2009年12月大学英语四级听力真题

歌曲 2009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

歌词

[ti:]
[ar:]
[al:]
[01:06.82] Q11.
[01:08.21] M: Excuse me. do you have change for a ten-dollar note? I need lo pay the parking meter.
[01:16.27] W: I'm sorry, but I think you can get it through the money changer in the shopping center across the street.
[01:25.04] Q: What is the man trying to do?
[01:43.56] Q12.
[01:44.91] M: Can you recommend something that a school boy of 7 or 8 will really like?
[01:51.31] W; I'd suggest this toy train, sir. It's an excellent brand. Very popular all over the world these days.
[02:00.48] Q: What is the man doing?
[02:18.32] Q13.
[02:20.76] W: Do you let people know when you're taking pictures of them?
[02:24.79] M: I try not to. You know any picture of a person who poses for the camera would look dull and unnatural.
[02:34.02] Q: What are the speakers talking about?
[02:53.54] Q14.
[02:55.50] W; I need to talk lo someone who knows Baltimore well. I'm told you lived there.
[03:01.16] M: Oh, but I was really young at the lime
[03:04.30] Q: What docs the man mean?
[03:23.38] Q15.
[03:25.44] W: Aren't you disappointed that you didn't get the promotion?
[03:28.86] M: Maybe a little, but 1 know I need more experience before I'm ready for that kind of responsibility.
[03:37.65] Q: What do we learn about the man from this conversation?
[03:58.36] Q16.
[04:00.26] W: I've been working out the gym since January. I was a bit out of shape.
[04:06.32] M: You look terrific. It seems that your effort has paid off.
[04:11.21] Q: What does the man imply about the woman?
[04:31.49] Q17.
[04:33.11] W: Professor Clark suggested I get a tutor for advanced physics.
[04:38.82] M: Well, that might help. Advanced physics is a pretty difficult course.
[04:44.92] Q: What docs the man mean?
[05:03.42] Q18.
[05:07.29] W: Bill, have you heard the latest news? It appears we two won't be laid off after all.
[05:14.74] M: Oh, I'm somewhat tired of working here.
[05:18.24] I've been wondering whether I should resign. Anyway, the news seems to be good for you.
[05:25.71] Q: How docs the man feel about the news?
[05:49.59] Conversation One
[05:52.95] W: Hello, Carlson College, may I help you?
[05:56.39] M: Yes. I'm looking for information on courses in computer programming. I would need it for the fall semester.
[06:05.10] W: Do you want a day or evening course?
[06:08.53] M: Well, it would have to be an evening course since I work during the day.
[06:14.12] W: Aha. Have you taken any courses in data processing?
[06:19.06] M: No.
[06:21.28] W: Oh! Well, data processing is a course you have to take before you can take computer programming.
[06:28.94] M: Oh, I see. Well, when is it given? I hope it is not on Thursdays.
[06:35.72] W: Well ,there’s a class that meets on Monday evenings at 7.
[06:40.86] M: Just once a week?
[06:42.53] W: Yes. But that's almost 3 hours from 7 to 9:45.
[06:48.94] M: Oh! Well, that's all right, I could manage that. How many weeks does the course last?
[06:56.39] W: Mm, let me see. 12 weeks. You start the first weekends September and finish...
[07:05.77] Oh., just before Christmas, December 21st.
[07:09.96] M: And how much is the course?
[07:12.40] W: That's 300 dollars including the necessary computer time.
[07:16.69] M: Ah-hum. Okay, Eh, where do 1 go to register?
[07:23.49] W: Registration is on the second and third of September between 6 and 9 in Frost Hall.
[07:30.60] M: Is that the round building behind the parking lot?
[07:34.07] W: Yes. that's the one.
[07:36.39] M: Oh, I know how to get there. Is there anything that I should bring with me?
[07:42.04] W; No, just your check book.
[07:44.39] M: Well, thank you so much.
[07:46.45] W: You're very welcome. Bye!
[07:48.64] M: Bye!
[07:50.43] Questions 19 to 22 are based on the conversation you have just heard.
[07:57.93] Q19: Why does the man choose to take an evening course?
[08:20.40] Q20: What does the man have to do before taking the course of computer programming?
[08:42.31] Q21: What do we learn about the schedule of evening course?
