2015年12月六级真题（第2套）歌词 歌手英语听力-专辑大学英语六级听力真题-单曲《2015年12月六级真题（第2套）》LRC歌词下载

[00:02.26]College English Test（Band 6） [00:05.24]Part II Listening Comprehension [00:08.34]Section A [00:10.64]Directions: In this section, [00:13.22]you will hear two long conversations. [00:16.65]At the end of each conversation, [00:19.19]you will hear some questions. [00:21.58]Both the conversation and the questions [00:24.22]will be spoken only once. [00:27.30]After you hear a question, [00:29.14]you must choose the best answer [00:31.10]from the four choices marked A), B), C) and D). [00:36.34]Then mark the corresponding letter on Answer Sheet 1 [00:40.68]with a single line through the centre. [00:43.84]Conversation One [00:46.04]W: Charles, as a singer, [00:48.31]do you ever make yourself cry when you sing? [00:51.00]M: No, not at this age. [00:53.26]I’m an old man. [00:54.55]But the songs can still get through to me. [00:57.44]W: What song writers are currently exciting you? [01:00.56]M: I don’t know much about song writers. [01:03.43]Once in a while, [01:04.72]I’ll listen to the radio to see what they are putting out, [01:07.46]but it’s not till I hear something I like. [01:10.88]Somebody like Art Tatum can make me sit up and take notice, [01:15.50]but some music, like rap, isn’t very musical [01:19.16]and I can’t learn anything from it. [01:21.59]You got to do something more than talk to me. [01:24.84]W: What’s the most difficult kind of music to sing? [01:28.21]M: It depends. [01:29.30]If I like something, I can sing it. [01:32.03]I did the opera Porgiam best [01:35.39]and that’s said to be a complicated piece of music. [01:38.95]And I can do country music, blues and love songs. [01:42.99]On the other hand, [01:44.21]I can’t sing something I don’t like [01:46.39]and that’s one of my defects. [01:48.45]W: Can you perform music that’s out of tune [01:51.07]with the mood you might be in on a given night? [01:53.76]M: Yes, because when you sing, [01:56.45]you are like an actor performing a part. [01:59.27]Once you get out there, [02:00.66]you become that part- [02:02.40]only you’re using music instead of dialogue. [02:05.17]I am the kind of a person [02:07.17]that if my personal life is hurting, [02:09.86]I can go to work and the music will take over. [02:13.17]It’s like a guy who goes to a bar and drinks. [02:16.35]For those few hours, [02:17.67]I can wrap myself up in my music. [02:21.30]Questions 1 to 4 are based on the conversation [02:24.21]you have just heard. [02:26.36]1. What does Charles say songs can do when he sings them? [02:44.53]2. What does Charles say about rap？ [03:01.21]3. What does Charles say about himself as a singer? [03:18.69]4. What would Charles do when his personal life is hurting? [03:36.78]Conversation Two [03:38.58]W: I wonder if you could tell me a little bit [03:40.84]about your job as a radio announcer. [03:43.40]What do you actually do [03:44.78]and how do you prepare for your job? [03:47.65]M: Well, in the news room [03:49.54]I am sitting with reporters and news-subs, [03:52.72]as though I am sitting in a newspaper news room. [03:55.62]W: Sorry, what do you mean by news-subs? [03:58.19]M: They are sub-editors. [04:00.02]They are the people [04:01.40]who write the news stories [04:02.87]as they come in. [04:04.20]The stories are then passed [04:05.85]to the senior duty editor and the assistant editor. [04:08.89]As stories go through the chain of people, [04:11.36]they are refined, corrected and sorted out [04:13.92]until they come finally to me [04:16.48]and I have a chance to read through most stories [04:19.20]before I go on the air. [04:21.20]Of course, sometimes things happen at the last moment [04:24.78]and I don’t have a chance. [04:26.69]So I’ve just got to do my best, [04:29.16]and take a couple of seconds [04:30.60]to look through the first few lines [04:32.96]before I launch into something. [04:34.85]Because it’s such a pity [04:36.72]if you start off on a bright tone on a story [04:39.72]and suddenly realize you are talking about some people [04:42.73]having been killed in a road crash. [04:45.37]It is very important to just have a quick flip through. [04:50.04]W: There is nothing to mark [04:51.52]what sort of event on your piece of paper？ [04:54.27]M: No, I have my own little mark. [04:57.65]If it’s something sad, [04:59.06]I’ll put a small cross at the top. [05:01.28]That’s my little clue. [05:02.85]So while I am working on the news, [05:05.48]I’m just absorbing the news and checking pronunciations. [05:09.42]Questions 5 to 8 are based on the conversation [05:13.08]you have just heard. [05:15.04]5. What does the woman want to know about the man? [05:32.79]6. What does the man say news-subs do? [05:50.24]7. What does the man say is a big challenge for him? [06:08.06]8. What role does the man say his small cross plays? [06:26.18]Section B [06:27.56]Directions: In this section, [06:30.02]you will hear two passages. [06:32.47]At the end of each passage, [06:34.53]you will hear some questions. [06:36.62]Both the passage and the questions [06:39.15]will be spoken only once. [06:41.98]After you hear a question, [06:43.92]you must choose the best answer [06:45.76]from the four choices marked A), B), C) and D). [06:50.54]Then mark the corresponding letter on Answer Sheet 1 [06:54.21]with a single line through the centre. [06:57.59]Passage One [06:59.26]You probably know what a mobile is, [07:02.27]but the mobile I’m talking about [07:04.50]is a delicate object of decoration [07:07.39]hanging from the ceiling [07:08.89]and moving gently with every breath. [07:11.72]It delights both children and adults. [07:15.25]Now, do you know who invented the mobile? [07:18.38]This lovely creation was the work of an American artist [07:22.62]named Alexander Calder. [07:24.51]Calder became interested in making things [07:27.50]when he was a child. [07:29.33]And even then he often used wire in his constructions. [07:33.71]When he went to college, [07:35.34]he studied engineering rather than art. [07:38.28]But he quickly realized that art was his real passion. [07:42.25]He also loved the circus, [07:44.45]and many of his early artworks were small circus figures [07:48.43]made with wire. [07:49.76]In about 1930, [07:52.06]Calder turned from realistic wire figures to abstract ones. [07:56.54]He began constructing objects [07:58.25]that have circles, squares and other geometric shapes. [08:02.01]To get the shapes to move, [08:03.87]he used small motors. [08:05.55]Then he went one step beyond these early mobiles. [08:09.21]He got the shapes in his constructions to move by themselves. [08:13.92]A mobile may look simple as it shifts in the wind, [08:17.53]but it requires careful construction to work properly. [08:20.86]Calder used his engineering knowledge [08:23.20]to create his first mobiles. [08:25.44]Often these consisted of small pieces of brightly printed metal [08:29.66]strung by wire to a thicker base wire. [08:32.74]Calder learnt how to find the precise point to connect each wire [08:36.31]so that all the pieces will sway in harmony. [08:39.88]In doing so, he created an art form [08:42.06]for people all over the