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2011年12月大学英语四级听力真题

2011年12月大学英语四级听力真题 歌词

歌曲 2011年12月大学英语四级听力真题
歌手 英语听力
专辑 大学英语四级听力真题
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[00:00.00] 听力试音
[01:55.26] Part III Listening Comprehension
[01:58.64] Section A
[02:00.31] Directions: In this section, you will hear 8 short conversations and 2 long conversations.
[02:07.84] At the end of each conversation, one or more questions will be asked about what was said.
[02:13.92] Both the conversation and the questions will be spoken only once.After each question there will be a pause.
[02:20.88] During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer.
[02:32.37] Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
[02:44.47] Q11.
[02:46.79] W: This crazy bus schedule has got me completely confused.
[02:51.37] I can't figure out when my bus to Cleveland leaves?
[02:55.14] M: Why don't you just go to the ticket window and ask?
[02:59.63] Q: What does the man suggest the woman do?
[03:18.27] Q12.
[03:21.36] W: I really enjoyed the TV special about drafts last night. Did you get home in time to see it?
[03:27.93] W: Oh, yes, but I wish I could have stayed awake long enough to see the whole thing.
[03:33.99] Q: What does the man mean?
[03:50.87] Q13.
[03:53.06] W: Airport, please. I'm running a little late. So just take the fastest way even if it's not the most direct.
[04:00.54] M: Sure, but there is a lot of traffic everywhere today because of the football game.
[04:06.01] Q: What do we learn about the woman from the conversation?
[04:24.52] Q14.
[04:27.16] W: May I make a recommendation, sir? Our seafood with this special sauce is very good.
[04:33.10] M: Thank you, but I don't eat shellfish. I'm allergic to it.
[04:37.84] Q: Where does this conversation most probably take place?
[04:57.67] Q15.
[05:00.55] W: Now one more question if you don't mind, what position in the c ompany appeals to you most?
[05:06.99] M: Well, I'd like the position of sales manager if that position is still vacant.
[05:13.29] Q: What do we learn about the man?
[05:30.77] Q16.
[05:33.73] M: I don't think I want to live in the dormitory next year. I need more privacy.
[05:39.18] W: I know what you mean. B ut check out the cost if renting an apartment first.
[05:45.08] I won't be surprised if you change your mind.
[05:49.00] Q: What does the woman imply?
[06:06.89] Q17.
[06:10.13] M: You're on the right track. I just think you need to narrow the topic down.
[06:15.75] W: Yeah, you're right. I always start by choosing two boarder topics when I'm doing a research paper.
[06:24.07] Q: What do we learn from the conversation?
[06:41.32] Q18.
[06:44.27] W: This picnic should beat the last one we went to, doesn't it?
[06:48.16] M: Oh, yeah, we had to spend the whole time inside.
[06:52.24] Good thing, the weather was cooperative this time.
[06:55.24] Q:What do we learn about the speakers from the conversation?
[07:15.61] Long Conversation
[07:19.60] Conversation One
[07:21.21] M: When I say I live in Sweden, people always want to know about the seasons.
[07:27.41] W: The seasons?
[07:28.84] M: Y eah, you know how cold it is in winter? What is it like when the days are so short?
[07:34.34] W: So what is it like?
[07:36.41] M: Well, it is cold ,very cold in winter. Sometimes it is cold as 26 degrees below centigrade.
[07:43.83] And of course when you go out, you'll wrap up warm.
[07:47.64] But inside in the houses it's always very warm, much warmer than at home.
[07:54.16] Swedish people always complain that when they visit England, the houses are cold even in the good winter.
[08:01.44] W: And what about the darkness?
[08:03.62] M: Well, yeah, around Christmas time there's only one hour of daylight, so you really looks forward to the spring.
[08:10.57] It is sometimes a bit depressing.
[08:12.59] But you see the summers are amazing, from May to July in the North of Sweden the sun never sets.
[08:19.62] It's still light in the midnight. You can walk in the mountains and read a newspaper.
[08:24.56] W: Oh, yeah, the land of the midnight sun.
[08:28.46] M: Yeah, that's right, but it's wonderful. You won't stay up all night.
[08:32.70] And the Swedes makes most of it often they started work earlier in summer
[08:36.87] and then leave at about 2 or 3 in the afternoon,
[08:40.20] so that they can really enjoy the lon g summer evenings.
[08:43.58] They'd like to work hard, but play hard, too.
[08:46.70] I think Londoners work longer hours, but I'm not sure this is a good thing.
[08:52.17] Questions 19 to 22 are based on the conversation you have just heard.
[08:59.34] Q19: What do we learn about the man from the conversation?
[09:20.65] Q20: What do Swedish people complain about when they visit England in winter?
[09:42.15] Q21: How does the man describe the short hour of daylight around Christmas in Sweden?
[10:05.65] Q22: What does the man say about the Swedish people?
[10:26.50] Conversation Two
[10:28.92] W: What kind of training does one need to go into this type of job?
[10:32.85] M: That's a very good question. I don't think there is any, specifically.
[10:37.14] W: For example, in your case, what was your educational background?
[10:42.13] M: Well, I did a degree in French at Nottingham.
[10:45.32] After that, I did careers work in secondary schools like the careers guidance people.
[10:50.57] Here is in the university.
[10:52.28] Then I went into local government because I found I was more interested in the administrative side.
[10:57.78] Then progressed on to universities. So there wasn't any plan and there was no specific training.
[11:04.68] There are plenty of training courses in management techniques and committee work which you can attend now.
[11:11.25] W: But in the first place, you did a French degree.
[11:14.68] M: In my time, there wasn't a degree you could do for administration.
[11:19.08] I think most of the administrators I've come ac ross have degrees and all sorts of things.
