[外语学习]四级历年真题听力材料

[外语学习]四级历年真题听力材料 [ti:2010.6] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:15.79]College English Test - Band 4 [00:19.82]Part III Listening Comprehension [00:23.81]Section A [00:26.00]Directions: In this section, [00:29.73]you will hear 8 short conversations and 2 long conversations. [00:34.80]At the end of each conversation, [00:37.60]one or more questions will be asked about what was said. [00:41.33]Both the conversation and the questions will be spoken only once. [00:46.88]After each question there will be a pause. [00:51.01]During the pause, [00:53.04]you must read the four choices marked A), B), C) and D), [00:58.95]and decide which is the best answer. [01:01.69]Then mark the corresponding letter on Answer Sheet 2 [01:06.51]with a single line through the centre. [01:09.47]Now let's begin with the eight short conversations. [01:15.40]11. W: Just imagine we have to finish reading 300 pages [01:23.59]before Monday. [01:24.99]How can the professor expect us to do it [01:28.97]in such a short time? [01:30.77]M: Yeah, but what troubles me [01:32.79]is that I can't find the book in the library [01:35.33]or in the university bookstore. [01:37.13]Q: What does the man mean? [01:55.18]12. M: Do you think I could borrow your car [01:59.12]to go grocery shopping? [02:01.18]The supermarkets outside the city are so much cheaper. [02:04.71]I'd also be happy to pick up anything you need. [02:08.13]W: Well, I don't like to let anyone else drive my car. [02:12.89]Tell you what, why don't we go together? [02:16.75]Q: What does the woman mean? [02:35.30]13. M: Forgive the mess in here. [02:39.14]We had a party last night. [02:41.88]There were a lot of people and they all brought food. [02:44.73]W: Yeah, I can tell. [02:46.70]Well, I guess it's pretty obvious [02:49.88]what you'll be doing most of today. [02:53.19]Q: What does the woman think the man will do? [03:10.95]14. W: What time would suit you [03:15.25]for the first-round talks with John Smith? [03:18.72]M: Well, you know my schedule. [03:21.10]Other than this Friday, one day is as good as the next. [03:24.63]Q: What does the man mean? [03:43.91]15. W: I was so angry yesterday. [03:49.43]My biology teacher did not even let me explain [03:53.16]why I missed the field trip. [03:54.92]He just wouldn't let me pass. [03:57.82]M: That doesn't seem fair. [03:59.61]I'd feel that way too if I were you. [04:02.31]Q: What does the man imply? [04:21.47]16. M: I really can't stand the way [04:25.82]David controls the conversation all the time. [04:29.62]If he's going to be at your Christmas party, [04:31.54]I just won't come. [04:33.60]W: I'm sorry you feel that way. [04:35.72]But my mother insists that he come. [04:39.16]Q: What does the woman imply? [04:57.58]17. W: You're taking a course with Professor Johnson. [05:03.10]What's your impression so far? [05:04.97]M: Well, many students could hardly stay awake in his class [05:09.15]without first drinking a cup of coffee. [05:11.85]Q: What does the man imply? [05:30.52]18. W: Have you ever put a computer together before? [05:35.91]M: No, never. But I think if we follow these instructions exactly, [05:41.35]we won't have much trouble. [05:43.33]Q: What are the speakers going to do? [06:03.36]Now you'll hear the two long conversations. [06:07.41]Conversation One [06:10.27]W: What sort of hours do you work, Steve? [06:13.11]M: Well, I have to work very long hours, about 11 hours a day. [06:17.68]W: What time do you start? [06:19.90]M: I work 9 to 3. [06:22.49]Then I start again at 5:30 and work until 11. [06:26.33]Six days a week. [06:28.67]So I have to work very unsocial hours. [06:31.88]W: And do you have to work at the weekend? [06:34.31]M: Oh, yes, that's our busiest time. [06:36.68]I get Wednesdays off. [06:39.07]W: What are the things you have to do, [06:41.31]and the things you don't have to do? [06:43.95]M: Eh, I don't have to do the washing-up, so that's good. [06:47.97]I have to wear white [06:50.50]and I have to keep everything in the kitchen totally clean. [06:53.66]W: What's hard about the job? [06:57.14]M: You're standing up all the time. [06:58.69]When we're busy, people get angry and sharp. [07:02.66]But that's normal. [07:04.23]W: How did you learn the profession? [07:07.03]M: Well, I did a two-year course at college. [07:10.40]In the first year, we had to learn the basics. [07:13.77]And then we had to take exams. [07:15.99]W: Was it easy to find a job? [07:18.47]M: I wrote to about six hotels. [07:21.21]And one of them gave me my first job. [07:23.73]So I didn't have to wait too long. [07:25.66]W: And what's the secret of being good at your job? [07:29.96]M: Attention to detail. You have to love it. [07:33.87]You have to show passion for it. [07:36.57]W: And what are your plans for the future? [07:39.64]M: I want to have my own place when the time is right. [07:43.22]Questions 19 to 22 are based on the conversation you have just heard. [07:52.62]19. What does the man say about his job? [08:14.19]20. What does the man think is the hardest part of his job? [08:37.24]21. Where did the man get his first job after graduation? [08:59.87]22. What does the man say is important to being good at his job? [09:22.44]Conversation Two [09:25.03]W: Now you've seen this table of figures [09:28.14]about the pocket money children in Britain get? [09:31.71]M: Yes. I thought it was quite interesting, [09:34.76]but I don't quite understand the column entitled "Change". [09:39.30]Can you explain what it means? [09:42.20]W: Well, I think it means the change from the year before. [09:46.49]I am not a mathematician, [09:49.12]but I assume the rise from 72p to 90p [09:54.23]is a rise of 25 percent. [09:57.33]M: Oh, yes. I see. [09:59.09]And the inflation rate is there for comparison. [10:02.40]W: Yes. Why do you think the rise in pocket money [10:05.97]is often higher than inflation? [10:08.45]M: I am sorry I've no idea. [10:11.56]Perhaps parents in Britain are too generous. [10:14.15]W: Perhaps they are. [10:15.86]But it looks as if children were not better off in 2001 [10:21.00]than they were in 2002. [10:24.16]That's strange, isn't it? [10:26.12]And they seem to have been better off in 2003 [10:29.94]than they are now. [10:31.81]I wonder why that is. [10:33.93]M: Yes. I don't understand that at all. [10:36.93]W: Anyway, if you had children, [10:40.13]how much pocket money would you give them? [10:43.20]M: I don't know. [10:45.11]I think I'll probably give them 2 pounds a week. [10:49.40]W: Would you? [10:50.70]And what would you expect them to do with it? [10:53.54]M: Well, out of that, [10:55.41]they'd have to buy some small personal things, [10:58.11]but I wouldn't expect them [10:59.88]to save to buy their own socks, for example. [11:02.46]W: Yes. By the way, [11:04.73]do most children in your country get pocket money? [11:08.68]M: Yeah, they do. [11:09.92]Questions 23 to 25 are based on the conversation you have just heard. [11:18.46]23. What is the table of figures about? [11:40.39]24. What do we learn from the conversation [11:45.00]about British children's pocket money? [12:04.54]25. Supposing the man had children, [12:08.42]what would he expect them to do with their pocket money? [12:29.36]Section B [12:31.03]Directions: In this section, [12:34.42]you will hear 3 short passages. [12:37.18]At the end of each passage, [12:39.84]you will hear some questions. [12:41.56]Both the passage and the questions will be spoken only once. [12:46.74]After you hear a question, [12:49.17]you must choose the best answer [12:51.35]from the four choices marked A), B), C) and D). [12:57.02]Then mark the corresponding letter on Answer Sheet 2 [13:01.77]with a single line through the centre. [13:04.80]Passage One [13:06.97]As the new sales director for a national computer firm, [13:11.72]Alex Gordon was looking forward to his first meeting [13:15.59]with the company's district managers. [13:17.56]Everyone arrived on time, [13:20.53]and Alex's presentation went extremely well. [13:23.66]He decided to end the meeting with the conversation [13:27.76]about the importance of the district managers to the company's plans. [13:31.89]"I believe we are going to continue [13:36.23]to increase our share of the market," he began, [13:40.07]"because of the quality of the people in this room. [13:42.86]The district manager is the key to the success [13:47.07]of the sales representatives in his district. [13:49.89]He sets the term for everyone else. [13:53.26]If he has ambitious goals and is willing to put in long hours, [13:58.08]everyone in his unit will follow his example." [14:01.64]When Alex was finished, he received polite applause, [14:07.92]but hardly the warm response he had hoped for. [14:11.30]Later he spoke with one of the senior managers. [14:15.86]"Things were going so well until the end," [14:20.20]Alex said disappointedly. [14:21.70]"Obviously, I said the wrong thing." [14:24.35]"Yes," the district manager replied. [14:29.27]"Half of our managers are women. [14:31.49]Most have worked their way up from sales representatives, [14:35.81]and they are very proud of the role [14:37.51]they've played in the company's growth. [14:39.97]They don't care at all about political correctness. [14:43.59]But they were definitely surprised and distressed [14:47.03]to be referred to as 'he' in your speech." [14:51.30]Questions 26 to 29 are based on the passage you have just heard. [14:57.90]26. Who did Alex Gordon speak to at the first meeting? [15:21.05]27. What did Alex want to emphasize at the end of his presentation? [15:44.42]28. What do we learn about the audience at the meeting? [16:06.55]29. Why did Alex fail to receive the warm response he had hoped for? [16:30.48]Passage Two [16:31.47]The way to complain is to act business-like and important. [16:37.92]If your complaint is immediate, [16:40.58]suppose you got the wrong order at a restaurant, [16:44.15]make a polite but firm request to see the manager. [16:48.70]When the manager comes, ask his or her name. [16:53.21]And then state your problem [16:55.11]and what you expect to have done about it. [16:58.06]Be polite! [16:59.92]Shouting or acting rude will get you nowhere. [17:03.40]But also be firm in making your complaint. [17:06.81]Besides, act important. [17:12.20]This doesn't mean to put on airs [17:14.84]and say "do you know who I am?" [17:17.58]What it means is that people are often treated the way [17:21.86]they expect to be treated. [17:24.15]If you act like someone who expects a fair request to be granted, [17:28.81]chances are it will be granted. [17:32.14]The worst way to complain is over the telephone. [17:35.88]You are speaking to a voice coming from someone you cannot see. [17:40.70]So you can't tell how the person on the line is reacting. [17:45.22]It is easy for that person to give you the run-around. [17:49.99]Complaining in person or by letter is generally more effective. [17:56.93]If your complaint doesn't require an immediate response, [18:01.28]it often helps to complain by letter. [18:04.34]If you have an appliance that doesn't work, [18:07.52]send a letter to the store that sold it. [18:10.48]Be business-like and stick to the point. [18:14.10]Don't spend a paragraph on how your uncle Joe [18:18.25]tried to fix the problem and couldn't. [18:21.21]Questions 30 to 32 are based on the passage you have just heard. [18:27.79]30. What does the speaker suggest you do [18:33.69]when you are not served properly at a restaurant? [18:53.07]31. Why does the speaker say the worst way to complain [18:59.01]is over the telephone? [19:17.37]32. What should you do if you make a complaint by letter? [19:39.52]Passage Three [19:40.61]Barbara Sanders is a wife and the mother of two children, [19:46.12]ages 2 and 4. [19:48.63]Her husband, Tom, is an engineer and makes an excellent salary. [19:54.49]Before Barbara had children, [19:57.45]she worked as an architect for the government, [20:00.09]designing government housing. [20:02.43]She quit her job when she became pregnant, [20:05.86]but is now interested in returning to work. [20:08.93]She's been offered an excellent job with the government. [20:12.61]Her husband feels it's unnecessary for her to work [20:17.35]since the family does not need the added income. [20:19.88]He also thinks that a woman should stay home with her children. [20:24.76]If Barbara feels the need to do socially important work, [20:29.09]he thinks that she should do volunteer work [20:31.89]one or two days a week. [20:33.33]Barbara, on the other hand, [20:36.03]has missed the excitement of her profession [20:38.72]and does not feel she would be satisfied doing volunteer work. [20:42.35]She would also like to have her own income, [20:45.35]so she does not have to ask her husband for money [20:48.79]whenever she wants to buy something. [20:50.69]She does not think it's necessary [20:53.80]to stay home every day with the children [20:55.88]and she knows a very reliable baby-sitter [20:59.22]who's willing to come to her house. [21:01.18]Tom does not think a baby-sitter can replace a mother [21:05.48]and thinks it's a bad idea for the children [21:08.43]to spend so much time with someone [21:10.60]who's not part of the family. [21:13.51]Questions 33 to 35 are based on the passage you have just heard. [21:20.55]33. What was Barbara's profession before she had children? [21:44.27]34. What does Barbara's husband suggest she do [21:48.62]if she wants to work? [22:06.00]35. What does Tom think about hiring a baby-sitter? [22:27.71]Section C [22:28.74]Directions: In this section, [22:32.56]you will hear a passage three times. [22:35.40]When the passage is read for the first time, [22:38.46]you should listen carefully for its general idea. [22:41.73]When the passage is read for the second time, [22:45.25]you are required to fill in the blanks [22:47.87]numbered from 36 to 43 [22:50.72]with the exact words you have just heard. [22:54.40]For blanks numbered from 44 to 46 [22:58.29]you are required to fill in the missing information. [23:01.71]For these blanks, [23:03.69]you can either use the exact words you have just heard [23:06.93]or write down the main points in your own words. [23:11.08]Finally, when the passage is read for the third time, [23:15.22]you should check what you have written. [23:17.79]Now listen to the passage. [23:20.89]Almost every child, on the first day [23:25.77]he sets foot in the school building, is smarter, [23:28.82]more curious, less afraid of what he doesn't know, [23:32.75]better at finding and figuring things out, [23:36.03]more confident, resourceful, persistent, and independent [23:40.91]than he will ever be again in his schooling [23:43.62]—or unless he is very unusual and very lucky, [23:46.68]for the rest of his life. [23:48.70]Already, by paying close attention to [23:52.43]and interacting with the world and people around him, [23:55.44]and without any school-type formal instruction, [23:58.50]he has done a task far more difficult, [24:01.25]complicated and abstract [24:02.80]than anything he will be asked to do in school, [24:06.07]or than any of his teachers has done for years. [24:08.73]He has solved the mystery of language. [24:12.08]He has discovered it [24:14.41]—babies don't even know that language exists [24:16.98]—and he has found out how it works [24:19.89]and learned to use it appropriately. [24:22.42]He has done it by exploring, by experimenting, [24:26.98]by developing his own model of the grammar of language, [24:30.88]by trying it out and seeing whether it works [24:34.10]by gradually changing it and refining it [24:37.31]until it does work. [24:38.94]And while he has been doing this, [24:41.62]he has been learning other things as well, [24:44.32]including many of the concepts [24:46.91]that the schools think only they can teach him, [24:49.91]and many that are more complicated [24:52.21]than the ones they do try to teach him. [24:54.66]Now the passage will be read again. [24:58.61]Almost every child, on the first day [25:03.86]he sets foot in the school building, is smarter, [25:07.44]more curious, less afraid of what he doesn't know, [25:11.62]better at finding and figuring things out, [25:14.99]more confident, resourceful, persistent, and independent [25:19.85]than he will ever be again in his schooling [25:22.51]—or unless he is very unusual and very lucky, [25:26.93]for the rest of his life. [25:28.93]Already, by paying close attention to [25:32.31]and interacting with the world and people around him, [25:35.91]and without any school-type formal instruction, [25:39.57]he has done a task far more difficult, [25:42.63]complicated and abstract [25:45.07]than anything he will be asked to do in school, [25:47.77]or than any of his teachers has done for years. [25:50.96]He has solved the mystery of language. [25:55.10]He has discovered it [25:57.59]—babies don't even know that language exists [26:01.04]—and he has found out how it works [26:04.11]and learned to use it appropriately. [26:49.46]He has done it by exploring, by experimenting, [26:52.57]by developing his own model of the grammar of language, [26:56.30]by trying it out and seeing whether it works [27:00.08]by gradually changing it and refining it [27:03.26]until it does work. [28:02.03]And while he has been doing this, [28:03.38]he has been learning other things as well, [28:06.08]including many of the concepts [28:08.77]that the schools think only they can teach him, [29:15.82]and many that are more complicated [29:17.90]than the ones they do try to teach him. [29:20.56]Now the passage will be read for the third time. [29:24.83]Almost every child, on the first day [29:29.40]he sets foot in the school building, is smarter, [29:32.30]more curious, less afraid of what he doesn't know, [29:36.30]better at finding and figuring things out, [29:39.61]more confident, resourceful, persistent, and independent [29:44.37]than he will ever be again in his schooling [29:47.13]—or unless he is very unusual and very lucky, [29:50.60]for the rest of his life. [29:52.22]Already, by paying close attention to [29:56.17]and interacting with the world and people around him, [29:58.82]and without any school-type formal instruction, [30:01.97]he has done a task far more difficult, [30:04.73]complicated and abstract [30:06.58]than anything he will be asked to do in school, [30:09.90]or than any of his teachers has done for years. [30:12.15]He has solved the mystery of language. [30:15.38]He has discovered it [30:17.82]—babies don't even know that language exists [30:20.83]—and he has found out how it works [30:23.27]and learned to use it appropriately. [30:25.81]He has done it by exploring, by experimenting, [30:30.18]by developing his own model of the grammar of language, [30:33.95]by trying it out and seeing whether it works [30:37.37]by gradually changing it and refining it [30:40.56]until it does work. [30:42.59]And while he has been doing this, [30:44.82]he has been learning other things as well, [30:47.42]including many of the concepts [30:50.22]that the schools think only they can teach him, [30:53.07]and many that are more complicated [30:55.30]than the ones they do try to teach him. [30:58.16]This is the end of Listening Comprehension. [ti:2009.12] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:13.62]College English Test - Band 4 [00:18.00]Part III Listening Comprehension [00:22.02]Section A [00:24.07]Directions: In this section, [00:27.48]you will hear 8 short conversations and 2 long conversations. [00:32.95]At the end of each conversation, [00:35.40]one or more questions will be asked about what was said. [00:40.35]Both the conversation and the questions will be spoken only once. [00:46.07]After each question there will be a pause. [00:50.04]During the pause, [00:51.80]you must read the four choices marked A), B), C) and D), [00:57.08]and decide which is the best answer. [01:00.57]Then mark the corresponding letter on Answer Sheet 2 [01:04.54]with a single line through the centre. [01:07.49]Now let's begin with the eight short conversations. [01:15.06]11. M: Excuse me, [01:19.25]do you have change for a ten-dollar note? [01:22.40]I need to pay the parking meter. [01:25.25]W: I'm sorry. [01:26.91]But I think you can get it through the money changer, [01:29.83]in the shopping center across the street. [01:33.90]Q: What is the man trying to do? [01:51.94]12. M: Can you recommend something [01:55.79]that a school boy of seven or eight will really like? [01:59.56]W: I suggest this toy train, sir. [02:02.83]It's an excellent brand, very popular, [02:05.89]all over the world these days. [02:09.56]Q: What is the man doing? [02:26.97]13. W: Do you let people know [02:30.86]when you are taking pictures of them? [02:33.58]M: I try not to. [02:35.66]You know, [02:36.58]any picture of a person who poses for the camera [02:39.54]would look dull and unnatural. [02:43.07]Q: What are the speakers talking about? [03:01.49]14. W: I need to talk to someone [03:05.32]who knows Baltimore well. [03:07.31]I'm told you lived there. [03:09.24]M: Oh, but I was really young at the time. [03:13.49]Q: What does the man mean? [03:30.69]15. W: Aren't you disappointed [03:34.26]that you didn't get the promotion? [03:37.24]M: Maybe a little. [03:39.00]But I know I need more experience [03:41.62]before I'm ready for that kind of responsibility. [03:45.74]Q: What do we learn about the man from this conversation? [04:06.30]16. W: I've been working out the gym since January. [04:12.26]I was a bit out of shape. [04:14.97]M: You look terrific! [04:17.23]It seems that your effort has paid off. [04:19.88]Q: What does the man imply about the woman? [04:38.54]17. W: Professor Clark suggested [04:43.20]I get a tutor for advanced physics. [04:46.88]M: Well, that might help. [04:49.06]Advanced physics is a pretty difficult course. [04:53.63]Q: What does the man mean? [05:11.90]18.M: Bill, have you heard the latest news? [05:18.17]It appears we two won't be laid off after all. [05:22.70]M: Oh, I'm somewhat tired of working here. [05:26.43]I've been wondering whether I should resign. [05:29.81]Anyway, the news seems to be good for you. [05:33.78]Q: How does the man feel about the news? [05:53.14]Now you'll hear the two long conversations. [05:57.05]Conversation One [05:59.85]W: Hello, Parkson College. [06:02.21]May I help you? [06:03.69]M: Yes. I'm looking for information on courses [06:07.15]in computer programming. [06:09.19]I would need it for the fall semester. [06:11.99]W: Do you want a day or evening