world to copy and enjoy. [08:46.20]Questions 9 to 11 are based on the passage you have just heard. [08:53.16]9. What does the speaker say about a mobile? [09:10.67]10. What do we learn about many of Alexander Calder’s early artworks? [09:30.13]11. Where does Alexander Calder’s real passion lie? [09:48.81]Passage Two [09:50.32]Every year, [09:51.61]people in America use energy [09:53.85]equal to over 30 million barrels of oil each day. [09:58.17]That’s energy in all forms— [10:00.37]oil, gas, coal, nuclear, solar and even wind power. [10:04.87]Viewed from scientists’ standpoint, [10:07.82]all the energy contained in fuel [10:10.10]either now or in the future becomes heat. [10:13.37]Some of the heat is used directly or produces useful work; [10:18.06]the rest is lost or rejected, radiated into the atmosphere [10:21.95]from the engines, motors, boilers [10:24.08]and all the other energy-consuming machinery [10:27.14]that makes Americans’ wheels go around. [10:29.59]If we could figure out how to improve the efficiency [10:33.05]with which we use energy, [10:34.69]we can do a lot more work with the energy that is available. [10:38.61]With money and careful planning, [10:40.73]we can boost efficiency up to a point. [10:43.83]Yet improvement won’t come easily, [10:46.54]it won’t come overnight [10:48.03]and there are limits beyond which not even science can take us. [10:52.41]According to the Center for Strategic and International Studies, [10:56.38]about three quarters of the energy we use to move things, [10:59.97]including ourselves, accomplishes no useful work. [11:03.59]In terms of efficiency and cleanness, [11:06.85]buses, trains and other forms of public or mass transportation [11:12.03]are superior to the private automobile. [11:15.15]But only if they operate at near capacity, [11:17.94]otherwise, their overall efficiency is poor. [11:21.35]For some people, [11:23.10]mass transit may answer all transportation needs. [11:26.91]For others, [11:27.56]a combination of mass transit and private transportation may be desirable. [11:32.31]Better design and wiser use [11:34.75]of both mass transit systems and private vehicles [11:37.97]will play an important part [11:39.75]in helping America get more out of energy used for transportation. [11:44.85]Questions 12 to 15 are based on the passage you have just heard. [11:50.34]12. What does the speaker say about energy used in the United States? [12:09.54]13. What do scientists say about energy contained in fuel? [12:27.95]14. When does mass transit prove superior to private vehicles? [12:47.01]15. What seems to be the speaker’s biggest concern? [13:04.66]Section C [13:06.09]Directions: In this section, [13:09.25]you will hear recordings of lectures [13:11.80]or talks followed by some questions. [13:14.70]The recordings will be played only once. [13:18.41]After you hear a question, [13:20.31]you must choose the best answer from the four choices [13:23.81]marked A), B), C) and D). [13:27.25]Then mark the corresponding letter on Answer Sheet 1 [13:31.07]with a single line through the centre. [13:34.63]Now listen to the following recording [13:37.15]and answer questions 16 to 19. [13:41.03]Moderator: Hello, ladies and gentlemen, [13:42.53]I feel honored to introduce our speaker for today’s lecture, [13:46.33]Dr. Franklin Smith. [13:48.07]Dr. Smith, Professor of Psychology at Princeton University, [13:52.69]has written numerous articles [13:54.65]and books on the issue of mental health, [13:57.23]as we all know, a kind of modern health problem, [14:00.56]caused by great pressure