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大学英语4级考试精准听力法 最新真题自测

[02:38.61]College English Test (Band 4)
[02:43.16]Part III Listening Comprehension
[02:47.71]Section A
[02:49.92]Directions: In this section,
[02:53.34]you will hear 8 short conversations
[02:55.65]and 2 long conversations.
[02:58.90]At the end of each conversation,
[03:01.08]one or more questions will be asked about what was said.
[03:05.46]Both the conversation and the questions will be spoken only once.
[03:10.97]After each question there will be a pause.
[03:14.75]During the pause, you must read the four choices
[03:18.19]marked A), B), C) and D), and decide which is the best answer.
[03:25.73]Then mark the corresponding letter on Answer Sheet 2
[03:30.10]with a single line through the centre.
[03:34.12]Now let's begin with the 8 short conversations.
[03:39.52]11. W: Just imagine! We have to finish
[03:44.81]reading 300 pages before Monday!
[03:48.99]How can the professor expect us
[03:51.41]to do it in such a short time?
[03:54.07]M: Yeah, but what troubles me is that
[03:56.40]I can't find the book in the library
[03:58.19]or in the university bookstore.
[04:01.33]Q: What does the man mean?
[04:18.04]12. M: Do you think I could borrow your car
[04:22.57]to go grocery shopping?
[04:24.68]The supermarkets outside the city are so much cheaper.
[04:28.58]I'd also be happy to pick up anything you need.
[04:31.73]W: Well, I don't like to let anyone else drive my car.
[04:36.38]Tell you what, why don't we go together?
[04:40.63]Q: What does the woman mean?
[04:58.29]13. M: Forgive the mess in here,
[05:02.68]we have a party last night.
[05:04.84]There were a lot of people
[05:06.06]and they all brought food.
[05:07.93]W: Yeah, I can tell.
[05:10.39]Well, I guess it's pretty obvious
[05:12.88]what you'll be doing most of today.
[05:16.04]Q: What does the woman think the man will do?
[05:33.91]14. W: What time would suit you
[05:38.39]for the first round talks with John Smith?
[05:41.56]M: Well, you know my schedule.
[05:43.93]Other than this Friday,
[05:45.67]one day is as good as the next.
[05:48.78]Q: What does the man mean?
[06:06.74]15. W: I was so angry yesterday!
[06:12.86]My biology teacher did not even let me explain
[06:16.19]why I missed the field trip.
[06:18.45]He just wouldn't let me pass!
[06:20.76]M: That doesn't seem fair.
[06:22.81]I'd feel that way too if I were you.
[06:25.95]Q: What does the man imply?
[06:44.46]16. M: I really can't stand the way
[06:48.79]David controls the conversation all the time.
[06:52.44]If he is going to be at your Christmas party,
[06:54.91]I just won't come.
[06:56.65]W: I'm sorry you feel that way,
[06:58.99]but my mother insists that he come.
[07:02.93]Q: What does the woman imply?
[07:20.33]17. W: You're taking a course with Professor Johnson.
[07:26.60]What's your impression so far?
[07:28.50]M: Well, many students could hardly stay awake
[07:31.54]in his class without first drinking a cup of coffee.
[07:35.62]Q: What does the man imply?
[07:53.49]18. W: Have you ever put a computer together before?
[07:59.13]M: No, never. But I think if we follow these instructions exactly,
[08:04.54]we won't have much trouble.
[08:07.20]Q: What are the speakers going to do?
[08:26.23]Now you will hear the two long conversations.
[08:30.24]Conversation One
[08:33.12]W: What sort of hours do you work, Steve?
[08:36.10]M: Well, I have to work very long hours,
[08:38.67]about eleven hours a day.
[08:41.19]W: What time do you start?
[08:43.34]M: I work 9 to 3, then I start again at 5:30
[08:47.80]and work until 11, six days a week.
[08:51.48]So I have to work very unsocial hours.
[08:54.81]W: And do you have to work at the weekend?
