2019专八听力全真模拟练习mp3附文本（5）

2019专八听力全真模拟练习mp3附文本（5）

　　2019专八考试将于2019年3月23日上午开考，专八听力占整个试卷25分，是除阅读外第二大分值题型，需要通过长期的积累和多听多练才能提高此题型得分率，在考试前期新东方在线整理了20套专八听力全真模拟练习题，音频内容完全按照专八听力考试形式，包含minilecture和conversation希望对大家自测练习有所帮助。

2019专八听力全真模拟练习二十篇

　　[00:23.88]TEST 5

　　[00:25.13]SECTION A MINI-LECTURE

　　[00:27.90]In this section

　　[00:28.92]you will hear a mini-lecture.

　　[00:30.93]You will hear

　　[00:31.83]the mini-lecture ONCE ONLY.

　　[00:34.27]While listening to the mini-lecture,

　　[00:36.35]please complete the gap-filling task

　　[00:38.72]on ANSWER SHEET ONE and write

　　[00:40.93]NO MORE THAN THREE WORDS

　　[00:42.78]for each gap.

　　[00:44.13]Make sure the word(s) you fill in

　　[00:47.44]is (are) both grammatically

　　[00:49.68]and semantically acceptable.

　　[00:52.68]You may use the blank sheet

　　[00:54.29]for note-taking.

　　[00:55.16]You have THIRTY seconds

　　[00:57.34]to preview the gap-filling task.

　　[01:29.55]Now listen to the mini-lecture.

　　[01:31.53]When it is over,

　　[01:32.67]you will be given THREE minutes

　　[01:34.51]to check your work.

　　[01:35.88]The Purposes of Literary Analysis

　　[01:39.81]Good morning, everyone.

　　[01:41.40]Today I'd like to talk

　　[01:42.64]about literary analysis,

　　[01:44.90]and specifically,

　　[01:46.11]its three purposes.

　　[01:48.28]For the millennia during which

　　[01:49.91]literature has existed,

　　[01:51.80]scholars, intellectuals,

　　[01:53.50]and lay people

　　[01:55.05]have unceasingly engaged

　　[01:57.12]in the act of analyzing it.

　　[01:59.77]Whatever the variety

　　[02:00.95]of analytical approaches

　　[02:02.51]to literature might be,

　　[02:04.09]literary analysis is in itself

　　[02:07.18]a universal necessity

　　[02:09.31]when approaching a text,

　　[02:11.16]and cannot be escaped on some level,

　　[02:13.39]because literary analysis

　　[02:15.89]enables readers to fully grasp

　　[02:17.49]the core abstractions

　　[02:19.79]which an author has bestowed

　　[02:21.69]upon his work.

　　[02:23.33]Furthermore,

　　[02:24.45]it is indispensable

　　[02:26.11]in rendering the literature relevant,

　　[02:28.70]both to the individual's own life

　　[02:30.96]and to an understanding

　　[02:32.46]of the universal human condition.

　　[02:35.31]Now let's look at the first purpose

　　[02:36.75]of literary analysis:

　　[02:38.67]to discover

　　[02:39.59]the author's basic premises.

　　[02:41.76]When any author

　　[02:43.50]creates a work of literature,

　　[02:45.31]he does so starting

　　[02:47.10]with a set of

　　[02:48.42]basic intellectual premises,

　　[02:49.69]foundational assumptions

　　[02:50.83]that permeate

　　[02:52.40]the entirety of his work.

　　[02:54.55]The author has chosen

　　[02:55.76]to create a work of literature

　　[02:57.93]as a vehicle for transmitting

　　[02:59.93]those premises to his readers.

　　[03:02.82]On their own,

　　[03:03.99]as floating abstractions

　　[03:05.78]are detached

　　[03:06.62]from the empirical observation

　　[03:08.86]and the detailed logical reasoning,

　　[03:11.50]the author's premises

　　[03:12.94]cannot be readily communicated

　　[03:14.91]to a reader

　　[03:16.02]who does not grasp them yet.