[11:24.67] W: Well, I know in my case, I did an English literature degree
[11:28.89] and I didn't really expect to end up doing what I am doing now.
[11:32.54] M: Quite.
[11:33.29] W: But you are local to Nottingham, actually?
[11:35.72] Is there any reason why you went to Nottingham University?
[11:38.94] M: No, no, I come from the north of England, from west Yorkshire.
[11:43.67] Nottingham was one of the universities I put on my list. And I like the look of it.
[11:48.20] The campus isust beautiful.
[11:50.48] W: Yes, indeed. Let's see. Were you from the in dustrial part of Yorkshire?
[11:55.57] M: Yes, from the Woolen District.
[11:58.36] Questions 23 to 25 are based on the conversation you have just heard.
[12:05.26] Q23. What was the man's major at university?
[12:25.47] Q24: What was the man's job in secondary schools?
[12:46.77] Q25: What attracted the man to Nottingham University?
[13:09.24] Section B
[13:40.56] Passage One
[13:43.39] While Gail Obcamp, an American artist was giving a speech on the art of Japanese brush painting
[13:49.20] to an audience that included visitors from Japan,
[13:52.97] she was confused to see that many of her Japanese listeners have their eyes closed.
[13:58.66] Were they tuned off because an American had the nerve to instruct Japanese in their own art form
[14:04.01] or they deliberately tried to signal their rejection of her?
[14:09.79] Obcamp later found out that her listeners were not being disrespectful.
[14:15.07] Japanese listeners sometimes closed their eyes to enhance concentration.
[14:20.59] Her listeners were showing their respect for her by chewing on her words.
[14:26.53] Some day you may be either a speaker or a listener in a situation involving people
[14:33.66] from other countries or members of minority group in North America.
[14:38.65] Learning how different cultures signal respect can help you avoid misunderstandings.
[14:45.01] Here are some examples. In the deaf culture of North America,
[14:49.80] many listeners show applause not by clapping their hands
[14:54.17] but by waving them in their hands but by waving them in the air.
[14:57.24] In some cultures, both overseas and in some minority groups in North America,
[15:02.77] listeners are considered disrespectful if they look directly at the speaker.
[15:08.54] Respect is shown by looking in the general direction but avoiding direct eye contact.
[15:15.81] In some countries, whistling by listeners is a sign of approval
[15:21.22] while in other courtiers it is a form of insult.
[15:26.72] Questions 26 to 28 are based on the passage you have just heard.
[15:32.83] Q26.What did Obcamp's speech focus on?
[15:53.01] Q27. Why do Japanese listeners sometimes close their eyes while listening to a speech?
[16:16.37] Q28.What does the speaker try to explain?
[16:37.41] Passage Two
[16:39.83] Chris is in charge of purchasing and maintaining equipment in his Division at Taxlong Company.
[16:46.68] He is soon going to have an evaluation interview with his supervisor
[16:51.06] and the personnel director to discuss the work he has done in the past year.
[16:55.56] Salary, promotion and plans for the coming year will also be discussed at the meeting.
[17:01.24] Chris has made several changes for his Division in the past year.
[17:05.45] First, he bought new equipment for one of the departments.
[17:09.38] He has been particularly happy about the new equipment
[17:12.86] because many of the employees have told him how much it has helped them.
[17:16.94] Along with improving the equipment, Chris began a program to train employees
[17:21.99] to use equipment better and do simple maintenance themselves.
[17:26.75] The training saved time for the employees and money for the company.
[17:31.34] Unfortunately,one serious problem developed during the year.
[17:35.93] Two employees the Chris hired were stealing, and he had to fire them.
[17:41.27] Chris knows that a new job for a purchasing and maintenance manager
[17:45.43] for the whole company will be open in a few months,
[17:48.80] and he would like to be promoted to the job.
[17:51.54] Chris knows, however, that someone else wants that new job, too.
[17:55.37] Kim is in charge of purchasing and maintenance in another Division of the company.
[18:00.36] She has also made several changes over the year.
[18:03.54] Chris knows that h is boss likes Kim's work,
[18:05.55] and he expects that his work will be compared with hers.
[18:10.60] Questions 29 to 32 are based on the passage you have just heard.
[18:15.89] Q29. What is Chris's main responsibility at Taxlong Company?
[18:40.68] Q30. What problem did Chris encounter in his Division?
[19:00.25] Q31. What does Chris hope for in the near future?
[19:21.82] Q32. What do we learn about Kim from the passage?
[19:43.24] Passage Three
[19:45.92] Proverbs, sometimes called sayings, are examples of folk wisdom.
[19:52.41] They are little lessons which older people of a culture pass down
[19:55.53] to the younger people to teach them about life.
[19:59.18] Many proverbs remind people of the values that are important in the culture.
[20:04.82] Values teach people how to act, what is right, and what is wrong.
[20:10.46] Because the values of each culture are different,
[20:14.14] understanding the values of another culture helps explain how people think and act.
[20:20.25] Understanding your own culture values is important too.
[20:24.98] If you can accept that people from other cultures act according to their values, not yours,
[20:31.26] getting along with them will be much easier.
[20:34.94] Many proverbs are very old.
[20:37.16] So some of the values they teach may not be as important in the culture as they once were.
[20:44.61] For example, Americans today do not pay much attention to the proverb "Haste makes waste",
[20:52.46] because patience is not important to them.
[20:55.94] But if you know about past values,
[20:58.53] it helps you to understand the present and many of the older values are still strong today.
[21:05.75] Benjamin Franklin, a famous American diplomat, writer and scientist, died in 1790,
[21:13.71] but his proverb "Time is money"is taken more seriously by Americans of today than ever before.
[21:21.98] A study of proverbs from around the world shows that some values are shared by many cultures.
