2010年6月大学英语四级听力真题
2010 nian 6 yue da xue ying yu si ji ting li zhen ti Lyrics
| Song | 2010年6月大学英语四级听力真题 |
| Artist | 英语听力 |
| Album | 大学英语四级听力真题 |
| Download | Image LRC TXT |
| [00:00.74] | |
| [00:20.03] | Q11. |
| [00:22.44] | W: Just imagine! We have to finish reading 300 pages before Monday! |
| [00:29.32] | How can the professor expect us to do it in such a short time? |
| [00:34.86] | M: Yeah, but what troubles me is |
| [00:36.42] | that I can't find the book in the library or in the university bookstore. |
| [00:41.91] | Q: What does the man mean? |
| [00:58.79] | Q12. |
| [01:01.19] | M: Do you think I could borrow your car to go grocery shopping? |
| [01:04.94] | The supermarkets outside the city are so much cheaper. |
| [01:08.84] | I'd also be happy to pick up anything you need. |
| [01:12.05] | W: Well, I don't like to let anyone else drive my car. |
| [01:16.53] | Tell you what, why don't we go together? |
| [01:21.37] | Q: What does the woman mean? |
| [01:38.81] | Q13. |
| [01:40.83] | M: Forgive the mess in here. We had a party last night. |
| [01:45.45] | There were a lot of people and they all brought food. |
| [01:48.66] | W: Yeah, I can tell. |
| [01:50.53] | Well, I guess it's pretty obvious what you'll be doing most of today. |
| [01:56.58] | Q: What does the woman think the man will do? |
| [02:14.38] | Q14. |
| [02:17.05] | W: What time would suit you for the first round talks with John Smith? |
| [02:22.34] | M: Well, you know my schedule. |
| [02:24.84] | Other than this Friday, one day is as good as the next. |
| [02:28.93] | Q: What does the man mean? |
| [02:47.42] | Q15. |
| [02:49.74] | W: I was so angry yesterday! |
| [02:53.58] | My biology teacher did not even let me explain why I missed the field trip. |
| [02:58.82] | He just wouldn't let me pass! |
| [03:01.67] | M: That doesn't seem fair. I'd feel that way too if I were you. |
| [03:06.40] | Q: What does the man imply? |
| [03:24.42] | Q16. |
| [03:27.54] | M: I really can't stand the way David controls the conversation all the time. |
| [03:32.88] | If he is going to be at your Christmas party, I just won't come. |
| [03:37.21] | W: I'm sorry you feel that way, but my mother insists that he come. |
| [03:42.99] | Q: What does the woman imply? |
| [04:01.12] | Q17. |
| [04:03.38] | W: You're taking a course with Professor Johnson. |
| [04:07.10] | What's your impression so far? |
| [04:09.28] | M: Well, many students could hardly stay awake in his class without first drinking a cup of coffee. |
| [04:16.05] | Q: What does the man imply? |
| [04:33.49] | Q18. |
| [04:36.46] | W: Have you ever put a computer together before? |
| [04:40.06] | M: No, never. But I think if we follow these instructions exactly, we won't have much trouble. |
| [04:47.09] | Q: What are the speakers going to do? |
| [05:08.03] | Long Conversations |
| [05:11.02] | Conversation 1 |
| [05:13.93] | W: What sort of hours do you work, Steve? |
| [05:16.70] | M: Well I have to work very long hours, about eleven hours a day. |
| [05:21.69] | W: What time do you start? |
| [05:23.80] | M: I work 9 to 3,then I start again at 5:30 and work until 11,six days a week. |
| [05:32.05] | So I have to work very unsocial hours. |
| [05:35.54] | W: And do you have to work at the weekend? |
| [05:38.21] | M: Oh, yes, that's our busiest time. I get Wednesdays off. |
| [05:42.87] | W: What are the things you have to do and the things you don't have to do? |
| [05:47.80] | M: Uh, I don't have to do the washing-up, so that's good. |
| [05:52.00] | I have to wear white, and I have to keep everything in the kitchen totally clean. |
| [05:57.71] | W: What's hard about the job? |
| [06:00.26] | M: You are standing up all the time. |
| [06:02.67] | When we are busy, people get angry and shout, but that's normal. |
| [06:07.87] | W: How did you learn the profession? |
| [06:11.05] | M: Well, I did a two-year course at college. |
| [06:14.33] | In the first year we had to learn the basics, and then we had to take exams. |
| [06:19.76] | W: Was it easy to find a job? |
| [06:22.22] | M: I wrote to about six hotels and one of them gave me my first job, so I didn't have to wait too long. |
| [06:29.38] | W: And what's the secret of being good at your job? |
| [06:33.72] | M: Attention to detail. You have to love it. You have to show passion for it. |
| [06:40.13] | W: And what are your plans for the future? |
| [06:43.35] | M: I want to have my own place when the time is right. |
| [06:48.17] | Questions 19 to question 22 are based on the conversation you have just heard. |
| [06:56.15] | Q19. What does the man say about his job? |
| [07:18.52] | Q20. What does the man think is the hardest part of his job? |
| [07:40.53] | Q21. Where did the man get his first job after graduation? |
| [08:03.10] | Q22. What does the man say is important to being good at his job? |
| [08:25.84] | Conversation 2 |
| [08:28.45] | W: Now you've seen this table of figures about the pocket money children in Britain get? |
| [08:35.12] | M: Yes. I thought it was quite interesting, but I don't quite understand the column entitled "Change". |
| [08:43.48] | Can you explain what it means? |
| [08:45.66] | W: Well, I think it means the change from the year before. |
| [08:50.64] | I am not a mathematician, but I assume the rise from 72 p to 90 p is a rise of 25 percent. |
| [09:00.92] | M: Oh yes, I see. And the inflation rate is there for comparison. |
| [09:06.21] | W: Yes. Why do you think the rise in pocket money is often higher than inflation? |
| [09:12.34] | M: I am sorry I've no idea. Perhaps parents in Britain are too generous. |
| [09:18.22] | W: Perhaps they are. But it looks as if children were a lot better off in 2001 than they were in 2002. |
| [09:27.48] | That's strange, isn't it? And they seem to have been better off in 2003 than they are now. |
| [09:35.55] | I wonder why that is. |
| [09:37.81] | M: Yes, I don't understand that at all. |
| [09:40.85] | W: Anyway, if you had children, how much pocket money would you give them? |
| [09:46.87] | M: I don't know. I think I'd probably give them 2 pounds a week. |
| [09:53.03] | W: Would you? And what would you expect them to do with it? |
| [09:57.56] | M: Well, out of that, they have to buy some small personal things, |
| [10:01.94] | but I wouldn't expect them to save to buy their own socks, for example. |