　　[03:18.29]An author

　　[03:19.19]who holds individualism

　　[03:20.81]as a basic premise,

　　[03:22.31]for example,

　　[03:23.31]will find difficulty

　　[03:24.51]in communicating it

　　[03:26.13]by simply stating,

　　[03:27.52]"I believe in individualism."

　　[03:30.25]If, however,

　　[03:31.47]he offers a lucid analysis

　　[03:33.65]of the superiority of individualism

　　[03:36.17]over the alternatives,

　　[03:37.99]which is filled

　　[03:39.11]with realistic examples

　　[03:40.67]of why this is so,

　　[03:42.18]then his convictions

　　[03:43.64]become far more persuasive.

　　[03:45.60]Better yet,

　　[03:47.37]he might write a story,

　　[03:49.01]a series of rationally

　　[03:50.67]structured fictional events,

　　[03:52.95]which a reader could approach

　　[03:54.30]as if it were a concrete experience.

　　[03:57.03]All knowledge, at its root,

　　[03:59.14]is derived from sensory experience

　　[04:02.23]and observation.

　　[04:03.94]Thus, a work of literature,

　　[04:05.47]by recreating an environment

　　[04:07.45]of observation through the events

　　[04:09.60]and descriptions within it,

　　[04:11.53]aims to allow the reader

　　[04:13.46]to tap into the source of the premises

　　[04:16.20]the author seeks to communicate.

　　[04:18.47]Thereby,

　　[04:19.34]the reader is given the foundation

　　[04:21.52]from which to proceed to understand

　　[04:24.31]and identify

　　[04:26.14]with the author's abstract ideas.

　　[04:28.68]When the reader sees a literary text

　　[04:31.27]before him,

　　[04:32.26]the author has already done the work

　　[04:34.54]of translating his guiding premises

　　[04:36.75]into a concrete presentation.

　　[04:39.82]The task of the reader, then,

　　[04:41.97]becomes to fathom

　　[04:43.84]the concrete presentation

　　[04:45.21]in such a manner

　　[04:46.58]as to derive the abstract premises

　　[04:48.74]from it,

　　[04:49.76]thereby participating

　　[04:51.68]in an act of intellectual discovery

　　[04:53.92]which the author has facilitated for him.

　　[04:57.10]All literary analysis is,

　　[04:59.57]in essence,

　　[05:00.68]such a process of discovery.

　　[05:02.89]It aims toward an understanding

　　[05:05.03]of the author's guiding abstractions

　　[05:07.14]by identifying literary concretes-

　　[05:10.53]the characters, events,

　　[05:13.43]descriptions, dialogues,

　　[05:15.13]and stated ideas of a narrative-

　　[05:17.89]and discerning their relevance

　　[05:19.70]to the work as a whole

　　[05:21.37]and its central themes.

　　[05:23.75]Whereas,

　　[05:24.42]in writing a work of literature,

　　[05:26.32]the author begins

　　[05:27.56]at the abstract level and,

　　[05:29.50]from it,

　　[05:30.43]crafts the concretes of his narrative,

　　[05:33.43]the reader must begin

　　[05:34.75]at the concrete level

　　[05:36.82]and reach the level of abstraction

　　[05:38.90]via literary analysis.

　　[05:41.68]The second purpose

　　[05:42.93]of literary analysis

　　[05:44.46]is to attain individual value

　　[05:46.91]from the literary work.

　　[05:48.66]A work of literary merit

　　[05:50.52]must offer an insight,

　　[05:52.15]principle, or example

　　[05:54.21]valuable to the individual reader.

　　[05:56.89]Aside from discovering

　　[05:58.22]the author's intentions

　　[05:59.71]and guiding principles

　　[06:01.11]in writing a work,

　　[06:02.48]the reader must inquire

　　[06:03.91]of himself,

　　[06:05.14]"What benefits to my own life

　　[06:07.78]and understanding might I extract

　　[06:09.96]from this text?"