or stress from work or study. [14:04.58]Welcome, Dr. Smith. [14:06.43]Dr. Smith: Think about the last time [14:08.77]you felt a negative emotion— [14:10.80]like stress, anger, or frustration. [14:13.44]What was going through your mind [14:16.16]as you were going through that negativity? [14:18.49]Was your mind cluttered with thoughts? [14:21.26]Or was it paralyzed, unable to think? [14:24.42]The next time you find yourself [14:26.60]in the middle of a very stressful time, [14:29.04]or you feel angry or frustrated, stop. [14:32.54]Yes, that’s right, stop. [14:35.14]Whatever you’re doing, stop and sit for one minute. [14:38.64]While you’re sitting there, [14:40.31]completely immerse yourself in the negative emotion. [14:43.61]Allow that emotion to consume you. [14:46.76]Allow yourself one minute to truly feel that emotion. [14:50.57]When the minute is over, ask yourself, [14:53.01]“Am I willing to keep holding on to this negative emotion [14:56.60]as I go through the rest of the day?” [14:59.07]If you feel you need to hold on to the emotion [15:02.37]for a little longer, that is OK. [15:04.82]Allow yourself another minute to feel the emotion. [15:08.50]When you feel you’ve had enough of the emotion, [15:11.15]ask yourself if you’re willing to [15:13.18]carry that negativity with you for the rest of the day. [15:16.70]If not, take a deep breath. [15:19.29]As you exhale, release all that negativity with your breath. [15:24.34]This exercise seems simple—almost too simple. [15:28.23]But, it is very effective. [15:30.72]By allowing that negative emotion [15:33.29]the space to be truly felt, [15:35.11]you are dealing with the emotion rather than [15:37.81]stuffing it down and trying not to feel it. [15:41.38]You are actually taking away the power of the emotion [15:44.80]by giving it the space and attention it needs. [15:47.92]When you immerse yourself in the emotion, [15:50.16]and realize that it is only emotion, [15:52.92]it loses its control. [15:54.84]You can clear your head and proceed with your task. [15:58.02]Try it. [15:58.94]Next time you’re in the middle of a negative emotion, [16:02.27]give yourself the space to feel the emotion [16:05.34]and see what happens. [16:07.25]Keep a piece of paper with you that says the following: [16:10.39]Stop. Immerse for one minute. [16:13.73]Do I want to keep this negativity? [16:16.52]Breathe deep, exhale, release. Move on! [16:22.26]This will remind you of the steps to the process. [16:25.43]Remember: take the time you need [16:27.53]to really immerse yourself in the emotion. [16:30.29]Then, when you feel you’ve felt it enough, [16:33.35]release it—really let go of it. [16:35.81]You will be surprised at how quickly you can move on [16:39.64]from a negative situation [16:41.27]and get to what you really want to do! [16:44.53]Thank you very much! [16:46.98]16. What does the introduction say about mental health? [17:05.08]17. What does Dr. Smith suggest us do [17:09.04]when we feel a negative emotion? [17:24.30]18. Why should we take a deep breath? [17:41.19]19. What is the key to taking away the emotion? [17:58.87]Now listen to the following recording [18:01.19]and answer questions 20 to 22. [18:05.92]Some people find it very easy to show off [18:08.40]their accomplishments and get awarded for them, [18:11.88]whereas others are wallflowers, who sit quietly at their desk [18:15.73] and expect recognition for their job. [18:18.34]You need to learn that being a wallflower [18:20.68] won’t help you in your career, and you need to stand up for yourself. [18:25.00]First of