2009年6月大學(xué)英語六級(jí)710分考試成功指南—聽力必備2009年6月英語六級(jí)聽力成功指南(第十六期)
短文部分
Questions 16 to 19 are based on the talk in class about United States history.
16.
A) Jefferson's view about commercialized agriculture.
B) International trade in the nineteenth century.
C) Improvements in farm machinery in the United States.
D) Farmers' loss of independence.
17.
A) Crop production became increasingly.
B) Economic depressions lowered the prices of farm products.
C) New banking laws made it easy to buy farmland.
D) The United States increased its agricultural imports.
18.
A) Prices for farm products rose.
B) Farmers became more dependent on loans from banks.
C) Jefferson established government programs to assist farmers.
D) Farmers relied less on foreign markets.
19.
A) They provided evidence that Jefferson's ideal could be achieved.
B) They made farmers less dependent on local bankers.
C) They affected the prices that farmers could receive for their crops.
D) They decreased the power of the railroads to control farm prices.
Questions 20 to 22 are based on the passage you've just heard.
20.
A) The earth uses only a fraction of the sun's energy.
B) Early man was incapable of using solar energy.
C) Solar radiation can be dangerous.
D) The windmill was the forerunner of the steam engine.
21.
A) A large portion.
B) Five million horsepower.
C) As much as man uses in a year.
D) As much as man uses in a day.
22.
A) They use it indirectly.
B) They use it by a surprising engine.
C) By the chemical action of the sun.
D) They use it directly.
聽力原文：
Passage 5
One of the most popular myths about the United States in the 19th Century was that of the free and simple life of the farmer. It was said that the farmers worked hard on their own land to produce whatever their families' needed. They might sometimes trade with their neighbors, but in general they could get along just fine by relying on themselves, not on commercial ties with others. This is how Thomas Jefferson idealized the farmer at the beginning of the 19th century. And at that time, this may have been close to the truth especially on the frontier. But by the mid century sweeping changes in agriculture were well under way as farmers began to specialize in the raising of crops such as cotton or corn or wheat. By late in the century revolutionary advances in farm machinery has vastly increased production of specialized crops and extensive network of railroads had linked farmers throughout the country to markets in the east and even overseas. By raising and selling specialized crops, farmers could afford more and finer goods and achieve a much higher standard of living but at a price. Now farmers were no longer dependent just on the weather and their own effort, their lives were increasingly controlled by banks, which had powder to grant or deny loans for new machinery, and by the railroads which set the rates for shipping their crops to market. As businessmen, farmers now had to worry about national economic depressions and the influence of world supply and demand on, for example, the price of wheat in Kansas. And so by the end of the 19th century, the era of Jefferson's independent farmer had come to a close.
Questions 16 to 19 are based on the talk in class about United States history.
16. What is the main topic of the talk?
17. According to the professor, what was the major change in agriculture during the 19th century?
18. According to the professor, what was one result of the increased use of machinery on farms in the United States?
19. According to the professor, why was world market important for the United States agriculture?
Passage 6
The energy which the sun radiates goes in every direction. However, only a minute part of it falls on the earth. Even so, it represents the power of about five million horsepower per square mile per day. The sun gives us as much energy every minute as mankind uses in a year. At present, we use this energy indirectly, and it is our only final source of power. Coal represents the chemical action of the sun on green plants thousands of years ago. Water power results from the sun's creation vapor and the resulting rain. Even windmills operate because of air currents set in motion by the uneven heating effects of the sun in different places, Already, a scientist has worked out an engine, surprisingly efficient. This engine uses a series of mirrors which concentrate the sun's energy on a tube of water to create seam.
Questions 20 to 22 are based on the passage you've just heard.
20. What does this passage tell us about?
21. How much energy does the sun give to the earth in a minute?
22. How do people use solar energy at present?
題解：
Passage 5
這是老師在課堂授課的講稿。文章介紹了19世紀(jì)美國農(nóng)民如何從自給自足到依賴他人的演變過程。分析了造成這一變化的原因。
聽時(shí)要注意按照時(shí)間順序理清農(nóng)民的特點(diǎn)及原因。
16.D 這是一道主旨題。把握時(shí)間的順序，如at the beginning of the 19th century, but by the mid century, by late in the century便可知。文章的最后一句話也說明了這層意思。
17.A 這是一道細(xì)節(jié)題。從"revolutionary advances ... has vastly increased production of specialized crops .... "可知。
18.B 這是一道細(xì)節(jié)題。從"Now farmers were no longer dependent ..., their lives were increasing controlled by banks, which had powder to grant or deny loans for new machinery."可知。
19.C這是一道細(xì)節(jié)題。從"farmers now had to worry about national economic depression and the influence of world supply and demand on ..."可知。 Passage 6
本文是介紹太陽輻射的科普文章。太陽光輻射的能量僅有極其微小的部分到達(dá)地球。盡管如此，這些能量相當(dāng)于每天每平方英里上產(chǎn)生五百萬馬力的功率。太陽每分鐘釋放的能量相當(dāng)于人類一年的所需?，F(xiàn)在人們間接地使用這些能量，它是人類最后能量的源泉。煤的形成體現(xiàn)了成千上萬年前太陽光作用于綠色植物產(chǎn)生的化學(xué)反應(yīng)的結(jié)果。水力是太陽產(chǎn)生水蒸氣和由此而形成的雨的結(jié)果。甚至風(fēng)車的轉(zhuǎn)動(dòng)都與太陽的活動(dòng)有關(guān)。這是由于太陽光使不同地區(qū)不均衡的受熱，從而產(chǎn)生氣流的結(jié)果?？茖W(xué)家們已發(fā)明出一種發(fā)動(dòng)機(jī)，它利用一些鏡子把太陽能集中反射到一盛水的管子上，從而來制造蒸汽。
20.A 本題考查對(duì)文章內(nèi)容進(jìn)行綜合判斷。文章一開始即講到"only a minute part of it falls on the earth"。
21.C 本題考查細(xì)節(jié)。由于片面掌握信息，而不能區(qū)分干擾選項(xiàng)，造成誤選B或D。
22.A 本題考查捕獲明示信息的能力。文中談到"At present, we use this energy indirectly"。
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