全国公共英语等级考试五级 e2

　　[00:00.00]Questions 14-16 are based on the opening speech

[00:08.18]of the Chairman of the final session in an international conference

[00:14.32]and a statement made by Dr.Martin.

[00:18.86]You now have 15 seconds to read Questions 14--16.

[00:26.33]M:Ladies and gentlemen.As we all know,there are great problems

[00:33.28]inherent in specialist conferences concentration

[00:38.82]on specific areas of scientific research.

[00:44.49]This was the chief reason for us to plan a truly interdisciplinary conference

[00:52.04]on the complex subject of decision sciences.

[00:57.39]Equally,however;there are dangers in bringing together

[01:03.24]so many experts from so many different disciplines.

[01:08.68]It takes a genuine effort for a person in one discipline

[01:14.61]to listen to something else which may be totally unfamiliar 1 to him.

[01:20.95]Not only to listen,but to absorb.

[01:25.79]The benefits from it are,however;substantial.

[01:31.25]The work of others may help us define our own work more clearly

[01:38.19]and may give us ideas for future work

[01:43.65]which we would not otherwise be able to obtain.

[01:48.90]Well,now,in the final session,

[01:54.26]we are going to consider societal decision making,

[01:59.51]and this theme will be introduced by our first speaker;

[02:05.96]Dr Martin from Cambridge University Dr Martin!

[02:12.52]W:Thank you,Mr.Chairman.

[02:16.25]At first,

[02:19.62]I would like to make a statement on behalf of the committee of this conference

[02:25.06]In attempting to prepare our summaries of the groups’ discussions,

[02:31.80]my fellow committee members and I have found the task

[02:36.94]to be considerably 2 more difficult than we had envisaged 3.

[02:42.40]We would like to be able to present in brief and rather simple language

[02:48.65]the main themes of your discussions

[02:53.11]and the questions remaining in particular areas.

[02:58.16]We have discovered

[03:01.81]that the different vocabularies used by the different groups of experts

[03:08.26]have caused considerable confusion among many of the conference participants

[03:15.11]For this reason

[03:18.56]we would like to ask the main speakers from the different sections

[03:24.38]to meet in the lobby immediately after this session.

[03:29.42]Thank you. Now,my subject today is ...(fade out)

[03:35.07]You now have 30 seconds to check your answers to Questions 14--16.

[03:43.58]Question 14-16 according to Part B (2).

[03:45.72]14.What is the subject of the conference?

[03:47.76](A)Gene and heredity   (B)Decision sciences.

[03:49.75](C)Interdisciplinary research   (D)Societal policy making.

[03:54.34]15.How does the Chairman evaluate this kind of conference?

[03:56.41](A)Problematic  (B)Complicated  (C)Beneficial  (D)Interesting

[03:58.39]16.What is the task which Dr.Martin

[04:00.40]and other committee members feel difficult?

[04:05.03](A)Preparing summaries  (B)Holding group discussions

[04:07.09](C)Understanding the themes of some speeches.

[04:09.10](D)Satisfying the conference participants.

[04:11.12]Questions 17--20

[04:15.74]are based on the following conversation between Professor Lambert

[04:21.59]and Dale Kohler.

[04:24.93]You now have 15 seconds to read Questions 17--20.

[04:32.20]W:These are lovely buildings.

[04:37.24]I’ve never been to this part of the university before

[04:42.41]M:It’s a bit out of the way.Where do you normally,uh,hang out?

[04:49.15]W:Computer labs,sir;I’m a research assistant for a special project

[04:56.10]on a combined government and private-sector grant.

[05:00.85]M:We haven’t introduced ourselves.I,of course,am Roger Lambert.

[05:07.30]W:Dale Kohler,sir.I really appreciate your seeing me.

[05:12.97]M:Let’s sit down.You said you know my sister’s daughter Verna.

[05:19.43]I’m very curious to know how she’s doing.Very.

[05:25.36]W:Now it’s not very so good,sir.

[05:30.79]Her little girl’s about one and a half,

[05:35.26]and I guess that’s a demanding age,

[05:39.41]at least Verna says the kid is driving her crazy,

[05:44.56]babbling and getting into things all the time.