[08:57.39]M: Oh, yes. That's our busiest time.
[09:00.45]I get Wednesdays off.
[09:02.42]W: What are the things you have to do
[09:04.90]and the things you don't have to do?
[09:07.10]M: Uh, I don't have to do the washing-up,
[09:09.92]so that's good. I have to wear white,
[09:13.34]and I have to keep everything in the kitchen totally clean.
[09:17.21]W: What's hard about the job?
[09:20.13]M: You are standing up all the time.
[09:22.62]When we are busy, people get angry and shout,
[09:25.86]but that's normal.
[09:28.09]W: How did you learn the profession?
[09:30.73]M: Well, I did a two-year course at college.
[09:34.05]In the first year we had to learn the basics,
[09:36.92]and then we had to take exams.
[09:39.41]W: Was it easy to find a job?
[09:41.88]M: I wrote to about six hotels
[09:44.29]and one of them gave me my first job,
[09:46.67]so I didn't have to wait too long.
[09:49.20]W: And what's the secret of being good at your job?
[09:53.45]M: Attention to detail.
[09:55.61]You have to love it.
[09:57.37]You have to show passion for it.
[10:00.03]W: And what are your plans for the future?
[10:02.99]M: I want to have my own place
[10:04.87]when the time is right.
[10:08.31]Questions 19 to 22 are based on
[10:12.05]the conversation you have just heard.
[10:15.90]19. What does the man say about his job?
[10:36.95]20. What does the man think
[10:40.69]is the hardest part of his job?
[11:00.10]21. Where did the man get his first job after graduation?
[11:22.61]22. What does the man say is important to being good at his job?
[11:45.13]Conversation Two
[11:48.33]W: Now you've seen this table of figures
[11:50.93]about the pocket money children in Britain get?
[11:54.56]M: Yes. I thought it was quite interesting,
[11:58.24]but I don't quite understand the column entitled change.
[12:02.97]Can you explain what it means?
[12:05.25]W: Well, I think it means the change from the year before.
[12:10.17]I'm not a mathematician,
[12:12.29]but I assume the rise from 72p to 90p
[12:17.40]is a rise of 25%.
[12:20.27]M: Oh yes, I see.
[12:22.17]And the inflation rate is there for comparison.
[12:25.29]W: Yes. Why do you think the rise in pocket money
[12:29.04]is often higher than inflation?
[12:31.83]M: I'm sorry, I've no idea.
[12:34.44]Perhaps parents in Britain are too generous.
[12:37.55]W: Perhaps they are.
[12:39.45]But it looks as if children were a lot better off
[12:42.77]in 2001 than they were in 2002.
[12:47.25]That's strange, isn't it?
[12:49.59]And they seem to have been better off
[12:51.61]in 2003 than they are now.
[12:54.94]I wonder why that is.
[12:57.18]M: Yes, I don't understand that at all.
[13:00.57]W: Anyway, if you had children,
[13:03.55]how much pocket money would you give them?
[13:06.74]M: I don't know. I think I'll probably
[13:09.93]give them £2 a week.
[13:12.52]W: Would you? And what would you
[13:14.36]expect them to do with it?
[13:17.16]M: Well, out of that,
[13:18.63]they have to buy some small personal things,
[13:21.20]but I wouldn't expect them to
[13:22.63]save to buy their own socks, for example.
[13:25.36]W: Yes, by the way, do most children
[13:29.09]in your country get pocket money?
[13:31.57]M: Yeah, they do.
[13:34.30]Questions 23 to 25 are based on
[13:37.94]the conversation you have just heard.
[13:41.84]23. What is the table of figures about?
[14:03.24]24. What do we learn from the conversation
[14:08.01]about British children's pocket money?
[14:27.33]25. Supposing the man had children,
[14:32.24]what would he expect them to do with their pocket money?
[14:52.11]Section B
[14:53.90]Directions: In this section, you will hear 3 short passages.
[15:00.89]At the end of each passage, you will hear some questions.
[15:05.61]Both the passage and the questions will be spoken only once.