[09:04.59] Q22: What does the man want to know at the end of the conversation?
[09:25.92] Conversation Two
[09:29.06] W: So, why exactly does your job have reputation for being stressful?
[09:34.62] M: Stress is generally driven by the feeling of being out of control of a situation
[09:40.78] and the feeling of a situation controlling you. Trading in financial markets combines both.
[09:47.90] W: How do you relax in the evening?
[09:52.03] M: I very rarely do anything work-related so it's easy to escape the markets.
[09:57.19] I generally go to the gym or go for a run, especially if I had a bad day.
[10:02.78] I always cook a meal rather than have a take-away. To do something my brain will regard as creative.
[10:10.20] W: Do you think what you do to relax is an effective way to beat stress?
[10:16.26] M: I don't think there is a specific rule about how to beat stress. I generally find out what I do is effective for me.
[10:23.88] W: Would you consider changing your job because of the high stress factor?
[10:29.31] M: I have considered leaving my job due to stress-related factors.
[10:33.68] However, I do think that an element of stress is a good thing.
[10:38.33] And if used the right way can actually be a positive thing.
[10:42.16] W: What do you enjoy about the stressful aspects of your job?
[10:47.01] M: Having said all that, I do actually enjoy an element of uncertainty. I enjoy mental challenge.
[10:55.08] Trading generates a wide range of emotions second by second.
[10:59.81] How you deal with and manage those emotions dictates short medium and long term trading performance and success.
[11:09.47] Questions 23 to 25 are based on the conversation you have just heard.
[11:17.61] Q23. What is the man's job?
[11:38.21] Q24. Why does the man prefer to cook a meal rather than have a take-away?
[12:01.39] Q25. What does the man say about an element of stress in his job?
[13:04.67] Passage 1
[13:06.83] Since early times, people have been fascinated with the idea of life existing somewhere else besides earth.
[13:15.24] Until recently, scientists believe that life on other planets was just a hopeful dream.
[13:23.42] But now they are beginning to locate places where life could form.
[13:29.08] In 1997, they saw evidence of planets near other stars like the sun.
[13:35.74] But scientists now think that life could be even nearer in our own solar system.
[13:42.94] One place scientists are studying very closely is Europa, a moon of Jupiter.
[13:50.69] Space probes have provided evidence that Europa has a large ocean under its surface.
[13:57.98] The probes have also made scientists think that under its surface Europa has a rocky core giving off volcanic heal.
[14:07.57] Water and heal from volcanic activity arc two basic conditions needed for life to form.
[14:15.55] A third is certain basic chemicals such as carbon, oxygen and nitrogen.
[14:23.61] Scientists believe there might be such chemicals King at the bottom of Europa 's ocean.
[14:31.14] They may have already created life or may be about to. You may wonder if light is also needed for life to form.
[14:41.41] Until recently, scientists thought that light was essential.
[14:47.12] But now, places have been found on earth that are in total blackness such as caves several miles beneath the surface.
[14:56.37] And bacteria, primitive forms of life. have been seen there.
[15:01.78] So the lack of light in Europa 's sub-surface ocean doesn't automatically rule out life forming.
[15:09.40] Questions 26 to 28 are based on the conversation you have just heard.
[15:17.75] Q26. What did scientists once believe according to the passage?
[15:40.97] Q27. What have scientists found about Europa, a moon of Jupiter?
[16:04.84] Q28. What have scientists come to know recently about formation of life?
[16:27.77] Passage 2
[16:30.76] In her early days as an emergency room physician. Doctor Joanna Myer treated a child who had suffered a second degree burn.
[16:39.81] After the child had been treated and was being prepared for discharge.
[16:45.05] Doctor Myer talked to the parents about how they should care for the child at home.
[16:50.25] Also listening to her were a half a dozen other family members.
[16:56.44] A few hours later, when she came to say goodbye.
[17:00.48] The family asked her to settle an argument they* d been having over exaclly what advice she had given.
[17:07.65] "As I talked to them. I was amazed." she said.
[17:11.97] All of them had heard the simple instructions I have given just a few hours before,
[17:17.85] but they have three or four different versions.
[17:22.22] The most basic details were unclear and confusing. I was surprised, because these were intelligent people.