course? [06:15.71]M: Well, it would have to be an evening course [06:18.83]since I work during the day. [06:20.74]W: Aha. Have you taken any courses in data processing? [06:25.79]M: No. [06:27.32]W: Oh. Well, data processing is a course you have to take [06:31.58]before you can take computer programming. [06:34.45]M: Oh, I see. [06:36.94]Well, when is it given? [06:39.69]I hope it's not on Thursdays. [06:41.88]W: Well, there's a class that meets [06:44.89]on Monday evenings at seven. [06:47.34]M: Just once a week? [06:49.02]W: Yes. But that's almost three hours [06:52.46]from seven to nine forty-five. [06:54.96]M: Oh. Well, that's alright. [06:57.55]I could manage that. [06:59.68]How many weeks does the course last? [07:02.23]W: Mmmm, let me see. Twelve weeks. [07:06.90]You start the first week in September, and finish, [07:11.07]oh, just before Christmas. December 21st. [07:15.35]M: And how much is the course? [07:18.25]W: That's three hundred dollars [07:20.24]including the necessary computer time. [07:22.63]M: Aha. Okay. Ah, where do I go to register? [07:29.05]W: Registration is on the second and third of September, [07:32.97]between 6:00 and 9:00 in Frost Hall. [07:36.46]M: Is that the round building behind the parking lot? [07:39.37]W: Yes. That's the one. [07:41.85]M: Oh, I know how to get there. [07:44.18]Is there anything that I should bring with me? [07:46.87]W: No, just your checkbook. [07:49.71]M: Well, thank you so much. [07:51.36]W: You are very welcome. Bye! [07:53.36]M: Bye! [07:55.92]Questions 19 to 22 are based on the conversation you have just heard. [08:02.18]19. Why does the man choose to take an evening course? [08:24.72]20. What does the man have to do [08:28.05]before taking the course of computer programming? [08:47.79]21. What do we learn about the schedule of the evening course? [09:08.82]22. What does the man want to know at the end of the conversation? [09:31.18]Conversation Two [09:34.24]W: So why exactly does your job [09:37.25]have a reputation for being stressful? [09:40.77]M: Stress is generally driven by the feeling [09:43.92]of being out of control of a situation [09:46.77]and the feeling of a situation controlling you. [09:50.09]Trading in financial markets combines both. [09:53.76]W: How do you relax in the evening? [09:57.13]M: I very rarely do anything work-related [09:59.60]so it's easy to escape "The Markets". [10:02.33]I generally go to the gym or go for a run, [10:05.65]especially if I've had a bad day. [10:08.56]I always cook a meal rather than have a take-away [10:12.17]to do something my brain would regard as creative. [10:15.71]W: Do you think what you do to relax [10:18.71]is an effective way to beat stress? [10:21.87]M: I don't think there's a specific rule about how to beat stress. [10:25.99]I generally find that what I do is effective for me. [10:29.98]W: Would you consider changing your job [10:32.51]because of the high stress factor? [10:34.91]M: I have considered leaving my job [10:37.05]due to stress-related factors. [10:39.19]However, I do think that an element of stress is a good thing, [10:43.77]and if used the right way, [10:45.45]can actually be a positive thing. [10:48.25]W: What do you enjoy about the stressful aspects of your job? [10:53.04]M: Having said all that, [10:54.68]I do actually enjoy an element of uncertainty. [10:58.42]I enjoy a mental challenge. [11:00.92]Trading generates a wide range of emotions second by second. [11:05.12]How you deal with and manage those emotions, [11:08.16]dictates short, medium and long term trading performance and success. [11:15.45]Questions 23 to 25 are based on the conversation you have just heard. [11:22.44]23. What is the man's job? [11:42.68]24. Why does the man prefer to cook a meal [11:47.97]rather than have a take-away? [12:05.87]25. What does the man say about an element of stress in his job? [12:29.30]Section B [12:31.28]Directions: In this section, [12:34.90]you will hear 3 short passages. [12:38.66]At the end of each passage, [12:41.80]you will hear some questions. [12:44.50]Both the passage and the questions will be spoken only once. [12:50.17]After you hear a question, [12:52.16]you must choose the best answer [12:54.25]from the four choices marked A), B), C) and D). [13:00.69]Then mark the corresponding letter on Answer Sheet 2 [13:04.96]with a single line through the centre. [13:08.89]Passage One [13:11.24]Since early times, [13:13.02]people have been fascinated with the idea of life [13:15.98]existing somewhere else besides earth. [13:19.60]Until recently, scientists believed that life on other planets [13:24.85]was just a hopeful dream. [13:28.22]But now they are beginning to locate places where life could form. [13:33.50]In 1997, they saw evidence of planets near other stars like the sun. [13:39.71]But scientists now think that life could be [13:43.37]even nearer in our own solar system. [13:47.75]One place scientists are studying very closely is Europa, [13:52.64]a moon of Jupiter. [13:55.19]Space probes have provided evidence [13:57.78]that Europa has a large ocean under its surface. [14:02.26]The probes have also made scientists think [14:05.43]that under its surface Europa has a rocky core [14:08.95]giving off volcanic heat. [14:12.04]Water and heat from volcanic activity [14:15.39]are two basic conditions needed for life to form. [14:19.87]A third is certain basic chemicals such as carbon, [14:24.28]oxygen and nitrogen. [14:28.11]Scientists believe there might be such chemicals [14:31.39]lying at the bottom of Europa's ocean. [14:35.03]They may have already created life, [14:37.77]or may be about to. [14:40.67]You may wonder if light is also needed for life to form. [14:45.48]Until recently, scientists thought that light was essential. [14:50.85]But now, places have been found on earth [14:53.96]that are in total blackness, [14:56.05]such as caves several miles beneath the surface, [14:59.75]and bacteria, primitive forms of life, [15:03.11]have been seen there. [15:05.57]So the lack of light in Europa's subsurface ocean [15:09.35]doesn't automatically rule out life forming. [15:13.98]Questions 26 to 28 are based on the passage you have just heard. [15:21.41]26. What did scientists once believe according to the passage? [15:44.04]27. What have scientists found about Europa, a moon of Jupiter? [16:06.99]28. What have scientists come to know recently [16:11.88]about the formation of life? [16:29.99]Passage Two [16:32.70]In her early days as an emergency room physician, [16:36.62]Dr. Joanna Meyer treated a child [16:39.21]who had suffered a second degree burn. [16:42.63]After the child had been treated, [16:44.59]and was being prepared for discharge, [16:47.29]Dr. Meyer talked to the parents [16:49.53]about how they should care for the child at home. [16:53.10]Also listening to her were a half dozen other family members. [16:58.61]A few hours later, [17:00.29]when she came to say goodbye, [17:02.48]the family asked her to settle an argument [17:04.83]they've been having over exactly what advice she had given. [17:09.73]"As I talked to them, [17:11.30]I was amazed," she said. [17:14.06]"All of them had heard the simple instructions [17:17.27]I had given just a few hours before. [17:20.28]But they had three or four different versions. [17:24.05]The most basic details were unclear and confusing. [17:28.48]I was surprised, because these were intelligent people." [17:33.42]This episode gave Dr. Meyer her first clue to something [17:37.50]every doctor learns sooner or later [17:40.88]-most people just don't listen very well. [17:44.80]Nowadays, she says, she repeats her instructions, [17:48.83]and even conducts a reality check with some patients: [17:53.06]she asks them to tell her what they think they're supposed to do. [17:57.71]She also provides take-home sheets, [18:00.60]which are computer printouts tailored to the patients' situation. [18:05.39]Dr. Meyer's listeners are not unusual. [18:09.31]When new or difficult material is presented, [18:12.57]almost all listeners are faced with a challenge [18:16.10]because human speech lacks the stability [18:19.16]and permanence of the printed word. [18:22.47]Oral communication is fast-moving and impermanent. [18:28.64]Questions 29 to 31 are based on the passage you have just heard. [18:35.38]29. What did the child's family members argue about in the hospital? [18:56.31]30. What does Dr. Meyer do [18:59.61]to ensure her patients understand her instructions? [19:18.85]31. What does the speaker say about human speech? [19:39.78]Passage Three [19:41.79]It is logical to suppose that things like good labour relations, [19:46.29]good working conditions, good wages and benefits, [19:49.77]and job security motivate workers. [19:53.53]But one expert, Frederick Herzberg argued [19:57.31]that such conditions do not motivate workers. [20:00.67]They are merely "satisfiers". [20:03.39]"Motivators", in contrast, [20:05.66]include things such as having a challenging [20:08.15]and interesting job, [20:09.43]recognition and responsibility. [20:13.00]However, even with the development of computers and robotics, [20:17.74]there are always plenty of boring, [20:19.94]repetitive and mechanical jobs, [20:22.55]and lots of unskilled people who have to do them. [20:26.94]So how do managers motivate people in such jobs? [20:31.17]One solution is to give them some responsibilities, [20:35.26]not as individuals but as part of a team. [20:39.53]For example, some supermarkets combine office staff, [20:43.87]the people who fill the shelves, [20:45.96]and the people who work at the checkout into a team, [20:49.73]and let them decide what product lines to stock, [20:52.73]how to display them, and so on. [20:56.60]Many people now talk about the importance [20:58.95]of a company's shared values or culture, [21:02.51]with which all the staff can identify: for example, [21:06.85]being the best hotel chain, [21:09.25]or making the best, [21:10.88]the most user-friendly or the most reliable products in a particular field. [21:15.42]Such values are more likely to motivate workers than financial targets, [21:21.28]which ultimately only concern a few people. [21:24.32]Unfortunately, there is only a limited number of such goals to go round, [21:30.70]and by definition, not all the competing companies in an industry [21:35.71]can seriously claim to be the best. [21:39.78]Questions 32 to 35 are based on the passage you have just heard. [21:46.81]32. What can actually motivate workers according to Frederick Herzberg? [22:10.07]33. What does the speaker say about jobs in the computer era? [22:32.88]34. What do some supermarkets do to motivate their employees? [22:55.74]35. Why does the speaker say financial targets [23:00.88]are less likely to motivate workers? [23:24.38]Section C [23:26.11]Directions: In this section, [23:27.95]you will hear a passage three times. [23:31.66]When the passage is read for the first time, [23:34.93]you should listen carefully for its general idea. [23:39.41]When the passage is read for the second time, [23:42.46]you are required to fill in the blanks numbered [23:45.57]from 36 to 43 with the exact words you have just heard. [23:51.59]For blanks numbered from 44 to 46 [23:55.26]you are required to fill in the missing information. [23:59.03]For these blanks, [24:00.35]you can either use the exact words you have just heard [24:04.07]or write down the main points in your own words. [24:07.74]Finally, when the passage is read for the third time, [24:11.61]you should check what you have written. [24:14.31]Now listen to the passage. [24:18.59]In the humanities, authors write to inform you in many ways. [24:23.63]These methods can be classified into three types [24:27.41]of informational writing: factual, descriptive, and process. [24:35.04]Factual writing provides background information [24:38.25]on an author, composer, or artist [24:41.87]or on a type of music, literature, or art. [24:46.91]Examples of factual writing include notes on a book jacket [24:51.81]or album cover and longer pieces, [24:55.07]such as an article describing a style of music [24:58.28]which you might read in a music appreciation course. [25:02.30]This kind of writing provides a context [25:05.01]for your study of the humanities. [25:08.52]As its name implies, [25:10.55]descriptive writing simply describes, [25:13.61]or provides an image of, [25:15.35]a piece of music, art, or literature. [25:19.43]For example, descriptive writing might list the colors [25:23.11]an artist used in a painting [25:25.30]or the instrument a composer included in a musical composition, [25:29.68]so as to make pictures or sounds in the reader's mind [25:33.54]by calling up specific details of the work. [25:37.28]Descriptive writing in the humanities, [25:39.78]particularly in literature, [25:41.71]is often mixed with critical writing. [25:46.35]Process writing explains a series of actions [25:49.77]that bring about a result. [25:52.38]It tells the reader how to do something, [25:55.40]for example, explaining the technique used to shoot a film. [25:59.84]This kind of writing is often found in art, [26:03.67]where understanding how an artist [26:06.75]created a certain effect is important. [26:09.90]Authors may actually use more than one type of technique [26:13.57]in a given piece of informational writing. [26:17.49]Now the passage will be read again. [26:20.84]In the humanities, authors write to inform you in many ways. [26:26.28]These methods can be classified into three types [26:30.11]of informational writing: factual, descriptive, and process. [26:37.03]Factual writing provides background information [26:40.44]on an author, composer, or artist [26:43.86]or on a type of music, literature, or art. [26:48.39]Examples of factual writing include notes on a book jacket [26:52.87]or album cover and longer pieces, [26:56.33]such as an article describing a style of music [26:59.76]which you might read in a music appreciation course. [27:04.01]This kind of writing provides a context [27:07.00]for your study of the humanities. [27:10.47]As its name implies, [27:12.76]descriptive writing simply describes, [27:16.13]or provides an image of, [27:18.32]a piece of music, art, or literature. [27:22.20]For example, descriptive writing might list the colors [27:26.28]an artist used in a painting [27:28.78]or the instrument a composer included in a musical composition, [27:33.21]so as to make pictures or sounds in the reader's mind [27:36.97]by calling up specific details of the work. [27:41.00]Descriptive writing in the humanities, [27:43.65]particularly in literature, [27:45.64]is often mixed with critical writing. [28:50.46]Process writing explains a series of actions [28:53.92]that bring about a result. [28:56.77]It tells the reader how to do something, [28:59.85]for example, explaining the technique used to shoot a film. [30:04.80]This kind of writing is often found in art, [30:08.07]where understanding how an artist [30:10.66]created a certain effect is important. [30:14.28]Authors may actually use more than one type of technique [30:18.14]in a given piece of informational writing. [31:24.18]Now the passage will be read for the third time. [31:26.98]In the humanities, authors write to inform you in many ways. [31:32.94]These methods can be classified into three types [31:36.56]of informational writing: factual, descriptive, and process. [31:43.75]Factual writing provides background information [31:46.92]on an author, composer, or artist [31:50.59]or on a type of music, literature, or art. [31:55.38]Examples of factual writing include notes on a book jacket [32:00.16]or album cover and longer pieces, [32:03.36]such as an article describing a style of music [32:06.78]which you might read in a music appreciation course. [32:10.73]This kind of writing provides a context [32:13.34]for your study of the humanities. [32:16.26]As its name implies, [32:18.65]descriptive writing simply describes, [32:21.58]or provides an image of, [32:23.47]a piece of music, art, or literature. [32:27.68]For example, descriptive writing might list the colors [32:31.30]an artist used in a painting [32:33.41]or the instrument a composer included in a musical composition, [32:37.99]so as to make pictures or sounds in the reader's mind [32:41.24]by calling up specific details of the work. [32:45.37]Descriptive writing in the humanities, [32:47.92]particularly in literature, [32:49.95]is often mixed with critical writing. [32:54.54]Process writing explains a series of actions [32:57.90]that bring about a result. [33:00.55]It tells the reader how to do something, [33:03.60]for example, explaining the technique used to shoot a film. [33:08.55]This kind of writing is often found in art, [33:11.57]where understanding how an artist [33:13.31]created a certain effect is important. [33:17.46]Authors may actually use more than one type of technique [33:21.02]in a given piece of informational writing. [33:25.12]This is the end of Listening Comprehension [ti:2009.6] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:13.64]College English Test - Band 4 [00:17.61]Part III Listening Comprehension [00:21.86]Section A [00:23.81]Directions: In this section, [00:27.23]you will hear 8 short conversations and 2 long conversations. [00:33.64]At the end of each conversation, [00:35.98]one or more questions will be asked about what was said. [00:40.72]Both the conversation and the questions will be spoken only once. [00:46.32]After each question there will be a pause. [00:50.29]During the pause, [00:51.95]you must read the four choices marked A), B), C) and D), [00:58.77]and decide which is the best answer. [01:02.74]Then mark the corresponding letter on Answer Sheet 2 [01:07.63]with a single line through the centre. [01:10.74]Now let's begin with the eight short conversations. [01:15.78]11. W: There were more than a hundred people [01:20.61]at Kate's birthday party. [01:22.96]How come she's got so many friends? [01:26.49]M: It's really no surprise. [01:28.84]You know she was popular even when she was a child. [01:33.37]Q: What does the man imply about Kate? [01:52.20]12. M: They say there'll be a snowstorm tonight, [01:57.71]and the cold weather will last quite a few days. [02:01.50]W: Oh! We're so lucky. [02:03.91]We'll be getting away for a while and having a holiday in Florida. [02:08.85]But let's call right now to confirm our flight. [02:13.39]Q: What do we learn about the two speakers? [02:31.62]13. W: Tony was awarded a medal [02:36.28]for rescuing several families from the forest fire. [02:40.25]M: I really admire his courage. [02:43.46]Q: What do we learn about Tony from the conversation? [03:03.88]14. M: My washing machine is more than fifteen years old [03:10.87]and it has worked just fine until last night. [03:14.86]W: You'll never be able to get parts for it, even from Japan. [03:19.55]So it might be time to invest a more recent model. [03:24.49]Q: What does the woman suggest the man do? [03:42.36]15. W: I heard about your promotion. [03:46.70]You must be thrilled. [03:48.51]M: Not really. The new office is huge, [03:52.23]but the workload has doubled. [03:55.37]Q: What do we learn about the man from the conversation? [04:15.14]16. W: I can't decide what to do about the party tomorrow. [04:20.98]M: You don't have to go if you don't want to, [04:24.27]but I'll be glad to give you a ride if you do. [04:28.29]Q: What do we learn from the conversation? [04:47.00]17. M: Now if you have any questions about the contract, [04:53.40]I'll be happy to answer them. [04:55.80]W: Nothing comes to mind right now, [04:58.32]but I'd like to go over all the articles of the contract [05:01.93]once more before signing it. [05:05.20]Q: What are the speakers doing right now? [05:24.21]18. M: We are out of paper for the printer. [05:29.47]Can you please order some? [05:31.59]W: I completed the order form online yesterday [05:35.47]and it'll be here by noon. [05:37.41]I'll let you know when it comes in. [05:40.47]Q: What did the woman do? [05:58.24]Now you'll hear the two long conversations. [06:02.28]Conversation One [06:04.69]W: Bob, do you know who I saw the other day? [06:08.52]Old Jake, looking terribly depressed. [06:12.53]Did he get pensioned off at last? [06:14.92]M: Yes. They made him retire after 50 years at sea. [06:19.71]He is pretty upset about it. [06:21.51]But what can you do? [06:23.45]He really is past it. [06:25.45]W: He is all alone, isn't he? [06:27.48]M: Yes, his wife's been dead for years. [06:31.67]They had one daughter, Doris. [06:34.53]But she went off to town as soon as she left school. [06:37.23]And he hasn't heard from her since. [06:39.57]I hear she is making good money as a model. [06:43.19]W: Maybe someone could get in touch with her. [06:45.99]Get her to come back for a while to help? [06:49.51]M: I don't suppose she come. [06:51.76]She never got on with her father. [06:54.31]He is bit of a tough character and she is rather selfish. [06:58.95]Oh, I expect old Jake will get by. [07:02.52]He is healthy at least [07:04.32]-comes into a clinic for a check regularly. [07:07.07]W: Are you his doctor? [07:08.81]M: No, my partner doctor Johnson is. [07:11.97]W: That bad-tempered old thing? [07:14.06]M: Oh, he isn't really bad-tempered. [07:16.65]He just looks it. [07:18.66]He is an excellent doctor, [07:20.44]taught me a lot, [07:22.27]and he has a very nice family. [07:24.78]His wife invites me over there to supper every week. [07:28.14]Very pleasant. [07:29.52]W: Yes. I teach their daughter Pam at school. [07:33.29]She is a bit careless and lazy about her school work, [07:37.00]but a bright little thing and very popular with her age group. [07:42.88]Questions 19 to 22 are based on the conversation you have just heard. [07:50.27]19. Why does old Jake look terribly depressed? [08:12.73]20. What do we learn about Jake's wife? [08:34.12]21. What does the man say about Jake's daughter? [08:56.39]22. What does the man say about Jake's doctor? [09:18.53]Conversation Two [09:21.00]W: Hello, Mr. Summerfield. [09:23.11]How are you today? [09:24.58]M: Very well. Thank you, Ms. Green. [09:26.97]W: What can I do for you? [09:28.76]M: Well, unfortunately, [09:30.44]there is a problem with the order [09:32.14]we received from you yesterday. [09:34.69]It seems we haven't seen the right quantity of manuals [09:38.46]to support the telephone system. [09:40.75]W: Oh, dear, that's bad news. [09:43.57]I'm very sorry to hear that, [09:46.29]and you don't know how many packs are without