　　[06:11.23]The insights the reader might seek

　　[06:13.44]to derive through literary analysis

　　[06:15.75]can be positive or negative.

　　[06:18.74]A text can offer models to emulate,

　　[06:21.58]or examples of

　　[06:22.94]what not to apply to one's own life.

　　[06:25.87]The reader can even disagree

　　[06:27.75]with the author's world view

　　[06:29.58]or ideas of desirable conduct and,

　　[06:32.51]through literary analysis,

　　[06:34.74]discover the root of his divergence

　　[06:37.49]from the author.

　　[06:38.58]In this respect,

　　[06:39.71]the undertaking of literary analysis

　　[06:42.20]is necessarily didactic,

　　[06:44.57]even if the author

　　[06:45.75]did not create his text

　　[06:47.33]with a didactic purpose.

　　[06:49.73]Literary analysis

　　[06:51.17]is a process of cognitive discrimination,

　　[06:54.11]in that the reader must be selective

　　[06:56.93]in what he does and does not derive

　　[06:58.79]from the author's premises.

　　[07:01.08]In analyzing a text,

　　[07:03.42]the reader interacts with these premises

　　[07:05.80]by filtering them through his own.

　　[07:08.43]Now let's move to the third purpose

　　[07:10.95]of literary analysis:

　　[07:12.82]to derive from it knowledge

　　[07:15.29]concerning the universal

　　[07:16.43]human condition.

　　[07:18.11]Aside from individual relevance,

　　[07:20.52]a worthy work of literature

　　[07:22.31]has a universal relevance,

　　[07:24.92]either to an aspect at the core

　　[07:26.25]of the general human condition,

　　[07:28.68]or at the root

　　[07:29.83]of some widespread field

　　[07:31.64]of human endeavor.

　　[07:33.13]The author,

　　[07:34.23]as a human being,

　　[07:35.24]enters the writing process

　　[07:36.79]with certain assumptions,

　　[07:38.12]implicit or explicit,

　　[07:40.30]regarding a set

　　[07:41.46]of universal human themes,

　　[07:43.44]including the nature of life,

　　[07:45.55]consciousness, volition,

　　[07:47.30]and human action,

　　[07:49.24]the meaning and possibility

　　[07:51.09]of success and happiness,

　　[07:52.99]and the status

　　[07:54.31]of the individual himself.

　　[07:56.32]In addition,

　　[07:57.64]the author might hold a set of views

　　[07:59.91]which are more narrowly targeted,

　　[08:02.16]but still potentially relevant

　　[08:04.63]to a wide variety of human beings.

　　[08:07.11]While the conflict

　　[08:08.52]between the individual

　　[08:09.84]and the almighty totalitarian state

　　[08:12.45]in George Orwell's 1984,

　　[08:15.39]for example,

　　[08:16.69]is not a universal history,

　　[08:19.41]Orwell used it to arrive

　　[08:21.48]at an understanding of the meaning

　　[08:23.28]of a universal human concept,

　　[08:25.51]freedom.

　　[08:26.74]He then used this understanding

　　[08:29.14]to analyze,

　　[08:30.13]through the eyes of Winston Smith,

　　[08:32.51]the manner in which a totalitarian state

　　[08:35.57]necessarily robs an individual

　　[08:37.15]of his freedom and,

　　[08:39.05]by implication,

　　[08:40.54]his very humanity.

　　[08:42.73]The task of the reader

　　[08:44.35]in conducting literary analysis

　　[08:46.52]becomes to discover the pathway

　　[08:48.81]by which the specifics

　　[08:50.77]of a given literary presentation

　　[08:52.64]can arrive at truths

　　[08:54.37]which are relevant

　　[08:55.34]to humans in general.