[17:31.47] " This episode gave Doctor Myer her first clue to something every doctor learns sooner or later- most people just don' t listen very well.
[17:43.25] Nowadays, she says she repeats her instructions, and even conducts a reality check with some patients.
[17:51.48] She asks them to tell her what they think they are supposed to do.
[17:57.06] She also provides take-home sheets which are computer printouts tailored to the patients' situation.
[18:03.87] Doc. Myer' s listeners are not unusual.
[18:07.84] When new or difficult material is presented, almost all listeners are faced with the challenge
[18:15.72] because human speech lacks the stability and permanence of the printed word.
[18:21.27] Oral communication is fast-moving and impermanent.
[18:28.64] Question 29 to 31 are based on the passage you have just heard:
[18:34.71] Q29. What did the child' s family members argue about in the hospital?
[18:57.27] Q30. What did Doc. Myer do to insure her patients understand her instructions?
[19:19.90] Q31. What does the speaker say about human speech?
[19:40.45] Passage 3
[19:43.00] It's logical to suppose that things like good labor relations, good working conditions,
[19:49.13] good wages and benefits and job security motivate workers,
[19:54.00] but one expert, Fredrick Herzberg argued that such conditions do not motivate workers.
[20:01.98] They are merely satisfiers.
[20:05.03] Motivators, in contrast, include things such as having a challenging and interesting job, recognition and responsibility.
[20:14.15] However, even with the development of computers and robotics,
[20:20.22] there're always plenty of boring, repetitive and mechanical jobs and lots of unskilled people who have to do them.
[20:27.89] So how do mangers motivate people in such jobs?
[20:33.07] One solution is to give them some responsibilities, not as individuals, but as a part of a team.
[20:40.98] For example, some supermarkets can buy office stuff to people who fill the shelves,
[20:48.19] and the people who work at the check out into a team, and let them decide what product lines to stock,
[20:54.85] how to display them and so on.
[20:57.63] Many people now talk about the importance of a company's shared values or culture with which all the staff can identify,
[21:07.64] for example, being the best hotel chain, or making the best,
[21:13.40] the most user-friendly or the most reliable products in a particular field.
[21:18.32] Such values are more likely to motivate workers than financial targets which automatically only concern a few people.
[21:27.22] Unfortunately, there's only a limited number of such goals to go around
[21:34.24] and by definition, not all the competing companies in that industry can seriously plan to be the best.
[21:41.68] Questions 32 to 35 are based on the passage you have just heard.
[21:50.10] Q32: What can actually motivate workers according to Fredrick Herzberg?
[22:13.13] Q33: What does the speaker say about jobs in the computer era?
[22:36.78] Q34: What do some supermarkets do to motivate their employees?
[22:59.36] Q35: Why does the speaker say financial targets are less likely to motivate workers?
[24:07.18]
[24:18.23] In the humanities, authors write to inform you in many ways.
[24:23.13] These methods can be classified into three types of informational writing: factual, descriptive, and process.
[24:34.20] Factual writing provides background information on an author,composer or artist,or on a type of music,literature, or art.
[24:46.53] Examples of factual writing include notes on a book jacket or album cover, and longer pieces
[24:55.05] such as an article describing a style of music, which you might read in a music appreciation course.
[25:02.62] This kind of writing provides a context for your study of the humanities.
[25:08.78] As its name implies, descriptive writing simply describes, or provides an image of a piece of music, art or literature.
[25:19.74] For example, descriptive writing might list the colors an artist used in a painting
[25:25.75] or the instruments a composer included in a musical composition.
[25:30.56] So estimate pictures or sounds in a reader's mind by calling up specific details of the work.
[25:37.25] Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing.
[25:45.48] Process writing explains a series of actions that bring about a result. It tells the reader how to do something.
[25:56.87] For example, explaining the technique to shoot a film.
[26:02.06] This kind of writing is often found in art, where understanding how an artist created a certain effect is important.
[26:10.18] Authors may actually use more than one type of technique in a given piece of informational writing.
[26:18.30] Read again
[26:22.05] In the humanities, authors write to inform you in many ways.
[26:27.78] These methods can be classified into three types of informational writing: factual, descriptive, and process.
[26:38.34] Factual writing provides background information on an author,composer or artist,or on a type of music,literature, or art.
