2010年6月大学英语四级听力真题-英语听力

[00:00.74] [00:20.03]Q11. [00:22.44]W: Just imagine! We have to finish reading 300 pages before Monday! [00:29.32]How can the professor expect us to do it in such a short time? [00:34.86]M: Yeah, but what troubles me is [00:36.42]that I can't find the book in the library or in the university bookstore. [00:41.91]Q: What does the man mean? [00:58.79]Q12. [01:01.19]M: Do you think I could borrow your car to go grocery shopping? [01:04.94]The supermarkets outside the city are so much cheaper. [01:08.84]I'd also be happy to pick up anything you need. [01:12.05]W: Well, I don't like to let anyone else drive my car. [01:16.53]Tell you what, why don't we go together? [01:21.37]Q: What does the woman mean? [01:38.81]Q13. [01:40.83]M: Forgive the mess in here. We had a party last night. [01:45.45]There were a lot of people and they all brought food. [01:48.66]W: Yeah, I can tell. [01:50.53]Well, I guess it's pretty obvious what you'll be doing most of today. [01:56.58]Q: What does the woman think the man will do? [02:14.38]Q14. [02:17.05]W: What time would suit you for the first round talks with John Smith? [02:22.34]M: Well, you know my schedule. [02:24.84]Other than this Friday, one day is as good as the next. [02:28.93]Q: What does the man mean? [02:47.42]Q15. [02:49.74]W: I was so angry yesterday! [02:53.58]My biology teacher did not even let me explain why I missed the field trip. [02:58.82]He just wouldn't let me pass! [03:01.67]M: That doesn't seem fair. I'd feel that way too if I were you. [03:06.40]Q: What does the man imply? [03:24.42]Q16. [03:27.54]M: I really can't stand the way David controls the conversation all the time. [03:32.88]If he is going to be at your Christmas party, I just won't come. [03:37.21]W: I'm sorry you feel that way, but my mother insists that he come. [03:42.99]Q: What does the woman imply? [04:01.12]Q17. [04:03.38]W: You're taking a course with Professor Johnson. [04:07.10]What's your impression so far? [04:09.28]M: Well, many students could hardly stay awake in his class without first drinking a cup of coffee. [04:16.05]Q: What does the man imply? [04:33.49]Q18. [04:36.46]W: Have you ever put a computer together before? [04:40.06]M: No, never. But I think if we follow these instructions exactly, we won't have much trouble. [04:47.09]Q: What are the speakers going to do? [05:08.03]Long Conversations [05:11.02]Conversation 1 [05:13.93]W: What sort of hours do you work, Steve? [05:16.70]M: Well I have to work very long hours, about eleven hours a day. [05:21.69]W: What time do you start? [05:23.80]M: I work 9 to 3,then I start again at 5:30 and work until 11,six days a week. [05:32.05]So I have to work very unsocial hours. [05:35.54]W: And do you have to work at the weekend? [05:38.21]M: Oh, yes, that's our busiest time. I get Wednesdays off. [05:42.87]W: What are the things you have to do and the things you don't have to do? [05:47.80]M: Uh, I don't have to do the washing-up, so that's good. [05:52.00]I have to wear white, and I have to keep everything in the kitchen totally clean. [05:57.71]W: What's hard about the job? [06:00.26]M: You are standing up all the time. [06:02.67]When we are busy, people get angry and shout, but that's normal. [06:07.87]W: How did you learn the profession? [06:11.05]M: Well, I did a two-year course at college. [06:14.33]In the first year we had to learn the basics, and then we had to take exams. [06:19.76]W: Was it easy to find a job? [06:22.22]M: I wrote to about six hotels and one of them gave me my first job, so I didn't have to wait too long. [06:29.38]W: And what's the secret of being good at your job? [06:33.72]M: Attention to detail. You have to love it. You have to show passion for it. [06:40.13]W: And what are your plans for the future? [06:43.35]M: I want to have my own place when the time is right. [06:48.17]Questions 19 to question 22 are based on the conversation you have just heard. [06:56.15]Q19. What does the man say about his job? [07:18.52]Q20. What does the man think is the hardest part of his job? [07:40.53]Q21. Where did the man get his first job after graduation? [08:03.10]Q22. What does the man say is important to being good at his job? [08:25.84]Conversation 2 [08:28.45]W: Now you've seen this table of figures about the pocket money children in Britain get? [08:35.12]M: Yes. I thought it was quite interesting, but I don't quite understand the column entitled "Change". [08:43.48]Can you explain what it means? [08:45.66]W: Well, I think it means the change from the year before. [08:50.64]I am not a mathematician, but I assume the rise from 72 p to 90 p is a rise of 25 percent. [09:00.92]M: Oh yes, I see. And the inflation rate is there for comparison. [09:06.21]W: Yes. Why do you think the rise in pocket money is often higher than inflation? [09:12.34]M: I am sorry I've no idea. Perhaps parents in Britain are too generous. [09:18.22]W: Perhaps they are. But it looks as if children were a lot better off in 2001 than they were in 2002. [09:27.48]That's strange, isn't it? And they seem to have been better off in 2003 than they are now. [09:35.55]I wonder why that is. [09:37.81]M: Yes, I don't understand that at all. [09:40.85]W: Anyway, if you had children, how much pocket money would you give them? [09:46.87]M: I don't know. I think I'd probably give them 2 pounds a week. [09:53.03]W: Would you? And what would you expect them to do with it? [09:57.56]M: Well, out of that, they have to buy some small personal things, [10:01.94]but I wouldn't expect them to save to buy their own socks, for example. [10:06.12]W: Yes, by the way, do most children in your country get pocket money? [10:12.00]M: Yeah, they do. [10:13.78]Questions 23 to question 25 are based on the conversation you have just heard. [10:21.75]Q23. What is the table of figures about? [10:43.55]Q24. What do we learn from the conversation about British children's pocket money? [11:08.03]Q25. Supposing the man had children,what would he expect them to do with their pocket money? [11:33.11]Section B [12:08.90]Passage 1 [12:11.73]As the new sales director for a national computer firm, [12:16.30]Alex Gordon was looking forward to his first meeting with the company's district managers. [12:22.14]Everyone arrived on time, and Alex's presentation went extremely well. [12:28.69]He decided to end the meeting with the conversation about the importance of the district managers to the company's plans. [12:37.07]"I believe we are going to continue to increase our share of the market," he began, [12:43.87]"because of the quality of the people in this room. [12:47.79]The district manager is the key to the success of the sales representatives in his district. [12:54.19]He sets the term for everyone else. [12:57.39]If he has ambitious goals and is willing to put in long hours, everyone in his unit will follow his example." [13:06.71]When Alex was finished, he received polite applause, but hardly the warm response he had hoped for. [13:15.30]Later he spoke with one of the senior managers. [13:19.89]"Things were going so well until the end", Alex said disappointedly. [13:25.78]"Obviously, I said the wrong thing." [13:28.78]"Yes", the district manager replied. [13:33.27]"Half of our managers are women. [13:35.64]Most have worked their way up from sales representatives, [13:39.83]and they are very proud of the role they played in the company's growth. [13:43.65]They don't care at all about political correctness. [13:47.73]But they were definitely surprised and distressed to be referred to as 'he' in your speech." [13:55.46]Questions 26 to 29 are based on the passage you have just heard [14:01.99]Q26. Who did Alex Gordon speak to at the first meeting? [14:25.12]Q27. What did Alex want to emphasize at the end of his presentation? [14:47.17]Q28. What do we learn about the audience at the meeting? [15:09.73]Q29. Why did Alex fail to receive the warm response he had hoped for? [15:34.00]Passage 2 [15:36.48]The way to complain is to act business-like and important. [15:41.98]If your complaint is immediate, suppose you got the wrong order at a restaurant, [15:48.46]make a polite but firm request to see the manager. [15:53.09]When the manager comes, ask his or her name. [15:57.38]And then state your problem and what you expect to have done about it. [16:02.03]Be polite! Shouting or acting rude will get you nowhere. [16:07.68]But also be firm in making your complaint. [16:12.10]Besides, act important. [16:16.12]This doesn't mean to put on airs and say "do you know who I am?" [16:21.56]What it means is that people are often treated the way they expect to be treated. [16:28.02]If you act like someone who expects a fair request to be granted, chances are it will be granted. [16:35.87]The worst way to complain is over the telephone. [16:40.10]You are speaking to a voice coming from someone you cannot see. [16:45.14]So you can't tell how the person on the line is reacting. [16:49.58]It is easy for that person to give you the run-around. [16:54.06]Complaining in person or by letter is generally more effective. [17:01.19]If your complaint does not require an immediate response,it often helps to complain by letter. [17:08.35]If you have an appliance that doesn't work, send a letter to the store that sold it. [17:14.70]Be business-like and stick to the point. [17:18.39]Don't spend a paragraph on how your uncle Joe tried to fix the problem and couldn't. [17:26.02]Questions 30 to 32 are based on the passage you have just heard. [17:32.71]Q30. What does the speaker suggest you do when you are not served properly at a restaurant? [17:56.85]Q31. Why does the speaker say the worst way to complain is over the telephone? [18:20.96]Q32. What should you do if you make a complaint by letter? [18:44.78]Passage 3 [18:45.95]Barbara Sanders is a wife and the mother of two children, ages 2 and 4. [18:52.82]Her husband, Tom, is an engineer and makes an excellent salary. [18:58.83]Before Barbara had children, she worked as an architect for the government, designing government housing. [19:06.87]She quit her job when she became pregnant, but is now interested in returning to work. [19:13.77]She's been offered an excellent job with the government. [19:17.31]Her husband feels it's unnecessary for her to work since the family does not need the added income. [19:24.70]He