四级听力真题及答案

_年_月英语四级听力试题及答案

Part III Listening Comprehension

Section A

Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

_.

W: I just heard about a really beautiful park in the east end of the town. There are a lot of roses in bloom.

M: Why don’t we walk over there and see for ourselves?

Q: What will the speakers probably do?

_.

M: My presentation is scheduled for 9:30 tomorrow morning at the lecture hall. I hope to see you there.

W: Oh, sorry. I was about to tell you that I have an appointment with my dentist at 9:_ o’clock tomorrow.

Q: What do we learn about the woman?

_.

W: How long have you been running this company?

M: Twenty years if you can believe that. I brought it from a small operation to what it is today.

Q: What do we learn about the man?

_.

M: Have you read the news on the campus net? Susan has won the scholarship for ne_t year.

W: I knew she would from the very beginning. Such a brilliant and diligent girl! She certainly deserves it.

Q: What does the woman mean?

_.

W: Taking a bus to Miami, it’s cheaper than going by train.

M: That’s true. But I’d rather pay a little more for the added comfort and convenience.

Q: What does the man mean?

_.

M: I think it’s time we got rid of all this old furniture.

W: You’re right. We need to promote our image besides it’s not a real antique.

Q: What do the speakers mean?

_.

M: That was some storm yesterday. How was I afraid I couldn’t make it home.

W: Yeah, most of the roads to my house were flooded. I didn’t get home from the lab until midnight.

Q: What do we learn from the conversation?

_.

W: My boys are always complaining that they’re bored.

M: Why don’t you get them into some team sports? My son and daughter play soccer every Saturday. And they both look forward to it all week.

Q: What does the man mean?

Part III Listening Comprehension

Section B

Conversation 1

W: So John, I hear you and Arthur share a job, don’t you?

M: Yes. We’ve shared a sales job at Sonatech for about two years now.

W: Well, how do you divide up your schedule?

M: You know we are both sales representatives, and we take orders over the phone. When we started job sharing it was difficult, because we both worked all day Monday. I worked Tuesday and Thursday and Arthur worked Wednesday and

Friday. The problem was that when I was in the office on Tuesday. I would talk to people, then they would call back on Wednesday with a question. But Arthur couldn’t answer the question and he couldn’t ask me about it because I wasn’t in the office. So he had to ask the people to call me back the ne_t day, Thursday. Of course, they didn’t like to wait until the ne_t day to have their questions answered.

W: Yes, that sounds like a problem.

M: So, finally we decided that Arthur would work in the mornings and I would work in the afternoons. Now if someone calls with the question for me in the morning, Arthur tells them to call me in the afternoon. This way, people get their questions answered the same day.

W: What do you do about vacations?

M: Well, Sonatech gives the usual two weeks of vacation to full-time employees, I take a week and Arthur takes a week.

W: It sounds like job sharing has worked out well for you.

M: Yes, it has. We are both happy with it.

Q_. What do John and author do at Sonatech?

Q_. What problem did John and Arthur have when they started job sharing?

Q_. What does John say about their annual vacation?

Conversation 2

W: May I see your license, please?

M: But officer, did I do something wrong?

W: Do you mean to say you didn’t see the speed limit sign back there?

M: Um, no, madam, I guess I didn’t.

W: In other words, you drove by too fast to read it. The sign says 35m/h. A school is just nearby, you know?

M: Don’t get me wrong, but my speedometer didn’t read much faster than that.

W: Then, why is it that my radar showed you are going 45? Let me put it another way. I’m going to give you a ticket. Again, may I see your license, please?

M: Here it is, officer. But let me e_plain. I was late for an important appointment and I was worried that I wouldn’t make it on time. So...

W: Uha, just a minute, here. Your license is no longer valid. You should have renewed it two weeks ago. I’m going to have to write you up for that, too.

M: What? Really?

W: Your license becomes invalid on your birthday and that was two weeks ago according to the date here. You are in violation of the law—driving without a valid license.

M: I’m sorry, madam. I hadn’t realized that.

W: Here’s the ticket for not having a valid license. But I’m only going to give you a warning about e_ceeding the speed limit. Be careful ne_t time.

M: Yes, madam, officer, I will. Thank you.

Q_. Where was the man stopped by the police officer?

Q23. What did the man claim about the speed limit sign?

Q24. What did the woman say about the man’s driving license?

Q25. What was the man’s penalty?

Part III Listening Comprehension

Section B

Passage 1

Since I started working part-time at a grocery store, I have learned that a customer is more than someone who buy something. To me, a customer is a person whose memory fails entirely once he or she starts to push a shopping card. One of the first things customers forget is how to count. There is no other way to e_plain how so many people get in their e_press line, which is clearly marked _ items or less, with _, 25 or even a cart load of items. Customers also forget why they came to the store in the first place. Just as I finish ringing up an order, a customer will say, “Oops, I forgot to pick up a fresh loaf of bread. I hope you don’t mind waiting while I go get it.” Five minutes later, he’s back with the bread, a bottle of milk, and three rolls of paper towels. Strange is that seems customers also seem to forget that they have to pay for their groceries. Instead of writing a check or looking for a credit card while I am ringing up the groceries, my customers will wait until I announce the total. Then, in surprise, she says, “Oh no, what did I do with my check book?” After 5 minutes of digging through her purse, she borrows my pen because she’s forgotten hers. But I have to be tolerant of customers because they pay my salary, and that’s something I can’t afford to forget.

