2019专八听力全真模拟练习mp3附文本（16）

2019专八听力全真模拟练习mp3附文本（16）

　　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

　　[00:23.54]TEST 16

　　[00:25.33]SECTION A MINI-LECTURE

　　[00:28.51]In this section

　　[00:29.19]you will hear a mini-lecture.

　　[00:31.52]You will hear the mini-lecture

　　[00:33.19]ONCE ONLY.

　　[00:34.59]While listening to the mini-lecture,

　　[00:36.36]please complete the gap-filling task

　　[00:38.45]on ANSWER SHEET ONE and write

　　[00:40.98]NO MORE THAN THREE WORDS

　　[00:42.71]for each gap.

　　[00:44.07]Make sure the word(s) you fill in

　　[00:47.55]is (are) both grammatically

　　[00:49.95]and semantically acceptable.

　　[00:52.64]You may use the blank sheet

　　[00:54.41]for note-taking.

　　[00:55.79]You have THIRTY seconds

　　[00:57.13]to preview the gap-filling task.

　　[01:29.57]Now listen to the mini-lecture.

　　[01:31.65]When it is over,

　　[01:32.95]you will be given THREE minutes

　　[01:34.38]to check your work.

　　[01:36.40]Using Drama Texts

　　[01:37.76]in the Language Classroom

　　[01:39.71]Good morning, everyone.

　　[01:40.72]I have emphasized

　　[01:41.79]the role of drama texts

　　[01:43.38]in the language classroom

　　[01:44.75]several times.

　　[01:46.68]This time I'll try to define

　　[01:48.58]what I mean by language learning

　　[01:50.15]through drama texts,

　　[01:51.58]outline some of the benefits

　　[01:53.40]it can bring to

　　[01:54.72]the language learning classroom

　　[01:56.43]and provide some of

　　[01:57.47]the different methods

　　[01:58.91]and approaches

　　[01:59.76]that can be utilized

　　[02:00.88]to fully exploit the potential

　　[02:02.75]of drama and theatre texts.

　　[02:05.42]Writers such as

　　[02:06.30]Maley and Duff

　　[02:07.32]and Wessels have pointed to

　　[02:09.28]the value and uses of drama:

　　[02:11.58]〝Drama can help the teacher

　　[02:12.55]to achieve ‘reality'

　　[02:14.35]in several ways.

　　[02:15.74]It can overcome the students'

　　[02:16.95]resistance to

　　[02:18.05]learning the new language

　　[02:19.42]by making the learning of

　　[02:21.13]the new language

　　[02:21.91]an enjoyable experience,

　　[02:23.60]by setting realistic targets

　　[02:25.33]for the students to aim for,

　　[02:27.71]by creative ‘slowing down'

　　[02:29.80]of real experience and by linking

　　[02:32.36]the language-learning

　　[02:33.65]experience

　　[02:34.24]with the student's

　　[02:34.96]own experience of life.

　　[02:37.32]Drama can create in students

　　[02:38.95]a need to learn the language

　　[02:40.52]by the use of‘creative tension'

　　[02:42.51]and by putting

　　[02:43.31]more responsibility

　　[02:44.31]on the learner,

　　[02:45.16]as opposed to the teacher.〞

　　[02:46.89]Drama provides cultural

　　[02:48.30]and language enrichment

　　[02:49.66]by revealing insights

　　[02:50.99]into the target culture

　　[02:52.31]and presenting

　　[02:53.05]language contexts

　　[02:54.01]that make items memorable

　　[02:56.56]by placing them in a realistic social

　　[02:59.35]and physical context.

　　[03:01.21]By allowing reading

　　[03:02.17]and the adding

　　[03:03.36]of some characterization

　　[03:04.64]to a drama text,

　　[03:06.04]learners become personally

　　[03:07.53]and fully involved

　　[03:08.92]in the learning process,

　　[03:10.23]in a context

　　[03:11.27]in which it is possible

　　[03:12.57]for learners to feel

　　[03:13.84]less self-conscious

　　[03:15.02]and more empowered

　　[03:16.16]to express themselves

　　[03:17.60]through the multiple voices

　　[03:18.86]of the different characters.