[05:49.10]The project she’s living in is not a good place.

[05:54.46]She has no real friends.

[05:58.22]M:Is there anything,you think,I could do for Verna?

[06:03.26]W:Do what I do,sir.Remember her in your prayers.

[06:08.72]M:That is certainly the least I can do.

[06:13.37]Do give her my love when you see her next time.

[06:18.62]W:Also,if I may say,you could visit her yourself.

[06:24.76]M:She has,not once sought to reach me.

[06:29.49]Now,was there anything you wanted to talk to me about?

[06:34.74]W:Yes.I was wondering,sir,about a grant

[06:39.57]Whether the university would like me to pursue what I’ve been doing.

[06:46.02]Are you giving me the green light on my project?

[06:50.28]M:Not at all.It’s not for me to give you a light of any color

[06:56.63]If you want to apply for a special research grant from the university,

[07:03.58]they have all the appropriate forms in the front offices downstairs.

[07:09.92]The head of the Grants Committee

[07:14.47]is a very nice man,I can tell you,called Jesse Closson.Good luck!

[07:21.52]W:We’ll be in touch.

[07:24.76]You now have 40 seconds to check your answers to Questions 17--20.

[07:33.12]Question 17-20 according to Part B (3).

[07:36.57]17.What is Dale Kohler?

[07:38.68](A)A computer programmer  (B)A research assistant.

[07:42.52](C)A project manager    (D)a special agent for the government.

[07:44.56]18.What is the big problem for Prof.Lambert’s niece?

[07:50.15](A)The place she lives in is noisy (B)She has only a few friends

[07:55.14](C)She is too demanding for her age (D)Her daughter drives her crazy

[07:57.15]19.What does Dale Kohler suggest Prof.Lambert to do for his niece?

[07:59.14](A)To show his love to her     (B)To pay for-her

[08:01.36](C)To visit her      (D)To call her

[08:03.40]20.What is the real purpose for Dale Kohler to see Prof.Lambert?

[08:05.43](A)To help him to get a grant.

[08:07.44](B)To offer him a chance to take part in a project.

[08:11.55](C)To tell Prof.Lambert about his niece.

[08:13.56](D)To make a recommendation to the Grant Committee.

[08:15.67]That is the end of Part B.

[08:19.72]Part C

[08:23.07]You will hear a part of speech given by a university president

[08:29.31]on the occasion of the 100th anniversary of Peking University.

[08:36.75]As you listen,you must answer Questions 21--30.

[08:43.28]by writing NOT MORE THAN THREE words in the space provided on the right

[08:50.44]You will hear the speech TWICE.

[08:55.09]You now have 60 seconds to read Questions 21- 30.

[09:02.75]The 100 anniversary of China’s 1898 Reforms

[09:10.71]and of Peking University is a special occasion.

[09:16.46]It merits the gathering 4 of university presidents from around the world

[09:23.62]The establishment of this university

[09:28.37]signaled China’s commitment to create a university

[09:33.91]that would serve the nation and the world

[09:38.46]and that would meet international standards of scholarly excellence 5.

[09:44.72]The many accomplishments 6 of Beida in the intervening years--

[09:52.27]as well as its moments of despair--are known throughout the world

[09:58.52]At the dawn of a new century,

[10:02.67]the original vision enunciated 7 by its early leaders

[10:08.84]is at least within grasp. Of this I am confident.

[10:15.47]A II will benefit as Beida

[10:20.12]draws upon the remarkable 8 talents of this nation

[10:25.66]to become a leading center of creativity and innovation

[10:31.82]in the 21st century.

[10:35.66]But,like my university and like universities around the world,

[10:42.12]Beida faces a major question:

[10:47.16]What qualities are necessary to serve society through excellence?

[10:54.79]This is the topic of my address.

[10:59.25]I am often asked to explain the "secret" ingredients of

[11:05.99]Stanford’s relations with the Silicon 9 Valley.

[11:10.64]The Silicon Valley

[11:14.48]had become a metaphor 10 the world over for a productive relationship

[11:20.72]between a university and the surrounding region.

[11:25.87]And many visitors to Stanford

[11:30.52]seek to know the reasons for its success.