　　[08:57.58]The truths thus discovered

　　[08:59.60]will transcend the accidents of time,

　　[09:02.33]culture, history,

　　[09:03.66]and geographical location.

　　[09:06.61]Furthermore,

　　[09:07.55]such a comprehensive

　　[09:09.18]universal understanding is valuable,

　　[09:11.74]irrespective of the reader's agreement

　　[09:14.20]with the author's approach

　　[09:15.56]to the human condition.

　　[09:17.14]If the reader is of a different opinion,

　　[09:19.31]he can simply use his knowledge

　　[09:21.91]of the author's world view

　　[09:24.31]to pinpoint where

　　[09:25.24]and how he disagrees with it.

　　[09:27.31]Thus, the reader,

　　[09:28.77]through literary analysis,

　　[09:31.28]will still attain

　　[09:32.59]his own positive understanding

　　[09:34.33]of the essential

　　[09:35.18]and inescapable issues

　　[09:37.00]pertaining to man.

　　[09:39.00]OK, today we have discussed

　　[09:41.55]three purposes of literary analysis:

　　[09:44.25]to discover the author's

　　[09:45.96]basic premises,

　　[09:47.18]to attain individual value

　　[09:49.82]from the literary work,

　　[09:51.28]and to derive from it knowledge

　　[09:54.22]concerning the universal

　　[09:55.23]human condition.

　　[09:56.99]Literary analysis,

　　[09:58.41]like any other systematic approach

　　[10:00.38]to things,

　　[10:01.20]offers the demystification of ideas

　　[10:03.87]and of reality.

　　[10:05.68]Instead of being perpetually confined

　　[10:07.95]by a set of irresolvable

　　[10:09.84]questions and dilemmas,

　　[10:11.38]man can obtain the answers

　　[10:13.54]through literary analysis,

　　[10:15.72]by means of a deliberate,

　　[10:17.44]targeted,

　　[10:18.75]rational treatment of the text.

　　[10:21.13]If the reader finishes a text

　　[10:22.24]with greater knowledge,

　　[10:23.90]erudition,

　　[10:25.22]and confidence in his world view

　　[10:27.23]than he had upon starting it,

　　[10:29.60]then literary analysis has fulfilled

　　[10:32.31]its most essential role.

　　[10:34.68]Thank you for listening.

　　[10:37.56]Now, you have THREE minutes

　　[10:39.06]to check your work.

　　[13:39.60]This is the end of

　　[13:40.50]Section A Mini-lecture.

　　[13:43.66]SECTION B INTERVIEW

　　[13:46.00]In this section

　　[13:46.84]you will hear ONE interview.

　　[13:48.68]The interview

　　[13:49.77]will be divided into TWO parts.

　　[13:52.06]At the end of each part,

　　[13:53.77]five questions will be asked

　　[13:55.65]about what was said.

　　[13:57.30]Both the interview

　　[13:58.47]and the questions

　　[13:59.46]will be spoken ONCE ONLY.

　　[14:02.01]After each question

　　[14:03.58]there will be a ten-second pause.

　　[14:06.51]During the pause,

　　[14:07.89]you should read the four choices

　　[14:09.96]of A, B, C and D,

　　[14:12.27]and mark the best answer

　　[14:14.00]to each question

　　[14:15.11]on ANSWER SHEET TWO.

　　[14:17.28]You have THIRTY seconds

　　[14:18.99]to preview the questions.

　　[14:51.22]Now, listen to Part One

　　[14:52.70]of the interview.

　　[14:54.37]Questions 1 to 5 are based on

　　[14:56.60]Part One of the interview.

　　[15:00.14]M: Welcome to our program.

　　[15:02.08]Students today learn

　　[15:03.50]how to use computers as early

　　[15:05.70]as age 5 or 6.

　　[15:08.44]They are also spending

　　[15:10.01]more time online,

　　[15:11.60]surfing the web, e-mailing,

　　[15:13.02]twittering, playing games,

　　[15:15.59]using Facebook, etc.

