英语四级 英语四级
英语四级-英语四级LRC歌词
- 更新时间：2014-01-09 05:28:36
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[ar:英语四级]
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[by:顶顶顶顶]
[02:38.10]College English Test Band 4
[02:41.73]Part Ⅲ Listening Comprehension
[02:46.69]Section A
[02:48.26]Directions: In this section, you will hear
[02:53.30]8 short conversations and 2 long conversations.
[02:55.13]At the end of each conversation, one or more questions
[03:01.71]will be asked about what was said.
[03:04.39]Both the conversation and the questions will be spoken only once.
[03:09.84]After each question there will be a pause.
[03:14.30]During the pause, you must read the four choices marked
[03:18.84]A), B), C) and D), and decide which is the best answer.
[03:24.37]Then mark the corresponding letter
[03:27.61]on Answer Sheet 2 with a single line through the centre.
[03:33.45]Now let's begin with the 8 short conversations.
[03:40.13]11. M: Excuse me, do you have change for a ten-dollar note?
[03:47.07]I need to pay the parking meter.
[03:50.15]W: I’m sorry, but I think you can get it through the money changer
[03:54.68]in the shopping center across the street.
[03:58.12]Q: What is the man trying to do?
[04:15.76]12. M: Can you recommend something
[04:20.79]that a school boy of 7 or 8 will really like?
[04:24.47]W: I’d suggest this toy train, sir. It’s an excellent brand,
[04:29.82]very popular all over the world these days.
[04:34.02]Q: What is the man doing?
[04:49.43]13. W: Do you let people know
[04:56.24]when you’re taking pictures of them?
[04:58.71]M: I try not to. You know any picture of a person
[05:03.41]who poses for the camera would look dull and unnatural.
[05:07.93]Q: What are the speakers talking about?
[05:25.70]14. W: I need to talk to someone
[05:31.13]who knows Baltimore well. I’m told you lived there.
[05:35.38]M: Oh, but I was really young at the time.
[05:38.36]Q: What does the man mean?
[05:54.52]15. W: Aren’t you disappointed that you didn’t get the promotion?
[06:02.72]M: Maybe a little, but I know I need more experience
[06:07.51]before I’m ready for that kind of responsibility.
[06:11.38]Q: What do we learn about the man from this conversation?
[06:27.70]16. W: I’ve been working out the gym since January.
[06:37.46]I was a bit out of shape.
[06:40.35]M: You look terrific. It seems that your effort has paid off.
[06:45.16]Q: What does the man imply about the woman?
[07:05.64]17. W: Professor Clark suggested I get a tutor for advanced physics.
[07:12.50]M: Well, that might help. Advanced physics is a pretty difficult course.
[07:18.47]Q: What does the man mean?
[07:34.87]18. W: Bill, have you heard the latest news?
[07:43.79]It appears we two won’t be laid off after all.
[07:48.31]M: Oh, I’m somewhat tired of working here.
[07:52.27]I’ve been wondering whether I should resign.
[07:55.50]Anyway, the news seems to be good for you.
[07:59.38]Q: How does the man feel about the news?
[08:14.23]Now you'll hear the two long conversations.
[08:24.41]Conversation one
[08:27.55]W: Hello, clarkson College. May I help you?
[08:29.97]M: Yes, I’m looking for information on courses in computer programming.
[08:34.31]I would need it for the fourth semester.
[08:39.40]W: Do you want a day or evening course?
[08:42.27]M: Well, it would have to be an evening course,
[08:46.17]since I work during the day.
[08:48.24]W: Aha, have you taken any courses in data processing?
[08:53.18]M: No.
[08:54.56]W: Oh, well, data processing is a course
[08:58.45]you have to take before you can take computer programming.
[09:02.39]M: Oh, I see. Well, when is it given? I hope it’s not on Thursdays.
[09:09.32]W: Well, there’s a class that meets on Monday evenings at seven.
[09:15.04]M: Just once a week?