| [10:06.12] | W: Yes, by the way, do most children in your country get pocket money? |
| [10:12.00] | M: Yeah, they do. |
| [10:13.78] | Questions 23 to question 25 are based on the conversation you have just heard. |
| [10:21.75] | Q23. What is the table of figures about? |
| [10:43.55] | Q24. What do we learn from the conversation about British children's pocket money? |
| [11:08.03] | Q25. Supposing the man had children,what would he expect them to do with their pocket money? |
| [11:33.11] | Section B |
| [12:08.90] | Passage 1 |
| [12:11.73] | As the new sales director for a national computer firm, |
| [12:16.30] | Alex Gordon was looking forward to his first meeting with the company's district managers. |
| [12:22.14] | Everyone arrived on time, and Alex's presentation went extremely well. |
| [12:28.69] | He decided to end the meeting with the conversation about the importance of the district managers to the company's plans. |
| [12:37.07] | "I believe we are going to continue to increase our share of the market," he began, |
| [12:43.87] | "because of the quality of the people in this room. |
| [12:47.79] | The district manager is the key to the success of the sales representatives in his district. |
| [12:54.19] | He sets the term for everyone else. |
| [12:57.39] | If he has ambitious goals and is willing to put in long hours, everyone in his unit will follow his example." |
| [13:06.71] | When Alex was finished, he received polite applause, but hardly the warm response he had hoped for. |
| [13:15.30] | Later he spoke with one of the senior managers. |
| [13:19.89] | "Things were going so well until the end", Alex said disappointedly. |
| [13:25.78] | "Obviously, I said the wrong thing." |
| [13:28.78] | "Yes", the district manager replied. |
| [13:33.27] | "Half of our managers are women. |
| [13:35.64] | Most have worked their way up from sales representatives, |
| [13:39.83] | and they are very proud of the role they played in the company's growth. |
| [13:43.65] | They don't care at all about political correctness. |
| [13:47.73] | But they were definitely surprised and distressed to be referred to as 'he' in your speech." |
| [13:55.46] | Questions 26 to 29 are based on the passage you have just heard |
| [14:01.99] | Q26. Who did Alex Gordon speak to at the first meeting? |
| [14:25.12] | Q27. What did Alex want to emphasize at the end of his presentation? |
| [14:47.17] | Q28. What do we learn about the audience at the meeting? |
| [15:09.73] | Q29. Why did Alex fail to receive the warm response he had hoped for? |
| [15:34.00] | Passage 2 |
| [15:36.48] | The way to complain is to act business-like and important. |
| [15:41.98] | If your complaint is immediate, suppose you got the wrong order at a restaurant, |
| [15:48.46] | make a polite but firm request to see the manager. |
| [15:53.09] | When the manager comes, ask his or her name. |
| [15:57.38] | And then state your problem and what you expect to have done about it. |
| [16:02.03] | Be polite! Shouting or acting rude will get you nowhere. |
| [16:07.68] | But also be firm in making your complaint. |
| [16:12.10] | Besides, act important. |
| [16:16.12] | This doesn't mean to put on airs and say "do you know who I am?" |
| [16:21.56] | What it means is that people are often treated the way they expect to be treated. |
| [16:28.02] | If you act like someone who expects a fair request to be granted, chances are it will be granted. |
| [16:35.87] | The worst way to complain is over the telephone. |
| [16:40.10] | You are speaking to a voice coming from someone you cannot see. |
| [16:45.14] | So you can't tell how the person on the line is reacting. |
| [16:49.58] | It is easy for that person to give you the run-around. |
| [16:54.06] | Complaining in person or by letter is generally more effective. |
| [17:01.19] | If your complaint does not require an immediate response,it often helps to complain by letter. |
| [17:08.35] | If you have an appliance that doesn't work, send a letter to the store that sold it. |
| [17:14.70] | Be business-like and stick to the point. |
| [17:18.39] | Don't spend a paragraph on how your uncle Joe tried to fix the problem and couldn't. |
| [17:26.02] | Questions 30 to 32 are based on the passage you have just heard. |
| [17:32.71] | Q30. What does the speaker suggest you do when you are not served properly at a restaurant? |
| [17:56.85] | Q31. Why does the speaker say the worst way to complain is over the telephone? |
| [18:20.96] | Q32. What should you do if you make a complaint by letter? |
| [18:44.78] | Passage 3 |
| [18:45.95] | Barbara Sanders is a wife and the mother of two children, ages 2 and 4. |
| [18:52.82] | Her husband, Tom, is an engineer and makes an excellent salary. |
| [18:58.83] | Before Barbara had children, she worked as an architect for the government, designing government housing. |
| [19:06.87] | She quit her job when she became pregnant, but is now interested in returning to work. |
| [19:13.77] | She's been offered an excellent job with the government. |
| [19:17.31] | Her husband feels it's unnecessary for her to work since the family does not need the added income. |
| [19:24.70] | He also thinks that a woman should stay home with her children. |
| [19:29.21] | If Barbara feels the need to do socially important work, |
| [19:33.20] | he thinks that she should do volunteer work one or two days a week. |
| [19:37.96] | Barbara, on the other hand, has missed the excitement of her profession |
| [19:43.08] | and does not feel she would be satisfied doing volunteer work. |
| [19:47.02] | She would also like to have her own income, |
| [19:50.48] | so she does not have to ask her husband for money whenever she wants to buy something. |
| [19:56.01] | She does not think it's necessary to stay home every day with the children |
| [20:00.00] | and she knows a very reliable babysitter who's willing to come to her house. |
| [20:05.82] | Tom does not think a babysitter can replace a mother and thinks |
| [20:10.76] | it's a bad idea for the children to spend so much time with someone who's not part of the family. |
| [20:17.92] | Questions 33 to 35 are based on the passage you have just heard. |
| [20:24.86] | Q33. What was Barbara's profession before she had children? |