　　[15:18.38]Rumor has it

　　[15:19.43]that some even use the Internet

　　[15:21.17]to research term papers.

　　[15:23.64]The question I'd like us

　　[15:25.43]to consider today is,

　　[15:27.03]are people spending

　　[15:28.35]too much time

　　[15:29.47]on their computers?

　　[15:31.22]Our honored guest today

　　[15:32.77]is Ms. Kate from

　　[15:34.57]National Psychiatrist Association.

　　[15:37.31]W: Thank you.

　　[15:38.87]As you have just mentioned,

　　[15:40.63]some doctors believe

　　[15:41.95]that people nowadays

　　[15:43.56]spend too much time

　　[15:44.81]on the Internet and they

　　[15:46.53]sometimes misuse the Internet,

　　[15:49.17]the same way

　　[15:50.38]people drink too much

　　[15:51.52]or gamble too much.

　　[15:52.72]They call this problem

　　[15:54.59]Internet Addiction Disorder,

　　[15:57.01]or IAD for short.

　　[15:59.31]M: Interesting.

　　[16:00.59]We even gained ourselves

　　[16:02.16]a new term

　　[16:03.05]for our indulgence in the Internet.

　　[16:05.38]But what are the symptoms of IAD?

　　[16:08.91]W: The doctors have identified

　　[16:10.65]seven signs

　　[16:11.90]of Internet Addiction Disorder.

　　[16:13.91]The first sign is

　　[16:15.38]that a person wants

　　[16:16.61]more and more time

　　[16:18.22]on the Internet.

　　[16:19.30]One hour is not enough;

　　[16:21.03]it's got to be two or three.

　　[16:22.94]M: You are quite right.

　　[16:25.67]I have exactly the same feeling

　　[16:27.65]that time flies

　　[16:28.85]when you surf the Internet.

　　[16:30.76]W: Well,

　　[16:31.67]the second sign relates to

　　[16:32.92]what happens to people

　　[16:34.29]if they cannot get on the Internet.

　　[16:36.45]They might, um,

　　[16:38.24]dream about the Internet.

　　[16:39.49]During these dreams,

　　[16:41.02]their bodies might tremble,

　　[16:42.68]and their fingers might move as

　　[16:44.93]if they were typing.

　　[16:46.11]M: Sounds like they were

　　[16:47.82]living in hallucination.

　　[16:49.07]W: That is the exact word!

　　[16:51.45]The third sign is

　　[16:52.91]that they need to use the Internet

　　[16:54.88]to stop these things

　　[16:56.33]from happening to their bodies.

　　[16:58.12]In the same way that a few drinks

　　[17:00.34]will steady an alcoholic,

　　[17:02.09]being on the Internet actually

　　[17:04.42]improves the way their bodies feel.

　　[17:06.80]M: Sounds familiar.

　　[17:08.26]What a shame!

　　[17:09.52]W: And fourth,

　　[17:11.48]people with IAD use the Internet

　　[17:14.33]more often and stay online

　　[17:16.99]longer than they intended.

　　[17:18.16]For example,

　　[17:19.04]they might go online to check e-mail,

　　[17:21.19]but three or four hours later,

　　[17:23.31]they are still there,

　　[17:24.63]chatting or surfing the web,

　　[17:26.70]or whatever.

　　[17:27.91]M: Like what I have said,

　　[17:29.51]time flies on the Internet.

　　[17:32.03]Sometimes, I go right into midnight

　　[17:34.19]over the Internet

　　[17:35.33]without any knowledge of it.

　　[17:37.16]W: Yeah. And number five,

　　[17:39.37]people spend a large amount

　　[17:40.93]of time doing things

　　[17:42.32]related to the Internet.