[09:17.13]W: Yes, but that’s almost 3 hours from 7 to 9:45.
[09:22.64]M: Oh, well, that’s all right. I could manage that.
[09:27.40]How many weeks does the course last?
[09:30.52]W: En…Let me see. 12 weeks.
[09:35.33]You start the first week in September, and finish…
[09:39.48]Oh, just before Christmas, December 21.
[09:43.54]M: And how much is the course?
[09:46.08]W: That’s 300 dollars including the necessary computer time.
[09:51.16]M: Aha, ok, en…where do I go to register?
[09:57.42]W: Registration is on the second and third of September,
[10:01.91]between 6 and 9 in Frost Hall.
[10:05.29]M: Is that the round building behind the parking lot?
[10:08.55]W: Yes. That’s the one.
[10:10.98]M: Oh, I know how to get here.
[10:13.41]Is there anything that I should bring with me?
[10:16.14]W: No, just your check book.
[10:18.60]M: Well, thank you so much.
[10:20.55]W: You’re very welcome. Bye.
[10:23.01]M: Bye.
[10:26.30]Questions 19 to 22 are based on the conversation
[10:29.61]you have just heard.
[10:32.04]19. Why does the man choose to take an evening course?
[10:49.83]20. What does the man have to do
[10:57.61]before taking the course of computer programming?
[11:11.64]21. What do we learn about the schedule of the evening course?
[11:33.91]22. What does the man want to know at the end of the conversation?
[11:56.75]Conversation Two
[12:02.26]W: So why exactly does your job have a reputation for being stressful?
[12:09.54]M: Stress is generally driven by the feeling of being out of control of a situation,
[12:16.09]and a feeling of a situation controlling you.
[12:19.15]Trading in financial markets combines both.
[12:23.06]W: How do you relax in the evening?
[12:25.82]M: I very rarely do anything work-related.
[12:29.31]So it’s easy to escape the markets.
[12:31.39]I generally go to the gym or go for a run, especially if I’ve had a bad day.
[12:37.32]I always cook a meal, rather than have a take-away,
[12:41.51]to do something my brain would regard as creative.
[12:44.97]W: Do you think what you do to relax is an effective way to beat stress?
[12:51.03]M: I don’t think there’s a specific rule about how to beat stress.
[12:55.11]I generally find that what I do is effective for me.
[12:58.89]W: Would you consider changing your job because of the high-stress factor?
[13:04.50]W: I have considered leaving my job due to stress-related factors.
[13:08.44]However, I do think that an element of stress is a good thing,
[13:13.19]and if use the right way, can actually be a positive thing.
[13:17.34]W: What do you enjoy about the stressful aspects of your job?
[13:22.34]M: Having said all that, I do actually enjoy an element of uncertainty.
[13:27.61]I enjoy a mental challenge.
[13:30.70]Trading generates a wide range of emotions second by second.
[13:34.89]How you deal with and manage those emotions dictates short,
[13:39.91]medium, and long term trading performance and success.
[13:44.35]Questions 23 to 25 are based on the conversation you have just heard.
[13:52.74]23. What is the man’s job?
[14:09.42]24. Why does the man prefer to cook a meal rather than have a take-away?
[14:31.21]25. What does the man say about an element of stress in his job?
[14:56.18]Section B
[15:02.03]Directions: In this section, you will hear 3 short passages,
[15:08.80]at the end of each passage, you will hear some questions.
[15:15.17]Both the passage and questions will be spoken only once.
[15:21.23]After you hear a question, you must choose the best answer
[15:25.54]from the four choices marked A), B), C) and D).
[15:31.27]Then mark the corresponding letter on Answer Sheet 2
[15:36.28]with a single line through the centre.
[15:39.42]Passage One
[15:41.72]Since early times, people have been fascinated
[15:46.26]with the idea of life existing somewhere else besides earth.
[15:50.68]Until recently, scientists believed that life on other planets
[15:56.81]was just a hopeful dream.
[15:59.45]But now they are beginning to locate places where life could form.
