may be suspended or worse. But the website is as fake as the email and is a fraud attempt.
This is one of the most common types of online fraud, and is called “phishing or spoofing.” Criminals send these bad email messages or direct someone to a bad website for one goal: to steal your personal and financial information. Legitimate websites will never ask for your personal information via email. If you should ever receive an email that appears to be suspicious, do not reply to it or click on the link it provides. Simply delete it.
In addition, spyware, viruses, worms and trojans are all malicious programs that are loaded onto your computer without your knowledge and commonly referred to as malware. Whether the goal of these programs is to capture or destroy information, to attack other computers or to fill your computer with advertising, you don’t want them.
Viruses and worms spread by infecting computers and then replicating. Spyware and trojans disguise themselves as a legitimate application and get themselves into your computer, to monitor your activity, collect information and deliver it back to online criminals.

23. What should you do when asked to provide your personal information?
24. What is said of a phishing email message?
25. How can computer viruses affect you?

23. C  24. A  25. B

Part III   Reading Comprehension

Section A
26. L  27. M  28. H  29. B  30. C 
31. O  32. E  33. F  34. D  35. I

Section B
36. H  37. D  38. N  39. G  40. B 
41. F  42. J  43. K  44. I  45. L

Section C
Passage One
46. C  47. B  48. A  49. B  50. D
Passage Two
51. A  52. C  53. A  54. B  55. D

Part IV  Translation

Until 1978, when China’s reform and opening up began, less than 20 per cent of its population lived in cities. But three decades of staggering economic growth and urbanisation have changed all that, radically altering the face of Chinese society and pushing a vast number of ancient villages to the brink of extinction. Now, China’s leaders are being urged to take urgent action to save thousands of historic villages from vanishing. According to reports, more than 900,000 villages were abandoned or destroyed in the first decade of this century. Chinese society has reached a critical moment in a way. If China doesn’t start protecting villages now, cities will one day be destroyed too.