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2019专八听力全真模拟练习mp3附文本(5)

2019-01-09 10:34:21 来源:网络专四专八资料下载

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。


  [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?

本文关键字: 专八听力 2019专八听力 专八

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