[11:35.46]The answer is to be found not in some secret that Stanford has discovered

[11:42.72]but rather in its rigorous adherence 11 to several fundamental

[11:49.17]but universal purposes

[11:53.61]and characteristics of a research-intensive university.

[11:59.78]In using the tern "research-intensive university,"

[12:06.73]I mean something very specific.

[12:10.78]Systems of higher education have become highly diversified 12

[12:17.12]and meet a variety of needs,

[12:21.59]especially societal needs for a skilled workforce 13.

[12:27.62]The institutions that have emerged

[12:32.20]to face these challenges are frequently labeled "universities."

[12:39.43]There is nothing wrong with this other than definitional confusion.

[12:46.09]What I have in mind,however,

[12:50.46]is an institution that meets three criteria 14:

[12:55.89]it selects its students;

[13:00.36]it is primarily dedicated 15 to the search for knowledge;

[13:06.00]and it is marked by a spirit of critical inquiry 16.

[13:11.64]For simplicity’s sake,

[13:15.17]I shall call this the research-intensive university

[13:20.91]I do not use the common American designation

[13:27.16]"research university" because,as will become apparent,

[13:32.90]I do not think of the university as a research institute,

[13:38.65]but as an institution

[13:42.88]where the intensity 17 of research is part and parcel

[13:48.55]of the traditional university functions of teaching and learning.

[13:55.08]What research-intensive universities need to do now,

[14:01.01]as the 21st century approaches,

[14:05.77]is to think much harder about what distinguishes them as institutions

[14:13.13]from other societal institutions engaged in teaching,

[14:19.27]in order to bring into sharper focus for themselves and for society

[14:26.22]what is their unique and lasting 18 task.

[14:31.16]And while some of that thinking bears on the non-secret I shall discuss today

[14:38.50]its more crucial purpose is to clarify for the next century

[14:44.74]a role that was delineated most clearly nearly 200 years ago.

[14:51.19]To begin,I should like to go back to the last decade of the 19th century,

[14:58.53]the year in which both Peking University and Stanford were founded.

[15:05.40]In the United States alone,

[15:09.45]three major universities were formed at about the same time:

[15:15.59]Johns Hopkins,Stanford,and The University of Chicago.

[15:21.86]As we know,

[15:25.70]Peking University resulted from the Hundred Day Reform of 1898

[15:32.75]and was made the pinnacle 19 of a multi-layered educational system

[15:39.70]that was meant to modernize 20 the education and training of officials.

[15:45.97]The first element of the non-secret regarding Stanford’s

[15:51.72]productive relationship with Silicon Valley

[15:56.37]is the university’s fundamental commitment to the building of

[16:02.22]scholarly "steeples of excellence"

[16:07.08]in research,learning and teaching,not to the training,

[16:13.53]as such,of engineers and business managers...

[16:18.78]With universities seemingly hopelessly confused about their mission

[16:25.63]as they enter the 21st century,

[16:30.09]it is a matter of urgency to reflect on the university’s

[16:36.23]core tasks and not be diverted by those who want the university

[16:43.18]to be all things to all people.

[16:47.44]The second element of Stanford’s non-secret

[16:52.79]is that in spite of innumerable temptations,

[16:58.54]it has remained an institution

[17:03.19]that sees the combination of teaching and research

[17:08.86]as what it is primarily about.

[17:13.40]Stanford developed an enduring institutional character

[17:19.54]that at its core does not change.

[17:24.30]Therein lies the university’s advantage.

[17:29.97]It seems to me that in those universities

[17:35.40]overwhelmed by the sheer number of students,

[17:40.44]or in countries in which research and teaching

[17:45.59]are fundamentally or even partially 21 separated,

[17:51.05]much creative force lies nowhere.

[17:56.19]My point is not that

[18:00.55]university teaching should be based on university research,

[18:06.59]but that university research benefits from teaching,

[18:12.55]not just from teaching graduate students

[18:17.09]but also from teaching first-year students.

[18:22.03]The third important aspect of Stanford’s non-secret

[18:28.48]must be taken into consideration:

[18:32.84]the university’s freedom to ...

[18:37.78]Now you are going to hear the record a second time.

[18:43.45]You now have 100 seconds to check your answers to Questions 21--30