四级听力

Test one

Section A

11. M: I already know what I want to take next semester. So why do I have to make

an appointment to see my advisor? All I need is her signature on my course

sheet.

W: I’m afraid it doesn’t work that way. She has to talk with you to make sure everything is on the right track.

Q: What does the woman mean?

12. W: Joe, I thought your article on the school newspaper was right on target. You

certainly convinced me anyway.

M: Thanks, Mary. Unfortunately, based on the general response, you and I are definitely in the minority.

Q: What does the man mean?

13: M: I’ve noticed that you spend a lot of time tending to your garden. Do you think you might like to join the university gardening club? We meet every other Tuesday.

W: Oh, thanks for the invitation. But this is how I relax. I’d rather not make it something formal and structured.

Q: What does the woman imply?

14: W: I thought there was still time for me to apply for student loan. But someone just told me that the closing date was last Wednesday.

M: Are you sure? I thought we still had another month. Wait, I’ve got a brochure right here. Yeah , Wednesday was the opening date.

Q: What does the man imply?

15: W: It sounds like Kare isn’t happy at all with her new roommate. Did she say why?

M: Believe me, I tried to find out. But I simply couldn’t pin her down.

Q: What does the man mean?

16:W: I heard that only 20% of summer jobs in this part of the country are advertised.

The other 80% are filled some other way.

M: Really? Then maybe I need to change my job search techniques.

Q: What can be inferred about the man?

17. W: I’m thinking of getting a new pantsuit to wear to Jame’s wedding.

M: I just hope that my old suit still fits. You know how I feel about shopping.

Q: What does the man imply?

18. M: What’s my share of the bill? ＄18.50? That can’t be right! I only had a salad

for dinner.

W: Don’t get excited. Let me check them out.

Q: What will the woman do next?

Conversation One

W: Paul, can you tell me how you got interested in being a football manager?

M: Yes, well, I started out as a professional footballer. I played for quite a few clubs.

In my last club, the manager encouraged me to do some coaching, which I really enjoyed. (19) And that’s when I thought maybe I could make it as a manager. W: So what happened next？

M: I started working for my coaching license, (20) and then I heard about a certificate in football management, and applied for a place on the course.

W: I’ve always thought that most managers just learn on the job. Weren’t you tempted to just give it a go anyway?

M: Not really. I’m a typical footballer. I left school at 16 so I haven’t had that much of an education. I didn’t feel confident that I could deal with things like finance and negotiating.

W: And is that the kind of thing you learn on this course?

M: (21) Yes, it really covers everything you need: leadership skills, talking to the media, handling pressure, etc. I’ve got a lot more confidence and am really looking forward to my first managerial job.

W: How does the course work in practice? I believe you’re working as well as studying.

M: That’s right. After I got my coaching license I got a job as a coach. (22) It’s no problem combining work with studying. In fact you need to be playing or working in football to get on the course.

W: And finally, would your recommend this route into football management?

M: Yes, most definitely.

Conversation Two

W: So, Peter, do you want to have a look at your diary together? As this is the first year we’ve been using them, (23) I’d really like to get some feedback from you.

M: No problem, Professor Hudson. I’ll just get it.

W: Right, well, you’ve certainly been making good use of it! Let’s start with the part where you write about the lessons and what you’ve got out of them. Do you think that it’s helpful to write it down?

M: (24) Definitely. I have a bad memory, so writing down what we do in class helps me remember. Besides, writing down what I find difficult is also very useful. It’s easier than asking lots of questions in class.

W: That’s great! Is there anything else that you find good about your diary?

M: I also like making comments on what I liked and disliked in class. I think maybe it helps you to know us better.

W: I agree. Your comments definitely help me to understand how you learn best in class.

M: The only problem with the diaries is that they take a lot of time to write. But it’s better now since we have free time at the end of the class.

W: Yeah, absolutely. Would you like to do anything different in your diary?

M: Well, you never mark my English. I think it would be good if you corrected it. W:I think it’s better not to so that you could express freely. (25) Thanks for your help and I’ll ask the rest of the class and see what everyone thinks about this.

M: You are welcome.

Section B

Passage One

I’d been making wooden toys for my family and friends for quite some time. (26) So many people were asking me to make specific things, like a doll’s house for a birthday present, that I began to wonder if I could make a living out of it. I approached some shops and department stores, but they weren’t interested unless I could guarantee a regular supply.