　　[17:43.97]They might, um,

　　[17:45.80]read books about the Internet,

　　[17:47.73]for instance, or download

　　[17:49.74]new Internet programs,

　　[17:50.91]or attend

　　[17:51.92]Internet-related conferences.

　　[17:54.10]M: I bet these kinds of behavior

　　[17:56.55]not only cost a lot of time

　　[17:58.55]but also a big sum of money.

　　[18:00.85]W: You can say that again.

　　[18:02.59]The sixth sign of IAD is

　　[18:04.99]that people substitute online time

　　[18:07.56]for social activities.

　　[18:09.56]Frankly, they prefer communicating

　　[18:11.88]electronically

　　[18:13.08]rather than face-to-face.

　　[18:15.08]M: So have I noticed

　　[18:16.64]that there are fewer and fewer

　　[18:17.91]parties around.

　　[18:19.17]W: Yes, and the last sign is

　　[18:21.27]that Internet use becomes

　　[18:23.49]more important

　　[18:24.35]than almost anything else—

　　[18:25.95]showering,

　　[18:26.62]schoolwork,

　　[18:27.42]losing a job,

　　[18:28.46]feeding children,

　　[18:29.34]and even eating yourself.

　　[18:32.01]People will also lie

　　[18:34.01]about how much time

　　[18:35.22]they are spending online,

　　[18:36.80]and they will keep

　　[18:38.23]using the Internet even

　　[18:39.92]if they are punished for it.

　　[18:41.91]This is the end

　　[18:43.67]of Part One of the interview.

　　[18:46.20]Questions 1 to 5 are based on

　　[18:48.29]what you have just heard.

　　[18:50.26]1. What is the interview

　　[18:54.08]mainly about?

　　[19:05.52]2. What happens to the people

　　[19:08.16]with IAD

　　[19:09.73]if they can't get on the Internet?

　　[19:22.43]3. How does the woman

　　[19:23.69]explain the third sign of IAD?

　　[19:37.37]4. What does the woman say

　　[19:39.76]about people with IAD

　　[19:41.43]using the Internet?

　　[19:53.27]5. Which is NOT a thing

　　[19:55.96]related to the Internet people

　　[19:58.11]with IAD do?

　　[20:09.82]Now, listen to Part Two

　　[20:11.39]of the interview.

　　[20:12.91]Questions 6 to 10 are based on

　　[20:14.93]Part Two of the interview.

　　[20:18.36]M: Oh my god,

　　[20:19.43]all of these sound so familiar.

　　[20:21.80]But what should we do

　　[20:23.52]if the signs of IAD begin to emerge?

　　[20:26.96]W: Don't panic.

　　[20:27.98]Some doctors discount

　　[20:29.56]the notion of IAD.

　　[20:31.44]They claim that IAD is not

　　[20:33.74]the same as drug addiction,

　　[20:35.30]because the Internet is

　　[20:36.81]a useful tool for getting information,

　　[20:39.15]and also a multi-faceted tool

　　[20:41.61]for communication.

　　[20:43.35]M: So you mean, um,

　　[20:45.15]addiction to the Internet is not

　　[20:47.51]that horrible?

　　[20:48.65]W: What I am saying is

　　[20:50.07]that there is so much to do online

　　[20:52.06]that it takes a lot of time.

　　[20:54.55]If we think about

　　[20:56.03]that for a minute,

　　[20:57.10]it makes some sense.

　　[20:59.19]My, um, my husband, for example,

　　[21:01.48]uses the Internet for just

　　[21:04.21]about everything.

　　[21:05.22]The computer for him is

　　[21:06.60]a communication center,

　　[21:08.31]television, office, store,

　　[21:10.11]and music player.

　　[21:11.32]Yet still, most people agree

　　[21:13.18]that it's not good to spend

　　[21:14.81]too much time on the Internet.

　　[21:16.85]Everything in moderation, right?

　　[21:19.23]M: I once read in a US newspaper

　　[21:21.83]that a woman was

　　[21:22.95]on the Internet so often

　　[21:24.31]that her husband left her,

　　[21:26.23]and she forgot to buy food

　　[21:27.79]for her children.