　　[03:20.65]One of the drawbacks in the use

　　[03:22.46]of literary texts such as novels

　　[03:24.52]and poems is that many of them

　　[03:26.95]contain language forms

　　[03:28.13]that learners of a language

　　[03:29.83]find difficult to understand.

　　[03:32.03]This could be overcome

　　[03:33.26]by simplifying them,

　　[03:34.83]often leading to a loss of

　　[03:36.70]〝literariness〞—

　　[03:38.25]leading to criticism

　　[03:39.03]that the texts became

　　[03:40.27]pale imitations

　　[03:41.46]of the original writing.

　　[03:42.90]The lack of suitable texts

　　[03:44.15]in the traditional body

　　[03:45.46]of literature,

　　[03:46.51]in my view, opens the door

　　[03:48.34]for the inclusion of drama

　　[03:49.90]in language learning curricula

　　[03:51.50]as it tends to use

　　[03:53.29]much more naturalistic language

　　[03:55.16]than in poems and novels.

　　[03:57.30]Drama texts help to address

　　[03:58.66]the need for sufficient texts

　　[04:00.58]for worthwhile reading

　　[04:01.99]in which suitable materials

　　[04:03.95]can be accessed.

　　[04:05.49]Another problem, then, arises.

　　[04:08.24]How should we exploit

　　[04:09.74]drama texts?

　　[04:10.49]Next, I would like to share

　　[04:12.00]several approaches with you.

　　[04:13.70]I call the first one

　　[04:15.09]the〝a〞type analytical approach.

　　[04:17.59]As I have suggested,

　　[04:18.99]the analysis of language

　　[04:20.57]in a text is just one aspect

　　[04:23.18]of its use.

　　[04:24.37]In the type〝a〞approach,

　　[04:26.16]language is separated

　　[04:27.14]into its phonological,

　　[04:29.55]lexical components, etc.

　　[04:32.11]and disseminating strategies

　　[04:33.80]then adopted.

　　[04:35.26]Using this analytical approach,

　　[04:37.63]a teacher or course designer

　　[04:39.13]would think of a series

　　[04:40.41]of structures,

　　[04:40.93]language items

　　[04:41.93]that were to be〝taught〞.

　　[04:44.03]A literary text

　　[04:44.83]exemplifying these structures

　　[04:46.45]was then selected

　　[04:47.91]and used in order to practice

　　[04:49.94]or raise the learner's

　　[04:50.94]consciousness of it.

　　[04:52.77]The second one

　　[04:53.93]is the〝b〞type

　　[04:54.84]experiential approach.

　　[04:56.76]Here, language

　　[04:57.60]was not seen as an object

　　[04:59.76]but as a tool.

　　[05:01.22]Much more emphasis

　　[05:02.07]was placed upon,

　　[05:03.06]for example,

　　[05:03.75]the inductive method of learning

　　[05:05.10]through 〝experiencing〞

　　[05:07.15]and applying the learner's

　　[05:08.59]experience to the text

　　[05:10.06]through encouraging comments,

　　[05:11.92]responses and expressions

　　[05:13.98]based on the text or its theme.

　　[05:16.49]The topic-based syllabus

　　[05:17.95]is often seen as more relevant to

　　[05:20.27]language learning.

　　[05:21.43]From a task point of view

　　[05:22.88]the learner

　　[05:23.46]is faced with several levels

　　[05:24.97]of achievement or ability

　　[05:26.81]that the teacher can use as a basis

　　[05:28.91]for designing multi-level activities

　　[05:31.53]for students,

　　[05:32.31]such as identifying the story,

　　[05:34.21]characters and plot;

　　[05:36.45]identifying the author's

　　[05:37.72]and characters' viewpoint,

　　[05:39.33]attitude or opinion;

　　[05:40.92]understanding the work

　　[05:42.00]in relation to its socio-cultural

　　[05:44.20]and historical-political context;

　　[05:47.34]giving a personal

　　[05:48.48]and creative response

　　[05:49.76]and answering the question:

　　[05:51.39]Does it work as literature?

