2019专八听力全真模拟练习mp3附文本(16)

2019-01-16 15:54:48来源:网络

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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