[15:10.52]After you hear a question,
[15:12.47]you must choose the best answer from
[15:14.74]the four choices marked A), B), C) and D).
[15:20.69]Then mark the corresponding letter
[15:22.86]on Answer Sheet 2 with a single line through the centre.
[15:28.88]Passage One
[15:31.33]As the new sales director for a national computer firm,
[15:35.68]Alex Gordon was looking forward to his first meeting
[15:38.78]with the company's district managers. Everyone arrived on time,
[15:44.25]and Alex's presentation went extremely well.
[15:48.38]He decided to end the meeting with the conversation
[15:51.16]about the importance of the district managers to the company's plans.
[15:57.49]"I believe we are going to continue
[15:59.38]to increase our share of the market," he began,
[16:03.18]"because of the quality of the people in this room.
[16:07.66]The district manager is the key to
[16:09.53]the success of the sales representatives in his district.
[16:13.68]He sets the term for everyone else.
[16:17.20]If he has ambitious goals
[16:19.10]and is willing to put in long hours,
[16:21.42]everyone in his unit will follow his example."
[16:26.91]When Alex was finished,
[16:28.85]he received polite applause,
[16:31.43]but hardly the warm response he had hoped for.
[16:35.62]Later he spoke with one of the senior managers.
[16:40.03]"Things were going so well until the end",
[16:43.04]Alex said disappointedly.
[16:45.34]"Obviously, I said the wrong thing."
[16:49.03]"Yes", the district manager replied.
[16:52.57]"Half of our managers are women.
[16:55.39]Most have worked their way up from sales representatives,
[16:58.93]and they are very proud of the role
[17:00.60]they played in the company's growth.
[17:03.62]They don't care at all about political correctness.
[17:06.92]But they were definitely surprised and distressed
[17:10.29]to be referred to as 'he' in your speech."
[17:15.28]Questions 26 to 29 are based on
[17:18.33]the passage you have just heard.
[17:21.90]26. Who did Alex Gordon speak to
[17:26.47]at the first meeting?
[17:43.91]27. What did Alex want to emphasize
[17:48.50]at the end of his presentation?
[18:07.23]28. What do we learn about the audience
[18:11.60]at the meeting?
[18:29.26]29. Why did Alex fail to receive
[18:33.83]the warm response he had hoped for?
[18:53.23]Passage Two
[18:56.36]The way to complain is to
[18:58.19]act business-like and important.
[19:01.33]If your complaint is immediate,
[19:03.86]suppose you got the wrong order at a restaurant,
[19:07.64]make a polite but firm request to see the manager.
[19:12.49]When the manager comes, ask his or her name.
[19:16.42]And then state your problem
[19:18.31]and what you expect to have done about it.
[19:21.29]Be polite! Shouting or acting rude will get you nowhere.
[19:26.94]But also be firm in making your complaint.
[19:31.91]Besides, act important.
[19:35.47]This doesn't mean to put on airs
[19:37.82]and say: "do you know who I am?"
[19:41.26]What it means is that
[19:42.78]people are often treated the way
[19:44.83]they expect to be treated.
[19:47.25]If you act like someone
[19:48.69]who expects a fair request to be granted,
[19:52.16]chances are it will be granted.
[19:55.54]The worst way to complain is over the telephone.
[19:59.72]You are speaking to a voice
[20:01.36]coming from someone you can not see.
[20:04.31]So you can't tell how the person on the line is reacting.
[20:09.21]It is easy for that person to give you the run-around.
[20:13.76]Complaining in person or by letter
[20:17.61]is generally more effective.
[20:20.54]If your complaint does not require
[20:22.61]an immediate response,
[20:24.65]it often helps to complain by letter.
[20:28.12]If you have an appliance that doesn't work,
[20:30.82]send a letter to the store that sold it.
[20:34.12]Be business-like and stick to the point.
[20:37.83]Don't spend a paragraph on
[20:39.93]how your uncle Joe tried to
[20:41.61]fix the problem and couldn't.