　　[05:53.02]Finally, I would like to talk

　　[05:54.80]about the stages of a type〝b〞

　　[05:56.97]approach to

　　[05:58.24]introducing a drama text

　　[05:59.31]to a class of EFL learners.

　　[06:02.20]The process involves

　　[06:03.64]linking standard approaches

　　[06:05.07]in drama

　　[06:05.64]to approaches suitable for

　　[06:07.10]the classroom.

　　[06:08.27]The classroom practice,

　　[06:09.73]then, may follow three stages.

　　[06:11.83]The first stage is the warm-up.

　　[06:14.39]Standard methods

　　[06:15.21]in the type〝b〞

　　[06:16.21]approach involve

　　[06:17.30]warmer activities

　　[06:18.49]to get the learners to anticipate

　　[06:20.29]what they're going to meet

　　[06:21.70]in the language in the text

　　[06:23.95]using guessing, pre-discussion,

　　[06:25.93]or pictures.

　　[06:26.94]It involves little

　　[06:28.01]or no stylistic analysis.

　　[06:30.18]Its aims are

　　[06:30.94]to stimulate oral communication,

　　[06:33.24]reading for pleasure

　　[06:34.66]and to enrich thinking

　　[06:36.24]and expression for this reason,

　　[06:38.61]drama techniques focusing on

　　[06:40.81]waking the imagination,

　　[06:42.68]and the body including

　　[06:44.52]the vocal chords

　　[06:45.52]in preparation for reading

　　[06:47.03]or even enacting the text

　　[06:48.81]could easily precede this stage.

　　[06:51.42]Use of text can be one of

　　[06:53.46]the more in-depth

　　[06:54.86]and sophisticated drama activities.

　　[06:56.87]Warmers, drama games, role-plays,

　　[06:59.86]individual and group improvisation

　　[07:02.61]can all be used to support

　　[07:04.42]higher-level drama activities

　　[07:06.56]such as performing the text

　　[07:08.13]in the classroom.

　　[07:09.31]The idea is

　　[07:10.44]that the pre-reading stage

　　[07:11.93]will sensitize the learner

　　[07:13.60]to the language

　　[07:14.82]and concepts to be encountered

　　[07:17.06]and engage prior knowledge

　　[07:18.98]and experience.

　　[07:20.32]Pictures, the book cover,

　　[07:22.03]prompt questions,

　　[07:23.06]learners' own memory etc.

　　[07:24.97]are used.

　　[07:26.36]The second stage

　　[07:27.49]is text reading and listening.

　　[07:29.48]The stage may involve

　　[07:30.66]two task types:

　　[07:32.15]one is the while listening

　　[07:34.47]or reading task

　　[07:35.82]which involves the learner

　　[07:37.51]having a task to fulfill based on his

　　[07:40.05]or her reading,

　　[07:40.89]such as finding out a piece

　　[07:42.67]of information from the text;

　　[07:44.51]the other is the task inserted

　　[07:46.31]into the text such as one

　　[07:48.33]where learners complete the task

　　[07:50.25]using their own ideas.

　　[07:51.82]The third stage

　　[07:53.02]is extension activities.

　　[07:55.00]This stage could incorporate

　　[07:56.46]comprehension questions

　　[07:58.34]such as: Who? when? What? etc.;

　　[08:01.56]multiple-choice questions

　　[08:03.11]which are useful for evoking

　　[08:04.88]possible alternative answers;

　　[08:06.54]text attack questions

　　[08:08.60]requiring the learner

　　[08:09.88]to realize certain meanings

　　[08:11.30]in the text

　　[08:12.05]and the way they are achieved

　　[08:13.83]in the language use;

　　[08:15.17]interpretation

　　[08:16.19]and response questions

　　[08:17.61]such as what's the message

　　[08:19.09]from the author,

　　[08:20.01]what general meanings

　　[08:21.47]can we infer from

　　[08:22.71]the antagonists' statements,

　　[08:24.43]or what conclusions can we draw

　　[08:27.16]about the character

　　[08:28.12]and motivations of

　　[08:29.31]the antagonists

　　[08:30.15]and so on.

