2010年12月四级真题

[ti:] [ar:] [al:] [by:] [02:07.84]College English Test (Band 4) [02:12.26]Part III Listening Comprehension [02:16.47]Section A [02:18.51]Directions: In this section, [02:21.70]you will hear 8 short conversations and 2 long conversatio ns. [02:27.60]At the end of each conversation, [02:29.92]one or more questions will be asked about what was said. [02:34.35]Both the conversation and the questions will be spoken onl y once. [02:39.90]After each question there will be a pause. [02:43.22]During the pause, [02:44.49]you must read the four choices marked A),B), C), and D), [02:50.39]and decide which is the best answer. [02:53.53]Then mark the corresponding letter [02:55.50]on Answer Sheet 2 with a single line through the centre. [03:00.92]Now let's begin with the 8 short conversations. [03:06.21]11. M: Oh my god! The heat is simply unbearable here. [03:13.26]I wish we've gone to the beach instead. [03:16.51]W: Well, with the museums and restaurants in Washington, [03:19.99]I'll be happy here no matter what the temperature. [03:23.79]Q：What does the woman mean? [03:40.75]12. M: How's the new job going? [03:45.16]W: Well, I'm learning a lot of new things, [03:48.52]but I wish the director would give me some feedback. [03:52.73]Q：What does the woman want to know? [04:10.06]13. M: Can you help me work out [04:14.04]a physical training program, John? [04:16.65]W: Sure, but whatever you do, [04:19.41]be careful not to overdo it. [04:22.46]Last time I had two weeks' worth of [04:24.59]weight-lifting in three days and I hurt myself. [04:29.46]Q: What does the man suggest the woman do? [04:47.38]14. M: I have an elderly mother [04:51.64]and I'm worried about her going on a plane. [04:54.78]Is there any risk? [04:56.65]W: Not if her heart is all right. [04:58.78]If she has a heart condition, [05:00.96]I'd recommend against it. [05:04.09]Q: What does the man want to know about his mother? [05:22.41]15. M: Why didn't you stop when we first signaled you [05:27.58]at the crossroads? [05:28.94]W: Sorry, I was just a bit absent-minded. [05:32.76]Anyway, do I have to pay a fine? [05:36.14]Q: What do we learn from the conversation? [05:54.16]16. M: I'm no expert, [05:58.00]but that noise in your refrigerator doesn't sound right. [06:01.67]Maybe you should have it fixed. [06:03.56]W: You're right. [06:04.87]And I suppose I've put it off long enough. [06:08.45]Q: What will the woman probably do? [06:26.25]17. M: I did extremely well on the sale of [06:31.45]my downtown apartment. [06:33.67]Now, I have enough money to buy that piece of land [06:36.61]I've had my eye on and build a house on it. [06:39.97]W: Congratulations! Does that mean you'll be moving soon? [06:45.38]Q: What do we learn about the man from the conversation? [07:04.17]18. W: My hand still hurts from the fall on the ice yester day. [07:09.96]I wonder if I broke something. [07:12.77]M: I'm no doctor, [07:14.15]but it's not black and blue or anything. [07:17.35]Maybe you just need to rest it for a few days. [07:21.15]Q: What do we learn about the woman from the conversation? [07:39.99]Now you will hear the two long conversations. [07:43.90]Conversation one [07:46.71]M: Mrs. Dawson, thanks very much for coming down to the st ation. [07:51.73]I just like to go over some of the things [07:54.12]that you told police officer Parmer at the bank. [07:57.64]W: All right. [07:59.27]M: Well, could you describe the man who robbed the bank [08:02.56]for this report that we're filling out here? [08:05.90]Now, anything at all that you can remember [08:08.20]would be extremely helpful to us. [08:11.26]W: Well, just, I can only remember basically [08:15.40]what I said before. [08:17.14]M: That's all right. [08:18.71]W: The man was tall, er, six foot, [08:21.87]and he had dark hair, and he had moustache. [08:25.69]M: Very good. [08:27.18]All right, did he have any other distinguishing marks? [08:30.77]W: Um, no, none that I can remember. [08:34.33]M: Do you remember how old he was by any chance? [08:38.01]W: Er, well, I guess around 30, [08:41.11]maybe younger, [08:42.38]give or take a few years. [08:44.10]M: Uh, all right. [08:46.88]Do you remember anything about what he was wearing? [08:49.61]W: Yes, yes, he had on a dark sweater, [08:52.99]a...a solid color. [08:55.37]M: OK. Um, anything else that strikes you at the moment? [09:00.04]W: I remember he was wearing a light shirt under the sweat er. [09:04.15]Yes, yes. [09:06.46]M: All right. Mrs. Dawson, I really appreciate [09:09.49]what you've been through today. [09:11.56]I'm just going to ask you to look at some photographs [09:14.16]before you leave if you don't mind. [09:17.08]It won't take very long. [09:18.87]Can you do that for me? [09:20.09]W: Oh, of course. [09:21.94]M: Would you like to step this way with me, please? [09:24.54]W: OK, sure. [09:26.04]M: Thank you. [09:28.96]Questions 19 to 21 are based on the conversation you have just heard. [09:35.22]19. What do we learn about the woman? [09:54.68]20. What did the suspect look like? [10:14.68]21. What did the man finally ask the woman to do? [10:35.81]Conversation Two [10:38.53]W: Good morning, I'm calling [10:40.34]about the job that was in the paper last night. [10:44.03]M: Well, could you tell me your name? [10:46.61]W: Candider Forsett. [10:48.65]M: Oh yes. What exactly is it that interests you about the job? [10:53.56]W: Well, I thought it was just right for me. [10:56.88]M: Really? Hmm...could you tell me a little about yourself ? [11:01.59]W: Yes. I'm 23. I've been working abroad. [11:06.18]M: Where exactly have you been working? [11:08.32]W: In Geneva. [11:09.47]M: Oh, Geneva. And what were you doing there? [11:12.89]W: Secretarial work. Previous to that, I was at university . [11:19.10]M: Which university was that? [11:21.01]W: The University of Manchester. [11:23.30]I've got a degree in English. [11:26.05]M: You said you've been working in Geneva. [11:28.83]Do you have any special reason for wanting to come back? [11:32.54]W: I thought it would be nice to be near to the family. [11:35.57]M: I see, and how do you see yourself developing in this j ob? [11:40.19]W: Well, I'm ambitious. [11:42.36]I do hope that my career as a secretary [11:44.82]will lead me eventually into management. [11:48.54]M: I see. You have foreign languages? [11:51.54]W: French and Italian. [11:53.73]M: Well, I think the best thing for you to do [11:56.84]is to reply in writing to the advertisement. [11:59.89]W: Can't I arrange for an interview now? [12:02.84]M: Well, I'm afraid we must wait until [12:04.86]all the applications are in, in writing, [12:08.35]and we'll then decide on the short list. [12:11.23]If you are on the short list, [12:12.84]of course we should see you. [12:14.72]W: Oh, I see. [12:16.76]M: I look forward to receiving your application [12:19.04]in writing in a day or two. [12:21.04]W: Oh, yes, yes, certainly. [12:23.63]M: OK, thank you very much. Goodbye. [12:26.50]W: Thank you. Goodbye. [12:29.86]Questions 22 to 25 are based on the conversation [12:34.52]you have just heard. [12:37.21]22. How did the woman get to know about the job vacancy? [12:58.13]23. Why did the woman find the job appealing? [13:18.52]24. What had the woman been doing in Geneva? [13:38.93]25. What was the woman asked to do in the end? [13:59.16]Section B [14:01.57]Directions: In this section, [14:05.01]you will hear 3 short passages. [14:08.63]At the end of each passage, [14:10.75]you will hear some questions. [14:13.51]Both the passage and the questions will be spoken only onc e. [14:19.66]After you hear a question, [14:21.36]you must choose the best answer from the four choices [14:24.87]marked A),B), C) and D). [14:29.78]Then mark the corresponding letter [14:31.78]on Answer Sheet 2 with a single line through the centre. [14:38.16]Passage One [14:40.75]One of the greatest heartbreaks for fire fighters occurs [14:44.33]when