[16:04.48]In 1997, they saw evidence of planets near other stars like the sun.
[16:10.82]But scientists now think that life could be even nearer in our own solar system.
[16:18.76]One place scientists are studying very closely is Europa, a moon of Jupiter.
[16:26.20]Space probes have provided evidence
[16:29.57]that Europa has a large ocean under its surface.
[16:33.23]The probes have also made scientists think
[16:37.42]that under its surface Europa has a rocky core giving off volcanic heat.
[16:42.92]Water and heat from volcanic activity are two basic conditions
[16:49.27]needed for life to form.
[16:52.40]A third is certain basic chemicals such as carbon, oxygen and nitrogen.
[16:58.97]Scientists believe there might be such chemicals lying
[17:04.43]at the bottom of Europa’s ocean.
[17:07.34]They may have already created life or may be about to.
[17:11.52]You may wonder if light is also needed for life to form.
[17:17.14]Until recently, scientists thought that light was essential.
[17:22.62]But now, places have been found on earth that are in total blackness
[17:28.45]such as caves several miles beneath the surface.
[17:32.35]And bacteria, primitive forms of life, have been seen there.
[17:37.78]So the lack of light in Europa’s sub-surface ocean doesn’t
[17:43.26]automatically rule out life forming.
[17:46.94]Questions 26 to 28 are based on the passage you have just heard.
[17:55.08]26. What did scientists once believe according to the passage?
[18:12.66]27. What have scientists found about Europa, a moon of Jupiter?
[18:35.80]28. What have scientists come to know recently about formation of life?
[18:59.18]Passage Two
[19:05.09]In her early days as an emergency room physician,
[19:10.20]Doctor Joanna Myer treated a child who had suffered a second-degree burn.
[19:15.22]After the child had been treated and was being prepared for discharge,
[19:20.70]Doctor Myer talked to the parents about how they should care for the child at home.
[19:26.49]Also listening to her were a half a dozen other family members.
[19:32.11]A few hours later, when she came to say goodbye,
[19:35.86]the family asked her to settle an argument
[19:39.42]they’d been having over exactly what advice she had given.
[19:43.15]“As I talked to them, I was amazed.” she said,
[19:47.50]”All of them had heard the simple instructions I have given just a few hours before,
[19:54.37]but they have three or four different versions.
[19:58.13]The most basic details were unclear and confusing.
[20:02.42]I was surprised, because these were intelligent people.”
[20:06.96]This episode gave Doctor Myer her first clue to something
[20:12.10]every doctor learns sooner or later—most people just don’t listen very well.
[20:19.02]Nowadays, she says, she repeats her instructions,
[20:23.53]and even conducts a reality check with some patients.
[20:27.17]She asks them to tell her what they think they are supposed to do.
[20:31.42]She also provides take-home sheets
[20:35.82]which are computer printouts tailored to the patients’ situation.
[20:39.09]Doctor Myer’s listeners are not unusual.
[20:43.18]When new or difficult material is presented,
[20:47.40]almost all listeners are faced with the challenge
[20:51.20]because human speech lacks the stability
[20:55.06]and permanence of the printed word.
[20:58.24]Oral communication is fast-moving and impermanent.
[21:02.97]Questions 29 to 31 are based on the passage you have just heard.
[21:10.23]29. What did the child’s family members argue about in the hospital?
[21:28.65]30. What did Doctor Myer do
[21:36.63]to insure her patients understand her instructions?
[21:50.47]31. What does the speaker say about human speech?
[22:12.32]Passage Three
[22:19.44]It’s logical to suppose that things like good labor relations,
[22:23.52]good working conditions, good wages and benefits
[22:26.64]and job security motivate workers,
[22:30.09]but one expert, Fredrick Herzberg argued that
[22:35.51]such conditions do not motivate workers.
[22:38.13]They are merely satisfiers. Motivators, in contrast,
[22:43.55]include things such as having a challenging and interesting job,
[22:47.49]recognition and responsibility.