| [20:48.15] | Q34. What does Barbara's husband suggest she do if she wants to work? |
| [21:09.87] | Q35. What does Tom think about hiring a babysitter? |
| [21:31.76] | Section C |
| [22:26.87] | Almost every child, on the first day he sets foot in the school building, |
| [22:32.19] | is smarter, more curious,less afraid of what he doesn't know, |
| [22:37.30] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [22:45.06] | than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life. |
| [22:52.75] | Already, by paying close attention to and interacting with the world and people around him, |
| [22:59.43] | and without any school-type formal instruction, he has done a task far more difficult, |
| [23:05.28] | complicated and abstract than anything he will be asked to do in school, |
| [23:09.75] | or than any of his teachers has done for years — he has solved the mystery of language. |
| [23:16.63] | He has discovered it. Babies don't even know that language exists. |
| [23:21.48] | And he has found out how it works and learnt to use it appropriately. |
| [23:26.56] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [23:34.77] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [23:42.64] | And while he has been doing this, he has been learning other things as well, |
| [23:48.16] | including many of the concepts that the schools think only they can teach him, |
| [23:53.61] | and many that are more complicated than the ones they do try to teach him. |
| [24:00.16] | Read again |
| [24:04.81] | Almost every child, on the first day he sets foot in the school building, |
| [24:09.98] | is smarter, more curious,less afraid of what he doesn't know, |
| [24:16.10] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [24:24.17] | than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life. |
| [24:33.58] | Already, by paying close attention to and interacting with the world and people around him, |
| [24:40.19] | and without any school-type formal instruction, he has done a task far more difficult, |
| [24:47.19] | complicated and abstract than anything he will be asked to do in school, |
| [24:52.12] | or than any of his teachers has done for years — he has solved the mystery of language. |
| [24:59.58] | He has discovered it. Babies don't even know that language exists. |
| [25:05.63] | And he has found out how it works and learnt to use it appropriately. |
| [25:52.89] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [26:00.78] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [27:05.87] | And while he has been doing this, he has been learning other things as well, |
| [27:10.52] | including many of the concepts that the schools think only they can teach him, |
| [28:05.83] | and many that are more complicated than the ones they do try to teach him. |
| [28:13.01] | Read third time |
| [28:16.67] | Almost every child, on the first day he sets foot in the school building, |
| [28:22.85] | is smarter, more curious,less afraid of what he doesn't know, |
| [28:27.78] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [28:35.91] | than he will either be again in his schooling or,unless he is very unusual and very lucky,for the rest of his life. |
| [28:43.35] | Already, by paying close attention to and interacting with the world and people around him, |
| [28:50.31] | and without any school-type formal instruction, he has done a task far more difficult, |
| [28:55.78] | complicated and abstract than anything he will be asked to do in school, |
| [29:00.66] | or than any of his teachers has done for years — he has solved the mystery of language. |
| [29:07.56] | He has discovered it. Babies don't even know that language exists. |
| [29:12.40] | And he has found out how it works and learnt to use it appropriately. |
| [29:17.43] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [29:25.69] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [29:33.40] | And while he has been doing this, he has been learning other things as well, |
| [29:38.97] | including many of the concepts that the schools think only they can teach him, |
| [29:44.45] | and many that are more complicated than the ones they do try to teach him. |
| [00:00.74] | |
| [00:20.03] | Q11. |
| [00:22.44] | W: Just imagine! We have to finish reading 300 pages before Monday! |
| [00:29.32] | How can the professor expect us to do it in such a short time? |
| [00:34.86] | M: Yeah, but what troubles me is |
| [00:36.42] | that I can' t find the book in the library or in the university bookstore. |
| [00:41.91] | Q: What does the man mean? |
| [00:58.79] | Q12. |
| [01:01.19] | M: Do you think I could borrow your car to go grocery shopping? |
| [01:04.94] | The supermarkets outside the city are so much cheaper. |
| [01:08.84] | I' d also be happy to pick up anything you need. |
| [01:12.05] | W: Well, I don' t like to let anyone else drive my car. |
| [01:16.53] | Tell you what, why don' t we go together? |
| [01:21.37] | Q: What does the woman mean? |
| [01:38.81] | Q13. |
| [01:40.83] | M: Forgive the mess in here. We had a party last night. |
| [01:45.45] | There were a lot of people and they all brought food. |
| [01:48.66] | W: Yeah, I can tell. |
| [01:50.53] | Well, I guess it' s pretty obvious what you' ll be doing most of today. |
| [01:56.58] | Q: What does the woman think the man will do? |
| [02:14.38] | Q14. |
| [02:17.05] | W: What time would suit you for the first round talks with John Smith? |
| [02:22.34] | M: Well, you know my schedule. |
| [02:24.84] | Other than this Friday, one day is as good as the next. |
| [02:28.93] | Q: What does the man mean? |
| [02:47.42] | Q15. |
| [02:49.74] | W: I was so angry yesterday! |
| [02:53.58] | My biology teacher did not even let me explain why I missed the field trip. |
| [02:58.82] | He just wouldn' t let me pass! |
| [03:01.67] | M: That doesn' t seem fair. I' d feel that way too if I were you. |
| [03:06.40] | Q: What does the man imply? |
| [03:24.42] | Q16. |
| [03:27.54] | M: I really can' t stand the way David controls the conversation all the time. |
| [03:32.88] | If he is going to be at your Christmas party, I just won' t come. |
| [03:37.21] | W: I' m sorry you feel that way, but my mother insists that he come. |
| [03:42.99] | Q: What does the woman imply? |
| [04:01.12] | Q17. |
| [04:03.38] | W: You' re taking a course with Professor Johnson. |