all, you should let your boss know your success. [18:28.81]You aren’t the only employee in your company, [18:31.70]and your boss cannot check on each of you to see who’s achieving what. [18:36.27]Moreover, they have a lot of things to take care of [18:39.19]and you are the last thing on their mind. [18:41.89]Sometimes, bosses don’t know exactly who is doing [18:45.30]what project and in what way. Usually, [18:48.41]they just check the finished projects and that’s it. [18:51.56]Why not remind your boss what you are doing [18:54.62]and what results you are getting? [18:56.71]Tell them openly all the things you’ve done, [18:59.52]and they will certainly appreciate that. [19:02.37]They hired you, and they expect their employees to [19:05.75]improve and develop as professionals, [19:08.50]so don’t think it will be awkward or look like you are boasting excessively. [19:13.10]Actually, they will be happy to know that [19:15.35]you are bringing money to company [19:17.23]and you are willing to contribute to the company’s growth. [19:21.31]Also, you should know when you start boasting annoyingly, [19:25.02]many people will tell you that talking about [19:27.51]your accomplishments quickly becomes boasting, [19:30.71]and that can only have a negative effect. [19:33.34]However, people will always see you as boastful [19:36.54]if you attain a certain level of success, no matter what you do. [19:40.69]Don’t be afraid to speak about all the things you’ve done [19:43.74] for the company, because those who need to know won’t think [19:46.98]that you are arrogant because of it. [19:49.31]The problem occurs when you start talking about it excessively, [19:52.99]which slowly becomes really annoying. [19:55.51]This happens when people start repeating over [19:58.54]and over again what they have achieved. [20:01.24]So, be sure that when you said it the first time [20:04.37]everybody heard you loud and clear, [20:06.75]there is no need to repeat it. [20:08.92]Point out your successes, because no one will do it for you, [20:12.60]and if your co-workers think of it as boasting, [20:15.47]know that anything that took a lot of effort [20:18.16]and knowledge to achieve is worth boasting about. [20:21.54]20. What does the speaker suggest wallflowers do? [20:40.09]21. What does the speaker say about bosses? [20:58.08]22. What makes boasting become annoying? [21:16.12]Now listen to the following recording [21:18.03]and answer questions 23 to 25. [21:22.14]A new United Nations report says over two hundred million [21:27.32]young people in developing countries have not completed primary school. [21:32.13]The UN says almost one hundred [21:34.86]and thirty million are in school, [21:37.23]but they cannot read or write -- skills they need to escape from poverty. [21:41.94]The report urges donors and governments to [21:45.22]support ways for young people to get the skills they need for success. [21:49.62]The findings are from the Education for [21:52.58]All Global Monitoring Report by UNESCO -- [21:55.57] the UN Educational, Scientific and Cultural Organization. [21:59.90]Educators say young people need at least a primary school education [22:04.53]and some secondary school to get secure, [22:07.30]good-paying jobs. But the report says that is not happening [22:12.02]in most developing countries, including the ones [22:15.29]south of the Sahara Desert. It says about thirty three percent [22:19.75]of young people in sub-Saharan Africa fail to [22:22.62]complete the first few years of schooling. [22:25.34]Millions more do not even go to secondary