[26:49.68] Examples of factual writing include notes on a book jacket or album cover, and longer pieces
[26:58.01] such as an article describing a style of music, which you might read in a music appreciation course.
[27:05.04] This kind of writing provides a context for your study of the humanities.
[27:11.80] As its name implies, descriptive writing simply describes, or provides an image of a piece of music, art or literature.
[27:23.51] For example, descriptive writing might list the colors an artist used in a painting
[27:30.22] or the instruments a composer included in a musical composition.
[27:34.98] So estimate pictures or sounds in a reader's mind by calling up specific details of the work.
[27:43.10] Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing.
[29:03.44] Process writing explains a series of actions that bring about a result. It tells the reader how to do something.
[29:12.74] For example, explaining the technique to shoot a film.
[30:23.89] This kind of writing is often found in art, where understanding how an artist created a certain effect is important.
[30:31.97] Authors may actually use more than one type of technique in a given piece of informational writing.
[31:46.58] Third time
[31:50.53] In the humanities, authors write to inform you in many ways.
[31:55.28] These methods can be classified into three types of informational writing: factual, descriptive, and process.
[32:06.26] Factual writing provides background information on an author,composer or artist,or on a type of music,literature, or art.
[32:18.35] Examples of factual writing include notes on a book jacket or album cover, and longer pieces
[32:27.98] such as an article describing a style of music, which you might read in a music appreciation course.
[32:34.07] This kind of writing provides a context for your study of the humanities.
[32:40.32] As its name implies, descriptive writing simply describes, or provides an image of a piece of music, art or literature.
[32:51.37] For example, descriptive writing might list the colors an artist used in a painting
[32:58.10] or the instruments a composer included in a musical composition.
[33:03.15] So estimate pictures or sounds in a reader's mind by calling up specific details of the work.
[33:09.15] Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing.
[33:17.93] Process writing explains a series of actions that bring about a result. It tells the reader how to do something.
[33:29.23] For example, explaining the technique to shoot a film.
[33:33.53] This kind of writing is often found in art, where understanding how an artist created a certain effect is important.
[33:42.17] Authors may actually use more than one type of technique in a given piece of informational writing.

拼音

ti:
ar:
al:
[01:06.82] Q11.
[01:08.21] M: Excuse me. do you have change for a tendollar note? I need lo pay the parking meter.
[01:16.27] W: I' m sorry, but I think you can get it through the money changer in the shopping center across the street.
[01:25.04] Q: What is the man trying to do?
[01:43.56] Q12.
[01:44.91] M: Can you recommend something that a school boy of 7 or 8 will really like?
[01:51.31] W I' d suggest this toy train, sir. It' s an excellent brand. Very popular all over the world these days.
[02:00.48] Q: What is the man doing?
[02:18.32] Q13.
[02:20.76] W: Do you let people know when you' re taking pictures of them?
[02:24.79] M: I try not to. You know any picture of a person who poses for the camera would look dull and unnatural.
[02:34.02] Q: What are the speakers talking about?
[02:53.54] Q14.
[02:55.50] W I need to talk lo someone who knows Baltimore well. I' m told you lived there.
[03:01.16] M: Oh, but I was really young at the lime
[03:04.30] Q: What docs the man mean?
[03:23.38] Q15.
[03:25.44] W: Aren' t you disappointed that you didn' t get the promotion?
[03:28.86] M: Maybe a little, but 1 know I need more experience before I' m ready for that kind of responsibility.
[03:37.65] Q: What do we learn about the man from this conversation?
[03:58.36] Q16.
[04:00.26] W: I' ve been working out the gym since January. I was a bit out of shape.
[04:06.32] M: You look terrific. It seems that your effort has paid off.
[04:11.21] Q: What does the man imply about the woman?
[04:31.49] Q17.
[04:33.11] W: Professor Clark suggested I get a tutor for advanced physics.
[04:38.82] M: Well, that might help. Advanced physics is a pretty difficult course.
[04:44.92] Q: What docs the man mean?
[05:03.42] Q18.
[05:07.29] W: Bill, have you heard the latest news? It appears we two won' t be laid off after all.
[05:14.74] M: Oh, I' m somewhat tired of working here.
[05:18.24] I' ve been wondering whether I should resign. Anyway, the news seems to be good for you.