manuals? [09:50.10]M: No, because we haven't opened every pack. [09:53.31]But in several of those that have been opened there [09:56.42]are none, no manuals. [09:59.18]W: I'm very sorry about this inconvenience, Mr. Summerfield. [10:03.11]We'll send out the manuals this afternoon [10:06.11]by express mail entirely at our cost, [10:10.03]and the manuals should arrive tomorrow [10:12.63]or the day after at the latest. [10:15.79]M: All of them, right? [10:17.16]W: Yes. It may be that some have them already, [10:20.74]but we cannot be sure. [10:23.18]So the best thing is to send out the manual for every pack. [10:27.17]M: Yes. Yes, I see. [10:29.12]That would be great. [10:30.87]W: Please accept our apologies for this mix-up. [10:33.93]I assure you we will do everything possible [10:36.60]to find out why the mistake happened. [10:39.09]M: Right. Thanks for your swift action. [10:41.59]W: Not at all. [10:42.86]Thank you and goodbye for now. [10:44.98]Do call if there is anything else. [10:47.11]M: All right. Thank you. [10:48.86]Goodbye, Ms. Green. [10:50.21]W: Goodbye. [10:52.41]Questions 23 to 25 are based on the conversation you have just heard. [10:59.71]23. What problem are the speakers discussing? [11:21.27]24. What does the woman promise to do? [11:42.50]25. What does the man think of the solution? [12:03.44]Section B [12:05.42]Directions: In this section, [12:08.43]you will hear 3 short passages. [12:11.70]At the end of each passage, [12:14.11]you will hear some questions. [12:16.58]Both the passage and the questions will be spoken only once. [12:21.57]After you hear a question, [12:23.92]you must choose the best answer [12:26.27]from the four choices marked A), B), C) and D). [12:32.33]Then mark the corresponding letter on Answer Sheet 2 [12:37.31]with a single line through the centre. [12:40.87]Passage One [12:43.73]Attracting and feeding wild birds are entertaining activities [12:48.46]that have long been enjoyed by people all over the world. [12:53.10]Feeding birds has become so popular [12:56.02]that prepared feed mixtures are readily available. [13:00.26]We feed birds for many reasons. [13:03.47]Many pleasant hours can come from watching birds. [13:07.74]A hobby often develops into a serious study of their habits. [13:12.74]Accurate identification of birds is usually the first goal. [13:18.45]But observations that an amateur bird-watcher [13:21.67]can make are really limitless. [13:25.55]There is, however, responsibility associated with bird feeding, [13:30.54]including a disease hazard. [13:34.00]Attracting numbers of birds continually to the same spot [13:38.35]can be harmful to them, [13:40.44]particularly species that pick food from the ground [13:43.46]contaminated by the droppings of other birds. [13:47.96]In winter, feeding efforts are most satisfying to people [13:52.31]and are of greatest benefit to birds. [13:55.72]During this time when fewer natural foods are available [13:59.49]and air temperatures are lower, [14:01.98]extra feeding can keep a bird warm and well. [14:06.15]Once begun, feeding should never stop [14:09.26]during these lean months. [14:11.62]If you start a local increase of birds, [14:15.35]be prepared to do what may be required [14:18.21]to eliminate hazards to those you want to befriend. [14:23.05]A constant supply of food should be given [14:25.50]until the cold is over and spring has come. [14:29.92]If feeding is stopped during severe weather, [14:32.90]birds used to relying upon the feeders might starve. [14:39.07]Questions 26 to 28 are based on the passage you have just heard. [14:51.17]26. What does the speaker say about bird watching? [15:12.77]27. What does the speaker say about birds [15:17.81]fed continually on the same spot? [15:36.95]28. What does the speaker suggest we do in feeding birds in winter? [16:00.08]Passage Two [16:02.86]My friend Leo makes up weak and poor excuses [16:06.79]whenever there is something he doesn't want to do. [16:10.50]Just two weeks ago, he was at my house [16:13.71]when he decided he didn't want to go into work. [16:18.10]He called his boss and said [16:19.88]he had to get a new set of tires put on his truck. [16:23.87]Then he sat down and watched TV with me. [16:28.61]Not only had he lied but his excuse [16:32.41]wasn't a very convincing one. [16:35.38]Another time, he cancelled a date [16:38.08]with his girlfriend at the last minute, [16:40.34]telling her he had to get a new battery for his truck. [16:44.97]She was angry and refused to go out [16:47.71]with him again until he apologized. [16:51.42]Last weekend, Leo offered the poorest excuse yet. [16:56.46]He'd promised he'd help me move some furniture, [16:59.31]from my parents' house to my new apartment. [17:03.10]He was supposed to bring his truck over [17:05.51]about 8 o'clock Saturday morning. [17:08.85]I waited, and then called and left a message on his machine. [17:14.24]About 11:30, he called and said he was sorry [17:19.34]but he'd been getting a new set of tires put on his truck. [17:23.77]I guess he'd forgotten he used the same excuse [17:27.46]when he called his boss from my house. [17:30.62]I think I need a new set of friends. [17:33.62]I'm beginning to get tired of Leo's excuses. [17:38.41]Questions 29 to 31 are based on the passage you have just heard. [17:45.15]29. What does the speaker tell us about her friend Leo? [18:07.47]30. What did his girlfriend do [18:11.89]when Leo canceled a date with her at the last minute? [18:31.03]31. What favor did the speaker ask Leo to do last weekend? [18:54.25]Passage Three [18:57.25]In Hollywood, [18:58.73]everybody wants to be rich, famous and beautiful. [19:03.16]Nobody wants to be old, unknown and poor. [19:07.77]For Hollywood kids, life can be difficult, [19:10.72]because they grow up in such an unreal atmosphere. [19:14.54]Their parents are ambitious [19:16.60]and the children are part of the parents' ambitions. [19:21.22]Parents pay for wasteful grand parties, [19:24.23]expensive cars, and designer clothes. [19:28.35]When every dream can come true, [19:30.91]kids don't learn the value of anything [19:33.27]because they have everything. [19:36.66]A 13-year-old boy, Trent Maguire, has a driver, [19:41.66]credit cards, and unlimited cash [19:44.36]to do what he wants when he wants to. [19:47.43]"One day, I'll earn more than my Dad," he boasts. [19:52.27]Parents buy care and attention for their children [19:55.52]because they have no time to give it themselves. [19:59.09]Amanda's mother employs a personal trainer, [20:02.68]a bodyguard, a singing coach and a counselor [20:06.75]to look after all her 15-year-old daughter's needs. [20:11.69]Often there is no parent at home most days, [20:15.21]so children decide whether to make their own meals [20:18.01]or go out to restaurants, [20:20.07]when to watch television or do homework. [20:23.34]They organize their own social lives. [20:26.31]They play no childhood games. [20:29.11]They become adults before they're ready. [20:33.03]Hollywood has always been the city of dreams. [20:37.20]The kids there live unreal lives where money, [20:40.92]beauty and pleasure are the only gods. [20:44.93]Will children around the world soon start to think the same? [20:49.53]Or do they already? [20:53.91]Questions 32 to 35 are based on the passage you have just heard. [21:00.18]32. Why is life said to be difficult for Hollywood kids? [21:23.04]33. What does the speaker say about Trent Maguire, [21:28.69]a 13-year-old boy? [21:46.70]34. Why does Amanda's mother employ other people [21:52.16]to look after her needs? [22:10.18]35. What will probably have negative effects [22:15.07]on the lives of Hollywood kids? [22:33.65]Section C [22:35.74]Directions: In this section, [22:37.94]you will hear a passage three times. [22:42.43]When the passage is read for the first time, [22:45.34]you should listen carefully for its general idea. [22:49.72]When the passage is read for the second time, [22:52.54]you are required to fill in the blanks numbered [22:55.56]from 36 to 43 with the exact words you have just heard. [23:01.43]For blanks numbered from 44 to 46 [23:05.71]you are required to fill in the missing information. [23:10.02]For these blanks, [23:11.44]you can either use the exact words you have just heard [23:15.42]or write down the main points in your own words. [23:20.46]Finally, when the passage is read for the third time, [23:25.29]you should check what you have written. [23:28.52]Now listen to the passage. [23:33.52]Around 120 years ago, [23:36.68]Ebbinghaus began his study of memory. [23:41.01]He concentrated on studying how quickly [23:43.87]the human mind can remember information. [23:48.35]One result of his research [23:50.90]is known as the total time hypothesis (假设), [23:54.26]which simply means the amount you learn [23:57.11]depends on the time you spend trying to learn it. [24:01.44]This can be taken as our first rule of learning. [24:05.71]Although it is usually true that studying for four hours [24:10.65]is better than studying for one, [24:13.04]there is still the question of how we should use the four hours. [24:17.73]For example, is it better to study for four hours straight [24:22.56]or to study for one hour a day for four days in a row? [24:27.02]The answer, as you may have suspected, [24:30.80]is that it is better to spread out the study times. [24:35.26]This phenomenon, through which we can learn more efficiently [24:39.18]by dividing our practice time, [24:41.40]is known as the distribution of practice effect. [24:46.05]Thus, our second rule of learning is this: [24:50.49]It's better to study fairly briefly but often. [24:55.80]But we're not finished yet. [24:58.54]We haven't considered how we should study [25:01.34]over very short periods of time. [25:05.22]Let's say you are trying to learn some new [25:08.32]and rather difficult English vocabulary using a stack of cards. [25:13.61]Should you look at the same word in rapid succession, [25:17.45]or look at the word and then have some delay [25:20.71]before you look at it again? [25:23.85]The answer is it is better to space out [25:27.61]the presentations of the word you are to learn. [25:33.03]Now the passage will be read again. [25:37.36]Around 120 years ago, [25:40.62]Ebbinghaus began his study of memory. [25:44.50]He concentrated on studying how quickly [25:47.36]the human mind can remember information. [25:51.48]One result of his research [25:53.88]is known as the total time hypothesis (假设), [25:57.60]which simply means the amount you learn [26:00.77]depends on the time you spend trying to learn it. [26:05.22]This can be taken as our first rule of learning. [26:09.75]Although it is usually true that studying for four hours [26:14.13]is better than studying for one, [26:17.13]there is still the question of how we should use the four hours. [26:22.02]For example, is it better to study for four hours straight [26:26.93]or to study for one hour a day for four days in a row? [26:32.43]The answer, as you may have suspected, [26:35.39]is that it is better to spread out the study times. [26:39.94]This phenomenon, through which we can learn more efficiently [26:43.87]by dividing our practice time, [26:46.42]is known as the distribution of practice effect. [26:50.77]Thus, our second rule of learning is this: [26:55.02]It's better to study fairly briefly but often. [28:00.52]But we're not finished yet. [28:02.78]We haven't considered how we should study [28:05.27]over very short periods of time. [28:08.74]Let's say you are trying to learn some new [28:11.74]and rather difficult English vocabulary using a stack of cards. [29:18.66]Should you look at the same word in rapid succession, [29:22.43]or look at the word and then have some delay [29:25.65]before you look at it again? [29:28.41]The answer is it is better to space out [29:32.48]the presentations of the word you are to learn. [30:35.94]Now the passage will be read for the third time. [30:41.37]Around 120 years ago, [30:44.37]Ebbinghaus began his study of memory. [30:48.64]He concentrated on studying how quickly [30:51.59]the human mind can remember information. [30:54.77]One result of his research [30:58.29]is known as the total time hypothesis (假设), [31:01.95]which simply means the amount you learn [31:04.87]depends on the time you spend trying to learn it. [31:09.20]This can be taken as our first rule of learning. [31:14.15]Although it is usually true that studying for four hours [31:18.23]is better than studying for one, [31:20.74]there is still the question of how we should use the four hours. [31:25.48]For example, is it better to study for four hours straight [31:30.42]or to study for one hour a day for four days in a row? [31:36.07]The answer, as you may have suspected, [31:38.72]is that it is better to spread out the study times. [31:43.10]This phenomenon, through which we can learn more efficiently [31:46.89]by dividing our practice time, [31:49.08]is known as the distribution of practice effect. [31:53.77]Thus, our second rule of learning is this: [31:57.89]It's better to study fairly briefly but often. [32:00.85]But we're not finished yet. [32:05.89]We haven't considered how we should study [32:08.84]over very short periods of time. [32:12.57]Let's say you are trying to learn some new [32:15.51]and rather difficult English vocabulary using a stack of cards. [32:20.97]Should you look at the same word in rapid succession, [32:25.04]or look at the word and then have some delay [32:28.00]before you look at it again? [32:30.95]The answer is it is better to space out [32:34.77]the presentations of the word you are to learn. [32:40.11]This is the end of Listening Comprehension. [ti:2008.12] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:14.11]College English Test - Band 4 [00:18.71]Part III Listening Comprehension [00:23.76]Section A [00:26.46]Directions: In this section, [00:31.00]you will hear 8 short conversations and 2 long conversations. [00:38.10]At the end of each conversation, [00:40.75]one or more questions will be asked about what was said. [00:46.46]Both the conversation and the questions will be spoken only once. [00:53.32]After each question there will be a pause. [00:58.22]During the pause, [01:00.11]you must read the four choices marked A), B), C) and D), [01:07.85]and decide which is the best answer. [01:12.32]Then mark the corresponding letter on Answer Sheet 2 [01:18.68]with a single line through the centre. [01:23.43]Now let's begin with the eight short conversations. [01:28.44]11. M: I just received an Email [01:33.36]from one of my former classmates. [01:36.05]I was surprised, I hadn't heard from him for ages. [01:41.19]W: Well, I've been out of touch [01:43.40]with most of my old friends, [01:45.70]only one or two still drop me a line occasionally. [01:50.75]Q: What does the woman mean? [02:09.38]12. M: If you can make up your mind about the color, [02:15.03]I can start on the outside of your house early next week. [02:19.45]W: Well, right now I think I want white [02:22.15]for the window frames and yellow for the walls, [02:25.72]but I'll let you know tomorrow. [02:28.90]Q: Who is the woman talking to? [02:47.07]13. W: Excuse me, [02:50.81]do you have any apartments available [02:53.26]for under 500 dollars a month? [02:56.08]I need to move in next week when my new job starts. [03:00.68]M: The only vacant one I have is 600 dollars. [03:04.76]Have you inquired at the apartment complex down the street? [03:09.18]Q: What does the man suggest the woman do? [03:29.30]14. W: You bought a pair of jeans yesterday, didn't you? [03:35.57]What are they like? [03:37.15]M: Oh, they are pretty much like my other ones, [03:40.36]except with a larger waist. [03:42.78]I guess I haven't spent much time exercising lately. [03:47.71]Q: What can we infer from the conversation about the man? [04:08.29]15. W: I really like those abstract paintings we saw yesterday. [04:15.33]What do you think? [04:17.11]M: I guess it's something I haven't acquired a taste for yet. [04:22.56]Q: What does the man imply? [04:41.45]16. W: You haven't seen a blue notebook, have you? [04:47.66]I hope I didn't leave it in the reading room. [04:51.03]M: Did you check that pile of journals [04:54.49]you've borrowed from the library the other day? [04:57.85]Q: What is the man trying to say to the woman? [05:17.71]17. M: How about joining me for a cup of coffee? [05:23.77]W: I'd love to, but I'm exhausted. [05:27.24]I was up till 3 this morning, [05:29.53]writing a paper for my literature class. [05:33.76]Q: Why does the woman decline the man's invitation? [05:54.03]18. W: You had a job interview yesterday, didn't you? [06:00.07]How did it go? [06:01.82]M: Not too bad, I guess. [06:04.14]There were about 20 candidates [06:06.32]competing for the sales manager's job. [06:09.42]And finally it was down to three of us, [06:12.50]but the other two seemed better qualified. [06:16.31]Q: What does the man imply? [06:35.59]Now you'll hear the two long conversations. [06:40.09]Conversation One [06:43.04]W: Simon, how does it feel to be retired? [06:46.62]M: Well, not so bad. [06:49.19]W: How have you been spending your time? [06:51.91]M: I have been spending more time with my family. [06:55.19]I've also travelled a bit, you know, [06:57.36]off season when everywhere is less crowded and hotels cost less. [07:02.30]W: Great. M: You know I haven't stopped work completely. [07:06.79]W: Yes, could you tell us more about this? [07:10.52]M: I'm on a scheme that's called phased retirement; [07:14.98]I had a six-month break from work, [07:17.63]after that I could apply for project work [07:20.78]with the company I used to work for. [07:23.33]W: How does the scheme work? [07:25.60]M: Well, it's a trial at the moment. [07:28.41]Instead of hiring temporary staff, [07:31.29]the company advertises posts on its website [07:34.97]that retired employees like myself can access. [07:39.33]W: What sort of work's advertised? [07:42.01]M: Well, all sorts of things, really. [07:44.81]Administrative work and more specialized work, [07:47.97]the sort of thing I can do. [07:51.91]Some of the projects can last five or six months, [07:55.88]and others can just be a couple of days. [07:59.39]I can decide more or less when to work. [08:02.92]So I can manage my own time. [08:05.96]W: I can see it's good for you. [08:08.63]What does your company get out of this? [08:11.34]M: Well, I still have all my old contacts at work, [08:14.49]so I know who to contact to get something done. [08:18.37]The company gets flexibility, too. [08:21.49]Once the job's over, that's it. [08:24.16]I'm not on their books any more. [08:28.54]Questions 19 to 21 are based on the conversation you have just heard. [08:36.79]19. Why does Simon find his retired life enjoyable? [08:59.93]20. How does Simon get to know about the company's available posts? [09:22.92]21. Why does the company adopt the phased retirement scheme? [09:45.44]Conversation Two [09:48.06]W: Oh, where are we going? [09:50.55]M: I want to show you something. [09:52.69]W: I know, but what is it? [09:55.08]M: A farm. It's just down this road. [09:59.85]It's a small place, [10:01.38]but at least it would be our own. [10:03.94]W: A farm? How can we afford to buy a farm? [10:07.81]M: It isn't very large, only 40 acres. [10:11.75]We wouldn't have to pay very much right now. [10:15.02]W: Is there a house on the place? [10:16.96]M: A small one, two bedrooms, [10:19.81]but it needs to be fixed up a little. [10:22.57]I can do the job myself. [10:24.90]W: OK. Is there enough space for a kitchen garden? [10:29.20]M: There is about half an acre around the house. [10:32.83]That's plenty of space. [10:35.32]W: Then we can grow our own fresh vegetables. [10:38.51]And maybe keep a few chickens, couldn't we? [10:41.75]M: Yes, and we can probably grow a lot of our own food. [10:46.83]W: What are you thinking about growing, [10:48.97]if we do take this place? [10:51.27]M: Well, it really isn't big enough for corn. [10:55.24]I thought we might try to raise a crop of potatoes. [10:59.37]W: Potatoes? They are a lot of work. [11:02.53]M: We are used to hard work, aren't we? [11:05.00]W: Yes, we are, but the money. [11:08.06]Do we have enough to get started? [11:10.67]It seems like a dream. [11:12.87]M: I think we have saved enough. [11:15.53]We can pay a little on the farm [11:17.69]and maybe put a few dollars down on the tractor, too. [11:22.73]Questions 22 to 25 are based on the conversation you have just heard. [11:30.37]22. What are the speakers going to do at the time of the conversation? [11:53.45]23. What does the man say about the farm? [12:15.40]24. Why does the man intend to grow potatoes [12:21.56]rather than corn on the farm? [12:40.30]25. What is the woman's greatest concern about the man's plan? [13:04.20]Section B [13:05.78]Directions: In this section, [13:09.20]you will hear 3 short passages. [13:12.51]At the end of each passage, [13:14.75]you will hear some questions. [13:17.51]Both the passage and the questions will be spoken only once. [13:23.21]After you hear a question, [13:25.25]you must choose the best answer [13:27.70]from the four choices marked A), B), C) and D). [13:34.10]Then mark the corresponding letter on Answer Sheet 2 [13:39.10]with a single line through the centre. [13:43.50]Passage One [13:46.25]Members of the city council and distinguished guests, [13:51.14]it is my privilege to introduce to you today Mr. Robert Washington, [13:56.70]chief of our city's police force. [14:00.11]He will address us [14:02.37]on the subject of the Community Policing Program. [14:07.28]Most of you know that Mr. Washington has a distinguished record [14:11.77]as head of our police force for more than ten years. [14:16.67]However, you may not know [14:18.70]that he also holds a master's degree in criminology [14:22.90]and studied abroad for a year with the international police force [14:27.28]which deals with crimes around the world. [14:31.71]Mr. Washington first introduced [14:34.11]the Community Policing Program 8 years ago. [14:38.99]The idea behind the program is to get police officers [14:43.39]out of their cars and into our neighborhoods [14:46.85]where they can talk directly to merchants and residents [14:50.10]about the real dynamics of our city. [14:54.23]These officers do more than make arrests. [14:57.94]They try to find ways to help solve the problems [15:00.96]that contribute to crime in the first place. [15:04.98]Often that means hooking people up with services [15:08.29]offered by other city