[21:29.95] In many cases though, the same idea is expressed differently.
[21:35.58] Questions 33- 35 are based on the passage you have just heard.
[21:42.09] Q33. Why are proverbs so important?
[22:01.62] Q34. According to the speaker what happens to some proverbs with the passage of time?
[22:24.22] Q35. What do we learn from the study of proverbs from around the world?
[22:45.47] Section C
[22:47.83] Compound Dictation
[23:31.07] Our lives are woven together. As much as I enjoy my own company,
[23:36.71] I no longer imagine I can get through a single day much less all my life completely on my own.
[23:44.04] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[23:49.69] living in a house someone else has built,
[23:52.63] wearing clothes someone else has sewn from cloth woven by others,
[23:58.19] using electricity someone else is distributing to my house.
[24:02.52] Evidence of interdependence is everywhere; we are on this journey together.
[24:08.94] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[24:18.59] "Make your own way"," Stand on your own two feet"
[24:23.59] or my mother's favorite remark when I was face-to-face with consequences of some action:
[24:29.13] Now that you've made your bed, lie on it.
[24:32.96] Total independence is a dominant thing in our culture.
[24:37.47] I imagine that what my parents were trying to teach me was to take responsibilities for my actions and my choices.
[24:45.82] But the teaching was shaped by our cultural imagines.
[24:50.22] And instead, I grew up believing that I was supposed to be totally independent
[24:55.51] and consequently became very reluctant to ask for help.
[25:00.09] I would do almost anything not to be a burden, and not require any help from anybody.
[25:08.82] Read again
[25:11.82] Our lives are woven together. As much as I enjoy my own company,
[25:17.13] I no longer imagine I can get through a single day much less all my life completely on my own.
[25:24.75] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[25:30.94] living in a house someone else has built,
[25:33.97] wearing clothes someone else has sewn from cloth woven by others,
[25:41.13] using electricity someone else is distributing to my house.
[25:46.06] Evidence of interdependence is everywhere; we are on this journey together.
[25:52.45] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[27:02.86] "Make your own way"," Stand on your own two feet"
[27:07.49] or my mother's favorite remark when I was face-to-face with consequences of some action:
[27:12.86] Now that you've made your bed, lie on it.
[27:17.34] Total independence is a dominant thing in our culture.
[27:21.13] I imagine that what my parents were trying to teach me
[27:23.94] was to take responsibilities for my actions and my choices.
[28:33.19] But the teaching was shaped by our cultural imagines.
[28:36.41] And instead, I grew up believing that I was supposed to be totally independent
[28:40.69] and consequently became very reluctant to ask for help.
[28:45.29] I would do almost anything not to be a burden, and not require any help from anybody.
[29:47.49] Read third time
[29:51.14] Our lives are woven together. As much as I enjoy my own company,
[29:56.49] I no longer imagine I can get through a single day much less all my life completely on my own.
[30:03.60] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[30:09.96] living in a house someone else has built,
[30:12.53] wearing clothes someone else has sewn from cloth woven by others,
[30:17.97] using electricity someone else is distributing to my house.
[30:22.27] Evidence of interdependence is everywhere; we are on this journey together.
[30:28.63] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[30:38.67] "Make your own way"," Stand on your own two feet"
[30:43.10] or my mother's favorite remark when I was face-to-face with consequences of some action:
[30:49.06] Now that you've made your bed, lie on it.
[30:52.31] Total independence is a dominant thing in our culture.
[30:57.42] I imagine that what my parents were trying to teach me
[31:00.54] was to take responsibilities for my actions and my choices.
[31:05.92] But the teaching was shaped by our cultural imagines.
[31:09.81] And instead, I grew up believing that I was supposed to be totally independent
[31:15.50] and consequently became very reluctant to ask for help.
[31:19.61] I would do almost anything not to be a burden, and not require any help from anybody.
[00:00.00] ting li shi yin
[01:55.26] Part III Listening Comprehension
[01:58.64] Section A
[02:00.31] Directions: In this section, you will hear 8 short conversations and 2 long conversations.
[02:07.84] At the end of each conversation, one or more questions will be asked about what was said.
[02:13.92] Both the conversation and the questions will be spoken only once. After each question there will be a pause.
[02:20.88] During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer.
[02:32.37] Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
[02:44.47] Q11.
[02:46.79] W: This crazy bus schedule has got me completely confused.
[02:51.37] I can' t figure out when my bus to Cleveland leaves?
[02:55.14] M: Why don' t you just go to the ticket window and ask?
[02:59.63] Q: What does the man suggest the woman do?
[03:18.27] Q12.
[03:21.36] W: I really enjoyed the TV special about drafts last night. Did you get home in time to see it?
[03:27.93] W: Oh, yes, but I wish I could have stayed awake long enough to see the whole thing.
[03:33.99] Q: What does the man mean?
[03:50.87] Q13.
[03:53.06] W: Airport, please. I' m running a little late. So just take the fastest way even if it' s not the most direct.
[04:00.54] M: Sure, but there is a lot of traffic everywhere today because of the football game.
[04:06.01] Q: What do we learn about the woman from the conversation?
[04:24.52] Q14.
[04:27.16] W: May I make a recommendation, sir? Our seafood with this special sauce is very good.
[04:33.10] M: Thank you, but I don' t eat shellfish. I' m allergic to it.
[04:37.84] Q: Where does this conversation most probably take place?
[04:57.67] Q15.
[05:00.55] W: Now one more question if you don' t mind, what position in the c ompany appeals to you most?
[05:06.99] M: Well, I' d like the position of sales manager if that position is still vacant.
[05:13.29] Q: What do we learn about the man?
[05:30.77] Q16.