they fail to rescue a child from a burning building [14:48.11]because the child, [14:49.33]frightened by smoke and noise, [14:51.99]hides under a bed or in a closet and is later found dead. [14:57.42]Saddest of all is when children catch a glimpse [15:00.39]of the masked fire fighter but hide [15:03.70]because they think they have seen a monster. [15:07.06]To prevent such tragedies, [15:09.26]fire fighter Eric Velez gives talks to children in his com munity, [15:14.93]explaining that they should never hide during a fire. [15:19.18]He displays fire fighters' equipment, [15:21.67]including the oxygen mask, [15:24.09]which he encourages his listeners to play with and put on. [15:29.00]“If you see us,” Velez tells them, [15:31.74]“don't hide! We are not monsters. [15:35.24]We have come to rescue you.” [15:38.11]Velez gives his presentations in English and Spanish. [15:43.19]Growing up in San Francisco, [15:45.60]he learnt Spanish from his immigrant parents. [15:49.30]Velez and other fire fighters throughout North America, [15:53.26]who give similar presentations, [15:55.44]will never know how many lives [15:58.13]they save through their talks. [16:00.44]But it's a fact that informative speaking saves lives. [16:05.37]For example, several months [16:07.84]after listening to an informative speech, [16:10.88]Pete Gentry in North Carolina rescued his brother [16:14.57]who was choking on food, [16:16.81]by using the method taught by student speaker, Julie Perri s. [16:22.13]In addition to saving lives, [16:24.42]informative speakers help people learn new skills, [16:28.67]solve problems and acquire fascinating facts [16:32.56]about the exciting world in which they live. [16:37.11]Questions 26 to 29 are based on the passage [16:41.02]you have just heard. [16:43.69]26. Why do some children trapped in a burning building [16:49.34]hide from masked fire fighters? [17:07.24]27. What does the passage tell us about fire fighter Eric Velez? [17:29.67]28. What do we learn about Pete Gentry? [17:50.45]29. What message is the speaker trying to convey? [18:11.09]Passage Two [18:14.39]Some people want to make and save a lot of money [18:17.50]in order to retire early. [18:20.69]I see people pursuing higher paying [18:23.19]and increasingly demanding careers to accomplish this goal . [18:28.53]They make many personal sacrifices [18:31.09]in exchange for income today. [18:34.43]The problem is that tomorrow might not come. [18:38.50]Even if it all goes according to plan, [18:41.53]will you know how to be happy when you are not working [18:44.46]if you spend your entire life making money? [18:48.15]More importantly, who will be around [18:50.84]for you to share your leisure time with? [18:53.58]At the other extreme are people who live only for today. [18:57.71]Why bother saving when I might not be here tomorrow？They argue. [19:02.66]The danger of this approach is that tomorrow may come afte r all. [19:07.54]And most people don't want to spend [19:09.39]all their tomorrows working for a living. [19:13.30]The earlier neglect of saving, however, [19:16.04]makes it difficult not to work when you are older. [19:20.43]You may be surprised to hear me say that [19:22.93]if you must pick an extreme [19:24.97]I think it's better to pick the spend-all approach. [19:29.30]As long as you don't mind continuing to work, [19:32.25]assuming your health allows, you should be OK. [19:36.73]At least, you are making use of your money, [19:39.17]and hopefully deriving value and pleasure from it. [19:44.03]Postponing doing what you love and being with people [19:47.04]you love until retirement can be a mistake. [19:50.60]It may never come. [19:53.09]Retirement can be a great time for some people. [19:56.55]For others, it is a time of boredom, [19:59.34]loneliness and poor health. [20:03.24]Questions 30 to 32 are based on the passage [20:06.98]you have just heard. [20:10.35]30. Why do some people pursue [20:14.03]higher