agencies, [15:11.06]such as schools, hospitals, housing, [15:14.96]drug treatment centers. [15:17.61]And the program seems to be working: [15:20.76]crime is down and our citizens report that they feel more secure. [15:26.56]Today Mr. Washington is going to tell us more about this program. [15:32.18]Now let's welcome Mr. Robert Washington. [15:37.22]Questions 26 to 29 are based on the passage you have just heard. [15:44.51]26. What is the purpose of the speaker's remarks? [16:05.73]27. What does the speaker say about Mr. Robert Washington? [16:27.93]28. What is the idea behind the Community Policing Program? [16:50.96]29. How has the Community Policing Program turned out to be? [17:13.66]Passage Two [17:16.17]There are between 3,000 and 6,000 public languages in the world, [17:21.97]and we must add approximately 6 billion private languages [17:26.86]since each one of us necessarily has one. [17:31.13]Considering these facts, [17:33.22]the possibilities for breakdowns in communication [17:37.03]seem infinite in number. [17:40.38]However, we do communicate successfully from time to time. [17:45.54]And we do learn to speak languages. [17:48.91]But learning to speak languages [17:51.36]seems to be a very mysterious process. [17:56.15]For a long time, people thought that we learned a language [18:00.52]only by imitation and association. [18:04.54]For example, a baby touches a hot pot and starts to cry. [18:09.98]The mother says, "Hot, hot!" [18:13.30]And the baby, when it stops crying, [18:16.26]imitates the mother and says, "Hot, hot!" [18:21.05]However, Noam Chomsky, a famous expert in language, [18:26.04]pointed out that although children [18:29.05]do learn some words by imitation and association, [18:32.81]they also combine words to make meaningful sentences [18:37.35]in ways that are unique, unlearned and creative. [18:42.38]Because young children can make sentences [18:45.31]they have never heard before, [18:47.60]Chomsky suggested that human infants are born [18:51.66]with the ability to learn language. [18:55.18]Chomsky meant that underneath all the differences [18:58.84]between public and private languages, [19:01.95]there is a universal language mechanism [19:05.32]that makes it possible for us, as infants, [19:08.93]to learn any language in the world. [19:11.37]This theory explains the potential [19:14.28]that human infants have for learning language. [19:17.84]But it does not really explain [19:20.34]how children come to use language in particular ways. [19:27.57]Questions 30 to 32 are based on the passage you have just heard. [19:34.00]30. Why does the speaker say [19:37.95]there are great possibilities for communication breakdowns? [19:58.06]31. What is Chomsky's viewpoint on the ability to learn language? [20:20.31]32. What does Chomsky's theory fail to explain according to the speaker? [20:43.83]Passage Three [20:46.16]When US spacewoman Joan Higginbotham [20:49.58]is not flying and working in space, [20:52.33]she might be found somewhere on earth giving a speech. [20:56.78]Higginbotham, who grew up in Chicago [21:00.19]and became an engineer before joining NASA, [21:03.31]that is the National Air and Space Administration, [21:07.54]gives about a dozen speeches a year. [21:11.31]Each speech is different [21:13.67]because she tailors her remarks to each audience. [21:17.83]Through interviews and E-mails, [21:20.53]she finds out in advance her listeners' educational level [21:24.71]and what information they want to know. [21:29.30]On the subject of space walks, [21:32.77]for example, audiences vary in their interests [21:35.68]and how much complexity they can comprehend. [21:40.26]To elementary school children, [21:42.59]Higginbotham may discuss a problem [21:44.64]that many kids want to know about. [21:47.80]"How do spacemen in a spacesuit eat, [21:51.70]drink, and go to the bathroom?" [21:55.52]Her answer is "the spacesuit is really a small spacecraft [22:01.02]with room for food and water-containers, [22:04.09]and a waste-collection system." [22:08.21]To a high school audience, [22:11.06]she might satisfy a curiosity [22:13.52]that often arises in her pre-speech interviews with students [22:17.69]who obviously have seen many science fiction movies. [22:22.80]"Do spacemen carry weapons [22:25.01]in case they encounter enemies in space?" [22:28.74]Her answer is "No". [22:32.56]To scientists, she might provide technical details [22:35.92]on such topics as the design of spacesuits [22:39.78]that protects spacemen [22:41.07]from the deadly temperature extremes of space. [22:46.30]Just as elaborate preparation is required for success in space, [22:51.59]Higginbotham says that it's important [22:54.68]for speakers to learn as much as possible about their listeners [22:59.53]before a speech because every audience is different. [23:06.52]Questions 33 to 35 are based on the passage you have just heard. [23:14.13]33. What did Joan Higginbotham do before joining NASA? [23:38.07]34. How does Higginbotham prepare her speeches on space walks? [24:00.48]35. What does the high school audience [24:05.23]want to know about space travel? [24:24.67]Section C [24:26.30]Directions: In this section, [24:30.15]you will hear a passage three times. [24:33.40]When the passage is read for the first time, [24:36.33]you should listen carefully for its general idea. [24:40.96]When the passage is read for the second time, [24:44.33]you are required to fill in the blanks numbered [24:48.16]from 36 to 43 with the exact words you have just heard. [24:54.64]For blanks numbered from 44 to 46 [24:58.96]you are required to fill in the missing information. [25:03.57]For these blanks, [25:04.85]you can either use the exact words you have just heard [25:09.18]or write down the main points in your own words. [25:14.12]Finally, when the passage is read for the third time, [25:18.45]you should check what you have written. [25:22.17]Now listen to the passage. [25:26.34]Crime is increasing worldwide. [25:29.81]There is every reason to believe the trend [25:31.87]will continue through the next few decades. [25:36.35]Crime rates have always been high in multicultural, [25:39.91]industrialized societies such as the United States, [25:44.29]but a new phenomenon has appeared on the world scene [25:48.06]-rapidly rising crime rates in nations [25:50.76]that previously reported few offences. [25:55.20]Street crimes such as robbery, rape, murder, [25:59.42]and auto theft are clearly rising, [26:02.70]particularly in eastern European countries such as Hungary [26:06.72]and in western European nations such as the United Kingdom. [26:12.69]What is driving this crime explosion? [26:17.02]There are no simple answers. [26:19.95]Still, there are certain conditions associated with rising crime: [26:25.65]increasing heterogeneity (混杂) of populations, [26:29.68]greater cultural pluralism, higher immigration, [26:34.46]democratization of governments, [26:37.48]changing national borders, greater economic growth, [26:43.28]and the lack of accepted social ideas of right and wrong. [26:50.61]These conditions are increasingly observable around the world. [26:55.75]For instance, cultures that were previously [26:59.12]isolated and homogeneous (同种类的), [27:01.71]such as Japan, Denmark, and Greece, [27:05.30]are now facing the sort of cultural variety [27:08.50]that has been common in America for most of its history. [27:13.32]Multiculturalism can be a rewarding, enriching experience, [27:18.51]but it can also lead to a clash of values. [27:22.18]Heterogeneity in societies will be the rule in the twenty-first century, [27:27.16]and failure to recognize and plan for such diversity [27:31.54]can lead to serious crime problems. [27:37.53]Now the passage will be read again. [27:42.67]Crime is increasing worldwide. [27:45.88]There is every reason to believe the trend [27:48.55]will continue through the next few decades. [27:52.59]Crime rates have always been high in multicultural, [27:56.18]industrialized societies such as the United States, [28:01.02]but a new phenomenon has appeared on the world scene [28:05.91]-rapidly rising crime rates in nations [28:09.27]that previously reported few offences. [28:13.21]Street crimes such as robbery, rape, murder, [28:17.15]and auto theft are clearly rising, [28:20.46]particularly in eastern European countries such as Hungary [28:25.41]and in western European nations such as the United Kingdom. [28:31.63]What is driving this crime explosion? [28:34.85]There are no simple answers. [28:37.59]Still, there are certain conditions associated with rising crime: [28:43.55]increasing heterogeneity (混杂) of populations, [28:47.48]greater cultural pluralism, higher immigration, [28:52.22]democratization of governments, [28:55.13]changing national borders, greater economic growth, [28:59.36]and the lack of accepted social ideas of right and wrong. [30:18.24]These conditions are increasingly observable around the world. [30:22.51]For instance, cultures that were previously [30:26.74]isolated and homogeneous (同种类的), [30:28.07]such as Japan, Denmark, and Greece, [30:31.63]are now facing the sort of cultural variety [30:34.97]that has been common in America for most of its history. [31:44.49]Multiculturalism can be a rewarding, enriching experience, [31:49.30]but it can also lead to a clash of values. [31:53.27]Heterogeneity in societies will be the rule in the twenty-first century, [31:59.19]and failure to recognize and plan for such diversity [32:03.95]can lead to serious crime problems. [33:04.04]Now the passage will be read for the third time. [33:08.21]Crime is increasing worldwide. [33:11.63]There is every reason to believe the trend [33:14.09]will continue through the next few decades. [33:18.07]Crime rates have always been high in multicultural, [33:21.66]industrialized societies such as the United States, [33:26.16]but a new phenomenon has appeared on the world scene [33:29.82]-rapidly rising crime rates in nations [33:32.43]that previously reported few offences. [33:37.04]Street crimes such as robbery, rape, murder, [33:41.07]and auto theft are clearly rising, [33:45.44]particularly in eastern European countries such as Hungary [33:49.78]and in western European nations such as the United Kingdom. [33:56.06]What is driving this crime explosion? [34:00.20]There are no simple answers. [34:03.22]Still, there are certain conditions associated with rising crime: [34:08.82]increasing heterogeneity (混杂) of populations, [34:12.75]greater cultural pluralism, higher immigration, [34:17.59]democratization of governments, [34:20.60]changing national borders, greater economic growth, [34:26.31]and the lack of accepted social ideas of right and wrong. [34:33.80]These conditions are increasingly observable around the world. [34:38.94]For instance, cultures that were previously [34:42.07]isolated and homogeneous (同种类的), [34:44.61]such as Japan, Denmark, and Greece, [34:48.03]are now facing the sort of cultural variety [34:51.05]that has been common in America for most of its history. [34:56.26]Multiculturalism can be a rewarding, enriching experience, [35:01.31]but it can also lead to a clash of values. [35:04.88]Heterogeneity in societies will be the rule in the twenty-first century, [35:09.89]and failure to recognize and plan for such diversity [35:14.07]can lead to serious crime problems. [35:17.68]This is the end of Listening Comprehension. [ti:2008.6] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:14.61]College English Test - Band 4 [00:18.48]Part III Listening Comprehension [00:22.82]Section A [00:24.30]Directions: In this section, [00:27.50]you will hear 8 short conversations and 2 long conversations. [00:33.51]At the end of each conversation, [00:35.64]one or more questions will be asked about what was said. [00:40.35]Both the conversation and the questions will be spoken only once. [00:45.84]After each question there will be a pause. [00:49.62]During the pause, [00:51.21]you must read the four choices marked A), B), C) and D), [00:57.47]and decide which is the best answer. [01:00.63]Then mark the corresponding letter on Answer Sheet 2 [01:05.62]with a single line through the centre. [01:09.28]Now let's begin with the eight short conversations. [01:14.68]11. M: Today is a bad day for me. [01:20.39]I fell off a step and twisted my ankle. [01:24.06]W: Don't worry, [01:25.58]usually ankle injuries heal quickly [01:28.33]if you stop regular activities for a while. [01:32.55]Q: What does the woman suggest the man do? [01:52.10]12. W: May I see your ticket, please? [01:56.58]I think you're sitting in my seat. [01:58.82]M: Oh, you're right. [02:00.72]My seat is in the balcony. [02:03.08]I'm terribly sorry. [02:06.10]Q: Where does the conversation most probably take place? [02:26.48]13. W: Did you hear Jay Smith died in his sleep last night? [02:33.67]M: Yes, it's very sad. [02:36.27]Please let everybody know that [02:38.28]whoever wants to may attend the funeral. [02:42.30]Q: What are the speakers talking about? [03:00.90]14. M: Have you taken Professor Yang's exam before? [03:07.17]I'm kind of nervous. [03:09.20]W: Yes. Just concentrate on the important ideas [03:13.15]she's talked about in class and ignore the details. [03:18.09]Q: How does the woman suggest the man [03:21.32]prepare for Professor Yang's exam? [03:39.82]15. W: I'm so sorry sir, [03:43.53]and you'll let me pay to have your jacket cleaned, won't you? [03:47.60]M: That's all right. [03:49.25]It could happen to anyone. [03:51.69]And I'm sure that coffee doesn't leave lasting marks on clothing. [03:56.99]Q: What can we infer from the conversation? [04:16.48]16. W: Have you seen the movie The Departed? [04:21.67]The plot was so complicated that I really got lost. [04:25.65]M: Yeah, I felt the same, [04:27.90]but after I saw it a second time, [04:30.31]I could put all the pieces together. [04:33.78]Q: How did the two speakers find the movie? [04:54.45]17. M: I'm really surprised you got an A on the test; [04:58.78]you didn't seem to have done a lot of reading. [05:01.68]W: Now you know why I never missed a lecture. [05:05.75]Q: What contributes to the woman's high score? [05:25.40]18. W: Have you heard about the new digital television system? [05:31.43]It lets people get about 500 channels. [05:35.01]M: Yeah. But I doubt they'll have anything different [05:38.22]from what we watch now. [05:40.31]Q: What does the man mean? [05:58.74]Now you'll hear the two long conversations. [06:02.76]Conversation One [06:05.71]W: Gosh! Have you seen this, Richard? [06:08.59]M: Seen what? [06:09.81]W: In the paper. [06:11.33]It says, there is a man going around [06:14.36]pretending he's from the electricity board. [06:17.83]He's been calling at people's homes, [06:20.48]saying he's come to check that all their appliances are safe. [06:25.40]Then he gets a round them to make him a cup of tea, [06:28.96]and while they are out of the room he steals their money, [06:32.68]handbag, [06:33.63]whatever and makes off with it. [06:36.22]M: But you know, Jane, [06:37.54]it's partly their own fault; you should never let anyone [06:40.96]like that in unless you're expecting them. [06:43.99]W: It's all very well to say that. [06:45.97]But someone comes to the door, [06:47.93]and says electricity or gas and you automatically [06:52.02]think they are OK, [06:53.60]especially if they flash a card to you. [06:56.04]M: Does this man have an ID then? [06:58.55]W: Yes, that's just it. [07:00.64]It seems he used to work for the electricity board at one time. [07:04.97]According to the paper the police are warning people [07:08.72]especially pensioners not to admit anyone [07:11.80]unless they have an appointment. [07:14.72]It's a bit sad. [07:16.48]One old lady told them she'd just been to the post office [07:20.40]to draw her pension when he called. [07:22.99]She said he must have followed her home. [07:25.77]He stole the whole lot. [07:27.86]M: But what does he look like? [07:29.70]Surely they must have a description. [07:32.42]W: Oh, yes, they have. [07:34.22]Let's see, in his thirties, [07:37.02]tall, bushy dark hair, slight northern accent, [07:41.57]sounds a bit like you actually. [07:45.75]Questions 19 to 22 are based on the conversation you have just heard. [07:53.23]19. What does the woman want the man to read in the newspaper? [08:15.68]20. How did the man mentioned in the newspaper [08:21.21]try to win further trust from the victims? [08:40.21]21. What is the warning from the police? [09:00.97]22. What does the woman speaker tell us about the old lady? [09:24.43]Conversation Two [09:27.71]M: Miss Jones, [09:29.10]could you tell me more about your first job [09:31.85]with hotel marketing concepts? [09:34.37]W: Yes, certainly. [09:36.72]I was a marketing consultant [09:39.10]responsible for marketing 10 UK hotels. [09:43.20]They were all luxury hotels in a leisure sector, [09:47.42]all of a very high standard. [09:50.14]M: Which markets were you responsible for? [09:53.03]W: For Europe and Japan. [09:54.93]M: I see from your resume that you speak Japanese. [09:59.48]Have you ever been to Japan? [10:01.42]W: Yes, I have, I spent a month in Japan in 2006. [10:06.32]I met all the key people in the tourist industry, [10:09.42]the big tour operators and the tourist organizations. [10:13.05]As I speak Japanese I had a very big advantage. [10:16.81]M: Yes, of course. [10:18.42]Have you had any contact with Japan in your present job? [10:22.41]W: Yes, I've had a lot. [10:25.10]Cruises have become very popular [10:27.65]with the Japanese both for holidays [10:30.40]and for business conferences. [10:32.77]In fact, the market for all types of luxury holidays [10:36.63]for the Japanese has increased a lot recently. [10:39.70]M: Really, I'm interested to hear more about that, [10:43.23]but first tell me, [10:44.67]have you ever traveled on a luxury train, [10:47.62]the Orient Express, for example? [10:50.22]W: No, I haven't. [10:52.25]But I've traveled on the Glacier Express to Switzerland [10:55.73]and I traveled across China by train about 8 years ago. [11:00.22]I love train travel. [11:02.14]That's why I'm very interested in this job. [11:07.08]Questions 23 to 25 are based on the conversation you have just heard. [11:14.67]23. What did the woman do in her first job? [11:35.97]24. What gave the woman an advantage during her business trip in Japan? [11:58.51]25. Why is the woman applying for the new job? [12:19.79]Section B [12:21.98]Directions: In this section, [12:24.79]you will hear 3 short passages. [12:28.17]At the end of each passage, [12:30.23]you will hear some questions. [12:32.67]Both the passage and the questions will be spoken only once. [12:38.07]After you hear a question, [12:40.03]you must choose the best answer [12:43.45]from the four choices marked A), B), C) and D). [12:49.21]Then mark the corresponding letter on Answer Sheet 2 [12:54.01]with a single line through the centre. [12:57.75]Passage One [13:00.52]Time [13:02.30]I think a lot about time [13:05.22]and not just because it's the name [13:07.25] of the news organization I work for. [13:10.56]Like most working people, [13:12.85]I find time, or the lack of it, [13:16.23]a never-ending frustration and an unwinnable battle. [13:20.82]My every day is a race against the clock [13:23.80]that I never ever seem to win. [13:27.84]This is hardly a lonesome complaint. [13:30.70]According to the families and work institutes, [13:33.71]national study of the changing workforce, [13:38.19]55 percent of employees say [13:40.68]they don't have enough time for themselves, [13:43.44]63 percent don't have enough time for their spouses or partners, [13:49.24]and 67 percent don't have enough time for their children. [13:54.89]It's also not a new complaint. [13:57.80]I bet our ancestors returned home from hunting wild animals [14:02.54]and gathering nuts and complained about [14:05.58]how little time they had to paint battle scenes [14:08.15]on their cave walls. [14:10.92]The difference is that the boss of animal hunting [14:14.39]and the head of nut gathering probably told them [14:17.09]to shut up or no survival for you. [14:21.37]Today's workers are still demanding control over their time. [14:26.43]The difference is today's bosses are listening. [14:31.52]I've been reading a report issued today [14:34.13]called "When Work Works" produced jointly [14:38.46]by three organizations. [14:41.22]They set up to find and award the employers [14:44.74]who employ the most creative and most effective ways [14:48.65]to give their workers flexibility. [14:52.08]I found this report worth reading [14:54.79]and suggest every boss should read it for ideas. [15:00.66]Questions 26 to 28 are based on the passage you have just heard. [15:07.53]26. What is the speaker complaining about? [15:28.46]27. What does the speaker say about our ancestors? [15:50.58]28. Why does the speaker suggest all bosses read the report [15:57.45]by the three organizations? [16:15.38]Passage Two [16:17.68]"Loving a child is a circular business. [16:21.54]The more you give, the more you get, [16:24.34]the more you want to give," Penelope Leachwon said. [16:28.52]What she said proves to be true of my blended family. [16:33.00]I was born in 1931. As the youngest of six children, [16:38.75]I learned to share my parents' love. [16:41.96]Raising six children [16:43.57]during the difficult times of the Great Depression [16:46.61]took its toll on my parents' relationship [16:49.72]and resulted in their divorce when I was 18 years old. [16:54.00]Daddy never had very close relationships with his children [16:58.09]and drifted even farther away from us after the divorce. [17:03.24]Several years later, a wonderful woman came into his life [17:07.58]and they were married. [17:09.26]She had two sons, one of them still at home. [17:13.34]Under her influence, [17:15.09]we became a blended family [17:17.79]and a good relationship developed between the two families. [17:22.08]She always treated us as if we were her own children. [17:26.54]It was because of our other mother, [17:29.10]Daddy's second wife, [17:30.74]that he became closer to his own children. [17:34.58]They shared over 25 years together [17:37.48]before our father passed away. [17:39.98]At the time of his death, [17:41.77]the question came up of my mother, [17:44.13]Daddy's first wife, attending his funeral. [17:48.01]I will never forget the unconditional love [17:50.87]shown by my step mother. [17:52.57]When I asked her if she would object to mother [17:55.60]attending