[05:33.73] M: I don' t think I want to live in the dormitory next year. I need more privacy.
[05:39.18] W: I know what you mean. B ut check out the cost if renting an apartment first.
[05:45.08] I won' t be surprised if you change your mind.
[05:49.00] Q: What does the woman imply?
[06:06.89] Q17.
[06:10.13] M: You' re on the right track. I just think you need to narrow the topic down.
[06:15.75] W: Yeah, you' re right. I always start by choosing two boarder topics when I' m doing a research paper.
[06:24.07] Q: What do we learn from the conversation?
[06:41.32] Q18.
[06:44.27] W: This picnic should beat the last one we went to, doesn' t it?
[06:48.16] M: Oh, yeah, we had to spend the whole time inside.
[06:52.24] Good thing, the weather was cooperative this time.
[06:55.24] Q: What do we learn about the speakers from the conversation?
[07:15.61] Long Conversation
[07:19.60] Conversation One
[07:21.21] M: When I say I live in Sweden, people always want to know about the seasons.
[07:27.41] W: The seasons?
[07:28.84] M: Y eah, you know how cold it is in winter? What is it like when the days are so short?
[07:34.34] W: So what is it like?
[07:36.41] M: Well, it is cold , very cold in winter. Sometimes it is cold as 26 degrees below centigrade.
[07:43.83] And of course when you go out, you' ll wrap up warm.
[07:47.64] But inside in the houses it' s always very warm, much warmer than at home.
[07:54.16] Swedish people always complain that when they visit England, the houses are cold even in the good winter.
[08:01.44] W: And what about the darkness?
[08:03.62] M: Well, yeah, around Christmas time there' s only one hour of daylight, so you really looks forward to the spring.
[08:10.57] It is sometimes a bit depressing.
[08:12.59] But you see the summers are amazing, from May to July in the North of Sweden the sun never sets.
[08:19.62] It' s still light in the midnight. You can walk in the mountains and read a newspaper.
[08:24.56] W: Oh, yeah, the land of the midnight sun.
[08:28.46] M: Yeah, that' s right, but it' s wonderful. You won' t stay up all night.
[08:32.70] And the Swedes makes most of it often they started work earlier in summer
[08:36.87] and then leave at about 2 or 3 in the afternoon,
[08:40.20] so that they can really enjoy the lon g summer evenings.
[08:43.58] They' d like to work hard, but play hard, too.
[08:46.70] I think Londoners work longer hours, but I' m not sure this is a good thing.
[08:52.17] Questions 19 to 22 are based on the conversation you have just heard.
[08:59.34] Q19: What do we learn about the man from the conversation?
[09:20.65] Q20: What do Swedish people complain about when they visit England in winter?
[09:42.15] Q21: How does the man describe the short hour of daylight around Christmas in Sweden?
[10:05.65] Q22: What does the man say about the Swedish people?
[10:26.50] Conversation Two
[10:28.92] W: What kind of training does one need to go into this type of job?
[10:32.85] M: That' s a very good question. I don' t think there is any, specifically.
[10:37.14] W: For example, in your case, what was your educational background?
[10:42.13] M: Well, I did a degree in French at Nottingham.
[10:45.32] After that, I did careers work in secondary schools like the careers guidance people.
[10:50.57] Here is in the university.
[10:52.28] Then I went into local government because I found I was more interested in the administrative side.
[10:57.78] Then progressed on to universities. So there wasn' t any plan and there was no specific training.
[11:04.68] There are plenty of training courses in management techniques and committee work which you can attend now.
[11:11.25] W: But in the first place, you did a French degree.
[11:14.68] M: In my time, there wasn' t a degree you could do for administration.
[11:19.08] I think most of the administrators I' ve come ac ross have degrees and all sorts of things.
[11:24.67] W: Well, I know in my case, I did an English literature degree
[11:28.89] and I didn' t really expect to end up doing what I am doing now.
[11:32.54] M: Quite.
[11:33.29] W: But you are local to Nottingham, actually?
[11:35.72] Is there any reason why you went to Nottingham University?
[11:38.94] M: No, no, I come from the north of England, from west Yorkshire.
[11:43.67] Nottingham was one of the universities I put on my list. And I like the look of it.
[11:48.20] The campus isust beautiful.
[11:50.48] W: Yes, indeed. Let' s see. Were you from the in dustrial part of Yorkshire?
[11:55.57] M: Yes, from the Woolen District.
[11:58.36] Questions 23 to 25 are based on the conversation you have just heard.
[12:05.26] Q23. What was the man' s major at university?
[12:25.47] Q24: What was the man' s job in secondary schools?
[12:46.77] Q25: What attracted the man to Nottingham University?
[13:09.24] Section B
[13:40.56] Passage One
[13:43.39] While Gail Obcamp, an American artist was giving a speech on the art of Japanese brush painting
[13:49.20] to an audience that included visitors from Japan,
[13:52.97] she was confused to see that many of her Japanese listeners have their eyes closed.
[13:58.66] Were they tuned off because an American had the nerve to instruct Japanese in their own art form
[14:04.01] or they deliberately tried to signal their rejection of her?
[14:09.79] Obcamp later found out that her listeners were not being disrespectful.
[14:15.07] Japanese listeners sometimes closed their eyes to enhance concentration.
[14:20.59] Her listeners were showing their respect for her by chewing on her words.
[14:26.53] Some day you may be either a speaker or a listener in a situation involving people
[14:33.66] from other countries or members of minority group in North America.
[14:38.65] Learning how different cultures signal respect can help you avoid misunderstandings.
[14:45.01] Here are some examples. In the deaf culture of North America,
[14:49.80] many listeners show applause not by clapping their hands
[14:54.17] but by waving them in their hands but by waving them in the air.