also thinks that a woman should stay home with her children. [19:29.21]If Barbara feels the need to do socially important work, [19:33.20]he thinks that she should do volunteer work one or two days a week. [19:37.96]Barbara, on the other hand, has missed the excitement of her profession [19:43.08]and does not feel she would be satisfied doing volunteer work. [19:47.02]She would also like to have her own income, [19:50.48]so she does not have to ask her husband for money whenever she wants to buy something. [19:56.01]She does not think it's necessary to stay home every day with the children [20:00.00]and she knows a very reliable babysitter who's willing to come to her house. [20:05.82]Tom does not think a babysitter can replace a mother and thinks [20:10.76]it's a bad idea for the children to spend so much time with someone who's not part of the family. [20:17.92]Questions 33 to 35 are based on the passage you have just heard. [20:24.86]Q33. What was Barbara's profession before she had children? [20:48.15]Q34. What does Barbara's husband suggest she do if she wants to work? [21:09.87]Q35. What does Tom think about hiring a babysitter? [21:31.76]Section C [22:26.87]Almost every child, on the first day he sets foot in the school building, [22:32.19]is smarter, more curious,less afraid of what he doesn't know, [22:37.30]better at finding and figuring things out, more confident, resourceful, persistent and independent, [22:45.06]than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life. [22:52.75]Already, by paying close attention to and interacting with the world and people around him, [22:59.43]and without any school-type formal instruction, he has done a task far more difficult, [23:05.28]complicated and abstract than anything he will be asked to do in school, [23:09.75]or than any of his teachers has done for years — he has solved the mystery of language. [23:16.63]He has discovered it. Babies don't even know that language exists. [23:21.48]And he has found out how it works and learnt to use it appropriately. [23:26.56]He has done it by exploring, by experimenting, by developing his own model of the grammar of language, [23:34.77]by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. [23:42.64]And while he has been doing this, he has been learning other things as well, [23:48.16]including many of the concepts that the schools think only they can teach him, [23:53.61]and many that are more complicated than the ones they do try to teach him. [24:00.16]Read again [24:04.81]Almost every child, on the first day he sets foot in the school building, [24:09.98]is smarter, more curious,less afraid of what he doesn't know, [24:16.10]better at finding and figuring things out, more confident, resourceful, persistent and independent, [24:24.17]than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life. [24:33.58]Already, by paying close attention to and interacting with the world and people around him, [24:40.19]and without any school-type formal instruction, he has done a task far more difficult, [24:47.19]complicated and abstract than anything he will be asked to do in school, [24:52.12]or than any of his teachers has done for years — he has solved the mystery of language. [24:59.58]He has discovered it. Babies don't even know that language exists. [25:05.63]And he has found out how it works and learnt to use it appropriately. [25:52.89]He has done it by exploring, by experimenting, by developing his own model of the grammar of language, [26:00.78]by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. [27:05.87]And while he has been doing this, he has been learning other things as well, [27:10.52]including many of the concepts that the schools think only they can teach him, [28:05.83]and many that are more complicated than the ones they do try to teach him. [28:13.01]Read third time [28:16.67]Almost every child, on the first day he sets foot in the school building, [28:22.85]is smarter, more curious,less afraid of what he doesn't know, [28:27.78]better at finding and figuring things out, more confident, resourceful, persistent and independent, [28:35.91]than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life. [28:43.35]Already, by paying close attention to and interacting with the world and people around him, [28:50.31]and without any school-type formal instruction, he has done a task far more difficult, [28:55.78]complicated and abstract than anything he will be asked to do in school, [29:00.66]or than any of his teachers has done for years — he has solved the mystery of language. [29:07.56]He has discovered it. Babies don't even know that language exists. [29:12.40]And he has found out how it works and learnt to use it appropriately. [29:17.43]He has done it by exploring, by experimenting, by developing his own model of the grammar of language, [29:25.69]by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. [29:33.40]And while he has been doing this, he has been learning other things as well, [29:38.97]including many of the concepts that the schools think only they can teach him, [29:44.45]and many that are more complicated than the ones they do try to teach him.