[22:50.66]However, even with the development of computers and robotics,
[22:55.85]there’re always plenty of boring, repetitive and mechanical jobs
[23:00.65]and lots of unskilled people who have to do them.
[23:04.29]So how do mangers motivate people in such jobs?
[23:09.37]One solution is to give them some responsibilities,
[23:13.85]not as individuals, but as a part of a team.
[23:17.49]For example, some supermarkets can buy office stuff to people
[23:23.42]who fill the shelves, and the people who work at the checkout into a team,
[23:28.79]and let them decide what product lines to stock,
[23:31.59]how to display them and so on.
[23:34.59]Many people now talk about
[23:37.33]the importance of a company’s shared values or culture
[23:42.54]with whichall the staff can identify, for example, being the best hotel chain,
[23:47.72]or making the best, the most user-friendly or the most reliable products
[23:53.04]in a particular field.
[23:55.19]Such values are more likely to motivate workers than financial targets
[24:00.13]which automatically only concern a few people.
[24:03.85]Unfortunately, there’s only a limited number of such goals to go around
[24:09.00]and by definition, not all the competing companies
[24:13.81]in that industry can seriously plan to be the best.
[24:18.08]Questions 32 to 35 are based on the passage you have just heard.
[24:25.90]32. What can actually motivate workers according to Fredrick Herzberg?
[24:49.15]33. What does the speaker say about jobs in the computer era?
[25:12.46]34. What do some supermarkets do to motivate their employees?
[25:35.84]35. Why does the speaker say financial targets are less likely to motivate workers?
[25:58.58]Section C
[26:00.66]Directions: In this section, you will hear a passage three times.
[26:07.15]When the passage is read for the first time, you should listen carefully
[26:12.62]for its general idea. When the passage is read for the second time,
[26:18.06]you are required to fill in the blanks numbered from 36 to 43
[26:23.91]with the exact words you have just heard.
[26:27.53]For the blanks numbered from 44 to 46
[26:31.44]you are required to fill in the missing information.
[26:35.04]For these blanks, you can either use the exact words you have just heard
[26:40.57]or write down the main points in you own words.
[26:44.52]Finally, when the passage is read for the third time,
[26:48.56]you should check what you have written.
[26:51.04]Now listen to the passage
[26:55.18]In the humanities, authors write to inform you in many ways.
[26:59.80]These methods can be classified into three types of informational writing:
[27:06.79]factual, descriptive, and process.
[27:11.62]Factual writing provides background information on an author,
[27:16.93]composer or artist, or on a type of music, literature, or art.
[27:23.66]Examples of factual writing include notes on a book jacket or album cover,
[27:31.22]and longer pieces such as an article describing a style of music,
[27:36.35]which you might read in a music appreciation course.
[27:39.98]This kind of writing provides a context for your study of the humanities.
[27:45.22]As its name implies, descriptive writing simply describes,
[27:51.35]or provides an image of a piece of music, art or literature.
[27:57.33]For example, descriptive writing might list the colors
[28:01.84]an artist used in a painting or the instruments a composer
[28:05.58]included in a musical composition.
[28:08.65]So estimate pictures or sounds in a reader’s mind
[28:11.79]by calling up specific details of the work.
[28:15.16]Descriptive writing in the humanities, particularly in literature,
[28:20.33]is often mixed with critical writing.
[28:23.95]Process writing explains a series of actions that bring about a result.
[28:30.68]It tells the reader how to do something.
[28:34.21]For example, explaining the technique used to shoot a film.
[28:38.58]This kind of writing is often found in art,
[28:43.02]where understanding how an artist created a certain effect is important.
[28:47.79]Authors may actually use more than one type of technique
[28:52.90]in a given piece of informational writing．
[28:57.18]Now the passage will be read again.
[29:00.96]In the humanities, authors write to inform you in many ways.
[29:05.64]These methods can be classified into three types of informational writing:
[29:12.02]factual, descriptive, and process.
[29:16.29]Factual writing provides background information on an author,
[29:21.91]composer or artist, or on a type of music, literature, or art.