[14:57.24] In some cultures, both overseas and in some minority groups in North America,
[15:02.77] listeners are considered disrespectful if they look directly at the speaker.
[15:08.54] Respect is shown by looking in the general direction but avoiding direct eye contact.
[15:15.81] In some countries, whistling by listeners is a sign of approval
[15:21.22] while in other courtiers it is a form of insult.
[15:26.72] Questions 26 to 28 are based on the passage you have just heard.
[15:32.83] Q26. What did Obcamp' s speech focus on?
[15:53.01] Q27. Why do Japanese listeners sometimes close their eyes while listening to a speech?
[16:16.37] Q28. What does the speaker try to explain?
[16:37.41] Passage Two
[16:39.83] Chris is in charge of purchasing and maintaining equipment in his Division at Taxlong Company.
[16:46.68] He is soon going to have an evaluation interview with his supervisor
[16:51.06] and the personnel director to discuss the work he has done in the past year.
[16:55.56] Salary, promotion and plans for the coming year will also be discussed at the meeting.
[17:01.24] Chris has made several changes for his Division in the past year.
[17:05.45] First, he bought new equipment for one of the departments.
[17:09.38] He has been particularly happy about the new equipment
[17:12.86] because many of the employees have told him how much it has helped them.
[17:16.94] Along with improving the equipment, Chris began a program to train employees
[17:21.99] to use equipment better and do simple maintenance themselves.
[17:26.75] The training saved time for the employees and money for the company.
[17:31.34] Unfortunately, one serious problem developed during the year.
[17:35.93] Two employees the Chris hired were stealing, and he had to fire them.
[17:41.27] Chris knows that a new job for a purchasing and maintenance manager
[17:45.43] for the whole company will be open in a few months,
[17:48.80] and he would like to be promoted to the job.
[17:51.54] Chris knows, however, that someone else wants that new job, too.
[17:55.37] Kim is in charge of purchasing and maintenance in another Division of the company.
[18:00.36] She has also made several changes over the year.
[18:03.54] Chris knows that h is boss likes Kim' s work,
[18:05.55] and he expects that his work will be compared with hers.
[18:10.60] Questions 29 to 32 are based on the passage you have just heard.
[18:15.89] Q29. What is Chris' s main responsibility at Taxlong Company?
[18:40.68] Q30. What problem did Chris encounter in his Division?
[19:00.25] Q31. What does Chris hope for in the near future?
[19:21.82] Q32. What do we learn about Kim from the passage?
[19:43.24] Passage Three
[19:45.92] Proverbs, sometimes called sayings, are examples of folk wisdom.
[19:52.41] They are little lessons which older people of a culture pass down
[19:55.53] to the younger people to teach them about life.
[19:59.18] Many proverbs remind people of the values that are important in the culture.
[20:04.82] Values teach people how to act, what is right, and what is wrong.
[20:10.46] Because the values of each culture are different,
[20:14.14] understanding the values of another culture helps explain how people think and act.
[20:20.25] Understanding your own culture values is important too.
[20:24.98] If you can accept that people from other cultures act according to their values, not yours,
[20:31.26] getting along with them will be much easier.
[20:34.94] Many proverbs are very old.
[20:37.16] So some of the values they teach may not be as important in the culture as they once were.
[20:44.61] For example, Americans today do not pay much attention to the proverb " Haste makes waste",
[20:52.46] because patience is not important to them.
[20:55.94] But if you know about past values,
[20:58.53] it helps you to understand the present and many of the older values are still strong today.
[21:05.75] Benjamin Franklin, a famous American diplomat, writer and scientist, died in 1790,
[21:13.71] but his proverb " Time is money" is taken more seriously by Americans of today than ever before.
[21:21.98] A study of proverbs from around the world shows that some values are shared by many cultures.
[21:29.95] In many cases though, the same idea is expressed differently.
[21:35.58] Questions 33 35 are based on the passage you have just heard.
[21:42.09] Q33. Why are proverbs so important?
[22:01.62] Q34. According to the speaker what happens to some proverbs with the passage of time?
[22:24.22] Q35. What do we learn from the study of proverbs from around the world?
[22:45.47] Section C
[22:47.83] Compound Dictation
[23:31.07] Our lives are woven together. As much as I enjoy my own company,
[23:36.71] I no longer imagine I can get through a single day much less all my life completely on my own.
[23:44.04] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[23:49.69] living in a house someone else has built,
[23:52.63] wearing clothes someone else has sewn from cloth woven by others,
[23:58.19] using electricity someone else is distributing to my house.
[24:02.52] Evidence of interdependence is everywhere we are on this journey together.
[24:08.94] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[24:18.59] " Make your own way"," Stand on your own two feet"
[24:23.59] or my mother' s favorite remark when I was facetoface with consequences of some action:
[24:29.13] Now that you' ve made your bed, lie on it.
[24:32.96] Total independence is a dominant thing in our culture.
[24:37.47] I imagine that what my parents were trying to teach me was to take responsibilities for my actions and my choices.
[24:45.82] But the teaching was shaped by our cultural imagines.
[24:50.22] And instead, I grew up believing that I was supposed to be totally independent
[24:55.51] and consequently became very reluctant to ask for help.
[25:00.09] I would do almost anything not to be a burden, and not require any help from anybody.
[25:08.82] Read again
[25:11.82] Our lives are woven together. As much as I enjoy my own company,
[25:17.13] I no longer imagine I can get through a single day much less all my life completely on my own.
[25:24.75] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[25:30.94] living in a house someone else has built,
[25:33.97] wearing clothes someone else has sewn from cloth woven by others,
[25:41.13] using electricity someone else is distributing to my house.
[25:46.06] Evidence of interdependence is everywhere we are on this journey together.