Q26. What does the speaker say about customers’ entering the grocery store?

Q27. Which customers are supposed to be in the e_press line?

Q28. What does the speaker say some customers do when they arrive at the check-out counter?

Q29. What does the speaker say about his job at the end of the talk?

Passage 2

The speech delivery style of Europeans and Asians tends to be very formal. Speakers of these cultures often read oral presentations from carefully retain manual scripts. On the other hand, American speakers are generally more informal relative to speakers and other cultures. American audiences prefer natural, spontaneous delivery that conveys a lively sense of communication. They don’t relay well to speakers who read from a manual script. If you use an outline of your ideas instead of a prepare te_t, your speech will not only sound more natural, but you will also be able to establish better relationship with your listeners and keep their attention. The language and style you use when making an oral presentation should not be the same as the language in style you use when writing. Well retain information, that is meant to be read, does not work as well when it is heard. It is, therefore, important for you to adapt retain te_ts or outlines for presentations. Good speakers are much more informal when speaking than when writing. They also use their own words and develop their own speaking styles. Whenever possible, they use short words. Listeners are appreciated when speakers use simple, everyday words in a presentation. One advantage is that it is much easier for speakers to pronounce short words correctly. Another is that long and sophisticated vocabulary choices make listening more difficult.

Question 30 to 32

30. What does the speaker say American audiences prefer?

31. What should one pay attention to when making an oral presentation?

32. What does the speaker focus on in the talk?

Passage 3

Let children learn to judge their own work

A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He compares a thousand times a day the difference between language as he uses it and language as those around him use it. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, kids learning to do all the other things they learn without adult teachers, to walk, run, climb, ride a bike, play games, compare their own performance with what more skilled people do, and slowly make the needed changes. But in school we never give a child a chance to detect his mistakes. We do it all for him. We act as if we thought he would never notice a mistake unless it was pointed out to him. Soon he becomes dependent on the e_pert. We should let him do it himself. Let him figure out, with the help of other children if he wants it, what this word says, what is the answer to that problem, whether this is a good way of saying or doing this or that.

If right answers need to be given, as in mathematics or science, give him the

answer book. Let him correct his own papers. Why should we teachers waste time on such tedious work? Our job should be to help the children when they tell us that they can’t find the way to get the right answer.

Question 33 to 35 are based on the passage you have just heard.

Q33 How does a child learn to do something according to the speaker?

Q34 What belief do teachers commonly hold according to the speaker?

Q35 What does the speaker imply about the current way of teaching?

Time is, for the average American, of utmost importance. To the foreign visitor, Americans seem to be more concerned with getting things accomplished on time (according to a predetermined schedule) than they are with developing deep interpersonal relations. Schedules, for the American, are meant to be planned and then followed in the smallest detail.

It may seem to you that most Americans are completely controlled by the little machines they wear on their wrists, cutting their discussions off abruptly to make it to their ne_t appointment on time.

Americans’ language is filled with references to time, giving a clear indication of how much it is valued. Time is something to be “on,” to be “kept,” “filled,” “saved,” “wasted,” “gained,” “planned,” “given,” “made the most of,”

even “killed.”

The international visitor soon learns that it is considered very rude to be late -- even by _ minutes -- for an appointment in America.

Time is so valued in America, because by considering time to be important one can clearly achieve more than if one “wastes” time and doesn’t keep busy. This philosophy has proven its worth. It has enabled Americans to be e_tremely productive, and productivity itself is highly valued in America. Many American proverbs stress the value of guarding time, using it wisely, and setting and working toward specific goals. Americans believe in spending their time and energy today so that the fruits of their labor may be enjoyed at a later time.

真题答案：

_.C) Fifteen

_.D) use her computer

_.C) coming back home

_.D) telephone

_.A) Si_

_.C) posters

_.D) story

_.B) Buy

_.C) changes

_.D) library

_.B) Winters that are not too cold

_.B) adventure

23.B) buildings

24.A) parks

25.D) lifestyle

26.C) countryside

27.B) patience

28.C) leisure time

29.A) information

30.D) temperature

31.A) To attract

32.C) cohabitation

33.C) stressed

34.A) se_ist institution

35.D) compensation

36. ordinary

37. switch

38. enter

39. adopt

40. businesses

41. married

_ he needs

_go camping

_ she failed

_ he is actually

_ rules

_ he has got

_ he is not easy

_ refuel

_ they have greatly

_ the effects were

_ they are two

_ it usually

23 to improve

24 listen

25 most fo them

26 she enjoys

27 their identical

28 pay for

29 it can be

30 equal education

31 democratic

32 to enable them

33 improvement

34 when you already

35 working by oneself

36 selection

37 knowledge

38 vegetables

39 purchasing

40 determines

41 single

42 responsible

43 rush

44 partly, now all half lf amrican homes have microwave ovens

45 the united states depatrment of agriculture and food industry collect sales and statisticas keep regular records 46 red meat which use to be the mos

_、buy

_、she is going

_、he is making

_、she has every

_、it is more

_、the old

_、the storm

_、children should

_、handle

_、conflicts between

_、they are given

_、near

23、he did

24、it should

25、he had his

26、they behave

27、those with _

28、go

29、it calls

30、it needs goods

31、a natural

32、the key

33、by observing

34、看不清

35、最长的那个

_年_月_日四级听力真题及答案.