[29:27.89]Examples of factual writing include notes on a book jacket or album cover,
[29:34.60]and longer pieces such as an article describing a style of music,
[29:40.56]which you might read in a music appreciation course.
[29:45.05]This kind of writing provides a context for your study of the humanities.
[29:51.96]As its name implies, descriptive writing simply describes,
[29:56.85]or provides an image of a piece of music, art or literature.
[30:02.81]For example, descriptive writing might list the colors
[30:08.22]an artist used in a painting or the instruments a composer
[30:12.19]included in a musical composition.
[30:14.97]So estimate pictures or sounds in a reader’s mind
[30:18.61]by calling up specific details of the work.
[30:22.53]Descriptive writing in the humanities, particularly in literature,
[30:27.16]is often mixed with critical writing.
[31:40.17]Process writing explains a series of actions that bring about a result.
[31:49.33]It tells the reader how to do something.
[31:53.74]For example, explaining the technique used to shoot a film.
[33:00.69]This kind of writing is often found in art,
[33:08.29]where understanding how an artist created a certain effect is important.
[33:13.03]Authors may actually use more than one type of technique
[33:18.21]in a given piece of informational writing．
[34:28.10]Now the passage will be read for the third time.
[34:31.97]In the humanities, authors write to inform you in many ways.
[34:36.83]These methods can be classified into three types of informational writing:
[34:43.13]factual, descriptive, and process.
[34:48.04]Factual writing provides background information on an author,
[34:53.89]composer or artist, or on a type of music, literature, or art.
[35:00.38]Examples of factual writing include notes on a book jacket or album cover,
[35:08.29]and longer pieces such as an article describing a style of music,
[35:13.47]which you might read in a music appreciation course.
[35:17.01]This kind of writing provides a context for your study of the humanities.
[35:22.16]As its name implies, descriptive writing simply describes,
[35:28.38]or provides an image of a piece of music, art or literature.
[35:33.89]For example, descriptive writing might list the colors
[35:38.90]an artist used in a painting or the instruments a composer
[35:42.78]included in a musical composition.
[35:45.84]So estimate pictures or sounds in a reader’s mind
[35:48.94]by calling up specific details of the work.
[35:52.00]Descriptive writing in the humanities, particularly in literature,
[35:57.56]is often mixed with critical writing.
[36:00.84]Process writing explains a series of actions that bring about a result.
[36:07.53]It tells the reader how to do something.
[36:11.24]For example, explaining the technique used to shoot a film.
[36:15.73]This kind of writing is often found in art,
[36:19.67]where understanding how an artist created a certain effect is important.
[36:24.71]Authors may actually use more than one type of technique
[36:30.09]in a given piece of informational writing．
[36:33.45]This is the end of listening comprehension.
英语四级-英语四级歌词
- 歌词名称：英语四级
- 演唱歌手：英语四级
- W: Well, there’s a class that meets on Monday evenings at seven.
M: Oh, I see. Well, when is it given? I hope it’s not on Thursdays.
Now you'll hear the two long conversations.
M: Just once a week?
W: Yes, but that’s almost 3 hours from 7 to 9:45.
M: Oh, well, that’s all right. I could manage that.
Conversation one
How many weeks does the course last?
W: Hello, clarkson College. May I help you?
M: Yes, I’m looking for information on courses in computer programming.
W: En…Let me see. 12 weeks.
I would need it for the fourth semester.
You start the first week in September, and finish…
W: Do you want a day or evening course?
Oh, just before Christmas, December 21.
M: Well, it would have to be an evening course,
M: And how much is the course?
W: That’s 300 dollars including the necessary computer time.
since I work during the day.
W: Aha, have you taken any courses in data processing?
M: Aha, ok, en…where do I go to register?
M: No.
W: Oh, well, data processing is a course
W: Registration is on the second and third of September,
you have to take before you can take computer programming.