[05:25.71] Q: How docs the man feel about the news?
[05:49.59] Conversation One
[05:52.95] W: Hello, Carlson College, may I help you?
[05:56.39] M: Yes. I' m looking for information on courses in computer programming. I would need it for the fall semester.
[06:05.10] W: Do you want a day or evening course?
[06:08.53] M: Well, it would have to be an evening course since I work during the day.
[06:14.12] W: Aha. Have you taken any courses in data processing?
[06:19.06] M: No.
[06:21.28] W: Oh! Well, data processing is a course you have to take before you can take computer programming.
[06:28.94] M: Oh, I see. Well, when is it given? I hope it is not on Thursdays.
[06:35.72] W: Well , there' s a class that meets on Monday evenings at 7.
[06:40.86] M: Just once a week?
[06:42.53] W: Yes. But that' s almost 3 hours from 7 to 9: 45.
[06:48.94] M: Oh! Well, that' s all right, I could manage that. How many weeks does the course last?
[06:56.39] W: Mm, let me see. 12 weeks. You start the first weekends September and finish...
[07:05.77] Oh., just before Christmas, December 21st.
[07:09.96] M: And how much is the course?
[07:12.40] W: That' s 300 dollars including the necessary computer time.
[07:16.69] M: Ahhum. Okay, Eh, where do 1 go to register?
[07:23.49] W: Registration is on the second and third of September between 6 and 9 in Frost Hall.
[07:30.60] M: Is that the round building behind the parking lot?
[07:34.07] W: Yes. that' s the one.
[07:36.39] M: Oh, I know how to get there. Is there anything that I should bring with me?
[07:42.04] W No, just your check book.
[07:44.39] M: Well, thank you so much.
[07:46.45] W: You' re very welcome. Bye!
[07:48.64] M: Bye!
[07:50.43] Questions 19 to 22 are based on the conversation you have just heard.
[07:57.93] Q19: Why does the man choose to take an evening course?
[08:20.40] Q20: What does the man have to do before taking the course of computer programming?
[08:42.31] Q21: What do we learn about the schedule of evening course?
[09:04.59] Q22: What does the man want to know at the end of the conversation?
[09:25.92] Conversation Two
[09:29.06] W: So, why exactly does your job have reputation for being stressful?
[09:34.62] M: Stress is generally driven by the feeling of being out of control of a situation
[09:40.78] and the feeling of a situation controlling you. Trading in financial markets combines both.
[09:47.90] W: How do you relax in the evening?
[09:52.03] M: I very rarely do anything workrelated so it' s easy to escape the markets.
[09:57.19] I generally go to the gym or go for a run, especially if I had a bad day.
[10:02.78] I always cook a meal rather than have a takeaway. To do something my brain will regard as creative.
[10:10.20] W: Do you think what you do to relax is an effective way to beat stress?
[10:16.26] M: I don' t think there is a specific rule about how to beat stress. I generally find out what I do is effective for me.
[10:23.88] W: Would you consider changing your job because of the high stress factor?
[10:29.31] M: I have considered leaving my job due to stressrelated factors.
[10:33.68] However, I do think that an element of stress is a good thing.
[10:38.33] And if used the right way can actually be a positive thing.
[10:42.16] W: What do you enjoy about the stressful aspects of your job?
[10:47.01] M: Having said all that, I do actually enjoy an element of uncertainty. I enjoy mental challenge.
[10:55.08] Trading generates a wide range of emotions second by second.
[10:59.81] How you deal with and manage those emotions dictates short medium and long term trading performance and success.
[11:09.47] Questions 23 to 25 are based on the conversation you have just heard.
[11:17.61] Q23. What is the man' s job?
[11:38.21] Q24. Why does the man prefer to cook a meal rather than have a takeaway?
[12:01.39] Q25. What does the man say about an element of stress in his job?
[13:04.67] Passage 1
[13:06.83] Since early times, people have been fascinated with the idea of life existing somewhere else besides earth.
[13:15.24] Until recently, scientists believe that life on other planets was just a hopeful dream.
[13:23.42] But now they are beginning to locate places where life could form.
[13:29.08] In 1997, they saw evidence of planets near other stars like the sun.
[13:35.74] But scientists now think that life could be even nearer in our own solar system.