| [04:07.10] | What' s your impression so far? |
| [04:09.28] | M: Well, many students could hardly stay awake in his class without first drinking a cup of coffee. |
| [04:16.05] | Q: What does the man imply? |
| [04:33.49] | Q18. |
| [04:36.46] | W: Have you ever put a computer together before? |
| [04:40.06] | M: No, never. But I think if we follow these instructions exactly, we won' t have much trouble. |
| [04:47.09] | Q: What are the speakers going to do? |
| [05:08.03] | Long Conversations |
| [05:11.02] | Conversation 1 |
| [05:13.93] | W: What sort of hours do you work, Steve? |
| [05:16.70] | M: Well I have to work very long hours, about eleven hours a day. |
| [05:21.69] | W: What time do you start? |
| [05:23.80] | M: I work 9 to 3, then I start again at 5: 30 and work until 11, six days a week. |
| [05:32.05] | So I have to work very unsocial hours. |
| [05:35.54] | W: And do you have to work at the weekend? |
| [05:38.21] | M: Oh, yes, that' s our busiest time. I get Wednesdays off. |
| [05:42.87] | W: What are the things you have to do and the things you don' t have to do? |
| [05:47.80] | M: Uh, I don' t have to do the washingup, so that' s good. |
| [05:52.00] | I have to wear white, and I have to keep everything in the kitchen totally clean. |
| [05:57.71] | W: What' s hard about the job? |
| [06:00.26] | M: You are standing up all the time. |
| [06:02.67] | When we are busy, people get angry and shout, but that' s normal. |
| [06:07.87] | W: How did you learn the profession? |
| [06:11.05] | M: Well, I did a twoyear course at college. |
| [06:14.33] | In the first year we had to learn the basics, and then we had to take exams. |
| [06:19.76] | W: Was it easy to find a job? |
| [06:22.22] | M: I wrote to about six hotels and one of them gave me my first job, so I didn' t have to wait too long. |
| [06:29.38] | W: And what' s the secret of being good at your job? |
| [06:33.72] | M: Attention to detail. You have to love it. You have to show passion for it. |
| [06:40.13] | W: And what are your plans for the future? |
| [06:43.35] | M: I want to have my own place when the time is right. |
| [06:48.17] | Questions 19 to question 22 are based on the conversation you have just heard. |
| [06:56.15] | Q19. What does the man say about his job? |
| [07:18.52] | Q20. What does the man think is the hardest part of his job? |
| [07:40.53] | Q21. Where did the man get his first job after graduation? |
| [08:03.10] | Q22. What does the man say is important to being good at his job? |
| [08:25.84] | Conversation 2 |
| [08:28.45] | W: Now you' ve seen this table of figures about the pocket money children in Britain get? |
| [08:35.12] | M: Yes. I thought it was quite interesting, but I don' t quite understand the column entitled " Change". |
| [08:43.48] | Can you explain what it means? |
| [08:45.66] | W: Well, I think it means the change from the year before. |
| [08:50.64] | I am not a mathematician, but I assume the rise from 72 p to 90 p is a rise of 25 percent. |
| [09:00.92] | M: Oh yes, I see. And the inflation rate is there for comparison. |
| [09:06.21] | W: Yes. Why do you think the rise in pocket money is often higher than inflation? |
| [09:12.34] | M: I am sorry I' ve no idea. Perhaps parents in Britain are too generous. |
| [09:18.22] | W: Perhaps they are. But it looks as if children were a lot better off in 2001 than they were in 2002. |
| [09:27.48] | That' s strange, isn' t it? And they seem to have been better off in 2003 than they are now. |
| [09:35.55] | I wonder why that is. |
| [09:37.81] | M: Yes, I don' t understand that at all. |
| [09:40.85] | W: Anyway, if you had children, how much pocket money would you give them? |
| [09:46.87] | M: I don' t know. I think I' d probably give them 2 pounds a week. |
| [09:53.03] | W: Would you? And what would you expect them to do with it? |
| [09:57.56] | M: Well, out of that, they have to buy some small personal things, |
| [10:01.94] | but I wouldn' t expect them to save to buy their own socks, for example. |
| [10:06.12] | W: Yes, by the way, do most children in your country get pocket money? |
| [10:12.00] | M: Yeah, they do. |
| [10:13.78] | Questions 23 to question 25 are based on the conversation you have just heard. |
| [10:21.75] | Q23. What is the table of figures about? |
| [10:43.55] | Q24. What do we learn from the conversation about British children' s pocket money? |
| [11:08.03] | Q25. Supposing the man had children, what would he expect them to do with their pocket money? |
| [11:33.11] | Section B |
| [12:08.90] | Passage 1 |
| [12:11.73] | As the new sales director for a national computer firm, |
| [12:16.30] | Alex Gordon was looking forward to his first meeting with the company' s district managers. |
| [12:22.14] | Everyone arrived on time, and Alex' s presentation went extremely well. |
| [12:28.69] | He decided to end the meeting with the conversation about the importance of the district managers to the company' s plans. |
| [12:37.07] | " I believe we are going to continue to increase our share of the market," he began, |
| [12:43.87] | " because of the quality of the people in this room. |
| [12:47.79] | The district manager is the key to the success of the sales representatives in his district. |
| [12:54.19] | He sets the term for everyone else. |
| [12:57.39] | If he has ambitious goals and is willing to put in long hours, everyone in his unit will follow his example." |
| [13:06.71] | When Alex was finished, he received polite applause, but hardly the warm response he had hoped for. |
| [13:15.30] | Later he spoke with one of the senior managers. |
| [13:19.89] | " Things were going so well until the end", Alex said disappointedly. |
| [13:25.78] | " Obviously, I said the wrong thing." |
| [13:28.78] | " Yes", the district manager replied. |
| [13:33.27] | " Half of our managers are women. |
| [13:35.64] | Most have worked their way up from sales representatives, |
| [13:39.83] | and they are very proud of the role they played in the company' s growth. |
| [13:43.65] | They don' t care at all about political correctness. |
| [13:47.73] | But they were definitely surprised and distressed to be referred to as ' he' in your speech." |
| [13:55.46] | Questions 26 to 29 are based on the passage you have just heard |