Daddy's funeral, [17:57.49]without giving it a second thought, [17:59.68]she immediately replied, [18:01.88]"Of course not, honey. [18:03.73]She is the mother of my children." [18:07.40]Questions 29 to 31 are based on the passage you have just heard. [18:14.59]29. According to the speaker, [18:19.22]what contributed to her parents' divorce? [18:39.44]30. What brought the father closer to his own children? [19:01.15]31. What message does the speaker want to convey in this talk? [19:23.73]Passage Three [19:26.78]In February last year, my wife lost her job. [19:31.92]Just as suddenly, [19:33.60]the owner of the greenhouse [19:35.23]where I worked as manager died of a heart attack. [19:39.56]His family announced that they were going to close the business [19:42.98]because no one in the family wanted to run it. [19:46.91]Things looked pretty gloomy. [19:50.06]My wife and I read the want-ads each day. [19:53.87]Then one morning, [19:55.45]as I was hanging a Going Out of Business sign [19:58.41]at the greenhouse, [19:59.99]the door opened and in walked a customer. [20:04.22]She was an office manager whose company [20:06.37]had just moved into the new office park on the edge of town. [20:11.98]She was looking for potted plants to place [20:14.16]in the reception areas in offices. [20:17.82]"I don't know anything about plants," she said, [20:21.14]"I am sure in a few weeks, [20:22.99]they'll all be dead." [20:25.85]While I was helping her select her purchases, [20:29.01]my mind was racing. [20:31.56]Perhaps as many as a dozen firms [20:34.15]that recently opened offices in the new office park [20:37.98]and there were several hundred more acres [20:40.56]with construction under way. [20:43.73]That afternoon, I drove up to the office park. [20:48.97]By 6 o'clock that evening, [20:51.36]I had signed contracts with 7 companies [20:54.63]to rent plants from me and pay me a fee to maintain them. [21:00.48]Within a week, I had worked out an agreement [21:03.66]to lease the greenhouse from the owner's family. [21:08.16]Business is now increasing rapidly. [21:10.80]And one day we hope to be the proud owners of the greenhouse. [21:17.20]Questions 32 to 35 are based on the passage you have just heard. [21:23.77]32. What do we learn about the greenhouse? [21:43.87]33. What was the speaker doing when a customer walked in one morning? [22:05.67]34. What did the speaker think of when serving the office manager? [22:27.18]35. What was the speaker's hope for the future? [22:50.68]Section C [22:52.31]Directions: In this section, [22:55.33]you will hear a passage three times. [22:58.69]When the passage is read for the first time, [23:01.51]you should listen carefully for its general idea. [23:05.39]When the passage is read for the second time, [23:08.14]you are required to fill in the blanks numbered [23:11.70]from 36 to 43 with the exact words you have just heard. [23:18.26]For blanks numbered from 44 to 46 [23:21.88]you are required to fill in the missing information. [23:25.65]For these blanks, [23:27.13]you can either use the exact words you have just heard [23:30.44]or write down the main points in your own words. [23:35.01]Finally, when the passage is read for the third time, [23:38.60]you should check what you have written. [23:42.01]Now listen to the passage. [23:46.09]We're now witnessing the emergence of an advanced economy [23:50.27]based on information and knowledge. [23:53.49]Physical labor, raw materials, [23:56.35]and capital are no longer the key ingredients [23:59.96]in the creation of wealth. [24:02.66]Now, the vital raw material in our economy is knowledge. [24:08.41]Tomorrow's wealth depends on the development [24:11.32]and exchange of knowledge. [24:13.65]And individuals entering the workforce offer their knowledge, [24:18.33]not their muscles. [24:19.93]Knowledge workers get paid for their education [24:23.79]and their ability to learn. [24:26.65]Knowledge workers engage in mind work. [24:30.42]They deal with symbols: words, figures, and data. [24:37.02]What does all this mean for you? [24:40.94]As a future knowledge worker, [24:43.64]you can expect to be generating, processing, [24:47.21]as well as exchanging information. [24:50.82]Currently three out of four jobs involve some form of mind work, [24:57.41]and that number will increase sharply in the future. [25:01.85]Management and employees alike [25:05.01]will be making decisions in such areas [25:07.96]as product development, quality control, [25:10.76]and customer satisfaction. [25:14.59]In the new world of work, [25:16.88]you can look forward to being in constant training [25:20.15]to acquire new skills that will help you [25:22.55]keep up with improved technologies and procedures. [25:28.10]You can also expect to be taking greater control of your career. [25:33.31]Gone are the nine-to-five jobs, [25:35.97]lifetime security, predictable promotions, [25:39.78]and even the conventional workplace, [25:42.34]as you are familiar with. [25:45.19]Don't expect the companies will provide you [25:48.22]with a clearly-defined career path. [25:51.28]And don't wait for someone to "empower" you. [25:55.20]You have to empower yourself. [25:59.81]Now the passage will be read again. [26:04.67]We're now witnessing the emergence of an advanced economy [26:08.80]based on information and knowledge. [26:11.80]Physical labor, raw materials, [26:14.05]and capital are no longer the key ingredients [26:17.59]in the creation of wealth. [26:20.04]Now, the vital raw material in our economy is knowledge. [26:25.84]Tomorrow's wealth depends on the development [26:28.54]and exchange of knowledge. [26:31.10]And individuals entering the workforce offer their knowledge, [26:36.07]not their muscles. [26:38.01]Knowledge workers get paid for their education [26:41.32]and their ability to learn. [26:43.57]Knowledge workers engage in mind work. [26:47.09]They deal with symbols: words, figures, and data. [26:52.18]What does all this mean for you? [26:55.14]As a future knowledge worker, [26:57.17]you can expect to be generating, processing, [27:00.50]as well as exchanging information. [27:03.62]Currently three out of four jobs involve some form of mind work, [27:09.28]and that number will increase sharply in the future. [27:12.51]Management and employees alike [27:15.62]will be making decisions in such areas [27:18.57]as product development, quality control, [27:22.59]and customer satisfaction. [28:35.43]In the new world of work, [28:37.42]you can look forward to being in constant training [28:40.37]to acquire new skills that will help you [28:43.02]keep up with improved technologies and procedures. [29:46.45]You can also expect to be taking greater control of your career. [29:51.30]Gone are the nine-to-five jobs, [29:53.78]lifetime security, predictable promotions, [29:57.31]and even the conventional workplace, [30:00.17]as you are familiar with. [30:03.04]Don't expect the companies will provide you [30:05.85]with a clearly-defined career path. [31:01.44]And don't wait for someone to "empower" you. [31:04.16]You have to empower yourself. [31:07.74]Now the passage will be read for the third time. [31:13.08]We're now witnessing the emergence of an advanced economy [31:17.11]based on information and knowledge. [31:20.36]Physical labor, raw materials, [31:23.40]and capital are no longer the key ingredients [31:27.02]in the creation of wealth. [31:29.67]Now, the vital raw material in our economy is knowledge. [31:35.43]Tomorrow's wealth depends on the development [31:38.22]and exchange of knowledge. [31:41.23]And individuals entering the workforce offer their knowledge, [31:45.35]not their muscles. [31:47.85]Knowledge workers get paid for their education [31:50.81]and their ability to learn. [31:53.72]Knowledge workers engage in mind work. [31:57.58]They deal with symbols: words, figures, and data. [32:04.15]What does all this mean for you? [32:07.99]As a future knowledge worker, [32:10.64]you can expect to be generating, processing, [32:14.45]as well as exchanging information. [32:18.63]Currently three out of four jobs involve some form of mind work, [32:24.80]and that number will increase sharply in the future. [32:29.13]Management and employees alike [32:32.26]will be making decisions in such areas [32:35.31]as product development, quality control, [32:38.15]and customer satisfaction. [32:41.92]In the new world of work, [32:44.21]you can look forward to being in constant training [32:47.19]to acquire new skills that will help you [32:49.88]keep up with improved technologies and procedures. [32:55.38]You can also expect to be taking greater control of your career. [33:00.53]Gone are the nine-to-five jobs, [33:03.12]lifetime security, predictable promotions, [33:06.93]and even the conventional workplace, [33:09.48]as you are familiar with. [33:12.33]Don't expect the companies will provide you [33:15.29]with a clearly-defined career path. [33:18.39]And don't wait for someone to "empower" you. [33:22.36]You have to empower yourself. [33:27.75]This is the end of Listening Comprehension. [ti:2007.12] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:14.97]College English Test - Band 4 [00:19.30]Part III Listening Comprehension [00:24.24]Section A [00:26.84]Directions: In this section, [00:30.57]you will hear 8 short conversations and 2 long conversations. [00:37.29]At the end of each conversation, [00:39.99]one or more questions will be asked about what was said. [00:44.78]Both the conversation and the questions will be spoken only once. [00:50.86]After each question there will be a pause. [00:54.63]During the pause, [00:56.36]you must read the four choices marked A), B), C) and D), [01:03.15]and decide which is the best answer. [01:06.82]Then mark the corresponding letter on Answer Sheet 2 [01:12.11]with a single line through the centre. [01:15.98]Now let's begin with the eight short conversations. [01:21.25]11. W: I ran into Sally the other day. [01:27.31]I could hardly recognize her. [01:30.67]Do you remember her from high school? [01:33.68]M: Yeah. [01:34.59]She was a little out of shape back then. [01:37.65]Well, has she lost a lot of weight? [01:41.32]Q: What does the man remember of Sally? [02:01.27]12. W: We don't seem to have a reservation for you, sir. [02:08.34]I'm sorry. [02:09.88]M: But my secretary said that she had reserved a room for me here. [02:14.32]I phoned her from the airport this morning just [02:17.23]before I got on board the plane. [02:20.18]Q: Where does the conversation most probably take place? [02:41.46]13. W: What would you do if you were in my place? [02:48.08]M: If Paul were my son, I'd just not worry. [02:52.84]Now that his teacher is giving him extra help [02:56.02]and he is working harder himself, [02:58.27]he's sure to do well in the next exam. [03:02.19]Q: What's the man's suggestion to the woman? [03:21.68]14. M: You've had your hands full [03:26.51]and have been overworked during the last two weeks. [03:30.08]I think you really need to go out and get some fresh air and sunshine. [03:35.17]W: You are right. [03:36.75]That's just what I'm thinking about. [03:40.37]Q: What is the woman most probably going to do? [04:00.01]15. W: Hello, John. [04:04.22]How are you feeling now? [04:06.38]I hear you've been ill. [04:09.24]M: They must have confused me with my twin brother Rod. [04:13.34]He's been sick all week, [04:15.44]but I've never felt better in my life. [04:18.92]Q: What do we learn about the man? [04:38.17]16. M: Did you really give away all your furniture [04:45.54]when you moved into the new house last month? [04:48.85]W: Just the useless pieces, [04:51.65]as I'm planning to purchase a new set from Italy for the sitting room only. [04:57.73]Q: What does the woman mean? [05:16.32]17. M: I've brought back your Oxford Companion to English Literature. [05:24.07]I thought you might use it for your paper. [05:26.87]Sorry not to have returned it earlier. [05:29.58]W: I was wondering where the book was. [05:33.65]Q: What can we infer from the conversation? [05:52.92]18. W: To tell the truth, [05:56.48]Tony, [05:57.42]it never occurred to me that you are an athlete. [06:00.84]M: Oh, really? [06:02.37]Most people who meet me, [06:04.10]including some friends of mine, [06:06.19]don't think so either. [06:09.03]Q: What do we learn from the conversation? [06:27.43]Now you'll hear the two long conversations. [06:31.20]Conversation One [06:33.94]M: Mary, I hope you are packed and ready to leave. [06:37.53]W: Yes, I'm packed, but not quite ready. [06:41.96]I can't find my passport. [06:44.41]M: Your passport? [06:45.96]That's the one thing you mustn't leave behind. [06:49.41]W: I know. I haven't lost it. [06:52.62]I've packed it, [06:54.42]but I can't remember which bag it's in. [06:57.88]M: Well, you'll have to find it at the airport. [07:00.94]Come on, the taxi is waiting. [07:03.80]W: Did you say taxi? [07:05.96]I thought we were going in your car. [07:08.62]M: Yes, well, I have planned to, [07:11.06]but I'll explain later. [07:13.42]You've got to be there in an hour. [07:15.93]W: The plane doesn't leave for two hours. [07:18.62]Anyway, I'm ready to go now. [07:21.39]M: Now, you are taking just one case, [07:24.85]is that right? [07:26.10]W: No, there is one in the hall as well. [07:29.48]M: Gosh, [07:30.66]what a lot of stuff! [07:32.76]You are taking enough for a month instead of a week. [07:36.42]W: Well, you can't depend on the weather. [07:39.66]It might be cold. [07:41.41]M: It's never cold in Rome. [07:43.56]Certainly not in May. [07:45.60]Come on, we really must go. [07:48.83]W: Right, we are ready. [07:50.77]We've got the bags. [07:52.11]I'm sure there is no need to rush. [07:54.26]M: There is. I asked the taxi driver to wait two minutes, [07:58.79]not twenty. [08:00.32]W: Look, I'm supposed to be going away to relax. [08:04.34]You are making me nervous. [08:06.53]M: Well, I want you to relax on holiday, [08:09.43]but you can't relax yet. [08:11.63]W: OK. I promise not to relax, [08:14.97]at least not until we get to the airport and I find my passport. [08:20.57]Questions 19 to 22 are based on the conversation you have just heard. [08:27.94]19. What does the woman say about her passport? [08:50.06]20. What do we know about the woman's trip? [09:11.39]21. Why does the man urge the woman to hurry? [09:33.12]22. Where does the conversation most probably take place? [09:56.34]Conversation Two [09:59.10]W: Oh, I'm fed up with my job. [10:02.26]M: Hey, there is a perfect job for you in the paper today. [10:06.69]You might be interested. [10:08.29]W: Oh? What is it? [10:10.53]What do they want? [10:11.86]M: Wait a minute. Eh, here it is. [10:16.08]The European Space Agency is recruiting translators. [10:21.24]W: The European Space Agency? [10:24.47]M: Well, that's what it says. [10:26.05]They need an English translator to work from French or German. [10:31.80]W: So they need a degree in French or German, I suppose. [10:36.35]Well, I've got that. [10:38.46]What's more, I have plenty of experience. [10:42.02]What else are they asking for? [10:44.26]M: Just that. A university degree and three or four years of experience [10:50.12]as a translator in a professional environment. [10:54.22]They also say the person should have a lively and inquiring mind, [10:59.27]effective communication skills and the ability [11:03.14]to work individually or as a part of the team. [11:07.28]W: Well, if I stay at my present job much longer, [11:11.07]I won't have any mind or skills left. [11:14.55]By the way, what about salary? [11:17.31]I just hope it isn't lower than what I get now. [11:20.34]M: It's said to be negotiable. [11:23.00] It depends on the applicant's education and experience. [11:27.30]In addition to basic salary, [11:29.83]there is a list of extra benefits. [11:32.50]Have a look yourself. [11:34.36]W: Hmm, travel and social security [11:38.49]plus relocation expenses are paid. [11:41.62]Hey, this isn't bad. I really want the job. [11:48.98]Questions 23 to 25 are based on the conversation you have just heard. [11:56.78]23. Why is the woman trying to find a new job? [12:18.61]24. What position is being advertised in the paper? [12:41.20]25. What are the key factors that determine the salary of the new position? [13:05.40]Section B [13:07.33]Directions: In this section, [13:10.79]you will hear 3 short passages. [13:14.56]At the end of each passage, [13:16.51]you will hear some questions. [13:18.95]Both the passage and the questions will be spoken only once. [13:24.71]After you hear a question, [13:27.37]you must choose the best answer [13:29.62]from the four choices marked A), B), C) and D). [13:34.35]Then mark the corresponding letter on Answer Sheet 2 [13:38.49]with a single line through the centre. [13:41.49]Passage One [13:45.06]When couples get married, [13:47.04]they usually plan to have children. [13:49.84]Sometimes however, [13:51.36]a couple cannot have a child of their own. [13:54.14]In this case, they may decide to adopt a child. [13:58.88]In fact, adoption is very common today. [14:02.61]There are about 60,000 adoptions each year [14:06.18]in the United States alone. [14:08.83]Some people prefer to adopt infants. [14:12.19]Others adopt older children. [14:15.25]Some couples adopt children from their own countries. [14:19.17]Others adopt children from foreign countries. [14:23.03]In any case, they all adopt children for the same reason: [14:27.72]they care about children [14:30.06]and want to give their adopted child a happy life. [14:33.40]Most adopted children know that they are adopted. [14:39.54]Psychologists and childcare experts [14:42.96]generally think this is a good idea. [14:46.68]However, many adopted children or adoptees [14:50.53]have very little information about their biological parents. [14:55.66]As a matter of fact, it is often very difficult for adoptees [15:00.11]to find out about their birth parents, [15:03.04]because the birth records of most adoptees are usually sealed. [15:08.74]The information is secret, [15:11.02]so no one can see it. [15:14.60]Naturally, adopted children have different feelings [15:17.98]about their birth parents. [15:20.58]Many adoptees want to search for them, [15:23.45]but others do not. [15:25.95]The decision to search for birth parents is a difficult one to make. [15:31.09]Most adoptees have mixed feelings [15:33.53]about finding their biological parents. [15:37.00]Even though adoptees do not know about their natural parents, [15:41.39]they do know that their adoptive parents want them, [15:45.01]love them and will care for them. [15:48.99]Questions 26 to 29 are based on the passage you have just heard. [15:55.79]26. According to the speaker, [16:00.53]why do some couples adopt children? [16:20.28]27. Why is it difficult for adoptees to find out about their birth parents? [16:44.47]28. Why do many adoptees find it hard [16:50.13]to make the decision to search for the birth parents? [17:10.31]29. What can we infer from the passage? [17:31.52]Passage Two [17:34.30]Katharine Graham graduated from the University of Chicago in 1938 [17:40.97]and got a job as a news reporter in San Francisco. [17:45.66]Katharine's father used to be a successful investment banker. [17:52.31]In 1933 he bought a failing newspaper [17:56.31]-The Washington Post. [17:59.16]Then Katharine returned to Washington and got a job, [18:03.20]editing letters in her father's newspaper. [18:07.07]She married Philip Graham [18:09.92]who took over his father-in-law's position shortly after [18:13.32]and became publisher of The Washington Post. [18:17.25]But for many years her husband suffered from mental illness [18:21.74]and he killed himself in 1963. [18:25.77]After her husband's death, [18:28.02]Katharine operated the newspaper. [18:30.92]In the 1970s, [18:32.85]the newspaper became famous around the world. [18:36.47]And Katharine was also recognized [18:39.32]as an important leader in newspaper publishing. [18:43.67]She was the first woman to head a major American publishing company [18:48.86]-The Washington Post Company. [18:52.12]In a few years, she successfully [18:55.12]expanded the company to include newspaper, magazine, [18:59.46]broadcast and cable companies. [19:03.53]She died of head injuries after a fall when she was 84. [19:09.33]More than 3,000 people attended her funeral [19:13.30]including many government and business leaders. [19:17.20] Her friends said she would be remembered as a woman [19:20.56]who had an important influence on events [19:23.30]in the United States and the world. [19:27.03]Katharine once wrote: [19:29.06]"The world without newspapers would not [19:31.61]be the same kind of world." [19:34.52]After her death, the employees of The Washington Post wrote: [19:39.46]"The world without Katharine would not be the same at all." [19:44.91]Questions 30 to 32 are based on the passage you have just heard. [19:51.14]30. What do we learn from the passage about Katha-rine's father? [20:13.04]31. What does the speaker tell us about Katharine Graham? [20:35.08]32. What does the comment by employees of The Washington Post suggest? [20:59.11]Passage Three [21:02.22]Obtaining good health insurance is a real necessity [21:06.14]while you are studying overseas. [21:09.30]It protects you from minor and major medical expenses [21:13.58]that can wipe out not only your savings [21:16.48]but your dreams of an education abroad. [21:21.11]There are often two different types of health insurance [21:24.42]you can consider buying: [21:26.71]international travel insurance and student insurance [21:30.79]in the country where you will be going. [21:34.72]An international travel insurance policy is usually purchased [21:39.29]in your home country before you go abroad. [21:43.58]It generally covers a wide variety of medical services [21:47.96]and you are often given a list of doctors in the area [21:51.22]where you will travel who may even speak your native language. [21:56.05]The drawback might be that you [21:58.44]may not get your money back immediately. [22:01.24]In other words, you may have to pay all your medical expenses [22:06.13]and then later submit your receipts to the insurance company. [22:11.12]On the other hand, getting student health insurance [22:14.78]in the country where you will study [22:17.08]might allow you to only pay a certain [22:20.88]percentage of the medical cost at the time of service [22:24.15]and thus you don't have to have sufficient cash [22:27.86]to pay the entire bill at once. [22:31.84]Whatever you decide, [22:33.48]obtaining