school. [22:29.21]Pauline Rose is the director of the Education for [22:32.65]All Global Monitoring Report. [22:34.93]She says some schools are failing to provide [22:37.57] a bridge between school and work. [22:40.13]She says this means that one in eight young people are unemployed, [22:44.49]and one in four people earn very low wages. [22:47.86]Ms. Rose says young people need strong skills in numeracy [22:51.81] and the ability to read and write, [22:54.29]and knowing how to solve problems is more important [22:57.60] than learning by rote, a process of establishing something [23:01.13]in memory by repeating it. She says some groups are successful [23:05.06]in teaching the skills necessary to operate a business, [23:08.53]and people who leave school need a second chance [23:11.37] to get an education. In some areas, distance education – [23:15.89]by television, computer or other methods – is helpful. [23:19.96]There are also opportunities to learn through distance education, [23:24.53]and we find in countries like Mexico and Namibia that [23:27.71] large numbers of young people are reached through [23:30.12]distance education systems. [23:32.51]She says another popular method is the traditional apprenticeship. [23:36.96]Young people serve as apprentices, receiving training from skilled workers. [23:42.04] Pauline Rose says apprenticeships mainly help people [23:45.44]who have had some primary schooling, but who lack job skills. [23:50.31]She says the system can be organized so women are included, [23:54.20] and that students are recognized for their work. [23:57.88]23. What do young people need to get secure, well-paying jobs? [24:17.29]24. What do some schools fail to provide according to Pauline Rose? [24:36.16]25. What is another popular method to get skills for young people? [24:55.45]This is the end of listening comprehension. [by:陈独show] [00:02.26]大学英语六级考试 [00:05.24]第二部分听力 [00:08.34]第一节 [00:10.64]说明:在本小节中 [00:13.22]你将听到两段长对话 [00:16.65]在每段对话结束后 [00:19.19]你将听到一些问题 [00:21.58]每段对话和问题 [00:24.22]仅读一遍 [00:27.30]听完问题后 [00:29.14]你必须从A B C D四个选项中选出一个最佳答案 [00:31.10] [00:36.34]然后在答题卡1上用涂卡笔将相应答案标出 [00:40.68] [00:43.84]对话一 [00:46.04]女:Charles 你作为一个歌手 [00:48.31]会在自己唱歌的时候哭出来吗？ [00:51.00]男:不 现在这个年纪不会了 [00:53.26]我现在老了 [00:54.55]但是歌曲仍能够打动我 [00:57.44]女:什么样的曲作者让你感兴趣？ [01:00.56]男:我不太了解曲作者 [01:03.43]偶尔 [01:04.72]我听听收音机 看看有什么新歌推出 [01:07.46]不过我从来没有听到自己喜欢的 [01:10.88]像Art Tatum这样的可以让我挺起神来并引起注意 [01:15.50]但是有些歌 像rap这种音乐性不太性的曲风 [01:19.16]而且我也不能从中体会到什么 [01:21.59]你应该做一些事去 而不是和我说话 [01:24.84]女:对你而言 哪种歌最难唱 [01:28.21]男:看情况而定 [01:29.30]如果我很喜欢的歌 我就能唱出来 [01:32.03]我最擅长唱歌剧《Porgiam》 [01:35.39]一般人认为这是一个很难的音乐作品 [01:38.95]并且我也能唱乡村音乐 布鲁斯音乐和情歌 [01:42.99]另一方面 [01:44.21]我不能唱自己不喜欢的歌 [01:46.39]这是我的缺点之一 [01:48.45]女:你能在某个晚上在没有伴奏的情况下 表演出符合当时心境的音乐吗？ [01:51.07] [01:53.76]男:可以 因为当你唱歌时 [01:56.45]你就像一个演员在表演 [01:59.27]一旦站上舞台 [02:00.66]你也成了一个演员 [02:02.40]只是在用歌词代替对白 [02:05.17]我是一个这样的人 [02:07.17]当我的个人生活受到伤害时 [02:09.86]我会去做工作 那样音乐会替代一切 [02:13.17]就想一个人去酒吧喝酒 [02:16.35]在那几个小时里 [02:17.67]将自己沉浸在音乐之中 [02:21.30]问题1到问题4依据你听到的对话回答问题 [02:24.21] [02:26.36]1.Charles认为他唱的歌曲有什么影响？ [02:44.53]2.Charles如何看待rap？ [03:01.21]3.Charles如何看待自己作为一名歌手？ [03:18.69]4.Charles在个人生活受到伤害后会做什么？ [03:36.78]对话二 [03:38.58]女:你是名电台播音员 你能多告诉我一些有关电台播音员的事情吗？ [03:40.84] [03:43.40]你的工作都要做什么 [03:44.78]你怎么准备？ [03:47.65]男:我和记者还有辅助工作人员一起坐在新闻编辑室里 [03:49.54] [03:52.72]就像坐在报社的新闻工作室里一样 [03:55.62]女:抱歉 你说的news-subs是什么意思？ [03:58.19]男;他们是辅助编辑人员 [04:00.02]他们进入编辑室以后就会开始写新闻报道 [04:01.40] [04:02.87] [04:04.20]然后他们写的报道 [04:05.85]会交到高级责任编辑和助理编辑手中 [04:08.89]责任编辑和助理编辑 [04:11.36]他们会将报道进行提炼、校对和分类 [04:13.92]然后再交到我手里 [04:16.48]我有时间通读大部分报道 [04:19.20]在我直播之前 [04:21.20]当然 有时候报道会在直播前最后一刻才准备好 [04:24.78]这样我就没时间通读报道内容了 [04:26.69]这种时候我就要尽力 [04:29.16]在几秒内 [04:30.60]浏览一下前几行内容 [04:32.96]在直播前 [04:34.85]因为这太遗憾了 [04:36.72]如果你以欢快的嗓音开始播报新闻 [04:39.72]但却突然发现那是一篇致人死亡的交通事故的报道时 [04:42.73] [04:45.37]迅速浏览一下大致内容非常重要 [04:50.04]女:你拿到的报道内容上没有标注吗？ [04:51.52] [04:54.27]男:没有 我自己会进行一些标注 [04:57.65]如果是悲伤的报道 [04:59.06]我会在顶部放一个小的十字架 [05:01.28]这是我的一种小提示 [05:02.85]当我报道新闻时 [05:05.48]我会消化新闻报道的内容 然后核对语音语调 [05:09.42]问题5到问题8依据你听到的对话回答问题 [05:13.08] [05:15.04]5.女子想知道男子的什么情况？ [05:32.79]6.男子说news-subs是做什么的？ [05:50.24]7.男子说他最大的挑战是什么？ [06:08.06]8.男子说他放小十字架的作用是什么？ [06:26.18]第二节 [06:27.56]说明:在本小节中 [06:30.02]你将听到两篇短文 [06:32.47]在每篇短文后 [06:34.53]你将听到一些问题 [06:36.62]每篇短文和问题 [06:39.15]仅读一遍 [06:41.98]当你听完问题后 [06:43.92]你必须从A B C D四个选项中选出一个最佳答案 [06:45.76] [06:50.54]然后在答题卡1上用涂卡笔将相应答案标出 [06:54.21] [06:57.59]短文一 [06:59.26]你可能都知道mobile是手机 [07:02.27]不过我说的这个mobile [07:04.50]是挂在天花板上的精致装饰物——风铃 [07:07.39] [07:08.89]它会随着气息轻轻摇动 [07:11.72]风铃让孩子和大人都很高兴 [07:15.25]你知道谁发明了风铃吗？ [07:18.38]这个可爱的创作是一个美国艺术家 [07:22.62]名叫Alexander Calder发明的 [07:24.51]Calder小时候就对制作东西很感兴趣 [07:27.50] [07:29.33]后来他甚至经常在作品中使用金属线 [07:33.71]他上大学时 [07:35.34]学的是工程而不是艺术 [07:38.28]不过他很快就意识到 艺术才是他真正喜欢的 [07:42.25]他也喜欢马戏表演 [07:44.45]他早期的作品中有很多用金属线做的小型马戏团玩具 [07:48.43] [07:49.76]1930年左右 [07:52.06]Calder现实的金属线作品转向抽象作品 [07:56.54]他开始用 [07:58.25]圆形 方形和其他几何图形来创造作品 [08:02.01]为了让这些图形移动 [08:03.87]他用了小型电动机 [08:05.55]然后他向早期风铃的制造迈进 [08:09.21]他让建筑中的图形自己移动 [08:13.92]风铃随风摆动 看上去可能很简单 [08:17.53]不过只有精心制造才能产生这种效果 [08:20.86]Calder运用他的工程学知识 [08:23.20]创造出了首个风铃 [08:25.44]一般来说 风铃由用金属线串起来的小块亮印花金属组成 [08:29.66]然后固定在一根较粗的基础导线上 [08:32.74]Calder学过如何将每根金属线的精密点相连 [08:36.31]这样才能使所有金属块和谐地摆动 [08:39.88]这样 就创造了一种 [08:42.06]全世界人们都可以模仿和享受的艺术形式 [08:46.20]问题9到问题11依据你听到的对话回答问题 [08:53.16]9.说话者说了风铃的什么情况？ [09:10.67]10.我们对Alexander Calder的大部分早期艺术品有何了解？ [09:30.13]11.Alexander Calder真正的兴趣是什么？ [09:48.81]短文二 [09:50.32]每年 [09:51.61]美国人消耗的能量 [09:53.85]相当于每天3000余万桶石油 [09:58.17]所消耗能量包含各种形式—— [10:00.37]石油 天然气 煤炭 核能 太阳能还有风能 [10:04.87]从科学家的立场来看 [10:07.82]石油中的能量都会转化成热量 [10:10.10]不论是现在或是将来 [10:13.37]一些热量可直接使用或产生有用功 [10:18.06]其它损失或排出的热量会从发动机、电动机、锅炉和其他可使车轮转动的耗能机器中辐射到大气中 [10:21.95] [10:24.08] [10:27.14] [10:29.59]如果我们能找到方法 [10:33.05]提高消耗能量的效率 [10:34.69]我们就能用可利用的能量做更多事 [10:38.61]有资金和精心计划以后 [10:40.73]我们就能在一定程度上提高效率 [10:43.83]不过改进不会轻易做到 [10:46.54]不是一夜之间就能做到的事 [10:48.03]而且也有科学无法做到的限制 [10:52.41]战略与国际研究中心表示 [10:56.38]有约四分之三的能量 包括我们自己在内 我们用来移动事物的能量中 [10:59.97]没有产生有用功 [11:03.59]在效率和清洁度上 [11:06.85]公交车、火车和其他公共交通工具 [11:12.03]好于私人汽车 [11:15.15]但是前提是它们要以接近满负荷的状态运行 [11:17.94]否则这些交通工具的整体效率很差 [11:21.35]对一些人来说 [11:23.10]公共交通可以满足所有交通运输的需求 [11:26.91]可是对其他人来说 [11:27.56]公共交通和私人交通工具混合使用更为理想 [11:32.31]对公共交通工具和私人汽车进行更好的设计及更合理的使用 [11:34.75] [11:37.97]会在帮助美国交通获得更多可用能量上发挥重要作用 [11:39.75] [11:44.85]问题12到问题15依据你听到的对话回答问题 [11:50.34]12.说话者介绍了美国能量使用的什么情况？ [12:09.54]13.科学家怎么看待石油中包含的能量？ [12:27.95]14.公共交通工具在什么时候优于私人车辆？ [12:47.01]15.说话者最大的担心是什么？ [13:04.66]第三部分 [13:06.09]说明:在本小节中 [13:09.25]你会听到演讲录音 [13:11.80]或者带有某些问题的对话 [13:14.70]录音仅播一次 [13:18.41]当你听完问题后 [13:20.31]你必须从A B C D四个选项中选出一个最佳答案 [13:23.81] [13:27.25]然后在答题卡1上用涂卡笔将相应答案标出 [13:31.07] [13:34.63]现在开始听录音 [13:37.15]并回答16至19题 [13:41.03]Modertor:你们好 女士们和先生们 [13:42.53]我很荣幸向大家介绍今天的演讲者 [13:46.33]博士Franklin Smith [13:48.07]Smith博士 普林斯顿大学心理学教授 [13:52.69]写了大量关于精神健康问题的文章和书籍 [13:54.65] [13:57.23]我们都知道 这是一种由工作或学习带来的巨大压力或压力导致的现代健康问题 [14:00.56] [14:04.58]欢迎 Smith博士 [14:06.43]Smith博士:想一下你最后一次 [14:08.77]感受到的消极情绪 [14:10.80]比如压力 愤怒或沮丧 [14:13.44]当你经历这种消极情绪时 [14:16.16]你在想些什么? [14:18.49]你满脑子都在思考吗? [14:21.26]还是瘫痪了 无法思考? [14:24.42]下面你将发现自己 [14:26.60]在非常紧张的时候 [14:29.04]或者你感到愤怒或沮丧 停下来 [14:32.54]是的 停下来 [14:35.14]不管你在做什么 停下来休息一分钟 [14:38.64]当你坐在那里 [14:40.31]完全沉浸在负面情绪中 [14:43.61]让这种情绪吞噬你 [14:46.76]给自己一分钟的时间去真正地感受那种情绪 [14:50.57]当一分钟结束的后 问问你自己 [14:53.01]我是否愿意在一天余下的时间里继续保持这种消极的情绪？ [14:56.60] [14:59.07]如果你觉得需要 [15:02.37]再坚持一会儿 那就可以了 [15:04.82]给自己一分钟的时间去感受这种情绪 [15:08.50]当你觉得自己已经受够了这种情绪的时候 [15:11.15]问问自己是否愿意在接下来的一天中带着这种消极情绪继续下去 [15:13.18] [15:16.70]如果不是 那就深呼吸 [15:19.29]当你呼气的时候 用你的呼吸释放所有的消极情绪 [15:24.34]这个练习看起来简单——几乎太简单了 [15:28.23]但是 它非常有效 [15:30.72]通过让负面情绪 [15:33.29]成为真实的感觉 [15:35.11]你是在处理这种情绪 [15:37.81]试着不去感受它 [15:41.38]你实际上是通过给予它需要的空间和关注来剥夺情感的力量 [15:44.80] [15:47.92]当你沉浸在这种情绪中 [15:50.16]并意识到它只是一种情绪 [15:52.92]它就失去了它的控制 [15:54.84]你可以清理你的头脑 继续你的事情 [15:58.02]试一试 [15:58.94]下次当你处于消极情绪的时候 [16:02.27]给自己一些空间去感受情绪 [16:05.34]看会发生什么 [16:07.25]随身携带一张纸条 上面写着 [16:10.39]停下来 沉默一分钟 [16:13.73]我想保持这种消极情绪吗? [16:16.52]深深的呼 ,呼气 放松 继续前进! [16:22.26]这将使您想起流程的步骤 [16:25.43]记住:花点时间让自己 [16:27.53]沉浸在情感中 [16:30.29]然后 当你觉得自己已经感觉到了足够的时候 [16:33.35]释放它——真心释放它 [16:35.81]你会惊讶地发现你很快就能从消极的状态 [16:39.64]转移到 [16:41.27]你真正想做的事情上 [16:44.53]谢谢大家！ [16:46.98]16.关于心理健康的介绍是什么? [17:05.08]17.史密斯医生建议我们做些什么 [17:09.04]当我们感到消极情绪时? [17:24.30]18.为什么要深呼吸？ [17:41.19]19.消除这种情绪的关键是什么? [17:58.87]现在开始听录音 [18:01.19]回答20到22题 [18:05.92]有些人觉得炫耀自己的成就并获得奖励是很容易的 [18:08.40] [18:11.88]而另一些人则是壁花(局外人) 他们安静地坐在办公桌前 [18:15.73]希望自己的工作得到认可 [18:18.34]你要知道变成一个壁花 [18:20.68]在你的职业生涯中对你没有帮助 你需要自己站起来 [18:25.00]首先 你应该让你的老板知道你的成功 [18:28.81]你不是公司里唯一的员工 [18:31.70]你的老板也不能检查你的每一个人 看看谁在做什么 [18:36.27]此外 他们有很多事情要处理 [18:39.19]而你是他们的最后一件事 [18:41.89]有时 老板们不知道究竟是谁在做什么项目 [18:45.30]以什么方式 通常 [18:48.41]他们只是检查完成的项目 仅此而已 [18:51.56]为什么不提醒你的老板你在做什么 [18:54.62]你得到了什么结果? [18:56.71]公开地告诉他们你所做的一切 [18:59.52]他们肯定会感激你的 [19:02.37]他们雇佣了你 他们希望他们的员工 [19:05.75]能作为专业人士来改进和发展 [19:08.50]所以不要认为这很尴尬 或者看起来像你在吹嘘 [19:13.10]事实上 他们会很高兴地知道 [19:15.35]你正在给公司带来资金 [19:17.23]而且你愿意为公司的发展做出贡献 [19:21.31]此外 你应该知道当你开始吹嘘自己的成就时 [19:25.02]很多人会告诉你 [19:27.51]谈论你的成就很快就会变成吹牛 [19:30.71]这只会产生负面影响 [19:33.34]然而 如果你达到一定程度的成功 无论你做什么 人们都会觉得你很自负 [19:36.54] [19:40.69]不要害怕谈论你为公司所做的所有事情 [19:43.74]因为那些需要知道的人不会认为你是傲慢的 [19:46.98] [19:49.31]当你开始过多地谈论它时 就发生问题了 [19:52.99]这只会慢慢地变得很烦人 [19:55.51]当人们一遍又一遍地重复他们所取得的成就时 就会发生这种情况 [19:58.54] [20:01.24]所以 当你第一次说这句话的时候 [20:04.37]每个人都听清楚了 [20:06.75]这是不需要重复的 [20:08.92]指出你的成功 因为没有人会为你做这件事 [20:12.60]如果你的同事认为这是吹牛 [20:15.47]知道任何需要付出很多努力 [20:18.16]和知识去实现的事情都是值得夸耀的 [20:21.54]20.说话者建议壁花做什么? [20:40.09]21.说话者对老板说些什么? [20:58.08]22.什么使自夸变得令人讨厌? [21:16.12]现在开始听录音 [21:18.03]回答23到25题 [21:22.14]联合国一份新的报告说发展中国家超过2亿 [21:27.32]年轻人没有完成小学 [21:32.13]并称 将近一亿三千万在学校 [21:34.86] [21:37.23]但他们不能读写——他们需要摆脱贫困的能力 [21:41.94]报告敦促捐助者和政府 [21:45.22]支持年轻人获得成功所需的技能 [21:49.62]这一发现来自 [21:52.58]联合国教科文组织—— [21:55.57]联合国教育 科学和文化组织——所有全球监测报告的教育 [21:59.90]教育工作者说年轻人需要至少一所小学教育 [22:04.53]和一些中学来获得安全 [22:07.30]高薪的工作 但报告说 大多数发展中国家 [22:12.02]并没有发生这种情况 [22:15.29]包括撒哈拉沙漠以南的地区报告说 大约有30%的 [22:19.75]在撒哈拉以南非洲年轻人 [22:22.62]没有完成最初几年的教育 [22:25.34]还有数百万人甚至没有上中学 [22:29.21]Pauline Rose是全球监测报告教育的负责人 [22:32.65] [22:34.93]她说 一些学校没有提供 [22:37.57]学校和工作之间的桥梁 [22:40.13]她说 这意味着八分之一的年轻人失业 [22:44.49]四分之一的人工资很低 [22:47.86]Rose女士说 年轻人在计算能力和读写能力方面需要很强的技能 [22:51.81] [22:54.29]并且知道如何解决问题 [22:57.60]要比死记硬背要重要得多 [23:01.13]这是一种通过重复记忆来建立记忆的过程 她说 一些团体成功地 [23:05.06]教授了经营企业所需的技能 [23:08.53]离开学校的人需要第二次机会接受教育 [23:11.37]在一些地区 通过电视 电脑或其他方法进行远程教育是很有帮助的 [23:15.89] [23:19.96]通过远程教育也有机会学习 [23:24.53]我们发现在像墨西哥和纳米比亚这样的国家 [23:27.71]大量的年轻人通过远程教育系统达到了 [23:30.12] [23:32.51]她说另一种流行的方法是传统的学徒制 [23:36.96]年轻人充当学徒 接受技术工人的培训 [23:42.04]Pauline Rose说学徒制主要帮助 [23:45.44]那些受过小学教育的人 但他们缺乏工作技能 [23:50.31]她说 这个系统可以组织起来 让女性参与进来 [23:54.20]学生们也能得到认可 [23:57.88]23.年轻人需要什么才能得到安全 高薪的工作? [24:17.29]24.根据Pauline Rose的说法，有些学校没有提供什么? [24:36.16]25.另一种流行的为年轻人获取技能的方法是什么? [24:55.45]听力理解到此结束.