College English Test Band 4
Part Ⅲ Listening Comprehension
Section A
Directions: In this section, you will hear
8 short conversations and 2 long conversations.
At the end of each conversation, one or more questions
After each question there will be a pause.
will be asked about what was said.
Both the conversation and the questions will be spoken only once.
During the pause, you must read the four choices marked
A), B), C) and D), and decide which is the best answer.
Then mark the corresponding letter
on Answer Sheet 2 with a single line through the centre.
Now let's begin with the 8 short conversations.
11. M: Excuse me, do you have change for a ten-dollar note?
I need to pay the parking meter.
W: I’m sorry, but I think you can get it through the money changer
in the shopping center across the street.
Q: What is the man trying to do?
12. M: Can you recommend something
that a school boy of 7 or 8 will really like?
W: I’d suggest this toy train, sir. It’s an excellent brand,
very popular all over the world these days.
Q: What is the man doing?
13. W: Do you let people know
when you’re taking pictures of them?
M: I try not to. You know any picture of a person
who poses for the camera would look dull and unnatural.
Q: What are the speakers talking about?
14. W: I need to talk to someone
who knows Baltimore well. I’m told you lived there.
M: Oh, but I was really young at the time.
Q: What does the man mean?
15. W: Aren’t you disappointed that you didn’t get the promotion?
M: Maybe a little, but I know I need more experience
before I’m ready for that kind of responsibility.
Q: What do we learn about the man from this conversation?
16. W: I’ve been working out the gym since January.
I was a bit out of shape.
M: You look terrific. It seems that your effort has paid off.
Q: What does the man imply about the woman?
17. W: Professor Clark suggested I get a tutor for advanced physics.
M: Well, that might help. Advanced physics is a pretty difficult course.
Q: What does the man mean?
18. W: Bill, have you heard the latest news?
It appears we two won’t be laid off after all.
M: Oh, I’m somewhat tired of working here.
I’ve been wondering whether I should resign.
Anyway, the news seems to be good for you.
Q: How does the man feel about the news?
W: Yes. That’s the one.
between 6 and 9 in Frost Hall.
M: Is that the round building behind the parking lot?
M: Oh, I know how to get here.
Is there anything that I should bring with me?
W: No, just your check book.
M: Well, thank you so much.
W: You’re very welcome. Bye.
M: Bye.
Questions 19 to 22 are based on the conversation
you have just heard.
19. Why does the man choose to take an evening course?
20. What does the man have to do
before taking the course of computer programming?
21. What do we learn about the schedule of the evening course?
22. What does the man want to know at the end of the conversation?
Conversation Two
M: Stress is generally driven by the feeling of being out of control of a situation,
W: So why exactly does your job have a reputation for being stressful?
and a feeling of a situation controlling you.
Trading in financial markets combines both.
W: How do you relax in the evening?
M: I very rarely do anything work-related.
So it’s easy to escape the markets.
I generally go to the gym or go for a run, especially if I’ve had a bad day.
I always cook a meal, rather than have a take-away,
to do something my brain would regard as creative.
W: Do you think what you do to relax is an effective way to beat stress?
M: I don’t think there’s a specific rule about how to beat stress.
I generally find that what I do is effective for me.
W: Would you consider changing your job because of the high-stress factor?
However, I do think that an element of stress is a good thing,
W: I have considered leaving my job due to stress-related factors.
and if use the right way, can actually be a positive thing.
W: What do you enjoy about the stressful aspects of your job?
M: Having said all that, I do actually enjoy an element of uncertainty.
I enjoy a mental challenge.
Trading generates a wide range of emotions second by second.
How you deal with and manage those emotions dictates short,
medium, and long term trading performance and success.
Questions 23 to 25 are based on the conversation you have just heard.
23. What is the man’s job?
24. Why does the man prefer to cook a meal rather than have a take-away?
25. What does the man say about an element of stress in his job?
Section B
at the end of each passage, you will hear some questions.
Directions: In this section, you will hear 3 short passages,
Both the passage and questions will be spoken only once.