　　[08:30.97]Well, of the main approaches

　　[08:33.42]I have mentioned,

　　[08:34.37]I believe there is

　　[08:35.29]no absolute dichotomy

　　[08:36.57]between them.

　　[08:37.54]You must bear in mind

　　[08:38.93]different approaches need to be

　　[08:40.77]incorporated in language learning

　　[08:42.36]for their relative merits.

　　[08:44.38]That's all for today.

　　[08:45.41]Thanks for listening.

　　[08:47.27]Now, you have THREE minutes

　　[08:48.81]to check your work.

　　[11:51.15]This is the end

　　[11:51.60]of Section A Mini-lecture.

　　[11:55.40]SECTION B INTERVIEW

　　[11:58.02]In this section

　　[11:59.31]you will hear ONE interview.

　　[12:01.39]The interview

　　[12:02.13]will be divided into TWO parts.

　　[12:04.79]At the end of each part,

　　[12:06.39]five questions will be asked

　　[12:08.29]about what was said.

　　[12:09.79]Both the interview

　　[12:10.85]and the questions

　　[12:11.77]will be spoken ONCE ONLY.

　　[12:14.37]After each question

　　[12:15.82]there will be a ten-second pause.

　　[12:17.77]During the pause,

　　[12:19.43]you should read the four choices

　　[12:20.89]of A, B, C and D,

　　[12:24.07]and mark the best answer

　　[12:25.42]to each question

　　[12:26.59]on ANSWER SHEET TWO.

　　[12:28.73]You have THIRTY seconds

　　[12:30.28]to preview the questions.

　　[13:02.11]Now, listen to Part One

　　[13:03.87]of the interview.

　　[13:05.34]Questions 1 to 5 are based on

　　[13:07.47]Part One of the interview.

　　[13:09.74]W: Welcome to our program.

　　[13:11.48]Today, we are pleased to

　　[13:12.64]have invited our honored guest,

　　[13:14.42]Mike Brown,

　　[13:15.31]a distinguished nutritionist

　　[13:17.04]from San Diego State University

　　[13:19.56]to share some information

　　[13:20.84]on fast food.

　　[13:22.12]M: Thank you.

　　[13:23.19]W: It seems that nowadays

　　[13:24.19]we can't live without fast food,

　　[13:26.04]but few of us

　　[13:27.19]could give a clear definition of it.

　　[13:29.18]So, can you explain

　　[13:30.43]what fast food is,

　　[13:31.38]Mr. Brown?

　　[13:32.42]M: Well, fast food is a type

　　[13:34.92]of mass-produced food

　　[13:36.35]that is prepared and served

　　[13:37.66]very quickly,

　　[13:38.50]and it was first popularized

　　[13:40.42]in the 1950s in the United States.

　　[13:42.47]For many people

　　[13:43.48]in other countries,

　　[13:44.36]fast food equals American food.

　　[13:46.61]All Germans eat sausages,

　　[13:48.44]all Chinese eat rice,

　　[13:50.08]and all Americans

　　[13:51.11]eat hamburgers,

　　[13:51.79]right?

　　[13:52.64]W: Well, um, actually,

　　[13:54.17]we do eat a lot of hamburgers.

　　[13:55.95]M: In fact, the average American

　　[13:58.55]eats three hamburgers a week,

　　[14:00.08]along with

　　[14:00.72]four orders of French fries.

　　[14:02.40]W: My son is not average,

　　[14:04.15]because he'd eat

　　[14:05.12]three hamburgers a day,

　　[14:06.95]if I'd let him.