　　[21:29.54]A Chinese magazine also

　　[21:31.66]told stories of children

　　[21:32.93]who skipped school

　　[21:34.12]and stayed in cybercafés all day.

　　[21:37.47]It is said that some of them

　　[21:38.96]didn't sleep,

　　[21:40.09]and their hands became numb.

　　[21:42.17]W: Tragedies like these do

　　[21:43.87]happen almost every day.

　　[21:45.74]M: So what can be done

　　[21:47.27]to help people like this?

　　[21:49.30]W: Sadly though, well,

　　[21:51.00]doctors aren't sure. IAD is new,

　　[21:54.31]so they do not have

　　[21:55.85]much experience in treating it.

　　[21:58.25]Some are trying programs

　　[21:59.97]similar to those

　　[22:01.18]that help people stop

　　[22:02.34]smoking and gambling.

　　[22:03.85]Ivan Goldberg,

　　[22:04.89]the doctor who invented

　　[22:06.48]the term IAD,

　　[22:08.04]says people who think

　　[22:09.70]they might be addicted to

　　[22:10.86]the Internet should try to

　　[22:12.00]help themselves.

　　[22:13.72]M: Can you explain

　　[22:14.88]Dr. Goldberg's advice in detail?

　　[22:17.71]W: Sure. First,

　　[22:19.50]Goldberg advises them

　　[22:20.47]to examine their patterns

　　[22:22.10]of Internet use.

　　[22:23.57]They should know

　　[22:24.72]how much time they spend

　　[22:26.15]on the computer,

　　[22:27.47]and also should

　　[22:28.40]ask themselves how often they think

　　[22:30.78]about the Internet.

　　[22:32.34]M: To put the first advice

　　[22:34.32]into simple words:

　　[22:35.41]time control. Am I right?

　　[22:38.39]W: Absolutely. Then they should ask

　　[22:40.93]why they use the computer

　　[22:42.58]so much,

　　[22:43.66]are they escaping from a problem

　　[22:45.63]or something.

　　[22:46.65]M: Which means they have to

　　[22:48.23]question themselves now and then?

　　[22:50.39]W: Yes. And the third step is

　　[22:53.42]to make a plan to solve the problem,

　　[22:55.90]as opposed to just ignoring it.

　　[22:57.79]Finally, they should make a plan

　　[23:00.09]to reduce their Internet use,

　　[23:02.46]such as trying to reduce

　　[23:04.17]their computer time

　　[23:05.42]a little bit each day.

　　[23:06.79]Doctor Samuel Augusti

　　[23:08.73]who has studied IAD says

　　[23:11.27]it's important to keep a balanced life.

　　[23:13.88]M: I totally agree with this doctor.

　　[23:17.09]Time on the Internet should not

　　[23:19.28]distract people

　　[23:19.91]from doing other things they like,

　　[23:22.07]and it should not cause people

　　[23:24.27]to miss spending time

　　[23:25.37]with their family and friends.

　　[23:27.40]W: You are right.

　　[23:28.45]This is the end

　　[23:30.82]of Part Two of the interview.

　　[23:33.17]Questions 6 to 10 are based on

　　[23:35.77]what you have just heard.

　　[23:37.25]6. Why do some doctors claim

　　[23:41.67]that IAD is NOT

　　[23:43.39]the same as drug addiction?

　　[23:55.45]7. What is most people's opinion

　　[23:58.67]on using the Internet?

　　[24:10.82]8. Which of the following statements

　　[24:13.18]about treating IAD is TRUE?

　　[24:26.50]9. What should Internet addicts

　　[24:29.59]do first to get rid of IAD,

　　[24:32.21]according to Dr. Goldberg?

　　[24:44.12]10. What does Samuel Augusti

　　[24:47.39]consider important?

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