[13:42.94] One place scientists are studying very closely is Europa, a moon of Jupiter.
[13:50.69] Space probes have provided evidence that Europa has a large ocean under its surface.
[13:57.98] The probes have also made scientists think that under its surface Europa has a rocky core giving off volcanic heal.
[14:07.57] Water and heal from volcanic activity arc two basic conditions needed for life to form.
[14:15.55] A third is certain basic chemicals such as carbon, oxygen and nitrogen.
[14:23.61] Scientists believe there might be such chemicals King at the bottom of Europa ' s ocean.
[14:31.14] They may have already created life or may be about to. You may wonder if light is also needed for life to form.
[14:41.41] Until recently, scientists thought that light was essential.
[14:47.12] But now, places have been found on earth that are in total blackness such as caves several miles beneath the surface.
[14:56.37] And bacteria, primitive forms of life. have been seen there.
[15:01.78] So the lack of light in Europa ' s subsurface ocean doesn' t automatically rule out life forming.
[15:09.40] Questions 26 to 28 are based on the conversation you have just heard.
[15:17.75] Q26. What did scientists once believe according to the passage?
[15:40.97] Q27. What have scientists found about Europa, a moon of Jupiter?
[16:04.84] Q28. What have scientists come to know recently about formation of life?
[16:27.77] Passage 2
[16:30.76] In her early days as an emergency room physician. Doctor Joanna Myer treated a child who had suffered a second degree burn.
[16:39.81] After the child had been treated and was being prepared for discharge.
[16:45.05] Doctor Myer talked to the parents about how they should care for the child at home.
[16:50.25] Also listening to her were a half a dozen other family members.
[16:56.44] A few hours later, when she came to say goodbye.
[17:00.48] The family asked her to settle an argument they d been having over exaclly what advice she had given.
[17:07.65] " As I talked to them. I was amazed." she said.
[17:11.97] All of them had heard the simple instructions I have given just a few hours before,
[17:17.85] but they have three or four different versions.
[17:22.22] The most basic details were unclear and confusing. I was surprised, because these were intelligent people.
[17:31.47] " This episode gave Doctor Myer her first clue to something every doctor learns sooner or later most people just don' t listen very well.
[17:43.25] Nowadays, she says she repeats her instructions, and even conducts a reality check with some patients.
[17:51.48] She asks them to tell her what they think they are supposed to do.
[17:57.06] She also provides takehome sheets which are computer printouts tailored to the patients' situation.
[18:03.87] Doc. Myer' s listeners are not unusual.
[18:07.84] When new or difficult material is presented, almost all listeners are faced with the challenge
[18:15.72] because human speech lacks the stability and permanence of the printed word.
[18:21.27] Oral communication is fastmoving and impermanent.
[18:28.64] Question 29 to 31 are based on the passage you have just heard:
[18:34.71] Q29. What did the child' s family members argue about in the hospital?
[18:57.27] Q30. What did Doc. Myer do to insure her patients understand her instructions?
[19:19.90] Q31. What does the speaker say about human speech?
[19:40.45] Passage 3
[19:43.00] It' s logical to suppose that things like good labor relations, good working conditions,
[19:49.13] good wages and benefits and job security motivate workers,
[19:54.00] but one expert, Fredrick Herzberg argued that such conditions do not motivate workers.
[20:01.98] They are merely satisfiers.
[20:05.03] Motivators, in contrast, include things such as having a challenging and interesting job, recognition and responsibility.
[20:14.15] However, even with the development of computers and robotics,
[20:20.22] there' re always plenty of boring, repetitive and mechanical jobs and lots of unskilled people who have to do them.
[20:27.89] So how do mangers motivate people in such jobs?
[20:33.07] One solution is to give them some responsibilities, not as individuals, but as a part of a team.
[20:40.98] For example, some supermarkets can buy office stuff to people who fill the shelves,
[20:48.19] and the people who work at the check out into a team, and let them decide what product lines to stock,
[20:54.85] how to display them and so on.
[20:57.63] Many people now talk about the importance of a company' s shared values or culture with which all the staff can identify,
[21:07.64] for example, being the best hotel chain, or making the best,
[21:13.40] the most userfriendly or the most reliable products in a particular field.