After you hear a question, you must choose the best answer
from the four choices marked A), B), C) and D).
Then mark the corresponding letter on Answer Sheet 2
with a single line through the centre.
Passage One
Since early times, people have been fascinated
with the idea of life existing somewhere else besides earth.
Until recently, scientists believed that life on other planets
was just a hopeful dream.
But now they are beginning to locate places where life could form.
In 1997, they saw evidence of planets near other stars like the sun.
But scientists now think that life could be even nearer in our own solar system.
One place scientists are studying very closely is Europa, a moon of Jupiter.
Space probes have provided evidence
that Europa has a large ocean under its surface.
The probes have also made scientists think
that under its surface Europa has a rocky core giving off volcanic heat.
Water and heat from volcanic activity are two basic conditions
needed for life to form.
A third is certain basic chemicals such as carbon, oxygen and nitrogen.
Scientists believe there might be such chemicals lying
at the bottom of Europa’s ocean.
They may have already created life or may be about to.
You may wonder if light is also needed for life to form.
Until recently, scientists thought that light was essential.
But now, places have been found on earth that are in total blackness
such as caves several miles beneath the surface.
And bacteria, primitive forms of life, have been seen there.
So the lack of light in Europa’s sub-surface ocean doesn’t
automatically rule out life forming.
Questions 26 to 28 are based on the passage you have just heard.
26. What did scientists once believe according to the passage?
27. What have scientists found about Europa, a moon of Jupiter?
28. What have scientists come to know recently about formation of life?
Passage Two
In her early days as an emergency room physician,
Doctor Joanna Myer treated a child who had suffered a second-degree burn.
After the child had been treated and was being prepared for discharge,
Doctor Myer talked to the parents about how they should care for the child at home.
Also listening to her were a half a dozen other family members.
A few hours later, when she came to say goodbye,
the family asked her to settle an argument
they’d been having over exactly what advice she had given.
“As I talked to them, I was amazed.” she said,
”All of them had heard the simple instructions I have given just a few hours before,
but they have three or four different versions.
The most basic details were unclear and confusing.
I was surprised, because these were intelligent people.”
This episode gave Doctor Myer her first clue to something
every doctor learns sooner or later—most people just don’t listen very well.
Nowadays, she says, she repeats her instructions,
and even conducts a reality check with some patients.
She asks them to tell her what they think they are supposed to do.
She also provides take-home sheets
which are computer printouts tailored to the patients’ situation.
Doctor Myer’s listeners are not unusual.
When new or difficult material is presented,
almost all listeners are faced with the challenge
because human speech lacks the stability
and permanence of the printed word.
Oral communication is fast-moving and impermanent.
Questions 29 to 31 are based on the passage you have just heard.
29. What did the child’s family members argue about in the hospital?
30. What did Doctor Myer do
to insure her patients understand her instructions?
31. What does the speaker say about human speech?
Passage Three
It’s logical to suppose that things like good labor relations,
good working conditions, good wages and benefits
and job security motivate workers,
but one expert, Fredrick Herzberg argued that
such conditions do not motivate workers.
They are merely satisfiers. Motivators, in contrast,
include things such as having a challenging and interesting job,
recognition and responsibility.
However, even with the development of computers and robotics,
there’re always plenty of boring, repetitive and mechanical jobs
One solution is to give them some responsibilities,
and lots of unskilled people who have to do them.
So how do mangers motivate people in such jobs?
not as individuals, but as a part of a team.
For example, some supermarkets can buy office stuff to people
who fill the shelves, and the people who work at the checkout into a team,
and let them decide what product lines to stock,
how to display them and so on.
Many people now talk about
the importance of a company’s shared values or culture
with whichall the staff can identify, for example, being the best hotel chain,
or making the best, the most user-friendly or the most reliable products
in a particular field.
Such values are more likely to motivate workers than financial targets
and by definition, not all the competing companies
which automatically only concern a few people.
Unfortunately, there’s only a limited number of such goals to go around
in that industry can seriously plan to be the best.