paying but demanding careers? [20:32.24]31. What is the danger facing people [20:36.70]who live only for today? [20:54.08]32. What does the speaker seem to advocate? [21:14.06]Passage Three [21:16.86]Imagine that someone in your neighborhood broke the law, [21:20.79]and the judge put the whole neighborhood under suspicion. [21:25.67]How fair would that be? [21:27.98]Well, it happens every day to high schoolers. [21:32.11]Just because some students have stolen things in shops, [21:36.36]all of us are treated like thieves. [21:39.74]Even though I'd never steal. [21:42.00]Store employees looked at me like [21:43.87]I'm some kind of hardened criminal. [21:47.38]For example, during one lunch period, [21:50.82]my friend Denny and I went to the Grab and Go Restaurant [21:54.86]to have a hotdog. [21:57.14]We arrived to find a line of students waiting outside. [22:01.29]A new sign in the window told the story. [22:05.49]“No more than two students at a time.” [22:09.47]After 15 minutes, we finally got in. [22:13.28]But the store manager laid the evil eye on us. [22:17.34]I asked him about the new sign, and he said, [22:20.84]“You kids are stealing too much stuff.” [22:24.80]You kids? Too much stuff? [22:28.50]We were not only assumed to be thieves, [22:31.31]but brilliant, greedy thieves. [22:34.83]The most annoying thing, though, [22:36.96]is the way employees watched my friends and me. [22:40.42]It's horrible. [22:42.20]Once, at a drug store, [22:43.99]I was looking around and found a guy standing on a large b ox, [22:48.72]stocking the shelves. [22:51.11]He was watching my hands, [22:52.96]more than he was watching his own. [22:55.73]I showed him that my hands were empty. [22:58.84]He got down off his box and rushed off, [23:01.94]as if he was going to get the store manager. [23:05.19]How crazy is that! [23:08.40]Questions 33 to 35 are based on the passage [23:12.63]you have just heard. [23:15.24]33. What does the speaker find to be unfair? [23:36.29]34. What measure did the Grab and Go Restaurant [23:40.78]take to stop stealing? [23:58.32]35. What happened in a drug store [24:02.29]that greatly annoyed the speaker? [24:20.76]Section C [24:23.07]Directions: In this section, [24:26.63]you will hear a passage three times. [24:30.34]When the passage is read for the first time, [24:33.39]you should listen carefully for its general idea. [24:37.89]When the passage is read for the second time, [24:41.05]you are required to fill in the blanks numbered from 36 to 43 [24:46.98]with the exact words you have just heard. [24:50.66]For blanks numbered from 44 to 46 [24:54.64]you are required to fill in the missing information. [24:58.55]For these blanks, [25:00.05]you can either use the exact words you have just heard [25:03.72]or write down the main points in your own words. [25:08.34]Finally, when the passage is read for the third time, [25:12.15]you should check what you have written. [25:15.49]Now listen to the passage. [25:18.88]Writing keeps us in touch with other people. [25:22.58]We write to communicate with relatives and friends. [25:26.35]We write to preserve our family histories [25:29.66]so our children and grandchildren can learn [25:32.61]and appreciate their heritage. [25:36.14]With computers and Internet connections [25:38.56]in so many households, colleges, and businesses, [25:42.95]people are e-mailing friends and relatives all the time— [25:47.39]or talking to them in writing in online chat rooms. [25:51.86]It is cheaper than calling long distance, [25:54.51]and a lot more convenient than waiting [25:57.00]until Sunday for the telephone rates to drop. [26:01.19]Students are e-mailing their professors [26:03.83]to receive and discuss their classroom assignments [26:07.27]and to submit them. [26:09.80]They are e-mailing classmates to discuss [26:12.66]and collaborate on homework. [26:15.50]They are also sharing information [26:17.69]about concerts and sports events, [26:20.91]as