　　[14:07.61]And I think he eats

　　[14:08.63]four orders of French fries

　　[14:10.00]by Wednesday.

　　[14:10.88]M: Hah.

　　[14:12.08]Even though

　　[14:12.67]we still eat hamburgers,

　　[14:13.92]we eat less now than we used to

　　[14:15.09]when I was your age.

　　[14:16.33]In 1976, we ate 94 pounds of beef

　　[14:20.09]per person each year.

　　[14:21.69]These days,

　　[14:22.34]we eat 68 pounds per person.

　　[14:24.62]From 94 to 68,

　　[14:26.51]that's quite a reduction!

　　[14:27.98]W: But eating fewer hamburgers

　　[14:29.98]does not mean

　　[14:30.88]we eat less fast food.

　　[14:32.55]Am I right?

　　[14:33.55]M: Yes. As a matter of fact,

　　[14:35.24]we eat more fast food than ever.

　　[14:36.71]Here is some statistics

　　[14:38.50]for thought:

　　[14:39.14]in 1970, we Americans spent

　　[14:41.97]some six billion dollars

　　[14:43.45]on fast food.

　　[14:44.48]By 2000, that number

　　[14:46.48]had increased to

　　[14:47.51]one hundred and ten billion.

　　[14:49.21]Six billion to a hundred

　　[14:50.88]and ten billion in 30 years!

　　[14:52.87]W: Uh, is there any easy way

　　[14:55.04]to catch this?

　　[14:56.42]M: An easier way to imagine

　　[14:58.43]this might be

　　[14:59.06]that we spend

　　[14:60.00]more money annually

　　[15:00.80]on fast food than we do

　　[15:02.18]on university fees,

　　[15:03.91]personal computers,

　　[15:04.69]and new cars.

　　[15:06.02]And we shell out more money

　　[15:07.72]for hamburgers,

　　[15:08.49]pizza, chicken and French fries

　　[15:10.39]than we do for movies, books,

　　[15:12.08]magazines, newspapers, DVDs

　　[15:13.84]and CDs combined.

　　[15:15.80]W: Gosh, isn't that surprising?

　　[15:18.32]M: Yes.

　　[15:18.88]And now let's consider this:

　　[15:20.69]how many of us

　　[15:21.38]have bought a car?

　　[15:22.42]W: Oh, lots of us, I think.

　　[15:24.38]M: Right, but I bet you think

　　[15:26.53]that is a big-ticket item.

　　[15:27.59]Now, how many of us

　　[15:29.24]often order pizza delivery

　　[15:31.03]or eat fast food on the weekends?

　　[15:32.84]W: Hmm, most of us!

　　[15:34.11]that doesn't seem so expensive.

　　[15:36.50]M: But,

　　[15:37.39]if you're average,

　　[15:38.41]over the course of a year

　　[15:39.77]you'll spend more money

　　[15:40.75]on the food than you paid for

　　[15:42.20]that car—

　　[15:42.55]especially

　　[15:43.22]if you bought a used one.

　　[15:44.75]W: So, what's your opinion

　　[15:46.33]on such a situation,

　　[15:47.63]Mr. Brown?

　　[15:48.56]M: Well, in one sense,

　　[15:50.29]it's not surprising

　　[15:51.03]that we spend more on food

　　[15:52.53]than entertainment.

　　[15:53.71]After all, we have to eat.

　　[15:55.42]But we Americans

　　[15:56.49]spend more money

　　[15:57.27]not just on food,

　　[15:58.67]but on fast food.

　　[15:59.99]Is this healthy? Probably not.

　　[16:02.46]Maybe you've noticed

　　[16:03.63]that we Americans

　　[16:04.66]are getting fatter.

　　[16:05.80]And I don't mean

　　[16:06.43]just a little plump.

　　[16:07.44]We're getting obese.