some form of health insurance is something [22:37.40]you should consider before you go overseas. [22:40.77]You shouldn't wait until you are sick with major medical bills to pay off. [22:47.67]Questions 33 to 35 are based on the passage you have just heard. [22:55.20]33. Why does the speaker advise overseas students to buy health insurance? [23:18.57]34. What is the drawback of students' buying international travel insurance? [23:42.15]35. What does the speaker say about students' [23:48.08]getting health insurance in the country where they will study? [24:07.88]Section C [24:09.99]Directions: In this section, [24:13.05]you will hear a passage three times. [24:16.67]When the passage is read for the first time, [24:19.67]you should listen carefully for its general idea. [24:24.06]When the passage is read for the second time, [24:27.17]you are required to fill in the blanks numbered [24:30.95]from 36 to 43 with the exact words you have just heard. [24:38.69]For blanks numbered from 44 to 46 [24:43.33]you are required to fill in the missing information. [24:47.85]For these blanks, [24:49.30]you can either use the exact words you have just heard [24:53.58]or write down the main points in your own words. [24:58.77]Finally, when the passage is read for the third time, [25:03.07]you should check what you have written. [25:06.37]Now listen to the passage. [25:10.76]More and more of the world's population [25:13.51]are living in towns or cities. [25:16.06]The speed at which cities are growing [25:18.81]in the less developed countries is alarming. [25:21.71]Between 1920 and 1960 big cities in developed countries [25:28.02]increased two and a half times in size, [25:30.89]but in other parts of the world the growth was eight times their size. [25:35.93]The sheer size of growth is bad enough, [25:40.41]but there are now also very disturbing signs of trouble [25:44.05]in the comparison of percentages of people living in towns [25:48.60]and percentages of people working in industry. [25:53.23]During the nineteenth century cities grew [25:56.33]as a result of the growth of industry. [25:59.48]In Europe the proportion of people living in cities [26:03.40]was always smaller than that of the workforce working in factories. [26:08.55]Now, however, the reverse is almost always true [26:13.03]in the newly industrialised world: [26:15.83]the percentage of people living in cities [26:18.65]is much higher than the percentage working in industry. [26:23.53]Without a base of people working in industry, [26:27.05]these cities cannot pay for their growth; [26:30.34]there is not enough money to build adequate houses [26:33.50]for the people that live there, [26:34.82]let alone the new arrivals. [26:37.94]There has been little opportunity [26:39.92]to build water supplies or other facilities. [26:43.79]So, the figures for the growth of towns and cities [26:47.41]represent proportional growth [26:49.50]of unemployment and underemployment, [26:52.91]a growth in the number of hopeless [26:54.99]and despairing parents and starving children. [26:59.80]Now the passage will be read again. [27:03.57]More and more of the world's population [27:06.43]are living in towns or cities. [27:09.03]The speed at which cities are growing [27:11.53]in the less developed countries is alarming. [27:15.75]Between 1920 and 1960 big cities in developed countries [27:20.90]increased two and a half times in size, [27:25.45]but in other parts of the world the growth was eight times their size. [27:31.73]The sheer size of growth is bad enough, [27:35.54]but there are now also very disturbing signs of trouble [27:40.02]in the comparison of percentages of people living in towns [27:43.99]and percentages of people working in industry. [27:48.62]During the nineteenth century cities grew [27:51.93]as a result of the growth of industry. [27:54.98]In Europe the proportion of people living in cities [27:58.75]was always smaller than that of the workforce working in factories. [28:04.62]Now, however, the reverse is almost always true [28:09.07]in the newly industrialised world: [28:12.07]the percentage of people living in cities [28:14.83]is much higher than the percentage working in industry. [29:23.02]Without a base of people working in industry, [29:26.03]these cities cannot pay for their growth; [29:29.70]there is not enough money to build adequate houses [29:33.10]for the people that live there, [29:35.37]let alone the new arrivals. [30:39.56]There has been little opportunity [30:41.60]to build water supplies or other facilities. [30:46.58]So, the figures for the growth of towns and cities [30:49.94]represent proportional growth [30:52.19]of unemployment and underemployment, [31:57.64]a growth in the number of hopeless [31:59.58]and despairing parents and starving children. [32:03.85]Now the passage will be read for the third time. [32:08.71]More and more of the world's population [32:11.57]are living in towns or cities. [32:14.73]The speed at which cities are growing [32:16.81]in the less developed countries is alarming. [32:20.39]Between 1920 and 1960 big cities in developed countries [32:25.89]increased two and a half times in size, [32:29.49]but in other parts of the world the growth was eight times their size. [32:34.49]The sheer size of growth is bad enough, [32:37.85]but there are now also very disturbing signs of trouble [32:41.23]in the comparison of percentages of people living in towns [32:45.80]and percentages of people working in industry. [32:50.55]During the nineteenth century cities grew [32:53.61]as a result of the growth of industry. [32:56.80]In Europe the proportion of people living in cities [33:00.79]was always smaller than that of the workforce working in factories. [33:05.84]Now, however, the reverse is almost always true [33:10.44]in the newly industrialised world: [33:13.19]the percentage of people living in cities [33:16.04]is much higher than the percentage working in industry. [33:21.29]Without a base of people working in industry, [33:24.45]these cities cannot pay for their growth; [33:27.51]there is not enough money to build adequate houses [33:30.33]for the people that live there, [33:32.11]let alone the new arrivals. [33:34.71]There has been little opportunity [33:37.16]to build water supplies or other facilities. [33:40.78]So, the figures for the growth of towns and cities [33:44.53]represent proportional growth [33:46.95]of unemployment and underemployment, [33:50.26]a growth in the number of hopeless [33:52.24]and despairing parents and starving children. [33:58.31]This is the end of Listening Comprehension. [ti:2007.6] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:14.06]College English Test - Band 4 [00:17.94]Part III Listening Comprehension [00:21.60]Section A [00:24.91]Directions: In this section, [00:27.01]you will hear 8 short conversations and 2 long conversations. [00:33.01]At the end of each conversation, [00:35.86]one or more questions will be asked about what was said. [00:40.82]Both the conversation and the questions will be spoken only once. [00:46.28]After each question there will be a pause. [00:50.16]During the pause, [00:51.86]you must read the four choices marked A), B), C) and D), [00:58.68]and decide which is the best answer. [01:01.75]Then mark the corresponding letter on Answer Sheet 2 [01:06.70]with a single line through the centre. [01:10.34]Now let's begin with the eight short conversations. [01:15.79]11. W: Did you watch the 7 o'clock program [01:21.66]on Channel 2 yesterday evening? [01:23.59]I was about to watch it when someone came to see me. [01:26.86]M: Yeah! It reported some major breakthrough in cancer research. [01:31.69]People over 40 would find the program worth watching. [01:36.65]Q: What do we learn from the conversation about the TV program? [01:55.96]12. W: I won the first prize in the National Writing Contest [02:01.82]and I got this camera as an award. [02:04.44]M: It's a good camera! [02:06.29]You can take it when you travel. [02:08.49]I had no idea you were a marvelous writer. [02:12.45]Q: What do we learn from the conversation? [02:31.40]13. M: I wish I hadn't thrown away that reading list! [02:37.85]W: I thought you might regret it. [02:40.09]That's why I picked it up [02:41.85]from the waste paper basket and left it on the desk. [02:45.93]Q: What do we learn from the conversation? [03:03.88]14. W: Are you still teaching at the junior high school? [03:08.89]M: Not since June. [03:10.55]My brother and I opened a restaurant as soon as he got out of the army. [03:15.34]Q: What do we learn about the man from the conversation? [03:34.38]15. M: Hi, Susan! [03:38.06]Have you finished reading the book [03:39.80]Professor Johnson recommended? [03:42.41]W: Oh, I haven't read it through the way I'd read a novel. [03:46.25]I just read a few chapters which interested me. [03:50.29]Q: What does the woman mean? [04:08.21]16. M: Jane missed class again, didn't she? [04:13.09]I wonder why? [04:15.22]W: Well, I knew she had been absent all week. [04:18.34]So I called her this morning to see if she was sick. [04:21.79]It turned out that her husband was badly injured in a car accident. [04:26.97]Q: What does the woman say about Jane? [04:45.56]17. W: I'm sure the Smiths' new house is somewhere on the street, [04:51.33]but I don't know exactly where it is. [04:54.54]M: But I'm told it's two blocks from their old home. [04:58.72]Q: What do we learn from the conversation? [05:17.11]18. W: I've been waiting here almost half an hour! [05:22.72]How come it took you so long? [05:24.86]M: Sorry, honey! [05:26.40]I had to drive two blocks before I spotted a place to park the car. [05:31.87]Q: What do we learn from the conversation? [05:50.22]Now you'll hear the two long conversations. [05:54.61]Conversation One [05:57.11]M: Hello, I have a reservation for tonight. [05:59.77]W: Your name, please. [06:01.76]M: Nelson, Charles Nelson. [06:03.85]W: OK, Mr. Nelson. [06:05.43]That's a room for five and... [06:07.93]M: Excuse me, [06:09.21]you mean a room for five pounds? [06:11.70]I didn't know the special was so good. [06:13.79]W: No, no, no-according to our records, [06:16.87]a room for 5 guests was booked under your name. [06:20.11]M: No, no-hold on. [06:22.15]You must have two guests under the name. [06:24.86]W: OK, let me check this again. [06:27.92]Oh, here we are. [06:29.82]M: Yeah? [06:30.59]W: Charles Nelson, a room for one for the 19th... [06:34.41]M: Wait, wait. It was for tonight, [06:37.21]not tomorrow night. [06:38.63]W: Em..., em..., [06:40.56]I don't think we have any rooms for tonight. [06:44.13]There's a conference going on in town and [06:46.87]-er, let's see... [06:49.98]yeah, no rooms. [06:52.09]M: Oh, come on! [06:53.68]You must have something, anything! [06:56.73]W: Well, let-let me check my computer here... Ah! [07:01.28]M: What? [07:03.82]W: There has been a cancellation for this evening. [07:06.22]A honeymoon suite is now available. [07:08.55]M: Great, I'II take it. [07:10.51]W: But, I'II have to charge you 150 pounds for the night. [07:14.95]M: What? I should get a discount for the inconvenience! [07:19.63]W: Well, the best I can give you is a 10% discount [07:24.26]plus a ticket for a free continental breakfast. [07:27.37]M: Hey, isn't the breakfast free anyway? [07:30.63]W: Well, only on weekends. [07:32.59]M: I want to talk to the manager. [07:34.37]W: Wait, wait, wait... Mr. Nelson, [07:37.11]I think I can give you an additional 15% discount... [07:42.73]Questions 19 to 22 are based on the conversation you have just heard. [07:49.86]19. What is the man's problem? [08:09.86]20. Why did the hotel clerk say they didn't have any rooms for that night? [08:32.64]21. What did the clerk say about breakfast in the hotel? [08:54.49]22. What did the man imply he would do at the end of the conversation? [09:17.85]Conversation Two [09:21.10]M: Sarah, you work in the admissions office, don't you? [09:25.13]W: Yes, I, mmm, I've been here ten years as an assistant director. [09:31.74]M: Really? What does that involve? [09:34.91]W: Well, I'm in charge of all the admissions [09:37.46]of postgraduate students in the university. [09:40.54]M: Only postgraduates? [09:42.35]W: Yes, postgraduates only. [09:44.75]I have nothing at all to do with undergraduates. [09:47.64]M: Do you find that you get a particular sort of... [09:52.02]different national groups? [09:54.08]I mean, do you get larger numbers from Latin America or...? [09:58.26]W: Yes. [09:59.76]Well, of all the students enrolled last year, [10:02.86]nearly half were from overseas. [10:05.59]They were from African countries, [10:07.41]the Far East, the Middle East, and Latin America. [10:10.97]M: Em. But have you been doing just that for the last 10 years, [10:15.41]or, have you done other things? [10:17.91]W: Well, I've been doing the same job. [10:20.93]Er, before that, [10:22.73]I was secretary of the Medical School at Birmingham, [10:26.19]and further back, I worked in the local government. [10:29.45]M: Oh, I see. [10:30.98]W: So I've done different types of things. [10:33.58]M: Yes, indeed. [10:35.51]How do you imagine your job might develop in the future? [10:39.28]Can you imagine shifting into [10:41.39]a different kind of responsibility or doing something...? [10:45.01]W: Oh, yeah, from October 1, [10:47.40]I'll be doing an entirely different job. [10:50.05]There's going to be more committee work. [10:51.93]I mean, more policy work, [10:54.38]and less dealing with students, [10:56.39]unfortunately-I'll miss my contact with students. [11:02.58]Questions 23 to 25 are based on the conversation you have just heard. [11:09.27]23. What is the woman's present position? [11:29.65]24. What do we learn about the postgraduates [11:35.47]enrolled last year in the woman's university? [11:53.85]25. What will the woman's new job be like? [12:14.17]Section B [12:16.72]Directions: In this section, [12:19.95]you will hear 3 short passages. [12:23.00]At the end of each passage, [12:25.24]you will hear some questions. [12:27.48]Both the passage and the questions will be spoken only once. [12:32.38]After you hear a question, [12:34.05]you must choose the best answer [12:36.05]from the four choices marked A), B), C) and D). [12:41.74]Then mark the corresponding letter on Answer Sheet 2 [12:46.63]with a single line through the centre. [12:50.35]Passage One [12:52.79]My mother was born in a small town in northern Italy. [12:57.36]She was three when her parents immigrated to America in 1926. [13:03.12]They lived in Chicago [13:05.11]when my grandfather worked making ice cream. [13:08.74]Mama thrived in the urban environment. [13:11.95]At 16, she graduated first in her high school class, [13:16.27]went onto secretarial school, [13:18.66]and finally worked as an executive secretary [13:21.32]for a railroad company. [13:23.67]She was beautiful too. [13:26.06]When a local photographer used her pictures [13:28.43]in his monthly window display, [13:30.69]she felt pleased. [13:32.46]Her favorite portrait showed her sitting by Lake Michigan, [13:35.89]her hair went blown, [13:37.52]her gaze reaching toward the horizon. [13:41.50]My parents were married in 1944. [13:45.11]Dad was a quiet and intelligent man. [13:48.34]He was 17 when he left Italy. [13:51.37]Soon after, a hit-and-run accident [13:54.05]left him with a permanent limp. [13:56.79]Dad worked hard selling candy [13:58.83]to Chicago office workers on their break. [14:01.81]He had little formal schooling. [14:04.25]His English was self-taught. [14:06.76]Yet he eventually built a small successful wholesale candy business. [14:11.87]Dad was generous and handsome. [14:14.78]Mama was devoted to him. [14:17.93]After she married, [14:19.68]my mother quit her job and gave herself to her family. [14:23.70]In 1950, with three small children, [14:26.86]dad moved the family to a farm 40 miles from Chicago. [14:31.44]He worked the land and commuted to the city to run his business. [14:36.33]Mama said good-bye to her parents and friends, [14:39.39]and traded her busy city neighborhood for a more isolated life. [14:43.93]But she never complained. [14:48.12]Questions 26 to 28 are based on the conversation you have just heard. [14:54.29]26. What does the speaker tell us about his mother's early childhood? [15:18.23]27. What do we learn about the speaker's father? [15:39.69]28. What does the speaker say about his mother? [16:01.00]Passage Two [16:03.65]During a 1995 roof collapse, [16:06.85]a firefighter named Donald Herbert was left brain damaged. [16:12.05]For ten years, he was unable to speak. [16:15.18]Then, one Saturday morning, [16:17.82]he did something that shocked his family and doctors. [16:21.71]He started speaking. [16:24.46]"I want to talk to my wife." [16:27.24]Donald Herbert said out of the blue. [16:30.39]Staff members of the nursing home [16:32.59]where he had lived for more than seven years [16:35.28]raced to get Linda Herbert on the telephone. [16:38.80]"It was the first of many conversations [16:41.88]the 44-year-old patient had with his family [16:45.95]and friends during the 14-hour stretch", [16:47.63]Herbert's uncle Simon Menka said. [16:51.20]"How long have I been away?" Herbert asked. [16:55.07]"We told him almost ten years," the uncle said, [16:58.85]"he thought it was only three months." [17:01.82]Herbert was fighting a house fire December 29, 1995, [17:07.21]when the roof collapsed, [17:09.21]burying him underneath. [17:11.71]After going without air for several minutes, [17:14.71]Herbert was unconscious for two and a half months [17:17.99]and has undergone therapy ever since. [17:22.17]News accounts in the days and years [17:24.92]after his injury described Herbert [17:26.88]as blind and with little if any memory. [17:32.09]A video shows him receiving physical therapy [17:35.31]but apparently unable to communicate [17:37.85]and with little awareness of his surroundings. [17:41.56]Menka declined to discuss his nephew's current condition [17:44.90]or whether the apparent progress is continuing. [17:48.76]"The family was seeking privacy [17:51.06]while doctors evaluated Herbert," he said. [17:55.45]As word of Herbert's progress spread, [17:57.69]visitors streamed into the nursing home. [18:00.46]"He's resting comfortably," the uncle told them. [18:04.74]Questions 29 to 32 are based on the passage you have just heard. [18:11.47]29. What happened to Herbert ten years ago? [18:33.55]30. What surprised Donald Herbert's family and doctors one Saturday? [18:56.47]31. How long did Herbert remain unconscious? [19:17.85]32. How did Herbert's family react to the public attention? [19:40.70]Passage Three [19:43.72]Almost all states in America have a state fair. [19:48.45]They last for one, two or three weeks. [19:53.40]The Indiana State Fair is [19:56.00]one of the largest and oldest state fairs in the United States. [20:00.69]It is held every summer. [20:03.09]It started in 1852. Its goals were to educate, [20:09.36]share ideas, and present Indiana's best products. [20:14.86]The cost of a single ticket to enter the fair was 20 cents. [20:20.15]During the early 1930's, [20:22.84]officials of the fair ruled that the people [20:25.43]could attend by paying with something other than money. [20:29.93]For example, farmers brought a bag of grain in exchange for a ticket. [20:36.40]With the passage of time, [20:38.29]the fair has grown and changed a lot, [20:41.30]but it is still one of Indiana's most celebrated events. [20:46.46]People from all over Indiana [20:48.50]and from many other states attend the fair. [20:52.17]They can do many things at the fair. [20:55.12]They can watch the judging of the price: [20:57.72]cows, pigs, and other animals; [21:02.15]they can see sheep getting their wool cut, [21:04.80]and they can learn how that wool is made into clothing; [21:08.77]they can watch cows giving birth. [21:11.72]In fact, people can learn about animals [21:14.32]they would never see except at a fair. [21:18.45]The fair provides a chance for the farming community [21:21.75]to show its skills and farm products. [21:25.01]For example, visitors might see the world's largest apple, [21:29.70]or the tallest sunflower plant. [21:33.53]Today, children and adults at the fair [21:36.75]can play new computer games, [21:39.04]or attend more traditional games of skill. [21:42.73]They can watch performances put on by famous entertainers. [21:47.08]Experts say such fairs are important, [21:51.30]because people need to remember [21:53.19]that they're connected to the earth and its products, [21:57.07]and they depend on animals for many things. [22:01.04]Questions 33 to 35 are based on the passage you have just heard. [22:08.08]33. What were the main goals of the Indiana's state fair when it started? [22:31.51]34. How did some farmers gain entrance to the fair in the early 1930's? [22:55.63]35. Why are state fairs important events in America? [23:17.93]Section C [23:20.41]Directions: In this section, [23:24.44]you will hear a passage three times. [23:28.01]When the passage is read for the first time, [23:31.04]you should listen carefully for its general idea. [23:35.27]When the passage is read for the second time, [23:38.68]you are required to fill in the blanks numbered [23:41.53]from 36 to 43 with the exact words you have just heard. [23:47.85]For blanks numbered from 44 to 46 [23:52.30]you are required to fill in the missing information. [23:56.62]For these blanks, [23:58.30]you can either use the exact words you have just heard [24:02.17]or write down the main points in your own words. [24:06.66]Finally, when the passage is read for the third time, [24:10.47]you should check what you have written. [24:13.70]Now listen to the passage. [24:18.25]Students' pressure sometimes comes from their parents. [24:22.93]Most parents are well meaning, [24:25.58]but some of them aren't very helpful with the problems [24:29.72]their sons and daughters have in adjusting to college, [24:33.23]and a few of them seem to go out of their way [24:36.14]to add to their children's difficulties. [24:39.82]For one thing, parents are often not [24:42.82]aware of the kinds of problems their children face. [24:47.30]They don't realize that the competition is keener, [24:51.27]that the required standards of work are higher, [24:54.93]and that their children may not be prepared for the change. [24:59.89]Accustomed to seeing A's and B's on high school report cards, [25:05.17]they may be upset when their children's [25:07.36]first semester college grades are