[25:52.45] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[27:02.86] " Make your own way"," Stand on your own two feet"
[27:07.49] or my mother' s favorite remark when I was facetoface with consequences of some action:
[27:12.86] Now that you' ve made your bed, lie on it.
[27:17.34] Total independence is a dominant thing in our culture.
[27:21.13] I imagine that what my parents were trying to teach me
[27:23.94] was to take responsibilities for my actions and my choices.
[28:33.19] But the teaching was shaped by our cultural imagines.
[28:36.41] And instead, I grew up believing that I was supposed to be totally independent
[28:40.69] and consequently became very reluctant to ask for help.
[28:45.29] I would do almost anything not to be a burden, and not require any help from anybody.
[29:47.49] Read third time
[29:51.14] Our lives are woven together. As much as I enjoy my own company,
[29:56.49] I no longer imagine I can get through a single day much less all my life completely on my own.
[30:03.60] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[30:09.96] living in a house someone else has built,
[30:12.53] wearing clothes someone else has sewn from cloth woven by others,
[30:17.97] using electricity someone else is distributing to my house.
[30:22.27] Evidence of interdependence is everywhere we are on this journey together.
[30:28.63] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[30:38.67] " Make your own way"," Stand on your own two feet"
[30:43.10] or my mother' s favorite remark when I was facetoface with consequences of some action:
[30:49.06] Now that you' ve made your bed, lie on it.
[30:52.31] Total independence is a dominant thing in our culture.
[30:57.42] I imagine that what my parents were trying to teach me
[31:00.54] was to take responsibilities for my actions and my choices.
[31:05.92] But the teaching was shaped by our cultural imagines.
[31:09.81] And instead, I grew up believing that I was supposed to be totally independent
[31:15.50] and consequently became very reluctant to ask for help.
[31:19.61] I would do almost anything not to be a burden, and not require any help from anybody.
[00:00.00] tīng lì shì yīn
[01:55.26] Part III Listening Comprehension
[01:58.64] Section A
[02:00.31] Directions: In this section, you will hear 8 short conversations and 2 long conversations.
[02:07.84] At the end of each conversation, one or more questions will be asked about what was said.
[02:13.92] Both the conversation and the questions will be spoken only once. After each question there will be a pause.
[02:20.88] During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer.
[02:32.37] Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
[02:44.47] Q11.
[02:46.79] W: This crazy bus schedule has got me completely confused.
[02:51.37] I can' t figure out when my bus to Cleveland leaves?
[02:55.14] M: Why don' t you just go to the ticket window and ask?
[02:59.63] Q: What does the man suggest the woman do?
[03:18.27] Q12.
[03:21.36] W: I really enjoyed the TV special about drafts last night. Did you get home in time to see it?
[03:27.93] W: Oh, yes, but I wish I could have stayed awake long enough to see the whole thing.
[03:33.99] Q: What does the man mean?
[03:50.87] Q13.
[03:53.06] W: Airport, please. I' m running a little late. So just take the fastest way even if it' s not the most direct.
[04:00.54] M: Sure, but there is a lot of traffic everywhere today because of the football game.
[04:06.01] Q: What do we learn about the woman from the conversation?
[04:24.52] Q14.
[04:27.16] W: May I make a recommendation, sir? Our seafood with this special sauce is very good.
[04:33.10] M: Thank you, but I don' t eat shellfish. I' m allergic to it.
[04:37.84] Q: Where does this conversation most probably take place?
[04:57.67] Q15.
[05:00.55] W: Now one more question if you don' t mind, what position in the c ompany appeals to you most?
[05:06.99] M: Well, I' d like the position of sales manager if that position is still vacant.
[05:13.29] Q: What do we learn about the man?
[05:30.77] Q16.
[05:33.73] M: I don' t think I want to live in the dormitory next year. I need more privacy.
[05:39.18] W: I know what you mean. B ut check out the cost if renting an apartment first.
[05:45.08] I won' t be surprised if you change your mind.
[05:49.00] Q: What does the woman imply?
[06:06.89] Q17.
[06:10.13] M: You' re on the right track. I just think you need to narrow the topic down.
[06:15.75] W: Yeah, you' re right. I always start by choosing two boarder topics when I' m doing a research paper.
[06:24.07] Q: What do we learn from the conversation?
[06:41.32] Q18.
[06:44.27] W: This picnic should beat the last one we went to, doesn' t it?
[06:48.16] M: Oh, yeah, we had to spend the whole time inside.
[06:52.24] Good thing, the weather was cooperative this time.
[06:55.24] Q: What do we learn about the speakers from the conversation?
[07:15.61] Long Conversation
[07:19.60] Conversation One
[07:21.21] M: When I say I live in Sweden, people always want to know about the seasons.
[07:27.41] W: The seasons?
[07:28.84] M: Y eah, you know how cold it is in winter? What is it like when the days are so short?
[07:34.34] W: So what is it like?
[07:36.41] M: Well, it is cold , very cold in winter. Sometimes it is cold as 26 degrees below centigrade.
[07:43.83] And of course when you go out, you' ll wrap up warm.
[07:47.64] But inside in the houses it' s always very warm, much warmer than at home.
[07:54.16] Swedish people always complain that when they visit England, the houses are cold even in the good winter.
[08:01.44] W: And what about the darkness?
[08:03.62] M: Well, yeah, around Christmas time there' s only one hour of daylight, so you really looks forward to the spring.
[08:10.57] It is sometimes a bit depressing.
[08:12.59] But you see the summers are amazing, from May to July in the North of Sweden the sun never sets.
[08:19.62] It' s still light in the midnight. You can walk in the mountains and read a newspaper.
[08:24.56] W: Oh, yeah, the land of the midnight sun.
