评论
打印
听力短文原文
Passage One
People write to ask me if there'scorrelation between academic intelligence and emotional intelligence. My answeris no. You can have a high IQ and a high EQ, which, of course, is a winningcombination, or be high in one and low in the other. The best study was done atBell Labs in New Jersey, a very high IQ place. They do research intodevelopment for the communications industry. In a division of electronicengineers, who were designing equipment so advanced that they work in teams ofup to 150, co-workers and managers were asked to nominate the standouts thestars in productivity and effectiveness. They came up with 10 or 15 names, andthat group of stars was compared with everyone else. It turned out there was nodifference in IQ, no difference in academic qualifications, no difference inyears on the job. The only difference was emotional intelligence. The starswere people who knew how to get along, who knew how to motivate themselves,usually the kind of people you like to hang out with. When these people ran upagainst a technical problem, to which they'd have to turn to someone else foran answer, they'd e-mail and get an answer right away, because they built up anetwork of people before they needed them. The other people would e-mail andwait up to two weeks for an answer. So you can see how being good in theinterpersonal realm actually was a direct benefit, even for effectivelypursuing a technical task.
Questions 26 to 28 are based onthe passage you have just heard.
26. What does the speaker sayabout Bell Labs?
27. What characterizes the starsnominated at Bell Labs?
28. What does the speaker saycontributes to effectively pursuing a technical task?
Passage Two
J's (Biography of John Muir)—JohnMuir's own writings to bring readers a life story of this remarkable man whodid so much to raise American's awareness of environmental issues. As America'sfirst environmentalist, John Muir lived his life forever daring to undertakenew adventures. He spent most of his days outdoors and had deep love for thewild lands. In the book, we meet John Muir as a youth fearlessly climbing theroof of his house. He captures birds only to let them go when he realizes thecruelty involved. He becomes an inventor and sells his inventions in order toattend the university. As a young man, he began walking over tens of thousandsof miles during his lifetime, through the south to Florida, the west toCalifornia and north to Alaska, where readers are taken a long and particularlyhair-raising adventure on a large mass of floating ice. Muir's learning inobservation throughout his life led him to devote his last years to preservingthe natural environment. His writing and speaking raised the awareness of theimportance of conservation and helped bring about our national park system.Readers will feel they know John Muir after reading his story and may catch hispassion for preserving the riches of our land. The other's portrayal of Muir'slife is a testimony to what it means to be lifelong learners and to use thatlearning to inform and bring about change.
Questions 29 to 31 are based onthe passage you have just heard.
29. What kind of book is thespeaker introducing?
30. What do we learn about JohnMuir when he was young?
31. What did John Muir intend todo through writing and speaking?
Passage Three
Disaster movies often portraycatastrophes that destroy, or at least threaten to destroy earth's entirepopulation. In fact, a virus emerged in the 1970s that could've been just thatfatal. Named after a river that passes through the Congo, the Ebola virusoriginally manifested itself in the interior of Africa in 1976. Two strains ofthe disease, with almost identical symptoms, affected humans—Ebola-Zaire andEbola-Sudan. The Sudan version was deadly enough, killing 50% of those itinfected. However, Zaire, with its 90% mortality rate, was even worse. Theorigins, though not the cause of Ebola-Sudan, can be traced back to a singleindividual in a Sudanese town. Ebola-Zaire seemed to erupt in over 50 villagessimultaneously. Both strains quickly invaded local hospitals when needlesharing and other unhealthy practices ensured the rapid spreading of theinfection by bringing people into contact with contaminated body fluids. If thevirus had been capable of spreading through the air, or if one infected personhad unknowingly entered a large population center, Ebola might have become aworldwide epidemic. However, soon after these fierce outbreaks, the virus diedout, at least temporarily. Ebola was so deadly and killed so quickly thatwithin a short period of time, there was no one around to infect. Hospitalworkers in at least one case deserted their workplace in panic, thus haltingthe administering of potentially unclean disease spreading injections, butEbola has not disappeared. With no known vaccination or cure available, itseems only a matter of time until another epidemic erupts.
Questions 32 to 35 are based onthe passage you have just heard.
32. What is Ebola virus namedafter?
33. What do we learn aboutEbola-Zaire and Ebola-Sudan?
34. How do people get infectedwith the disease according to the speaker?
35. What does the speaker believe?