Questions 32 to 35 are based on the passage you have just heard.
32. What can actually motivate workers according to Fredrick Herzberg?
33. What does the speaker say about jobs in the computer era?
34. What do some supermarkets do to motivate their employees?
35. Why does the speaker say financial targets are less likely to motivate workers?
Section C
Directions: In this section, you will hear a passage three times.
When the passage is read for the first time, you should listen carefully
for its general idea. When the passage is read for the second time,
you are required to fill in the blanks numbered from 36 to 43
with the exact words you have just heard.
For the blanks numbered from 44 to 46
you are required to fill in the missing information.
For these blanks, you can either use the exact words you have just heard
or write down the main points in you own words.
Finally, when the passage is read for the third time,
you should check what you have written.
Now listen to the passage
In the humanities, authors write to inform you in many ways.
These methods can be classified into three types of informational writing:
factual, descriptive, and process.
Factual writing provides background information on an author,
composer or artist, or on a type of music, literature, or art.
Examples of factual writing include notes on a book jacket or album cover,
and longer pieces such as an article describing a style of music,
which you might read in a music appreciation course.
This kind of writing provides a context for your study of the humanities.
As its name implies, descriptive writing simply describes,
or provides an image of a piece of music, art or literature.
For example, descriptive writing might list the colors
So estimate pictures or sounds in a reader’s mind
an artist used in a painting or the instruments a composer
included in a musical composition.
by calling up specific details of the work.
Descriptive writing in the humanities, particularly in literature,
is often mixed with critical writing.
Process writing explains a series of actions that bring about a result.
It tells the reader how to do something.
For example, explaining the technique used to shoot a film.
This kind of writing is often found in art,
where understanding how an artist created a certain effect is important.
Authors may actually use more than one type of technique
in a given piece of informational writing．
Now the passage will be read again.
In the humanities, authors write to inform you in many ways.
These methods can be classified into three types of informational writing:
factual, descriptive, and process.
Factual writing provides background information on an author,
composer or artist, or on a type of music, literature, or art.
Examples of factual writing include notes on a book jacket or album cover,
and longer pieces such as an article describing a style of music,
which you might read in a music appreciation course.
This kind of writing provides a context for your study of the humanities.
As its name implies, descriptive writing simply describes,
or provides an image of a piece of music, art or literature.
an artist used in a painting or the instruments a composer
For example, descriptive writing might list the colors
included in a musical composition.
So estimate pictures or sounds in a reader’s mind
by calling up specific details of the work.
Descriptive writing in the humanities, particularly in literature,
is often mixed with critical writing.
Process writing explains a series of actions that bring about a result.
It tells the reader how to do something.
For example, explaining the technique used to shoot a film.
where understanding how an artist created a certain effect is important.
This kind of writing is often found in art,
Authors may actually use more than one type of technique
in a given piece of informational writing．
Now the passage will be read for the third time.
In the humanities, authors write to inform you in many ways.
These methods can be classified into three types of informational writing:
factual, descriptive, and process.
Factual writing provides background information on an author,
composer or artist, or on a type of music, literature, or art.
and longer pieces such as an article describing a style of music,
Examples of factual writing include notes on a book jacket or album cover,
which you might read in a music appreciation course.
This kind of writing provides a context for your study of the humanities.
As its name implies, descriptive writing simply describes,
or provides an image of a piece of music, art or literature.
For example, descriptive writing might list the colors
an artist used in a painting or the instruments a composer
included in a musical composition.
So estimate pictures or sounds in a reader’s mind
by calling up specific details of the work.
Descriptive writing in the humanities, particularly in literature,
is often mixed with critical writing.
Process writing explains a series of actions that bring about a result.
It tells the reader how to do something.
For example, explaining the technique used to shoot a film.
This kind of writing is often found in art,
where understanding how an artist created a certain effect is important.
Authors may actually use more than one type of technique
in a given piece of informational writing．
This is the end of listening comprehension.
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2009年12月英语四级听力