2014年6月大学英语四级听力试题(含MP3)大学英语四级听力试题12345
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历年英语四级听力真题
Woman: When was the last time you dusted the apartment?
Man: When was the last time my mother came over?
编辑：Jasmine
M: Did you buy any of the sweaters that we are on sale?W: Buy any? I got five of them. They were such a good bargain.
编辑：kekenet
Well. I’ m not .I think so. You see, actually, I’m getting married soon. And my friends want to buy me presents things.
编辑：kekenet
2013年12月英语听力真题、答案、原文及音频发布，更多关于2013年12月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2013年12月英语听力真题、答案、原文及音频发布，更多关于2013年12月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2013年12月英语听力真题、答案、原文及音频发布，更多关于2013年12月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2013年12月英语听力真题、答案、原文及音频发布，更多关于2013年12月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2013年6月英语听力真题、答案、原文及音频发布，更多关于2013年6月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2013年6月英语听力真题、答案、原文及音频发布，更多关于2013年6月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2013年6月英语听力真题、答案、原文及音频发布，更多关于2013年6月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2012年12月英语听力真题、答案、原文及音频发布，更多关于2012年12月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
2012年12月英语听力真题、答案、原文及音频发布，更多关于2012年12月英语四六级考试真题及答案解析，请关注四六级频道。
编辑：alice
四级考试刚刚结束，不管是通过分析真题还是看网上考生的普遍反馈，都不难得出这次四级考试的听力部分比去年12月份的题目难度略有下降，与去年6月题目基本持平。广大考生如果在考前做好了充足的准备，这次想要顺利通过应该不成问题。
编辑：Aimee
2013年6月的四级考试刚刚结束，上海考区听力考试部分总体难度与往年持平，语速适中，考点也基本符合历年规律，相信仔细研究过历年真题的同学们一定能够较为顺利地完成听力部分的考试。
编辑：Aimee
从听力各部分考到的话题宏观来看，我们在考前和同学们反复强调的两大场景：学习场景、工作场景仍然是这次考查的主力。
编辑：Aimee
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新东方英语四级网络课程
频道本月排行
Of all the components of a good nigh
Imagine you went to a restaurant wit
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添加方式2.搜索微信号ikekenet添加即可。2012年12月英语四级听力原文(含mp3音频文件)
时间: 14:04:53 来源:考试吧 编辑:Aimee
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　　Section B　　Passage 1　　Since I started working part-time at a grocery store, I have learned that a customer is more than someone who buy something. To me, a customer is a person whose memory fails entirely once he or she starts to push a shopping card. One of the first things customers forget is how to count. There is no other way to explain how so many people get in their express line, which is clearly marked 15 items or less, with 20, 25 or even a cart load of items. Customers also forget why they came to the store in the first place. Just as I finish ringing up an order, a customer will say, “Oops, I forgot to pick up a fresh loaf of bread. I hope you don't mind waiting while I go get it.” Five minutes later, he's back with the bread, a bottle of milk, and three rolls of paper towels. Strange is that seems customers also seem to forget that they have to pay for their groceries. Instead of writing a check or looking for a credit card while I am ringing up the groceries, my customers will wait until I announce the total. Then, in surprise, she says, “Oh no, what did I do with my check book?” After 5 minutes of digging through her purse, she borrows my pen because she's forgotten hers. But I have to be tolerant of customers because they pay my salary, and that's something I can't afford to forget.　　Q26. What does the speaker say about customers' entering the grocery store?　　Q27. Which customers are supposed to be in the express line?　　Q28. What does the speaker say some customers do when they arrive at the check-out counter?　　Q29. What does the speaker say about his job at the end of the talk?　　Passage 2　　The speech delivery style of Europeans and Asians tends to be very formal. Speakers of these cultures often read oral presentations from carefully retain manual scripts. On the other hand, American speakers are generally more informal relative to speakers and other cultures. American audiences prefer natural, spontaneous delivery that conveys a lively sense of communication. They don't relay well to speakers who read from a manual script. If you use an outline of your ideas instead of a prepare text, your speech will not only sound more natural, but you will also be able to establish better relationship with your listeners and keep their attention. The language and style you use when making an oral presentation should not be the same as the language in style you use when writing. Well retain information, that is meant to be read, does not work as well when it is heard. It is, therefore, important for you to adapt retain texts or outlines for presentations. Good speakers are much more informal when speaking than when writing. They also use their own words and develop their own speaking styles. Whenever possible, they use short words. Listeners are appreciated when speakers use simple, everyday words in a presentation. One advantage is that it is much easier for speakers to pronounce short words correctly. Another is that long and sophisticated vocabulary choices make listening more difficult.　　Question 30 to 32　　30. What does the speaker say American audiences prefer?　　31. What should one pay attention to when making an oral presentation?　　32. What does the speaker focus on in the talk?　　Passage 3　　Let children learn to judge their own work　　A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He compares a thousand times a day the difference between language as he uses it and language as those around him use it. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, kids learning to do all the other things they learn without adult teachers, to walk, run, climb, ride a bike, play games, compare their own performance with what more skilled people do, and slowly make the needed changes. But in school we never give a child a chance to detect his mistakes. We do it all for him. We act as if we thought he would never notice a mistake unless it was pointed out to him. Soon he becomes dependent on the expert. We should let him do it himself. Let him figure out, with the help of other children if he wants it, what this word says, what is the answer to that problem, whether this is a good way of saying or doing this or that.　　If right answers need to be given, as in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such tedious work? Our job should be to help the children when they tell us that they can't find the way to get the right answer.　　Question 33 to 35 are based on the passage you have just heard.　　Q33 How does a child learn to do something according to the speaker?　　Q34 What belief do teachers commonly hold according to the speaker?　　Q35 What does the speaker imply about the current way of teaching?
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[kən'trəuld]
想一想再看
adj. 受约束的；克制的；受控制的 v. 控制；指挥；
[æn'ti:k]
想一想再看
adj. 古代的n. 古物，古董
[spi'sifik]
想一想再看
adj. 特殊的，明确的，具有特效的n. 特
['briljənt]
想一想再看
adj. 卓越的，光辉的，灿烂的n. 宝石
想一想再看
n. 紧张，压力v. 强调，着重
[prə'dʌktiv]
想一想再看
adj. 能生产的，有生产价值的，多产的
['dilidʒənt]
想一想再看
adj. 勤奋的，用功的
[kə.mju:ni'keiʃn]
想一想再看
n. 沟通，交流，通讯，传达，通信
[kɑ:t]
想一想再看
n. 手推车，(二轮)载货车v. (用手推车
[ə'kɔmpliʃt]
想一想再看
adj. 娴熟的，有造诣的，完成的，有成就的，毫无疑问的
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2004年6月英语四级听力录音mp3下载(含听力原文及答案).rar
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