| [14:01.99] | Q26. Who did Alex Gordon speak to at the first meeting? |
| [14:25.12] | Q27. What did Alex want to emphasize at the end of his presentation? |
| [14:47.17] | Q28. What do we learn about the audience at the meeting? |
| [15:09.73] | Q29. Why did Alex fail to receive the warm response he had hoped for? |
| [15:34.00] | Passage 2 |
| [15:36.48] | The way to complain is to act businesslike and important. |
| [15:41.98] | If your complaint is immediate, suppose you got the wrong order at a restaurant, |
| [15:48.46] | make a polite but firm request to see the manager. |
| [15:53.09] | When the manager comes, ask his or her name. |
| [15:57.38] | And then state your problem and what you expect to have done about it. |
| [16:02.03] | Be polite! Shouting or acting rude will get you nowhere. |
| [16:07.68] | But also be firm in making your complaint. |
| [16:12.10] | Besides, act important. |
| [16:16.12] | This doesn' t mean to put on airs and say " do you know who I am?" |
| [16:21.56] | What it means is that people are often treated the way they expect to be treated. |
| [16:28.02] | If you act like someone who expects a fair request to be granted, chances are it will be granted. |
| [16:35.87] | The worst way to complain is over the telephone. |
| [16:40.10] | You are speaking to a voice coming from someone you cannot see. |
| [16:45.14] | So you can' t tell how the person on the line is reacting. |
| [16:49.58] | It is easy for that person to give you the runaround. |
| [16:54.06] | Complaining in person or by letter is generally more effective. |
| [17:01.19] | If your complaint does not require an immediate response, it often helps to complain by letter. |
| [17:08.35] | If you have an appliance that doesn' t work, send a letter to the store that sold it. |
| [17:14.70] | Be businesslike and stick to the point. |
| [17:18.39] | Don' t spend a paragraph on how your uncle Joe tried to fix the problem and couldn' t. |
| [17:26.02] | Questions 30 to 32 are based on the passage you have just heard. |
| [17:32.71] | Q30. What does the speaker suggest you do when you are not served properly at a restaurant? |
| [17:56.85] | Q31. Why does the speaker say the worst way to complain is over the telephone? |
| [18:20.96] | Q32. What should you do if you make a complaint by letter? |
| [18:44.78] | Passage 3 |
| [18:45.95] | Barbara Sanders is a wife and the mother of two children, ages 2 and 4. |
| [18:52.82] | Her husband, Tom, is an engineer and makes an excellent salary. |
| [18:58.83] | Before Barbara had children, she worked as an architect for the government, designing government housing. |
| [19:06.87] | She quit her job when she became pregnant, but is now interested in returning to work. |
| [19:13.77] | She' s been offered an excellent job with the government. |
| [19:17.31] | Her husband feels it' s unnecessary for her to work since the family does not need the added income. |
| [19:24.70] | He also thinks that a woman should stay home with her children. |
| [19:29.21] | If Barbara feels the need to do socially important work, |
| [19:33.20] | he thinks that she should do volunteer work one or two days a week. |
| [19:37.96] | Barbara, on the other hand, has missed the excitement of her profession |
| [19:43.08] | and does not feel she would be satisfied doing volunteer work. |
| [19:47.02] | She would also like to have her own income, |
| [19:50.48] | so she does not have to ask her husband for money whenever she wants to buy something. |
| [19:56.01] | She does not think it' s necessary to stay home every day with the children |
| [20:00.00] | and she knows a very reliable babysitter who' s willing to come to her house. |
| [20:05.82] | Tom does not think a babysitter can replace a mother and thinks |
| [20:10.76] | it' s a bad idea for the children to spend so much time with someone who' s not part of the family. |
| [20:17.92] | Questions 33 to 35 are based on the passage you have just heard. |
| [20:24.86] | Q33. What was Barbara' s profession before she had children? |
| [20:48.15] | Q34. What does Barbara' s husband suggest she do if she wants to work? |
| [21:09.87] | Q35. What does Tom think about hiring a babysitter? |
| [21:31.76] | Section C |
| [22:26.87] | Almost every child, on the first day he sets foot in the school building, |
| [22:32.19] | is smarter, more curious, less afraid of what he doesn' t know, |
| [22:37.30] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [22:45.06] | than he will either be again in his schooling or, unless he is very unusual and very lucky, for the rest of his life. |
| [22:52.75] | Already, by paying close attention to and interacting with the world and people around him, |
| [22:59.43] | and without any schooltype formal instruction, he has done a task far more difficult, |
| [23:05.28] | complicated and abstract than anything he will be asked to do in school, |
| [23:09.75] | or than any of his teachers has done for years he has solved the mystery of language. |
| [23:16.63] | He has discovered it. Babies don' t even know that language exists. |
| [23:21.48] | And he has found out how it works and learnt to use it appropriately. |
| [23:26.56] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [23:34.77] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [23:42.64] | And while he has been doing this, he has been learning other things as well, |
| [23:48.16] | including many of the concepts that the schools think only they can teach him, |
| [23:53.61] | and many that are more complicated than the ones they do try to teach him. |
| [24:00.16] | Read again |
| [24:04.81] | Almost every child, on the first day he sets foot in the school building, |
| [24:09.98] | is smarter, more curious, less afraid of what he doesn' t know, |
| [24:16.10] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [24:24.17] | than he will either be again in his schooling or, unless he is very unusual and very lucky, for the rest of his life. |
| [24:33.58] | Already, by paying close attention to and interacting with the world and people around him, |
| [24:40.19] | and without any schooltype formal instruction, he has done a task far more difficult, |
| [24:47.19] | complicated and abstract than anything he will be asked to do in school, |
| [24:52.12] | or than any of his teachers has done for years he has solved the mystery of language. |