[20:45.40]Question 30 to 32 are based on
[20:48.18]the passage you have just heard.
[20:52.19]30. What does the speaker suggest you do
[20:56.80]when you're not served properly at a restaurant?
[21:15.84]31. Why does the speaker say the worst way
[21:21.46]to complain is over the telephone?
[21:40.07]32. What should you do
[21:43.99]if you make a complaint by letter?
[22:02.15]Passage Three
[22:05.41]Barbara Sanders is a wife
[22:07.54]and the mother of two children, ages 2 and 4.
[22:12.25]Her husband, Tom, is an engineer
[22:15.37]and makes an excellent salary.
[22:18.72]Before Barbara had children,
[22:20.52]she worked as an architect for the government,
[22:23.57]designing government housing.
[22:26.22]She quit her job when she became pregnant,
[22:29.28]but is now interested in returning to work.
[22:32.81]She's been offered an excellent job
[22:34.74]with the government.
[22:37.03]Her husband feels it's unnecessary for her to work
[22:39.88]since the family does not need the added income.
[22:44.40]He also thinks that a woman should
[22:46.27]stay home with her children.
[22:48.74]If Barbara feels the need to do socially important work,
[22:52.63]he thinks that she should do volunteer work
[22:55.10]one or two days a week.
[22:57.30]Barbara, on the other hand,
[22:59.37]has missed the excitement of her profession
[23:01.85]and does not feel she would be satisfied
[23:03.80]doing volunteer work.
[23:06.35]She would also like to have her own income,
[23:09.20]so she does not have to ask her husband for money
[23:12.10]whenever she wants to buy something.
[23:15.03]She does not think it's necessary to stay home
[23:17.83]every day with the children
[23:19.61]and she knows a very reliable babysitter
[23:22.15]who's willing to come to her house.
[23:25.12]Tom does not think a babysitter can replace a mother
[23:29.07]and thinks it's a bad idea for the children
[23:31.50]to spend so much time with someone
[23:33.39]who's not part of the family.
[23:37.26]Questions 33 to 35 are based on
[23:40.63]the passage you have just heard.
[23:44.17]33. What was Barbara's profession
[23:48.34]before she had children?
[24:06.88]34. What does Barbara's husband suggest she do
[24:11.92]if she wants to work?
[24:28.94]35. What does Tom think about hiring a babysitter?
[24:50.39]Section C
[24:52.46]Directions: In this section,
[24:55.60]you will hear a passage three times.
[24:58.88]When the passage is read for the first time,
[25:01.71]you should listen carefully for its general idea.
[25:05.84]When the passage is read for the second time,
[25:08.68]you are required to fill in the blanks
[25:10.68]numbered from 36 to 43 with the exact words
[25:15.70]you have just heard.
[25:17.62]For blanks numbered from 44 to 46
[25:21.55]you are required to fill in the missing information.
[25:25.51]For these blanks, you can either use the exact words
[25:29.02]you have just heard or write down the main points
[25:32.78]in your own words.
[25:34.87]Finally, when the passage is read for the third time,
[25:38.70]you should check what you have written.
[25:41.80]Now listen to the passage.
[25:45.84]Almost every child,
[25:47.79]on the first day he sets foot
[25:49.47]in a school building, is smarter, more curious,
[25:53.62]less afraid of what he doesn't know,
[25:56.35]better at finding and figuring things out,
[25:59.41]more confident, resourceful, persistent and independent,
[26:04.16]than he will ever be again in his schooling or,
[26:06.82]unless he is very unusual and very lucky,
[26:09.99]for the rest of his life.
[26:12.51]Already, by paying close attention to
[26:15.26]and interacting with the world
[26:17.08]and people around him,
[26:18.69]and without any school-type formal instruction,
[26:21.88]he has done a task far more difficult,
[26:24.16]complicated and abstract than anything
[26:26.75]he will be asked to do in school,
[26:29.02]or than any of his teachers has done for years.