　　[16:09.05]In fact, America

　　[16:10.42]has the largest percentage

　　[16:11.60]of obese people

　　[16:12.62]among all developed nations.

　　[16:15.16]This is the end of Part One

　　[16:16.17]of the interview.

　　[16:18.08]Questions 1 to 5 are based on

　　[16:19.95]what you have just heard.

　　[16:22.07]1. What is the interview

　　[16:24.35]mainly about?

　　[16:35.17]2. According to the man,

　　[16:37.66]how much fast food

　　[16:38.77]does the average American

　　[16:40.17]eat each week?

　　[16:51.32]3. Which of

　　[16:52.81]the following statements

　　[16:53.99]about Americans' consumption

　　[16:55.12]of food is CORRECT?

　　[17:06.52]4. How much did Americans

　　[17:08.92]spend on fast food in 2000?

　　[17:20.98]5. What does the man say

　　[17:23.53]about the increase

　　[17:24.69]in fast food consumption?

　　[17:36.19]Now, listen to Part Two

　　[17:37.76]of the interview.

　　[17:39.20]Questions 6 to 10 are based on

　　[17:41.38]Part Two of the interview.

　　[17:43.94]W: Yes. I read from newspapers

　　[17:45.89]that more than half

　　[17:47.20]of all the US adults weigh too much.

　　[17:49.91]M: So do about 25% percent

　　[17:51.58]of our children.

　　[17:53.00]The US Surgeon General

　　[17:54.30]calls this a crisis.

　　[17:55.71]W: A crisis!

　　[17:56.80]M: Yes. Imagine it as a river in rain.

　　[18:00.30]The rain keeps falling,

　　[18:01.98]and the water keeps rising.

　　[18:03.22]At first no one is very worried.

　　[18:05.35]But the river keeps rising,

　　[18:07.51]and rising.

　　[18:08.48]Then it overflows its banks

　　[18:10.19]and floods the city.

　　[18:11.55]Suddenly, we have a crisis.

　　[18:13.04]W: But why is being obese a crisis?

　　[18:16.85]Is obesity

　　[18:17.58]a serious health problem?

　　[18:18.83]M: Well, obesity-um,

　　[18:21.26]being too fat-is killing us,

　　[18:23.92]for it increases the stress

　　[18:25.80]on our bodies.

　　[18:26.86]Our hearts and other organs

　　[18:28.28]have to work harder,

　　[18:29.28]and they break down sooner.

　　[18:31.09]Obesity is the number

　　[18:32.57]two cause of death

　　[18:32.94]in America today,

　　[18:34.43]right behind smoking.

　　[18:35.50]We all know how bad smoking is.

　　[18:38.16]Being too fat is

　　[18:39.21]the second biggest killer.

　　[18:40.95]W: I get it,

　　[18:42.02]but is fast food the only factor

　　[18:43.98]causing obesity?

　　[18:45.19]Isn't there anything else

　　[18:46.84]to consider?

　　[18:47.69]M: Of course there

　　[18:48.64]are other factors

　　[18:49.58]to consider.

　　[18:50.67]Simply eating fast food,

　　[18:51.93]by itself, does not make you obese.

　　[18:54.09]But it does

　　[18:54.70]no good to your health, either.

　　[18:56.38]A few years ago,

　　[18:57.59]a man decided to eat

　　[18:58.63]at McDonald's every day

　　[18:59.66]for a month: breakfast,

　　[19:01.15]lunch and dinner.

　　[19:02.08]Before he began doing this,

　　[19:03.67]he was in almost perfect health.

　　[19:05.48]Thirty days and

　　[19:06.50]about 40 pounds later,

　　[19:08.26]he had heart problems

　　[19:09.17]and trouble breathing.

　　[19:10.44]His liver and kidneys were weak.

　　[19:12.53]His doctor said his liver

　　[19:14.19]was similar to an alcoholic's.