well as jokes and their philosophies of life. [26:25.13]Despite the growing importance of computers, however, [26:28.84]there will always be a place [26:31.08]and need for the personal letter. [26:34.33]A hand-written note to a friend or a family member [26:37.48]is the best way to communicate important thoughts. [26:41.77]No matter what the content of the message, [26:44.64]its real point is, [26:46.45]"I want you to know that I care about you." [26:50.15]This writing practice brings rewards [26:53.04]that can't be seen in bank accounts, [26:55.69]but only in the success of human relationships. [27:01.35]Now the passage will be read again. [27:06.23]Writing keeps us in touch with other people. [27:09.73]We write to communicate with relatives and friends. [27:13.51]We write to preserve our family histories [27:16.39]so our children and grandchildren can learn [27:18.76]and appreciate their heritage. [27:22.92]With computers and Internet connections [27:24.57]in so many households, colleges, and businesses, [27:28.98]people are e-mailing friends and relatives all the time— [27:32.64]or talking to them in writing in online chat rooms. [27:36.62]It is cheaper than calling long distance, [27:39.64]and a lot more convenient than waiting [27:41.71]until Sunday for the telephone rates to drop. [27:46.54]Students are e-mailing their professors [27:49.05]to receive and discuss their classroom assignments [27:52.58]and to submit them. [27:55.04]They are e-mailing classmates to discuss [27:58.58]and collaborate on homework. [28:01.15]They are also sharing information [28:03.72]about concerts and sports events, [28:07.02]as well as jokes and their philosophies of life. [29:27.54]Despite the growing importance of computers, however, [29:31.14]there will always be a place [29:32.43]and need for the personal letter. [29:35.74]A hand-written note to a friend or a family member [29:39.45]is the best way to communicate important thoughts. [30:49.49]No matter what the content of the message, [30:52.35]its real point is, [30:54.46]"I want you to know that I care about you." [30:59.04]This writing practice brings rewards [31:01.37]that can't be seen in bank accounts, [31:52.65]but only in the success of human relationships. [31:59.82]Now the passage will be read for the third time. [32:04.88]Writing keeps us in touch with other people. [32:08.58]We write to communicate with relatives and friends. [32:12.35]We write to preserve our family histories [32:15.66]so our children and grandchildren can learn [32:18.61]and appreciate their heritage. [32:22.14]With computers and Internet connections [32:24.56]in so many households, colleges, and businesses, [32:28.95]people are e-mailing friends and relatives all the time— [32:33.39]or talking to them in writing in online chat rooms. [32:37.86]It is cheaper than calling long distance, [32:40.51]and a lot more convenient than waiting [32:43.00]until Sunday for the telephone rates to drop. [32:47.19]Students are e-mailing their professors [32:49.83]to receive and discuss their classroom assignments [32:53.27]and to submit them. [32:55.80]They are e-mailing classmates to discuss [32:58.66]and collaborate on homework. [33:01.50]They are also sharing information [33:03.69]about concerts and sports events, [33:06.91]as well as jokes and their philosophies of life. [33:11.13]Despite the growing importance of computers, however, [33:14.84]there will always be a place [33:17.08]and need for the personal letter. [33:20.33]A hand-written note to a friend or a family member [33:23.48]is the best way to communicate important thoughts. [33:27.77]No matter what the content of the message, [33:30.64]its real point is, [33:32.45]"I want you to know that I care about you." [33:36.15]This writing practice brings rewards [33:39.04]that can't be seen in bank accounts, [33:41.69]but only in the success of human relationships. [33:49.66]This is the end of listening comprehension.