(27) I think it was my son who first suggested I set up an Internet shop. I hadn’t a clue how to go about it, so I started by looking at existing sites selling handmade toys.

I wondered if there was something not being provided that I could do. (28) I thought about what people usually asked me to make and I realized that a lot of people wanted a customized toy. They asked for their child’s name painted on it, or wanted it painted particular colors. (28) I hadn’t seen anyone offering this kind of service.

The next step was to think of a name. By then I had read quite a bit of advice about setting up Internet companies, and I knew I would have to register a domain

name. Every time we thought of a good one I searched for it on the Internet and sure enough, someone had already got it. I was getting quite frustrated when my sister suggested https://www.360docs.net/doc/3c18113280.html,. (29) I checked and to my amazement it hadn’t been registered. Then I registered the domain name and I was ready to start designing my website. Passage Two

Now let’s take a look at some ways in which we can increase the levels of our own emotional intelligence so that employers will be fighting over us!

(30) The first step is to label our own feelings rather than labeling situations or other people. We should say things like “ I feel angry ” instead of “ this is a ridiculous situation ” .

Secondly, it is very important to know the difference between a thought and a feeling. In terms of language, we express thoughts by saying “ I feel like ” or “ I feel as if ” , but for feelings, we say “ I feel ” and then a feeling word, an adjective—happy, angry, frustrated.

Next—and this is a crucial point—(30) we should take more responsibility for our feelings. Instead of saying “ you are making me jealous ” , we ought to say “ I feel jealous ” .

Another important issue here is respect. (32) We have to respect the feelings of others. We should ask ourselves questions like “How will this person feel if I do this? ” Don’t criticize, advice, control or lecture others. Just listen with empathy and in a nonjudgmental way.

And what about people who negatively inluence you? Easy—avoid them. And when it isn’t possible to avoid them altogether, try to spend less time with them and don’t let them get to you.

Follow this advice and I am sure that you will soon increase your EQ level. You will feel happier and more positive and hopeful this will have a positive influence o those around you.

Passage Three

One of the biggest challenges facing employers and educators today is the rapid advance of globalization. (33) The marketplace is no longer national or regional, but extends to all corners of the world, and this requires a global—ready workforce. Universities have a large part to play in preparing students for the twenty—first century labor market by promoting international educational experiences.

The most obvious way universities can help develop a global workforce is by

encouraging students to study abroad as part of their course. Students who have experienced another culture first—hand are more likely to be global—ready when they graduate. There are, of course, well—established international undergraduate student exchange schemes. (34) We need to expand and add to such schemes, to enable many more students to study abroad.

Global workforce development doesn’t always have to involve travel abroad, however. If students learn another language, and study other cultures, they will be more global ready when they graduate.(35) It is important to point out that students also need to have a deep understanding of their own culture before they can begin to observe, analyze and evaluate other culrures. This can be done both through the curriculum and through activities on campus outside of the classroom.

Many universities are already embracing this challenge and providing opportunities for students to become global citizens. Students themselves, however, may not realize that when they graduate they will be competing in a global labor market, and universities need to raise awareness of these issues amongst undergraduates.

Section C

The prospects for women who are scientists and engineers at major research universities have improved, although women continue to face(36) inequalities in salary and access to some other resources.

In recent years men and women(37) faculty in science, engineering and mathematics have(38) enjoyed comparable opportunities. It found that women who apply for university jobs and, once they have them, for(39) promotion and tenure, are at least as likely to succeed as men. But compared with their numbers among new Ph.D.’s, women are still underrepresented in(40) applicant pools, a puzzle that offers an opportunity for further research.

In another report this week, researchers at the University of Wisconsin reviewed a (41) variety of studies and concluded that the achievement gap between boys and girls in mathematics performance had narrowed to the (42) vanishing point.

Although girls are still underrepresented in the(43) ranks of young math prodigies, they said, that gap is narrowing, which(44) undermines claims that a greater prevalence of profound mathematical talent in males is biologically determined.

Researchers studied data from 10 states collected in tests mandated by the No Child Left Behind legislation as well as data from the National Assessment of

Educational Progress, a federal testing program.(45) Differences between girls’ and boys’ performance in the 10 states were “ close to zero in all grades ”, they said, even in high schools where gaps existed earlier.(46) In the national assessment, they said, differences between girls’ and boys’ performance were “ trivial ”.