往年英语三级听力音频链接（点击查看）

Part I Listening Comprehension

【听力文本】

Section A

1. M: Which of the shirts do you think I should buy, the red or the green?

W: Well, didn’t you buy a red one last week? A little variety would be good.

Q: What does the woman suggest the man do?

2. W: Are these treatments really necessary? They don’t seem to help very much.

M: I’m afraid so, Mrs. Johns. Just be patient. I’m sure you’ll see some results soon.

Q: What’s the relationship between the speakers?

3. M: Do you think you can have the shirts finished by Friday morning?

W: I’m sorry. I couldn’t possibly get them done by then. Saturday afternoon would be the earliest that you could have them.

Q: When can the shirts be ready?

4. W: Boy, I’m nervous. The term paper is due in two days. All the books I need are checked out.

M: I know what you mean. There are a million of books in this place. And I can never find what I need.

Q: Where are the speakers?

5. W: Do we have enough time for the 7:30 train if we get off right away?

M: No, it’s too late. It’s impossible for us to get to the station in 20 minutes.

Q: What time is it now?

6. M: You’ve had your hands full and have been overworked during the last two weeks. I think you really need to go out and get some fresh air and sunshine.

W: You’re right. That’s just what I am thinking about.

Q: What is the woman most probably going to do?

7. M: You know, this project is already over budget. We’ll either have to accept the loss or find a way to cut cost.

W: I know. But if we take the loss, it might mean that we go out of business.

Q: What will they most probably do next?

8. M: You look quite different from what you used to.

W: Sure. I started exercising regularly two years ago and went from 253 pounds to a healthy 160 pounds. And that’s the only thing I didn’t give up halfway.

Q: What do we know about the woman?

9. W: Who do you think should get the job? How about Mr. Becket?

M: Mr. Becket... I’m not sure. He is a nice fellow of course, and easy to get along with. But I doubt his professional expertise. I want someone who can get the job done.

Q: What do we learn from the conversation about Mr. Becket?

10. M: Jane missed the class again, didn’t she? I wonder why.

W: Well, I knew she had been absent all week. So I called her this morning to see if she was sick. It turned out that her husband was badly injured in a car accident.

Q: What does the woman say about Jane?

Section B

Passage One

In the United States, a new trend of education has caught a lot of people’s eyes. That is the Green Chemistry Lessons. The main principle of the idea is that chemical processes and products can be designed without using toxins or generating hazardous waste. Statistics show that though more than 600 colleges have chemistry programs, only about a dozen teach Green Chemistry; 5 of them list Green Chemistry as a compulsory course. But that number is growing. Students embrace the idea and the most important reason is that Green Chemistry can bring them job opportunities. Businesses are now seeking graduates with backgrounds in Green Chemistry because it can help them make or save money in the development, manufacturing, disposal and clean-up of products. Just as Mr. Johnson, an expert on education, has pointed out, “The green theory on the course book is useless unless it turns out to be profitable. You know, green is also the colour of money.” 

We can anticipate that in the near future all chemistry taught in the world’s universities is considered green.

Questions 11-13 are based on the passage you have just heard.

11. How many colleges in the United States have Green Chemistry Lessons?

12. Why do students show interest in Green Chemistry?

13. What is the speaker’s attitude towards Green Chemistry?

Passage Two

In 1956, a young sailor was at sea for a long time. He was feeling very far from his family and friends. He wrote a note and put it into a bottle. Then he closed the bottle and threw it into the ocean. The note in the bottle asked any pretty girl who found it to write to him. Two years later, a man was fishing at the seaside in Sicily. The fisherman saw the sailor’s bottle and picked it up. As a joke, he gave it to his pretty daughter. Still as a joke, the girl wrote the lonely sailor a letter. More letters went back and forth between the girl and the sailor. Soon the sailor visited Sicily. He and the girl were married in 1958.

This is just one of the many stories about drifting bottles that have changed people’s lives. A bottle is a good traveller at sea. It can travel safely through storms that destroy ships and glass will last almost forever. 

The speed of a drifting bottle changes with the wind and the ocean current. A bottle drifting in a quiet place may not move a mile in a month. Another bottle may move a hundred miles a day. But no one can be sure just where a bottle will go. For example, two bottles of the same size, shape, and weight were dropped at the same time into the ocean near Mexico. The first bottle drifted east for 130 days and was found in South Africa. The second bottle went north for 96 days and was found in Florida. Two other bottles which were thrown at the same time into the middle of the Atlantic Ocean were found 350 days later in France and they were only a few meters from each other.

Questions 14-16 are based on the passage you have just heard.

14. Why did the young sailor write a note?

15. Which of the following influences the speed of a drifting bottle most?

16. What can we infer from the stories of drifting bottles?

Passage Three

IQ data from more than 20 nations show that since the 1930s each generation has in fact been brighter than the previous one. Explanations for the cause of this include better diet and health and more environmental stimulation. The trend towards smaller families could also contribute to the rise in average intelligence. Fewer children, means more parental attention.

Robert Howard, an educationalist at the University of New South Wales, Sydney, claims to have real-world evidence that each younger generation is brighter than the previous one. For example, he points out that at the highest levels of chess the young have increasingly dominated the game since the 1970s, outperforming older players at progressively earlier stages.

However, another study reveals that school textbooks became simpler between 1919 and 1991, which raises the possibility that rising intelligence in children has more to do with the increasing complexity of everyday life than any improvement in our education system. The definition of intelligence is the ability to deal with complexity and certainly our children arrive in a world that is much more complex than ours was at their age. But if everyday life is becoming a daily intelligence test, then our educational system has simply not kept pace because it still uses methods inherited from the Victorian Era, insuring that school is one of the least complex and intellectually under-stimulating environments in modern society.

Questions 17-20 are based on the passage you have just heard.

17. Which of the following is a reason for the increase in children’s average intelligence?

18. What is the evidence of a brighter generation according to Robert Howard?

19. From which of the following can today’s children benefit a great deal?

20. Which word best summarizes the speaker’s attitude towards the present educational system?

Section C

From age 11 to 16, students in the UK will get into secondary school and (21)proceed towards taking the GCSEs.From the age of 11-14, students will study a wide (22)range of subjects such as Music, Maths, Sciences, English, and so on. When they (23)reach 14, they enter the inaugural year of the GCSE. GCSE is about 2 years and (24)marks the end of the compulsory education in the UK. (25)Once the students have finished their GCSEs, then they have the (26)option to either move into further education or (27)face employment.GCSEs are a series of tests that assess the knowledge and competency levels of the students (28)in the core subjects, i.e., English, Maths, and Science. Students also get to (29)select additional 4 or 5 subjects in which they want to take GCSEs. These subjects are French, German, Business Studies, Design and Technology, Music, Sports, Science, Geography, History, and many other choices. At state school level, students get to take 5 to 10 GCSEs, (30)depending on the students’ ability. For independent schools, which are results-driven, emphasis is more on academic studies.

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