| [24:59.58] | He has discovered it. Babies don' t even know that language exists. |
| [25:05.63] | And he has found out how it works and learnt to use it appropriately. |
| [25:52.89] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [26:00.78] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [27:05.87] | And while he has been doing this, he has been learning other things as well, |
| [27:10.52] | including many of the concepts that the schools think only they can teach him, |
| [28:05.83] | and many that are more complicated than the ones they do try to teach him. |
| [28:13.01] | Read third time |
| [28:16.67] | Almost every child, on the first day he sets foot in the school building, |
| [28:22.85] | is smarter, more curious, less afraid of what he doesn' t know, |
| [28:27.78] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [28:35.91] | than he will either be again in his schooling or, unless he is very unusual and very lucky, for the rest of his life. |
| [28:43.35] | Already, by paying close attention to and interacting with the world and people around him, |
| [28:50.31] | and without any schooltype formal instruction, he has done a task far more difficult, |
| [28:55.78] | complicated and abstract than anything he will be asked to do in school, |
| [29:00.66] | or than any of his teachers has done for years he has solved the mystery of language. |
| [29:07.56] | He has discovered it. Babies don' t even know that language exists. |
| [29:12.40] | And he has found out how it works and learnt to use it appropriately. |
| [29:17.43] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [29:25.69] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [29:33.40] | And while he has been doing this, he has been learning other things as well, |
| [29:38.97] | including many of the concepts that the schools think only they can teach him, |
| [29:44.45] | and many that are more complicated than the ones they do try to teach him. |
| [00:00.74] | |
| [00:20.03] | Q11. |
| [00:22.44] | W: Just imagine! We have to finish reading 300 pages before Monday! |
| [00:29.32] | How can the professor expect us to do it in such a short time? |
| [00:34.86] | M: Yeah, but what troubles me is |
| [00:36.42] | that I can' t find the book in the library or in the university bookstore. |
| [00:41.91] | Q: What does the man mean? |
| [00:58.79] | Q12. |
| [01:01.19] | M: Do you think I could borrow your car to go grocery shopping? |
| [01:04.94] | The supermarkets outside the city are so much cheaper. |
| [01:08.84] | I' d also be happy to pick up anything you need. |
| [01:12.05] | W: Well, I don' t like to let anyone else drive my car. |
| [01:16.53] | Tell you what, why don' t we go together? |
| [01:21.37] | Q: What does the woman mean? |
| [01:38.81] | Q13. |
| [01:40.83] | M: Forgive the mess in here. We had a party last night. |
| [01:45.45] | There were a lot of people and they all brought food. |
| [01:48.66] | W: Yeah, I can tell. |
| [01:50.53] | Well, I guess it' s pretty obvious what you' ll be doing most of today. |
| [01:56.58] | Q: What does the woman think the man will do? |
| [02:14.38] | Q14. |
| [02:17.05] | W: What time would suit you for the first round talks with John Smith? |
| [02:22.34] | M: Well, you know my schedule. |
| [02:24.84] | Other than this Friday, one day is as good as the next. |
| [02:28.93] | Q: What does the man mean? |
| [02:47.42] | Q15. |
| [02:49.74] | W: I was so angry yesterday! |
| [02:53.58] | My biology teacher did not even let me explain why I missed the field trip. |
| [02:58.82] | He just wouldn' t let me pass! |
| [03:01.67] | M: That doesn' t seem fair. I' d feel that way too if I were you. |
| [03:06.40] | Q: What does the man imply? |
| [03:24.42] | Q16. |
| [03:27.54] | M: I really can' t stand the way David controls the conversation all the time. |
| [03:32.88] | If he is going to be at your Christmas party, I just won' t come. |
| [03:37.21] | W: I' m sorry you feel that way, but my mother insists that he come. |
| [03:42.99] | Q: What does the woman imply? |
| [04:01.12] | Q17. |
| [04:03.38] | W: You' re taking a course with Professor Johnson. |
| [04:07.10] | What' s your impression so far? |
| [04:09.28] | M: Well, many students could hardly stay awake in his class without first drinking a cup of coffee. |
| [04:16.05] | Q: What does the man imply? |
| [04:33.49] | Q18. |
| [04:36.46] | W: Have you ever put a computer together before? |
| [04:40.06] | M: No, never. But I think if we follow these instructions exactly, we won' t have much trouble. |
| [04:47.09] | Q: What are the speakers going to do? |
| [05:08.03] | Long Conversations |
| [05:11.02] | Conversation 1 |
| [05:13.93] | W: What sort of hours do you work, Steve? |
| [05:16.70] | M: Well I have to work very long hours, about eleven hours a day. |
| [05:21.69] | W: What time do you start? |
| [05:23.80] | M: I work 9 to 3, then I start again at 5: 30 and work until 11, six days a week. |
| [05:32.05] | So I have to work very unsocial hours. |
| [05:35.54] | W: And do you have to work at the weekend? |
| [05:38.21] | M: Oh, yes, that' s our busiest time. I get Wednesdays off. |
| [05:42.87] | W: What are the things you have to do and the things you don' t have to do? |
| [05:47.80] | M: Uh, I don' t have to do the washingup, so that' s good. |
| [05:52.00] | I have to wear white, and I have to keep everything in the kitchen totally clean. |
| [05:57.71] | W: What' s hard about the job? |
| [06:00.26] | M: You are standing up all the time. |
| [06:02.67] | When we are busy, people get angry and shout, but that' s normal. |
| [06:07.87] | W: How did you learn the profession? |
| [06:11.05] | M: Well, I did a twoyear course at college. |
| [06:14.33] | In the first year we had to learn the basics, and then we had to take exams. |
| [06:19.76] | W: Was it easy to find a job? |
| [06:22.22] | M: I wrote to about six hotels and one of them gave me my first job, so I didn' t have to wait too long. |
| [06:29.38] | W: And what' s the secret of being good at your job? |
| [06:33.72] | M: Attention to detail. You have to love it. You have to show passion for it. |
| [06:40.13] | W: And what are your plans for the future? |
| [06:43.35] | M: I want to have my own place when the time is right. |
| [06:48.17] | Questions 19 to question 22 are based on the conversation you have just heard. |