[08:28.46] M: Yeah, that' s right, but it' s wonderful. You won' t stay up all night.
[08:32.70] And the Swedes makes most of it often they started work earlier in summer
[08:36.87] and then leave at about 2 or 3 in the afternoon,
[08:40.20] so that they can really enjoy the lon g summer evenings.
[08:43.58] They' d like to work hard, but play hard, too.
[08:46.70] I think Londoners work longer hours, but I' m not sure this is a good thing.
[08:52.17] Questions 19 to 22 are based on the conversation you have just heard.
[08:59.34] Q19: What do we learn about the man from the conversation?
[09:20.65] Q20: What do Swedish people complain about when they visit England in winter?
[09:42.15] Q21: How does the man describe the short hour of daylight around Christmas in Sweden?
[10:05.65] Q22: What does the man say about the Swedish people?
[10:26.50] Conversation Two
[10:28.92] W: What kind of training does one need to go into this type of job?
[10:32.85] M: That' s a very good question. I don' t think there is any, specifically.
[10:37.14] W: For example, in your case, what was your educational background?
[10:42.13] M: Well, I did a degree in French at Nottingham.
[10:45.32] After that, I did careers work in secondary schools like the careers guidance people.
[10:50.57] Here is in the university.
[10:52.28] Then I went into local government because I found I was more interested in the administrative side.
[10:57.78] Then progressed on to universities. So there wasn' t any plan and there was no specific training.
[11:04.68] There are plenty of training courses in management techniques and committee work which you can attend now.
[11:11.25] W: But in the first place, you did a French degree.
[11:14.68] M: In my time, there wasn' t a degree you could do for administration.
[11:19.08] I think most of the administrators I' ve come ac ross have degrees and all sorts of things.
[11:24.67] W: Well, I know in my case, I did an English literature degree
[11:28.89] and I didn' t really expect to end up doing what I am doing now.
[11:32.54] M: Quite.
[11:33.29] W: But you are local to Nottingham, actually?
[11:35.72] Is there any reason why you went to Nottingham University?
[11:38.94] M: No, no, I come from the north of England, from west Yorkshire.
[11:43.67] Nottingham was one of the universities I put on my list. And I like the look of it.
[11:48.20] The campus isust beautiful.
[11:50.48] W: Yes, indeed. Let' s see. Were you from the in dustrial part of Yorkshire?
[11:55.57] M: Yes, from the Woolen District.
[11:58.36] Questions 23 to 25 are based on the conversation you have just heard.
[12:05.26] Q23. What was the man' s major at university?
[12:25.47] Q24: What was the man' s job in secondary schools?
[12:46.77] Q25: What attracted the man to Nottingham University?
[13:09.24] Section B
[13:40.56] Passage One
[13:43.39] While Gail Obcamp, an American artist was giving a speech on the art of Japanese brush painting
[13:49.20] to an audience that included visitors from Japan,
[13:52.97] she was confused to see that many of her Japanese listeners have their eyes closed.
[13:58.66] Were they tuned off because an American had the nerve to instruct Japanese in their own art form
[14:04.01] or they deliberately tried to signal their rejection of her?
[14:09.79] Obcamp later found out that her listeners were not being disrespectful.
[14:15.07] Japanese listeners sometimes closed their eyes to enhance concentration.
[14:20.59] Her listeners were showing their respect for her by chewing on her words.
[14:26.53] Some day you may be either a speaker or a listener in a situation involving people
[14:33.66] from other countries or members of minority group in North America.
[14:38.65] Learning how different cultures signal respect can help you avoid misunderstandings.
[14:45.01] Here are some examples. In the deaf culture of North America,
[14:49.80] many listeners show applause not by clapping their hands
[14:54.17] but by waving them in their hands but by waving them in the air.
[14:57.24] In some cultures, both overseas and in some minority groups in North America,
[15:02.77] listeners are considered disrespectful if they look directly at the speaker.
[15:08.54] Respect is shown by looking in the general direction but avoiding direct eye contact.
[15:15.81] In some countries, whistling by listeners is a sign of approval
[15:21.22] while in other courtiers it is a form of insult.
[15:26.72] Questions 26 to 28 are based on the passage you have just heard.
[15:32.83] Q26. What did Obcamp' s speech focus on?
[15:53.01] Q27. Why do Japanese listeners sometimes close their eyes while listening to a speech?
[16:16.37] Q28. What does the speaker try to explain?
[16:37.41] Passage Two
[16:39.83] Chris is in charge of purchasing and maintaining equipment in his Division at Taxlong Company.
[16:46.68] He is soon going to have an evaluation interview with his supervisor
[16:51.06] and the personnel director to discuss the work he has done in the past year.
[16:55.56] Salary, promotion and plans for the coming year will also be discussed at the meeting.
[17:01.24] Chris has made several changes for his Division in the past year.
[17:05.45] First, he bought new equipment for one of the departments.
[17:09.38] He has been particularly happy about the new equipment
[17:12.86] because many of the employees have told him how much it has helped them.
[17:16.94] Along with improving the equipment, Chris began a program to train employees
[17:21.99] to use equipment better and do simple maintenance themselves.
[17:26.75] The training saved time for the employees and money for the company.
[17:31.34] Unfortunately, one serious problem developed during the year.
[17:35.93] Two employees the Chris hired were stealing, and he had to fire them.
[17:41.27] Chris knows that a new job for a purchasing and maintenance manager
[17:45.43] for the whole company will be open in a few months,
[17:48.80] and he would like to be promoted to the job.
[17:51.54] Chris knows, however, that someone else wants that new job, too.
[17:55.37] Kim is in charge of purchasing and maintenance in another Division of the company.
[18:00.36] She has also made several changes over the year.
[18:03.54] Chris knows that h is boss likes Kim' s work,
[18:05.55] and he expects that his work will be compared with hers.