[26:32.58]He has solved the mystery of language.
[26:36.05]He has discovered it—
[26:37.70]babies don't even know that language exists—
[26:40.76]and he has found out how it works
[26:42.88]and learnt to use it appropriately.
[26:46.37]He has done it by exploring, by experimenting,
[26:50.33]by developing his own model of the grammar of language,
[26:53.97]by trying it out and seeing whether it works,
[26:57.36]by gradually changing it and refining it
[26:59.99]until it does work.
[27:02.75]And while he has been doing this,
[27:04.86]he has been learning other things as well,
[27:07.76]including many of the concepts
[27:09.72]that the schools think only they can teach him,
[27:13.00]and many that are more complicated than the ones
[27:15.74]they do try to teach him.
[27:19.02]Now the passage will be read again.
[27:23.92]Almost every child,
[27:25.78]on the first day he sets foot
[27:27.73]in a school building, is smarter, more curious,
[27:32.40]less afraid of what he doesn't know,
[27:34.97]better at finding and figuring things out,
[27:38.36]more confident, resourceful, persistent and independent,
[27:42.98]than he will ever be again in his schooling or,
[27:46.95]unless he is very unusual and very lucky,
[27:50.45]for the rest of his life.
[27:52.63]Already, by paying close attention to
[27:55.83]and interacting with the world
[27:57.65]and people around him,
[27:59.41]and without any school-type formal instruction,
[28:03.28]he has done a task far more difficult,
[28:06.03]complicated and abstract than anything
[28:09.10]he will be asked to do in school,
[28:11.43]or than any of his teachers has done for years.
[28:15.63]He has solved the mystery of language.
[28:19.35]He has discovered it—
[28:21.26]babies don't even know that language exists—
[28:24.84]and he has found out how it works
[28:27.34]and learnt to use it appropriately.
[29:12.17]He has done it by exploring, by experimenting,
[29:15.97]by developing his own model of the grammar of language,
[29:19.61]by trying it out and seeing whether it works,
[29:23.03]by gradually changing it and refining it
[29:26.02]until it does work.
[30:24.67]And while he has been doing this,
[30:26.68]he has been learning other things as well,
[30:29.31]including many of the concepts
[30:31.63]that the schools think only they can teach him,
[31:25.40]and many that are more complicated than the ones
[31:28.58]they do try to teach him.
[31:31.41]Now the passage will be read for the third time.
[31:36.32]Almost every child,
[31:38.32]on the first day he sets foot
[31:40.16]in a school building, is smarter, more curious,
[31:44.13]less afraid of what he doesn't know,
[31:46.82]better at finding and figuring things out,
[31:49.96]more confident, resourceful, persistent and independent,
[31:54.61]than he will ever be again in his schooling or,
[31:57.27]unless he is very unusual and very lucky,
[32:00.46]for the rest of his life.
[32:03.04]Already, by paying close attention to
[32:05.82]and interacting with the world
[32:07.55]and people around him,
[32:09.21]and without any school-type formal instruction,
[32:12.40]he has done a task far more difficult,
[32:14.71]complicated and abstract than anything
[32:17.28]he will be asked to do in school,
[32:19.52]or than any of his teachers has done for years.
[32:23.08]He has solved the mystery of language.
[32:26.64]He has discovered it—
[32:28.25]babies don't even know that language exists—
[32:31.34]and he has found out how it works
[32:33.45]and learnt to use it appropriately.
[32:36.90]He has done it by exploring, by experimenting,
[32:40.79]by developing his own model of the grammar of language,
[32:44.43]by trying it out and seeing whether it works,
[32:47.75]by gradually changing it and refining it
[32:50.45]until it does work.
[32:53.16]And while he has been doing this,
[32:55.34]he has been learning other things as well,
[32:58.17]including many of the concepts
[33:00.30]that the schools think only they can teach him,
[33:03.47]and many that are more complicated than the ones
[33:06.08]they do try to teach him.
[33:09.58]This is the end of listening comprehension.
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