| [06:56.15] | Q19. What does the man say about his job? |
| [07:18.52] | Q20. What does the man think is the hardest part of his job? |
| [07:40.53] | Q21. Where did the man get his first job after graduation? |
| [08:03.10] | Q22. What does the man say is important to being good at his job? |
| [08:25.84] | Conversation 2 |
| [08:28.45] | W: Now you' ve seen this table of figures about the pocket money children in Britain get? |
| [08:35.12] | M: Yes. I thought it was quite interesting, but I don' t quite understand the column entitled " Change". |
| [08:43.48] | Can you explain what it means? |
| [08:45.66] | W: Well, I think it means the change from the year before. |
| [08:50.64] | I am not a mathematician, but I assume the rise from 72 p to 90 p is a rise of 25 percent. |
| [09:00.92] | M: Oh yes, I see. And the inflation rate is there for comparison. |
| [09:06.21] | W: Yes. Why do you think the rise in pocket money is often higher than inflation? |
| [09:12.34] | M: I am sorry I' ve no idea. Perhaps parents in Britain are too generous. |
| [09:18.22] | W: Perhaps they are. But it looks as if children were a lot better off in 2001 than they were in 2002. |
| [09:27.48] | That' s strange, isn' t it? And they seem to have been better off in 2003 than they are now. |
| [09:35.55] | I wonder why that is. |
| [09:37.81] | M: Yes, I don' t understand that at all. |
| [09:40.85] | W: Anyway, if you had children, how much pocket money would you give them? |
| [09:46.87] | M: I don' t know. I think I' d probably give them 2 pounds a week. |
| [09:53.03] | W: Would you? And what would you expect them to do with it? |
| [09:57.56] | M: Well, out of that, they have to buy some small personal things, |
| [10:01.94] | but I wouldn' t expect them to save to buy their own socks, for example. |
| [10:06.12] | W: Yes, by the way, do most children in your country get pocket money? |
| [10:12.00] | M: Yeah, they do. |
| [10:13.78] | Questions 23 to question 25 are based on the conversation you have just heard. |
| [10:21.75] | Q23. What is the table of figures about? |
| [10:43.55] | Q24. What do we learn from the conversation about British children' s pocket money? |
| [11:08.03] | Q25. Supposing the man had children, what would he expect them to do with their pocket money? |
| [11:33.11] | Section B |
| [12:08.90] | Passage 1 |
| [12:11.73] | As the new sales director for a national computer firm, |
| [12:16.30] | Alex Gordon was looking forward to his first meeting with the company' s district managers. |
| [12:22.14] | Everyone arrived on time, and Alex' s presentation went extremely well. |
| [12:28.69] | He decided to end the meeting with the conversation about the importance of the district managers to the company' s plans. |
| [12:37.07] | " I believe we are going to continue to increase our share of the market," he began, |
| [12:43.87] | " because of the quality of the people in this room. |
| [12:47.79] | The district manager is the key to the success of the sales representatives in his district. |
| [12:54.19] | He sets the term for everyone else. |
| [12:57.39] | If he has ambitious goals and is willing to put in long hours, everyone in his unit will follow his example." |
| [13:06.71] | When Alex was finished, he received polite applause, but hardly the warm response he had hoped for. |
| [13:15.30] | Later he spoke with one of the senior managers. |
| [13:19.89] | " Things were going so well until the end", Alex said disappointedly. |
| [13:25.78] | " Obviously, I said the wrong thing." |
| [13:28.78] | " Yes", the district manager replied. |
| [13:33.27] | " Half of our managers are women. |
| [13:35.64] | Most have worked their way up from sales representatives, |
| [13:39.83] | and they are very proud of the role they played in the company' s growth. |
| [13:43.65] | They don' t care at all about political correctness. |
| [13:47.73] | But they were definitely surprised and distressed to be referred to as ' he' in your speech." |
| [13:55.46] | Questions 26 to 29 are based on the passage you have just heard |
| [14:01.99] | Q26. Who did Alex Gordon speak to at the first meeting? |
| [14:25.12] | Q27. What did Alex want to emphasize at the end of his presentation? |
| [14:47.17] | Q28. What do we learn about the audience at the meeting? |
| [15:09.73] | Q29. Why did Alex fail to receive the warm response he had hoped for? |
| [15:34.00] | Passage 2 |
| [15:36.48] | The way to complain is to act businesslike and important. |
| [15:41.98] | If your complaint is immediate, suppose you got the wrong order at a restaurant, |
| [15:48.46] | make a polite but firm request to see the manager. |
| [15:53.09] | When the manager comes, ask his or her name. |
| [15:57.38] | And then state your problem and what you expect to have done about it. |
| [16:02.03] | Be polite! Shouting or acting rude will get you nowhere. |
| [16:07.68] | But also be firm in making your complaint. |
| [16:12.10] | Besides, act important. |
| [16:16.12] | This doesn' t mean to put on airs and say " do you know who I am?" |
| [16:21.56] | What it means is that people are often treated the way they expect to be treated. |
| [16:28.02] | If you act like someone who expects a fair request to be granted, chances are it will be granted. |
| [16:35.87] | The worst way to complain is over the telephone. |
| [16:40.10] | You are speaking to a voice coming from someone you cannot see. |
| [16:45.14] | So you can' t tell how the person on the line is reacting. |
| [16:49.58] | It is easy for that person to give you the runaround. |
| [16:54.06] | Complaining in person or by letter is generally more effective. |
| [17:01.19] | If your complaint does not require an immediate response, it often helps to complain by letter. |
| [17:08.35] | If you have an appliance that doesn' t work, send a letter to the store that sold it. |
| [17:14.70] | Be businesslike and stick to the point. |
| [17:18.39] | Don' t spend a paragraph on how your uncle Joe tried to fix the problem and couldn' t. |
| [17:26.02] | Questions 30 to 32 are based on the passage you have just heard. |
| [17:32.71] | Q30. What does the speaker suggest you do when you are not served properly at a restaurant? |
| [17:56.85] | Q31. Why does the speaker say the worst way to complain is over the telephone? |