below that level. [25:12.81]At their kindest, they may gently inquire [25:16.07]why John or Mary isn't doing better, [25:19.65]whether he or she is trying as hard as he or she should, [25:23.47]and so on. [25:25.76]At their worst, [25:27.60]they may threaten to take their children out of college, [25:30.88]or cut off funds. [25:34.18]Sometimes parents regard their children [25:36.77]as extensions of themselves [25:39.42]and think it only right and natural that they determine [25:42.83]what their children do with their lives. [25:46.86]In their involvement and identification with their children, [25:51.00]they forget that everyone is different [25:53.50]and that each person must develop in his or her own way. [25:58.45]They forget that their children, [26:01.10]who are now young adults, [26:03.25]must be the ones responsible [26:05.34]for what they do and what they are. [26:11.57]Now the passage will be read again. [26:15.95]Students' pressure sometimes comes from their parents. [26:20.54]Most parents are well meaning, [26:23.14]but some of them aren't very helpful with the problems [26:26.59]their sons and daughters have in adjusting to college, [26:30.67]and a few of them seem to go out of their way [26:33.59]to add to their children's difficulties. [26:36.44]For one thing, parents are often not [26:39.81]aware of the kinds of problems their children face. [26:43.99]They don't realize that the competition is keener, [26:47.66]that the required standards of work are higher, [26:51.06]and that their children may not be prepared for the change. [26:56.06]Accustomed to seeing A's and B's on high school report cards, [27:00.76]they may be upset when their children's [27:03.52]first semester college grades are below that level. [27:08.95]At their kindest, they may gently inquire [27:12.42]why John or Mary isn't doing better, [27:15.32]whether he or she is trying as hard as he or she should, [27:19.69]and so on. [27:21.63]At their worst, [27:23.12]they may threaten to take their children out of college, [27:26.63]or cut off funds. [28:26.05]Sometimes parents regard their children [28:28.69]as extensions of themselves [28:31.50]and think it only right and natural that they determine [28:35.33]what their children do with their lives. [29:36.37]In their involvement and identification with their children, [29:40.40]they forget that everyone is different [29:43.20]and that each person must develop in his or her own way. [29:48.70]They forget that their children, [29:51.21]who are now young adults, [29:52.99]must be the ones responsible [29:54.88]for what they do and what they are. [30:56.52]Now the passage will be read for the third time. [31:00.58]Students' pressure sometimes comes from their parents. [31:05.29]Most parents are well meaning, [31:08.00]but some of them aren't very helpful with the problems [31:11.28]their sons and daughters have in adjusting to college, [31:15.35]and a few of them seem to go out of their way [31:17.90]to add to their children's difficulties. [31:21.97]For one thing, parents are often not [31:24.83]aware of the kinds of problems their children face. [31:29.71]They don't realize that the competition is keener, [31:33.63]that the required standards of work are higher, [31:37.11]and that their children may not be prepared for the change. [31:42.10]Accustomed to seeing A's and B's on high school report cards, [31:48.00]they may be upset when their children's [31:49.79]first semester college grades are below that level. [31:54.99]At their kindest, they may gently inquire [31:58.25]why John or Mary isn't doing better, [32:01.84]whether he or she is trying as hard as he or she should, [32:05.81]and so on. [32:08.20]At their worst, [32:09.78]they may threaten to take their children out of college, [32:13.04]or cut off funds. [32:16.35]Sometimes parents regard their children [32:19.04]as extensions of themselves [32:21.56]and think it only right and natural that they determine [32:25.03]what their children do with their lives. [32:29.05]In their involvement and identification with their children, [32:32.98]they forget that everyone is different [32:35.79]and that each person must develop in his or her own way. [32:41.08]They forget that their children, [32:43.27]who are now young adults, [32:45.42]must be the ones responsible [32:47.36]for what they do and what they are. [32:52.36]This is the end of Listening Comprehension. [ti:2006.12] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:14.61]College English Test - Band 4 [00:18.23]Part III Listening Comprehension [00:22.62]Section A [00:24.75]Directions: In this section, [00:28.59]you will hear 8 short conversations and 2 long conversations. [00:34.65]At the end of each conversation, [00:37.15]one or more questions will be asked about what was said. [00:42.23]Both the conversation and the questions will be spoken only once. [00:48.25]After each question there will be a pause. [00:52.39]During the pause, [00:54.22]you must read the four choices marked A), B), C) and D), [01:00.96]and decide which is the best answer. [01:04.08]Then mark the corresponding letter on Answer Sheet 2 [01:09.20]with a single line through the centre. [01:13.12]Now let's begin with the eight short conversations. [01:19.23]11. M: Christmas is around the corner. [01:23.55]And I'm looking for a gift for my girlfriend. [01:27.03]Any suggestions? [01:28.92]W: Well, you have to tell me something [01:31.23]about your girlfriend first. [01:33.67]Also, what's your budget? [01:36.51]Q: What does the woman want the man to do? [01:55.43]12. M: What would you like for dessert? [01:59.60]I think I'll have apple pie and ice cream. [02:03.78]W: The chocolate cake looks great, [02:05.92]but I have to watch my weight. [02:08.29]You go ahead and get yours. [02:10.83]Q: What would the woman most probably do? [02:29.28]13. W: Having visited so many countries, [02:33.93]you must be able to speak several different languages. [02:37.81]M: I wish I could. [02:39.23]But Japanese and, of course English [02:42.36]are the only languages I can speak. [02:45.70]Q: What do we learn from the conversation? [03:04.22]14. M: Professor Smith asked me to go to his office after class. [03:10.50]So it is impossible for me to make it to the bar at ten. [03:14.52]W: Then it seems that we'll have [03:16.34]to meet an hour later at the library. [03:18.83]Q: What will the man do first after class? [03:37.73]15. M: It's already 11 now. [03:42.11]Do you mean I ought to wait [03:43.94]until Professor Bloom comes back from class? [03:47.19]W: Not really. You can just leave a note. [03:50.16]I'll give it to her later. [03:52.70]Q: What does the woman mean? [04:10.04]16. M: How is John now? [04:13.98]Is he feeling any better? [04:16.32]W: Not yet. [04:17.70]It still seems impossible to make him smile. [04:20.80]Talking to him is really difficult [04:23.04]and he gets upset easily over little things. [04:27.33]Q: What do we learn about John from the conversation? [04:45.92]17. M: Do we have to get the opera tickets in advance? [04:51.06]W: Certainly. [04:52.29]Tickets at the door are usually sold at a higher price. [04:56.37]Q: What does the woman imply? [05:14.49]18. M: The taxi driver must have been speeding. [05:19.94]W: Well, not really. [05:21.51]He crashed into the tree because he was trying not to hit a box [05:25.54]that had fallen off the truck ahead of him. [05:28.75]Q: What do we learn about the taxi driver? [05:47.75]Now you'll hear the two long conversations. [05:51.42]Conversation One [05:53.97]W: Hey, Bob, guess what? [05:55.90]I'm going to visit Quebec next summer. [05:59.27]I'm invited to go to a friend's wedding. [06:02.12]But while I'm there I'd also like to do some sightseeing. [06:07.22]M: That's nice, Shelly. [06:08.55]But do you mean the province of Quebec, [06:11.51]or Quebec City? [06:12.87]W: I mean the province. [06:14.51]My friend's wedding is in Montreal. [06:16.65]I'm going there first. [06:18.80]I'll stay for five days. [06:21.04]Is Montreal the capital city of the province? [06:23.90]M: Well, many people think so because it's the biggest city. [06:27.57]But it's not the capital. [06:29.25]Quebec City is. [06:30.79]But Montreal is great. [06:33.21]The Saint Lawrence River runs right through the middle of the city. [06:37.03]It's beautiful in summer. [06:38.82]W: Wow, and do you think I can get by in English? [06:42.91]My French is OK, but not that good. [06:46.62]I know most people there speak French, [06:49.32]but can I also use English? [06:51.51]M: Well, people speak both French and English there. [06:55.12]But you'll hear French most of the time. [06:57.72]And all the street signs are in French. [07:00.62]In fact, Montreal is the third largest [07:03.65]French-speaking city in the world. [07:06.58]So you'd better practice your French before you go. [07:09.65]W: Good advice. What about Quebec City? [07:13.16]I'll visit a friend from college who lives there now. [07:16.32]What's it like? [07:17.44]M: It's a beautiful city, very old. [07:20.44]Many old buildings have been nicely restored. [07:24.04]Some of them were built in the 17th and 18th centuries. [07:28.07]You'll love it there. [07:29.72]W: Fantastic. I can't wait to go. [07:33.06]Questions 19 to 21 are based on the conversation you have just heard. [07:39.15]19. What's the woman's main purpose of visiting Quebec? [08:00.95]20. What does the man advise the woman to do before the trip? [08:21.32]21. What does the man say about Quebec City? [08:41.61]Conversation Two [08:43.46]M: Hi, Miss Rowling, [08:45.26]how old were you when you started to write? [08:48.03]And what was your first book? [08:50.64]W: I wrote my first finished story when I was about six. [08:55.79]It was about a small animal, a rabbit, I mean. [08:59.06]And I've been writing ever since. [09:02.57]M: Why did you choose to be an author? [09:04.81]W: If someone asked me how to achieve happiness, [09:07.86]step one would be finding out what you love doing [09:11.63]most and step two would be finding someone to pay you to do it. [09:16.06]I consider myself very lucky [09:18.16]indeed to be able to support myself by writing. [09:21.71]M: Do you have any plans to write books for adults? [09:25.08]W: My first two novels were for adults. [09:27.87]I suppose I might write another one. [09:30.17]But I never really imagine a target audience [09:33.03]when I'm writing. [09:34.37]The ideas come first. [09:35.89]So it really depends on the idea that grabs me next. [09:39.89]M: Where did the ideas for the Harry Potter books come from? [09:44.39]W: I've no idea where the ideas came from. [09:47.93]And I hope I'll never find out. [09:49.72]It would spoil my excitement if it turned out [09:52.48]I just have a funny little wrinkle on the surface of my brain, [09:56.56]which makes me think about invisible train platforms. [10:00.28]M: How do you come up with the names of your characters? [10:03.28]W: I invented some of them, [10:04.92]but I also collect strange names. [10:07.68]I've gotten them from ancient saints, [10:09.67]maps, dictionaries, plants, [10:12.68]war memorials and people I've met. [10:15.36]M: Oh, you are really resourceful. [10:18.37]Questions 22 to 25 are based on the conversation you have just heard. [10:24.79]22. What do we learn from the conversation [10:31.61]about Miss Rowling's first book? [10:49.99]23. Why does Miss Rowling consider herself very lucky? [11:10.60]24. What dictates Miss Rowling's writing? [11:30.43]25. According to Miss Rowling, [11:34.24]where did she get the ideas for the Harry Potter books? [11:52.79]Section B [11:54.59]Directions: In this section, [11:57.69]you will hear 3 short passages. [12:00.82]At the end of each passage, [12:02.55]you will hear some questions. [12:04.79]Both the passage and the questions will be spoken only once. [12:09.99]After you hear a question, [12:11.82]you must choose the best answer [12:14.49]from the four choices marked A), B), C) and D). [12:19.90]Then mark the corresponding letter on Answer Sheet 2 [12:24.19]with a single line through the centre. [12:27.40]Passage One [12:28.89]Reducing the amount of sleep students [12:31.23]get at night has a direct impact on their performance [12:35.38]at school during the day. [12:37.64]According to classroom teachers, [12:39.94]elementary and middle school students [12:42.44]who stay up late exhibit more learning and attention problems. [12:47.52]This has been shown by Brown Medical School [12:50.59]and Bradley Hospital research. [12:54.05]In the study, teachers were not told the amount of sleep students [12:58.44]received when completing weekly performance reports, [13:02.21]yet they rated the students who had received eight hours [13:06.03]or less as having the most trouble recalling old material, [13:10.88]learning new lessons and completing high-quality work. [13:16.07]Teachers also reported that these students [13:18.83]had more difficulty paying attention. [13:22.60]The experiment is the first to ask teachers [13:25.90]to report on the effects of sleep deficiency in children. [13:31.88]Just staying up late can cause increased academic difficulty [13:36.31]and attention problems for otherwise healthy, [13:40.09]well-functioning kids, said Garharn Forlone, [13:43.77]the study's lead author. [13:45.87]So the results provide professionals [13:48.56]and parents with a clear message: [13:50.96]when a child is having learning and attention problems, [13:54.68]the issue of sleep has to be taken into consideration. [13:58.98]"If we don't ask about sleep, [14:01.27]and try to improve sleep patterns in kids' struggling academically, [14:06.26]then we aren't doing our job," Forlone said. [14:09.82]For parents, he said, the message is simple, [14:13.24]"getting kids to bed on time is as important [14:15.60]as getting them to school on time." [14:19.22]Questions 26 to 28 are based on the passage you have just heard. [14:25.37]26. What were teachers told to do in the experiment? [14:46.24]27. According to the experiment, [14:49.87]what problem can insufficient sleep cause in students? [15:09.57]28. What message did the researcher intend to convey to parents? [15:30.92]Passage Two [15:32.59]Patricia Pania never wanted to be a national public figure. [15:37.15]All she wanted to be was a mother and homemaker. [15:41.85]But her life was turned upside down when a motorist, [15:45.26]distracted by his cell phone, [15:47.42]ran a stop sign and crashed into the side of her car. [15:51.79]The impact killed her 2-year-old daughter. [15:55.57]Four months later, [15:57.17]Pania reluctantly but courageously decided [16:00.25]to try to educate the public and to fight for laws [16:03.96]to ban drivers from using cell phones while a car is moving. [16:09.27]She wanted to save other children [16:11.63]from what happened to her daughter. [16:14.82]In her first speech, Pania got off to a shaky start. [16:19.17]She was visibly trembling and her voice was soft and uncertain. [16:24.06]But as she got into her speech, [16:26.66]a dramatic transformation took place. [16:29.62]She stopped shaking and spoke with a strong voice. [16:34.23]For the rest of her talk, [16:35.85]she was a forceful and compelling speaker. [16:39.48]She wanted everyone in the audience to know [16:42.18]what she knew without having to learn it from a personal tragedy. [16:47.22]Many in the audience were moved to tears and to action. [16:52.78]In subsequent presentations, [16:55.07]Pania gained reputation as a highly effective speaker. [16:59.60]Her appearance on a talk show was broadcast three times, [17:02.57]transmitting her message to over 14 million people. [17:08.37]Her campaign increased public awareness of the problem, [17:12.06]and prompted over 300 cities and several states [17:16.70]to consider restrictions on cell phone use. [17:20.59]Questions 29 to 32 are based on the passage you have just heard. [17:26.59]29. What was the significant change in Patricia Pania's life? [17:48.39]30. What had led to Pania's personal tragedy? [18:08.71]31. How did Pania feel when she began her first speech? [18:30.33]32. What could be expected as a result of Pania's efforts? [18:51.71]Passage Three [18:53.39]Many people catch a cold in the spring time or fall. [18:57.42]It makes us wonder: if scientists can send a man to the moon, [19:02.85]why can't they find a cure for the common cold? [19:06.73]The answer is easy. [19:08.97]There're actually hundreds of kinds of cold viruses out there. [19:13.90]You never know which one you will get, [19:16.57]so there isn't a cure for each one. [19:19.86]When a virus attacks your body, [19:22.21]your body works hard to get rid of it. [19:25.37]Blood rushes to your nose and causes a blockage in it. [19:29.97]You feel terrible because you can't breathe well, [19:33.03]but your body is actually eating the virus. [19:37.71]Your temperature rises and you get a fever, [19:41.29]but the heat of your body is killing the virus. [19:46.42]You also have a running nose to stop the virus [19:49.33]from getting into your cells. [19:52.48]You may feel miserable, [19:54.73]but actually your wonderful body [19:57.13]is doing everything it can to kill the cold. [20:01.83]Different people have different remedies for colds. [20:05.54]In the United States and some other countries, [20:08.42]for example, people might eat chicken soup to feel better. [20:13.04]Some people take hot bath and drink warm liquids. [20:17.83]Other people take medicines [20:19.97]to relieve various symptoms of colds. [20:23.69]There is one interesting thing to note. [20:26.77]Some scientists say taking medicines [20:29.87]when you have a cold is actually bad for you. [20:33.84]The virus stays in you longer, [20:36.40]because your body doesn't develop a way [20:39.43]to fight it and kill it. [20:42.34]Questions 33 to 35 are based on the passage you have just heard. [20:48.34]33. According to the passage, [20:51.68]why haven't scientists found a cure for the common cold? [21:11.39]34. What does the speaker say about the symptoms of the common cold? [21:32.89]35. What do some scientists say about taking medicines [21:38.75]for the common cold, according to the passage? [21:57.15]Section C [21:58.63]Directions: In this section, [22:01.38]you will hear a passage three times. [22:04.20]When the passage is read for the first time, [22:06.59]you should listen carefully for its general idea. [22:10.40]When the passage is read for the second time, [22:13.05]you are required to fill in the blanks numbered [22:15.61]from 36 to 43 with the exact words you have just heard. [22:22.27]For blanks numbered from 44 to 46 [22:25.92]you are required to fill in the missing information. [22:29.69]For these blanks, [22:30.92]you can either use the exact words you have just heard [22:34.53]or write down the main points in your own words. [22:38.82]Finally, when the passage is read for the third time, [22:42.38]you should check what you have written. [22:45.55]Now listen to the passage. [22:48.44]You probably have noticed [22:50.35]that people express similar ideas in different ways, [22:54.58]depending on the situation they are in. [22:57.32]This is very natural. [22:59.58]All languages have two general levels of usage: [23:04.24]a formal level and an informal level. [23:07.81]English is no exception. [23:10.50]The difference in these two levels is the situation [23:14.38]in which you use a particular level. [23:17.65]Formal language is the kind of language [23:20.65]you find in textbooks, reference books, [23:23.71]and in business letters. [23:26.11]You would also use formal English [23:28.60]in compositions and essays that you write in school. [23:33.50]Informal language is used in conversation with colleagues, [23:38.48]family members and friends, [23:40.68]and when we write personal notes or letters to close friends. [23:46.91]Formal language is different [23:49.00]from informal language in several ways. [23:52.52]First, formal language tends to be more polite. [23:56.85]What we may find interesting is [24:00.20]that it usually takes more words to be polite. [24:04.53]For example, I might say to a friend or family member, [24:08.86]"Close the door, please," [24:11.17]but to a stranger, I probably would say, [24:14.03]"Would you mind closing the door?" [24:17.94]Another difference between formal and informal language [24:21.97]is some of the vocabulary. [24:25.00]There are bound to be some words and phrases [24:28.26]that belong in formal language and others that are informal. [24:34.23]Let's say that I really like soccer. [24:37.40]If I'm talking to my friend I might say [24:40.87]"I'm just crazy about soccer!" [24:43.74]But if I were talking to my boss, [24:46.13]I would probably say "I really enjoy soccer." [24:51.73]Now the passage will be read again. [24:54.69]You probably have noticed [24:56.34]that people express similar ideas in different ways, [25:00.05]depending on the situation they are in. [25:03.06]This is very natural. [25:04.84]All languages have two general levels of usage: [25:09.37]a formal level and an informal level. [25:12.88]English is no exception. [25:15.22]The difference in these two levels is the situation [25:18.67]in which you use a particular level. [25:21.47]Formal language is the kind of language [25:23.70]you find in textbooks, reference books, [25:26.77]and in business letters. [25:29.00]You would also use formal English [25:31.20]in compositions and essays that you write in school. [25:35.42]Informal language is used in conversation with colleagues, [25:39.39]family members and friends, [25:42.70]and when we write personal notes or letters to close friends. [25:47.58]Formal language is different [25:49.93]from informal language in several ways. [25:52.68]First, formal language tends to be more polite. [25:56.92]What we may find interesting is [25:58.90]that it usually takes more words to be polite. [27:03.16]For example, I might say to a friend or family member, [27:07.29]"Close the door, please," [27:09.22]but to a stranger, I probably would say, [27:12.45]"Would you mind closing the door?" [28:14.70]Another difference between formal and informal language [28:18.12]is some of the vocabulary. [28:20.61]There are bound to be some words and phrases [28:23.37]that belong in formal language and others that are informal. [29:27.39]Let's say that I really like soccer. [29:29.90]If I'm talking to my friend I might say [29:32.64]"I'm just crazy about soccer!" [29:35.27]But if I were talking to my boss, [29:37.42]I would probably say "I