[18:10.60] Questions 29 to 32 are based on the passage you have just heard.
[18:15.89] Q29. What is Chris' s main responsibility at Taxlong Company?
[18:40.68] Q30. What problem did Chris encounter in his Division?
[19:00.25] Q31. What does Chris hope for in the near future?
[19:21.82] Q32. What do we learn about Kim from the passage?
[19:43.24] Passage Three
[19:45.92] Proverbs, sometimes called sayings, are examples of folk wisdom.
[19:52.41] They are little lessons which older people of a culture pass down
[19:55.53] to the younger people to teach them about life.
[19:59.18] Many proverbs remind people of the values that are important in the culture.
[20:04.82] Values teach people how to act, what is right, and what is wrong.
[20:10.46] Because the values of each culture are different,
[20:14.14] understanding the values of another culture helps explain how people think and act.
[20:20.25] Understanding your own culture values is important too.
[20:24.98] If you can accept that people from other cultures act according to their values, not yours,
[20:31.26] getting along with them will be much easier.
[20:34.94] Many proverbs are very old.
[20:37.16] So some of the values they teach may not be as important in the culture as they once were.
[20:44.61] For example, Americans today do not pay much attention to the proverb " Haste makes waste",
[20:52.46] because patience is not important to them.
[20:55.94] But if you know about past values,
[20:58.53] it helps you to understand the present and many of the older values are still strong today.
[21:05.75] Benjamin Franklin, a famous American diplomat, writer and scientist, died in 1790,
[21:13.71] but his proverb " Time is money" is taken more seriously by Americans of today than ever before.
[21:21.98] A study of proverbs from around the world shows that some values are shared by many cultures.
[21:29.95] In many cases though, the same idea is expressed differently.
[21:35.58] Questions 33 35 are based on the passage you have just heard.
[21:42.09] Q33. Why are proverbs so important?
[22:01.62] Q34. According to the speaker what happens to some proverbs with the passage of time?
[22:24.22] Q35. What do we learn from the study of proverbs from around the world?
[22:45.47] Section C
[22:47.83] Compound Dictation
[23:31.07] Our lives are woven together. As much as I enjoy my own company,
[23:36.71] I no longer imagine I can get through a single day much less all my life completely on my own.
[23:44.04] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[23:49.69] living in a house someone else has built,
[23:52.63] wearing clothes someone else has sewn from cloth woven by others,
[23:58.19] using electricity someone else is distributing to my house.
[24:02.52] Evidence of interdependence is everywhere we are on this journey together.
[24:08.94] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[24:18.59] " Make your own way"," Stand on your own two feet"
[24:23.59] or my mother' s favorite remark when I was facetoface with consequences of some action:
[24:29.13] Now that you' ve made your bed, lie on it.
[24:32.96] Total independence is a dominant thing in our culture.
[24:37.47] I imagine that what my parents were trying to teach me was to take responsibilities for my actions and my choices.
[24:45.82] But the teaching was shaped by our cultural imagines.
[24:50.22] And instead, I grew up believing that I was supposed to be totally independent
[24:55.51] and consequently became very reluctant to ask for help.
[25:00.09] I would do almost anything not to be a burden, and not require any help from anybody.
[25:08.82] Read again
[25:11.82] Our lives are woven together. As much as I enjoy my own company,
[25:17.13] I no longer imagine I can get through a single day much less all my life completely on my own.
[25:24.75] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[25:30.94] living in a house someone else has built,
[25:33.97] wearing clothes someone else has sewn from cloth woven by others,
[25:41.13] using electricity someone else is distributing to my house.
[25:46.06] Evidence of interdependence is everywhere we are on this journey together.
[25:52.45] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[27:02.86] " Make your own way"," Stand on your own two feet"
[27:07.49] or my mother' s favorite remark when I was facetoface with consequences of some action:
[27:12.86] Now that you' ve made your bed, lie on it.
[27:17.34] Total independence is a dominant thing in our culture.
[27:21.13] I imagine that what my parents were trying to teach me
[27:23.94] was to take responsibilities for my actions and my choices.
[28:33.19] But the teaching was shaped by our cultural imagines.
[28:36.41] And instead, I grew up believing that I was supposed to be totally independent
[28:40.69] and consequently became very reluctant to ask for help.
[28:45.29] I would do almost anything not to be a burden, and not require any help from anybody.
[29:47.49] Read third time
[29:51.14] Our lives are woven together. As much as I enjoy my own company,
[29:56.49] I no longer imagine I can get through a single day much less all my life completely on my own.
[30:03.60] Even if I am on vacation in the mountains, I am eating food someone else has grown,
[30:09.96] living in a house someone else has built,
[30:12.53] wearing clothes someone else has sewn from cloth woven by others,
[30:17.97] using electricity someone else is distributing to my house.
[30:22.27] Evidence of interdependence is everywhere we are on this journey together.
[30:28.63] As I was growing up, I remember being carefully taught that independence not interdependence was everything.
[30:38.67] " Make your own way"," Stand on your own two feet"
[30:43.10] or my mother' s favorite remark when I was facetoface with consequences of some action:
[30:49.06] Now that you' ve made your bed, lie on it.
[30:52.31] Total independence is a dominant thing in our culture.
[30:57.42] I imagine that what my parents were trying to teach me
[31:00.54] was to take responsibilities for my actions and my choices.
[31:05.92] But the teaching was shaped by our cultural imagines.
[31:09.81] And instead, I grew up believing that I was supposed to be totally independent
[31:15.50] and consequently became very reluctant to ask for help.
[31:19.61] I would do almost anything not to be a burden, and not require any help from anybody.
2011年12月大学英语四级听力真题 歌词
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