| [18:20.96] | Q32. What should you do if you make a complaint by letter? |
| [18:44.78] | Passage 3 |
| [18:45.95] | Barbara Sanders is a wife and the mother of two children, ages 2 and 4. |
| [18:52.82] | Her husband, Tom, is an engineer and makes an excellent salary. |
| [18:58.83] | Before Barbara had children, she worked as an architect for the government, designing government housing. |
| [19:06.87] | She quit her job when she became pregnant, but is now interested in returning to work. |
| [19:13.77] | She' s been offered an excellent job with the government. |
| [19:17.31] | Her husband feels it' s unnecessary for her to work since the family does not need the added income. |
| [19:24.70] | He also thinks that a woman should stay home with her children. |
| [19:29.21] | If Barbara feels the need to do socially important work, |
| [19:33.20] | he thinks that she should do volunteer work one or two days a week. |
| [19:37.96] | Barbara, on the other hand, has missed the excitement of her profession |
| [19:43.08] | and does not feel she would be satisfied doing volunteer work. |
| [19:47.02] | She would also like to have her own income, |
| [19:50.48] | so she does not have to ask her husband for money whenever she wants to buy something. |
| [19:56.01] | She does not think it' s necessary to stay home every day with the children |
| [20:00.00] | and she knows a very reliable babysitter who' s willing to come to her house. |
| [20:05.82] | Tom does not think a babysitter can replace a mother and thinks |
| [20:10.76] | it' s a bad idea for the children to spend so much time with someone who' s not part of the family. |
| [20:17.92] | Questions 33 to 35 are based on the passage you have just heard. |
| [20:24.86] | Q33. What was Barbara' s profession before she had children? |
| [20:48.15] | Q34. What does Barbara' s husband suggest she do if she wants to work? |
| [21:09.87] | Q35. What does Tom think about hiring a babysitter? |
| [21:31.76] | Section C |
| [22:26.87] | Almost every child, on the first day he sets foot in the school building, |
| [22:32.19] | is smarter, more curious, less afraid of what he doesn' t know, |
| [22:37.30] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [22:45.06] | than he will either be again in his schooling or, unless he is very unusual and very lucky, for the rest of his life. |
| [22:52.75] | Already, by paying close attention to and interacting with the world and people around him, |
| [22:59.43] | and without any schooltype formal instruction, he has done a task far more difficult, |
| [23:05.28] | complicated and abstract than anything he will be asked to do in school, |
| [23:09.75] | or than any of his teachers has done for years he has solved the mystery of language. |
| [23:16.63] | He has discovered it. Babies don' t even know that language exists. |
| [23:21.48] | And he has found out how it works and learnt to use it appropriately. |
| [23:26.56] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [23:34.77] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [23:42.64] | And while he has been doing this, he has been learning other things as well, |
| [23:48.16] | including many of the concepts that the schools think only they can teach him, |
| [23:53.61] | and many that are more complicated than the ones they do try to teach him. |
| [24:00.16] | Read again |
| [24:04.81] | Almost every child, on the first day he sets foot in the school building, |
| [24:09.98] | is smarter, more curious, less afraid of what he doesn' t know, |
| [24:16.10] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [24:24.17] | than he will either be again in his schooling or, unless he is very unusual and very lucky, for the rest of his life. |
| [24:33.58] | Already, by paying close attention to and interacting with the world and people around him, |
| [24:40.19] | and without any schooltype formal instruction, he has done a task far more difficult, |
| [24:47.19] | complicated and abstract than anything he will be asked to do in school, |
| [24:52.12] | or than any of his teachers has done for years he has solved the mystery of language. |
| [24:59.58] | He has discovered it. Babies don' t even know that language exists. |
| [25:05.63] | And he has found out how it works and learnt to use it appropriately. |
| [25:52.89] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [26:00.78] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [27:05.87] | And while he has been doing this, he has been learning other things as well, |
| [27:10.52] | including many of the concepts that the schools think only they can teach him, |
| [28:05.83] | and many that are more complicated than the ones they do try to teach him. |
| [28:13.01] | Read third time |
| [28:16.67] | Almost every child, on the first day he sets foot in the school building, |
| [28:22.85] | is smarter, more curious, less afraid of what he doesn' t know, |
| [28:27.78] | better at finding and figuring things out, more confident, resourceful, persistent and independent, |
| [28:35.91] | than he will either be again in his schooling or, unless he is very unusual and very lucky, for the rest of his life. |
| [28:43.35] | Already, by paying close attention to and interacting with the world and people around him, |
| [28:50.31] | and without any schooltype formal instruction, he has done a task far more difficult, |
| [28:55.78] | complicated and abstract than anything he will be asked to do in school, |
| [29:00.66] | or than any of his teachers has done for years he has solved the mystery of language. |
| [29:07.56] | He has discovered it. Babies don' t even know that language exists. |
| [29:12.40] | And he has found out how it works and learnt to use it appropriately. |
| [29:17.43] | He has done it by exploring, by experimenting, by developing his own model of the grammar of language, |
| [29:25.69] | by trying it out and seeing whether it works, by gradually changing it and refining it until it does work. |
| [29:33.40] | And while he has been doing this, he has been learning other things as well, |
| [29:38.97] | including many of the concepts that the schools think only they can teach him, |
| [29:44.45] | and many that are more complicated than the ones they do try to teach him. |
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