really enjoy soccer." [29:42.62]Now the passage will be read for the third time. [29:46.85]You probably have noticed [29:48.84]that people express similar ideas in different ways, [29:52.97]depending on the situation they are in. [29:55.68]This is very natural. [29:58.19]All languages have two general levels of usage: [30:02.41]a formal level and an informal level. [30:06.24]English is no exception. [30:08.93]The difference in these two levels is the situation [30:12.60]in which you use a particular level. [30:16.02]Formal language is the kind of language [30:19.02]you find in textbooks, reference books, [30:22.15]and in business letters. [30:24.38]You would also use formal English [30:27.36]in compositions and essays that you write in school. [30:31.94]Informal language is used in conversation with colleagues, [30:36.88]family members and friends, [30:39.12]and when we write personal notes or letters to close friends. [30:45.26]Formal language is different [30:47.67]from informal language in several ways. [30:51.24]First, formal language tends to be more polite. [30:55.58]What we may find interesting is [30:59.00]that it usually takes more words to be polite. [31:03.09]For example, I might say to a friend or family member, [31:07.74]"Close the door, please," [31:09.77]but to a stranger, I probably would say, [31:12.99]"Would you mind closing the door?" [31:16.62]Another difference between formal and informal language [31:20.81]is some of the vocabulary. [31:23.69]There are bound to be some words and phrases [31:27.01]that belong in formal language and others that are informal. [31:32.81]Let's say that I really like soccer. [31:35.94]If I'm talking to my friend I might say [31:39.28]"I'm just crazy about soccer!" [31:42.43]But if I were talking to my boss, [31:44.77]I would probably say "I really enjoy soccer." [31:51.03]This is the end of Listening Comprehension. [ti:2006.6] [ar:华研外语] [al:四级真题] [la:en] [by:华研外语:www.TopwayEnglish.com] [00:00.00]华研外语:www.TopwayEnglish.com [00:13.32]College English Test - Band 4 [00:18.29]Part III Listening Comprehension [00:22.10]Section A [00:24.62]Directions: In this section, [00:28.79]you will hear 8 short conversations and 2 long conversations. [00:34.52]At the end of each conversation, [00:37.33]one or more questions will be asked about what was said. [00:41.94]Both the conversation and the questions will be spoken only once. [00:48.20]After each question there will be a pause. [00:52.46]During the pause, [00:54.39]you must read the four choices marked A), B), C) and D), [01:01.01]and decide which is the best answer. [01:04.15]Then mark the corresponding letter on Answer Sheet 2 [01:09.13]with a single line through the centre. [01:11.96]Now let's begin with the eight short conversations. [01:17.92]11. M: What would it be like working with those young stars? [01:23.97]W: It was a great group. [01:26.08]I always got mad when people said [01:28.60]that we didn't get along, [01:30.17]just because we were girls. [01:32.06]There was never a fight. [01:33.71]We had a great time. [01:35.26]Q: What does the woman mean? [01:52.01]12. M: Are you telling me you don't have a housekeeper? [01:56.65]W: No, we don't. [01:58.12]If you make a mess, you clean it up yourself. [02:01.17]Q: What do we learn from this conversation? [02:19.48]13. W: I hear that the Edwards [02:22.97]are thinking of buying another house. [02:25.11]M: Should they be doing that [02:26.50]with all the other expenses they have to pay? [02:29.34]Anyhow, they are over 70 now, [02:32.45]and their present house is not too bad. [02:34.84]Q: What does the man imply? [02:51.18]14. M: You look like you are freezing to death. [02:56.54]Why don't you put this on? [02:58.64]W: Thank you, it was so warm at noon. [03:01.50]I didn't expect the weather to change so quickly. [03:04.21]Q: What do we learn from the conversation? [03:22.10]15. M: I'll have the steak, French Fries, [03:26.63]and let's see, chocolate ice cream for dissert. [03:31.15]W: Oh, oh, you know these things will ruin your health, [03:34.35]too much fat and sugar. [03:36.35]How about ordering some vegetables and fruit instead? [03:39.66]Q: Where did the conversation most probably take place? [03:57.48]16. M: What was it like growing up in New York's Bronx district? [04:04.43]Was it safe? [04:05.87]W: To me, it was. [04:07.18]It was all I knew. [04:08.70]My mom would send me to the shop [04:10.81]and I'd go and buy things when I was about 8 years old. [04:14.31]Q: What do we learn from the conversation? [04:31.66]17. M: Nice weather, isn't it? [04:35.59]Oh, I've seen you around the office, [04:38.84]but I don't think we've met. [04:40.94]I am Henry Smith. [04:42.64]I work in the Market Research Section. [04:45.29]W: Nice to meet you, Henry. [04:47.10]I am Helen Grant. [04:48.38]I am in the Advertising Section on the ninth floor. [04:51.75]Q: What can we infer from the conversation? [05:09.17]18. M: Ma'am, I hear you have an apartment for rent. [05:15.02]Can I take a look at it? [05:17.21]W: Sure, you're welcome any time by appointment, [05:20.36]but I have to tell you the building [05:22.36]is close to a railway with the noise. [05:24.38]You might as well save the trip. [05:26.58]Q: What do we learn from the conversation? [05:43.26]Now you'll hear the two long conversations. [05:47.80]Conversation One [05:49.35]W: Please have a seat, Mr. Saunders. [05:51.88]I received your resume last week, [05:54.28]and was very impressed. [05:55.84]M: Thank you! [05:56.65]W: We are a small financial company trading mostly stocks and bonds. [06:01.46]May I ask why you are interested in working for us? [06:04.74]M: Your company has an impressive reputation [06:07.67]and I've always wanted to work for a smaller company. [06:10.99]W: That's good to hear. [06:12.49]Would you mind telling me a little bit about your present job? [06:15.72]M: I'm currently working in a large international company [06:19.01]in charge of a team of 8 brokers. [06:21.61]We buy and sell stocks for major clients worldwide. [06:25.84]W: Why do you think you are the right candidate for this position? [06:29.42]M: As a head broker, [06:30.90]I have a lot of experience in the stock market. [06:33.79]I deal with clients on a daily basis, [06:36.96]and I enjoy working with people. [06:39.25]W: Well, you might just be the person [06:41.63]we've been looking for. [06:42.72]Do you have any questions? [06:44.48]M: Uh-hum. If I were hired, [06:46.54]how many accounts would I be handling? [06:49.47]W: You will be working with two other head brokers. [06:52.57]In other words, you will be handling about a third of our clients. [06:56.28]M: And who would I report to? [06:58.22]W: Directly to me. [06:59.63]M: I see. [07:00.34]What kind of benefits package do you offer? [07:03.81]W: Two weeks of paid vacation in your first year employment. [07:07.93]You'll also be entitled to medical and dental insurance, [07:11.73]but this is something you should discuss [07:13.68]with our Personnel Department. [07:15.26]Do you have any other questions? [07:17.54]M: No, not at the moment. [07:19.04]W: Well, I'll have to discuss your application [07:21.83]with my colleagues and we'll get back to you early next week. [07:25.11]M: OK, thanks, it's been nice meeting you! [07:28.41]W: Nice meeting you too! [07:29.60]And thanks for coming in today. [07:31.99]Questions 19 to 21 are based on the conversation you have just heard. [07:39.00]19. What's the purpose of Mr. Saunders' visit? [07:58.72]20. What is Mr. Saunders' current job? [08:19.12]21. What can we conclude from the conversation? [08:38.49]Conversation Two [08:40.21]M: Hey, Karen, [08:41.58]you are not really reading it, are you? [08:43.99]W: Pardon? [08:45.07]M: The book!You haven't turned the page in the last ten minutes. [08:48.80]W: No, Jim, I suppose I haven't. [08:51.11]I need to get through it though, [08:52.99]but I keep drifting away. [08:54.69]M: So it doesn't really hold your interest? [08:57.68]W: No, not really. [08:59.67]I wouldn't bother with it, to be honest, [09:01.94]but I have to read it for a seminar. [09:03.89]I'm at a university. [09:05.47]M: It's a labor of labor then rather than a labor of love. [09:09.44]W: I should say. [09:10.47]I don't like Dickens at all really, the author. [09:13.93]Indeed, I am starting to like the whole course less and less. [09:18.37]M: It's not just the book. [09:20.45]It's the course as well? [09:22.03]W: Yeah, in a way, [09:23.74]although the course itself isn't really that bad, [09:27.17]a lot of it is pretty good, [09:28.95]in fact, and the lecturers are fine. [09:31.31]It's me, I suppose. [09:33.01]You see, I wanted to do philosophy rather than English, [09:36.99]but my parents talked me out of it. [09:39.59]M: So the courses are OK as such. [09:42.33]It's just that had it been left to you, [09:44.89]you would have chosen a different one. [09:46.91]W: Oh, they had my best interests at heart, [09:50.36]of course, my parents. [09:51.82]They always do, don't they? [09:53.69]They believe that my job prospects [09:56.57]would've been pretty limited with the degree of philosophy. [09:59.55]Plus, they give me a really generous allowance, [10:02.69]but I am beginning to feel that I'm wasting my time and their money. [10:07.76]They would be so disappointed, [10:09.49]though, if I told them I was quitting. [10:11.75]Questions 22 to 25 are based on the conversation you have just heard. [10:19.29]22. Why can't Karen concentrate on the book? [10:38.97]23. Why is Karen starting to like the course less and less? [11:00.13]24. Who thinks Philosophy graduates have limited job opportunities? [11:21.20]25. What is Karen thinking of doing? [11:40.98]Section B [11:43.20]Directions: In this section, [11:46.89]you will hear 3 short passages. [11:49.41]At the end of each passage, [11:51.42]you will hear some questions. [11:53.41]Both the passage and the questions will be spoken only once. [11:58.11]After you hear a question, [12:00.07]you must choose the best answer [12:02.43]from the four choices marked A), B), C) and D). [12:08.86]Then mark the corresponding letter on Answer Sheet 2 [12:13.41]with a single line through the centre. [12:16.19]Passage One [12:17.93]In Greece, only rich people will rest in peace forever [12:22.44]when they die. [12:23.26]Most of the population, however, [12:25.59]will be undisturbed for only three years. [12:28.64]Then they will be dug up, washed, [12:31.28]compressed into a small tin box, [12:33.67]and placed in a bone room. [12:36.08]If the body has only partially decayed, [12:39.12]it is reburied in a smaller, cheaper grave, [12:42.01]but not for long. [12:43.54]The body will be dug up again some time later [12:46.69]when it has fully decayed. [12:48.79] Buying a piece of land for a grave [12:51.33]is the only way to avoid this process. [12:54.19]The cost of the grave is so great [12:56.90]that most people choose to rent a grave [12:59.51]for three years and even after being dug up, [13:03.16]lasting peace is still not guaranteed. [13:05.98]If no one pays for renting space in the bone room, [13:09.81]the skeleton is removed and stored [13:12.48]in a building in a poor part of the town. [13:14.91]Lack of space in Athens is the main reason [13:18.36]why the dead are dug up after three years. [13:21.64]The city is so overcrowded that sometimes dead bodies [13:25.91]are kept in hospitals for over a week until a grave is found. [13:30.42]Athens' city council wants to introduce cremation, [13:34.23]that is, burning dead bodies as a means [13:37.09]of dealing with the problem. [13:38.66]But the Greek church resists this practice. [13:42.08]They believe the only place where people burn is hell, [13:46.46]so burning dead bodies is against the Greek concept of life after death. [13:51.98]To save space, the church suggested burying the bodies [13:56.31]standing up instead of lying down. [13:58.70]Some people proposed building multi-storey underground graveyards. [14:04.10]Questions 26 to 29 are based on the passage you have just heard. [14:11.31]26. What must Greeks do to keep the dead resting in everlasting peace? [14:32.25]27. Why are most dead bodies in Athens dug up after three years? [14:54.55]28. What suggestions does the church [14:59.26]give about the burying of dead bodies? [15:16.59]29. What practice does the Greek church object to? [15:38.11]Passage Two [15:39.39]If you visit a big city anywhere in the world, [15:42.93]you will probably find a restaurant [15:44.87]which serves the food of your native country. [15:47.49]Most large cities in the United States [15:50.58]offer an international sample of foods. [15:53.43]Many people enjoy eating the food of other nations. [15:57.06]This is probably one reason [15:59.22]why there are so many different kinds of restaurants [16:01.93]in the United States. [16:03.36]A second reason is that many Americans [16:06.44]come from other parts of the world. [16:08.32]They enjoy tasting the foods of their native lands. [16:11.95]In the city of Detroit, for example, [16:14.54]there are many people from Western Europe, [16:16.83]Greece, Latin America, and the Far East. [16:20.42]There are many restaurants in Detroit [16:22.84]which serve the foods of these areas. [16:25.28]There are many other international restaurants too. [16:28.44]Americans enjoy the foods in these restaurants [16:31.65]as well as the opportunity [16:32.95]to better understand the people and their way of life. [16:36.45]One of the most common international restaurants [16:39.12]to be found in the United States is the Italian restaurant. [16:42.62]The restaurant may be a small business run by a single family. [16:46.45]The mother of the family cooks all of the dishes, [16:49.40]and the father and children serve the people who come to eat there. [16:53.62]Or it may be a large restaurant owned by several different people [16:58.21]who work together in the business. [17:00.13]Many Italian dishes that Americans enjoy are made [17:03.95]with meats, tomatoes and cheese. [17:06.61]They are very delicious and tasty. [17:09.86]Questions 30 to 32 are based on the passage you have just heard. [17:16.12]30. Why are there so many international restaurants in the United States? [17:37.01]31. Why do Americans like to go to international restaurants [17:42.87]apart from enjoying the foods there? [17:59.89]32. How is the typical Italian family restaurant run in the United States? [18:20.78]Passage Three [18:22.38]One winter day in 1891, [18:24.98]a class at a training school in Massachusetts, USA, [18:28.70]went into the gym for their daily exercises. [18:31.87]Since the football season had ended, [18:34.51]most of young men felt they were in for a boring time. [18:38.12]But their teacher, James Naismith, had other ideas. [18:42.55]He had been working for a long time on the new game [18:46.18]that would have the excitement of American football. [18:49.80]Naismith showed the men a basket [18:52.48]he had hung at each end of the gym, [18:54.92]and explained that they were going to use a round European football. [18:59.62]At first everybody tried to throw the ball into the basket [19:03.34]no matter where he was standing. [19:05.05]"Pass! Pass!" Naismith kept shouting, [19:08.50]blowing his whistle to stop the excited players. [19:12.25]Slowly, they began to understand what was wanted of them. [19:16.62]The problem with the new game, [19:18.54]which was soon called "basketball", [19:21.14]was getting the ball out of the basket. [19:23.67]They used ordinary food baskets with bottoms, [19:26.96]and the ball, of course, stayed inside. [19:29.84]At first, someone had to climb up every time a basket was scored. [19:34.50]It was several years before someone came up with the idea [19:38.42]of removing the bottom of the basket [19:40.95]and letting the ball fall through. [19:42.95]There have been many changes in the rules since then, [19:46.33]and basketball has become [19:48.20]one of the world's most popular sports. [19:51.06]Questions 33 to 35 are based on the passage you have just heard. [19:57.13]33. What did Naismith do to entertain his students one winter day? [20:17.85]34. According to the speaker, [20:23.00]what was the problem with the new game? [20:40.16]35. How was the problem with the new game solved? [20:59.71]Section C [21:01.46]Directions: In this section, [21:04.93]you will hear a passage three times. [21:07.74]When the passage is read for the first time, [21:10.50]you should listen carefully for its general idea. [21:13.42]When the passage is read for the second time, [21:16.46]you are required to fill in the blanks numbered [21:19.51]from 36 to 43 with the exact words you have just heard. [21:25.00]For blanks numbered from 44 to 46 [21:29.24]you are required to fill in the missing information. [21:32.74]For these blanks, [21:34.73]you can either use the exact words you have just heard [21:38.29]or write down the main points in your own words. [21:42.27]Finally, when the passage is read for the third time, [21:46.21]you should check what you have written. [21:49.38]Now listen to the passage. [21:52.57]For Americans, time is money. [21:55.29]They say, "You only get so much time in this life; [21:58.98]you'd better use it wisely." [22:00.81]The future will not be better than the past or present, [22:04.25]as Americans are trained to see things, [22:07.11]unless people use their time for constructive activities. [22:11.48]Thus, Americans admire a "well-organized" person, [22:15.47]one who has a written list of things to do [22:19.09]and a schedule for doing them. [22:20.92]The ideal person is punctual [22:23.56]and is considerate of other people's time. [22:26.62]They do not waste people's time with conversation [22:29.81]or other activity that has no visible, [22:33.01]beneficial outcome. [22:34.33]The American attitude toward time [22:36.99]is not necessarily shared by others, [22:39.66]especially non-Europeans. [22:41.69]They are more likely to regard time [22:44.24]as something that is simply there around them, [22:47.39]not something they can use. [22:49.51]One of the more difficult things many students [22:52.86]must adjust to in the States is the notion [22:55.86]that time must be saved [22:57.74]whenever possible and used wisely every day. [23:01.37]In this context [23:03.02]the fast food industry can be seen as a clear example [23:07.81]of an American cultural product. [23:10.12]McDonald's, KFC, and other fast food establishments [23:14.98]are successful in a country [23:17.06]where many people want to spend the least amount of time [23:20.67]preparing and eating meals. [23:23.12]As McDonald's restaurants spread around the world, [23:26.87]they have been viewed as symbols of American society and culture, [23:32.15]bringing not just hamburgers [23:34.62]but an emphasis on speed, efficiency, and shiny cleanliness. [23:40.28]Now the passage will be read again. [23:44.39]For Americans, time is money. [23:48.44]They say, "You only get so much time in this life; [23:51.81]you'd better use it wisely." [23:53.54]The future will not be better than the past or present, [23:57.68]as Americans are trained to see things, [24:00.41]unless people use their time for constructive activities. [24:04.58]Thus, Americans admire a "well-organized" person, [24:09.18]one who has a written list of things to do [24:12.31]and a schedule for doing them. [24:14.58]The ideal person is punctual [24:17.19]and is considerate of other people's time. [24:20.09]They do not waste people's time with conversation [24:23.89]or other activity that has no visible, [24:26.78]beneficial outcome. [24:28.40]The American attitude toward time [24:32.18]is not necessarily shared by others, [24:34.89]especially non-Europeans. [24:37.04]They are more likely to regard time [24:39.64]as something that is simply there around them, [24:43.11]not something they can use. [25:44.79]One of the more difficult things many students [25:48.31]must adjust to in the States is the notion [25:51.28]that time must be saved [25:52.99]whenever possible and used wisely every day. [25:56.91]In this context [25:58.86]the fast food industry can be seen as a clear example [26:03.59]of an American cultural product. [27:04.33]McDonald's, KFC, and other fast food establishments [27:09.93]are successful in a country [27:11.57]where many people want to spend the least amount of time [27:14.98]preparing and eating meals. [27:17.23]As McDonald's restaurants spread around the world, [27:21.27]they have been viewed as symbols of American society and culture, [28:24.40]bringing not just hamburgers [28:27.63]but an emphasis on speed, efficiency, and shiny cleanliness. [28:33.07]Now the passage will be read for the third time. [28:38.25]For Americans, time is money. [28:42.09]They say, "You only get so much time in this life; [28:45.91]you'd better use it wisely." [28:47.68]The future will not be better than the past or present, [28:51.42]as Americans are trained to see things, [28:54.24]unless people use their time for constructive activities. [28:58.51]Thus, Americans admire a "well-organized" person, [29:02.62]one who has a written list of things to do [29:06.04]and a schedule for doing them. [29:08.13]The ideal person is punctual [29:10.17]and is considerate of other people's time. [29:13.28]They do not waste people's time with conversation [29:16.61]or other activity that has no visible, [29:19.90]beneficial outcome. [29:21.33]The American attitude toward time [29:23.81]is not necessarily shared by others, [29:26.55]especially non-Europeans. [29:28.76]They are more likely to regard time [29:31.78]as something that is simply there around them, [29:34.86]not something they can use. [29:36.80]One of the more difficult things many students [29:40.03]must adjust to in the States is the notion [29:43.04]that time must be saved [29:45.09]whenever possible and used wisely every day. [29:48.68]In this context [29:50.51]the fast food industry can be seen as a clear example [29:55.21]of an American cultural product. [29:57.70]McDonald's, KFC, and other fast food establishments [30:02.43]are successful in a country [30:04.61]where many people want to spend the least amount of time [30:08.16]preparing and eating meals. [30:10.40]As McDonald's restaurants spread around the world, [30:14.55]they have been viewed as symbols of American society and culture, [30:19.76]bringing not just hamburgers [30:22.17]but an emphasis on speed, efficiency, and shiny cleanliness. [30:27.66]This is the end of Listening Comprehension.