　　[19:15.95]I know this case was excessive,

　　[19:17.77]but what was scary was

　　[19:19.45]that while doing this,

　　[19:20.22]he found that

　　[19:21.16]about 20 percent of McDonald's

　　[19:22.88]customers really do eat there

　　[19:24.60]virtually every day.

　　[19:25.93]W: I guess it is

　　[19:27.20]not only McDonald's fault;

　　[19:28.67]it speaks of all fast food in general.

　　[19:31.18]M: Yet, according to the statistics,

　　[19:33.77]global fast food sales

　　[19:34.95]reached $239 billion in 2014.

　　[19:39.79]In India alone,

　　[19:40.83]the fast food industry

　　[19:42.06]is growing by 41% a year.

　　[19:44.52]W: We have to admit

　　[19:45.51]that the fast food industry

　　[19:46.87]is growing very fast.

　　[19:48.67]M: Yes, McDonald's has outlets

　　[19:50.86]in 126 countries on 6 continents

　　[19:54.25]and operates

　　[19:54.84]over 31,000 restaurants worldwide.

　　[19:58.32]Another example is Burger King,

　　[20:00.11]which has more than

　　[20:02.40]11,100 restaurants

　　[20:03.53]in more than 65 countries.

　　[20:05.50]KFC is located in 25 countries.

　　[20:09.25]Subway is one

　　[20:10.18]of the fastest growing franchises

　　[20:11.68]in the world with

　　[20:12.95]approximately 39,129 restaurants

　　[20:16.78]in 90 countries as of May 2009.

　　[20:19.73]All these examples show

　　[20:21.30]that fast food is replacing

　　[20:22.61]the traditional food in one sense.

　　[20:24.87]W: Since fast food is harmful to

　　[20:26.74]our health,

　　[20:27.37]how can it become so popular?

　　[20:29.64]M: As a matter of fact,

　　[20:30.95]fast food has come under criticism

　　[20:32.70]ever since its birth.

　　[20:34.03]Concerns range from

　　[20:35.27]claimed negative health effects,

　　[20:37.03]alleged animal cruelty,

　　[20:39.16]cases of worker exploitation,

　　[20:41.25]and claims of cultural degradation

　　[20:43.75]via shifts in people's eating patterns

　　[20:46.15]away from traditional food.

　　[20:47.78]W: And I heard

　　[20:48.73]in America

　　[20:49.30]some local governments

　　[20:51.01]are restricting fast food chains

　　[20:52.61]by limiting the number

　　[20:54.15]of restaurants

　　[20:55.11]found in certain geographical areas.

　　[20:57.68]M: Yes. Good news is that,

　　[21:00.14]to combat criticism,

　　[21:01.08]fast food restaurants are starting

　　[21:02.54]to offer

　　[21:03.61]more health-friendly menu items.

　　[21:05.64]In addition to health critics,

　　[21:07.27]there are suggestions

　　[21:08.11]for the fast food industry

　　[21:09.63]to become more eco-friendly.

　　[21:11.67]The chains have responded by

　　[21:14.01]〝reducing packaging waste〞.

　　[21:15.94]W: We are so glad to hear

　　[21:17.05]that! After all,

　　[21:18.16]it is hard to imagine we can do

　　[21:20.12]without fast food.

　　[21:21.45]Thank you for joining us.

　　[21:23.33]This is the end of Part Two

　　[21:25.24]of the interview.

　　[21:26.50]Questions 6 to 10 are based on

　　[21:28.68]what you have just heard.

　　[21:30.67]6. According to the man,

　　[21:33.26]why is being obese a crisis?

　　[21:45.76]7. What happened to the man

　　[21:47.77]who ate at McDonald's every day

　　[21:49.71]for a month?

　　[22:00.38]8. How fast does

　　[22:02.40]the fast food industry grow

　　[22:03.98]every year in India?

　　[22:15.24]9. What is people's attitude

　　[22:17.99]towards fast food since its birth?

　　[22:30.03]10. What are fast food restaurants

　　[22:32.76]starting to do

　　[22:33.68]to deal with criticism?

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