[21:18.32] Such values are more likely to motivate workers than financial targets which automatically only concern a few people.
[21:27.22] Unfortunately, there' s only a limited number of such goals to go around
[21:34.24] and by definition, not all the competing companies in that industry can seriously plan to be the best.
[21:41.68] Questions 32 to 35 are based on the passage you have just heard.
[21:50.10] Q32: What can actually motivate workers according to Fredrick Herzberg?
[22:13.13] Q33: What does the speaker say about jobs in the computer era?
[22:36.78] Q34: What do some supermarkets do to motivate their employees?
[22:59.36] Q35: Why does the speaker say financial targets are less likely to motivate workers?
[24:07.18]
[24:18.23] In the humanities, authors write to inform you in many ways.
[24:23.13] These methods can be classified into three types of informational writing: factual, descriptive, and process.
[24:34.20] Factual writing provides background information on an author, composer or artist, or on a type of music, literature, or art.
[24:46.53] Examples of factual writing include notes on a book jacket or album cover, and longer pieces
[24:55.05] such as an article describing a style of music, which you might read in a music appreciation course.
[25:02.62] This kind of writing provides a context for your study of the humanities.
[25:08.78] As its name implies, descriptive writing simply describes, or provides an image of a piece of music, art or literature.
[25:19.74] For example, descriptive writing might list the colors an artist used in a painting
[25:25.75] or the instruments a composer included in a musical composition.
[25:30.56] So estimate pictures or sounds in a reader' s mind by calling up specific details of the work.
[25:37.25] Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing.
[25:45.48] Process writing explains a series of actions that bring about a result. It tells the reader how to do something.
[25:56.87] For example, explaining the technique to shoot a film.
[26:02.06] This kind of writing is often found in art, where understanding how an artist created a certain effect is important.
[26:10.18] Authors may actually use more than one type of technique in a given piece of informational writing.
[26:18.30] Read again
[26:22.05] In the humanities, authors write to inform you in many ways.
[26:27.78] These methods can be classified into three types of informational writing: factual, descriptive, and process.
[26:38.34] Factual writing provides background information on an author, composer or artist, or on a type of music, literature, or art.
[26:49.68] Examples of factual writing include notes on a book jacket or album cover, and longer pieces
[26:58.01] such as an article describing a style of music, which you might read in a music appreciation course.
[27:05.04] This kind of writing provides a context for your study of the humanities.
[27:11.80] As its name implies, descriptive writing simply describes, or provides an image of a piece of music, art or literature.
[27:23.51] For example, descriptive writing might list the colors an artist used in a painting
[27:30.22] or the instruments a composer included in a musical composition.
[27:34.98] So estimate pictures or sounds in a reader' s mind by calling up specific details of the work.
[27:43.10] Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing.
[29:03.44] Process writing explains a series of actions that bring about a result. It tells the reader how to do something.
[29:12.74] For example, explaining the technique to shoot a film.
[30:23.89] This kind of writing is often found in art, where understanding how an artist created a certain effect is important.
[30:31.97] Authors may actually use more than one type of technique in a given piece of informational writing.
[31:46.58] Third time
[31:50.53] In the humanities, authors write to inform you in many ways.
[31:55.28] These methods can be classified into three types of informational writing: factual, descriptive, and process.
[32:06.26] Factual writing provides background information on an author, composer or artist, or on a type of music, literature, or art.
[32:18.35] Examples of factual writing include notes on a book jacket or album cover, and longer pieces
[32:27.98] such as an article describing a style of music, which you might read in a music appreciation course.
[32:34.07] This kind of writing provides a context for your study of the humanities.
[32:40.32] As its name implies, descriptive writing simply describes, or provides an image of a piece of music, art or literature.
[32:51.37] For example, descriptive writing might list the colors an artist used in a painting
[32:58.10] or the instruments a composer included in a musical composition.
[33:03.15] So estimate pictures or sounds in a reader' s mind by calling up specific details of the work.
[33:09.15] Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing.
[33:17.93] Process writing explains a series of actions that bring about a result. It tells the reader how to do something.
[33:29.23] For example, explaining the technique to shoot a film.
[33:33.53] This kind of writing is often found in art, where understanding how an artist created a certain effect is important.
[33:42.17] Authors may actually use more than one type of technique in a given piece of informational writing.