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2006年12月英语四级听力原文附字幕

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2006年12月大学英语四级考试试卷

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 will be asked about what was said.

Both the conversation and the questions will be spoken only once.

After each question there will be a pause.

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.

11. M: Christmas is around the corner.

And I'm looking for a gift for my girlfriend. Any suggestions?

W: Well you have to tell me something about your girlfriend first.

Also, what's your budget?

Q: What does the woman want the man to do?

12. M: What would you like for dessert?

I think I'll have apple pie and ice cream.

W: The chocolate cake looks great,

but I have to watch my weight.

You go ahead and get yours.

Q: What would the woman most probably do?

13. W: Having visited so many countries,

you must be able to speak several different languages.

M: I wish I could. But Japanese and,

of course English are the only languages I can speak.

Q: What do we learn from the conversation?

14. M: Professor Smith asked me to go to his office after class.

So it is impossible for me to make it to the bar at ten.

W: Then it seems we'll have to meet an hour later at the library.

Q: What will the man do first after class?

15. M: It's already 11 now.

Do you mean I ought to wait

until Proffessor Bloom comes back from the class?

W: Not really. You can just leave a note.

I'll give it to her later.

Q: What does the woman mean?

16. M: How is John now? Is he feeling any better?

W: Not yet. It still seems impossible to make him smile.

Talking to him is really difficult

and he gets upset easily over little things.

Q: What do we learn about John from the conversation?

17. M: Do we have to get the opera tickets in advance?

W: Certainly. Tickets at the door are usually sold at a higher price.

Q: What does the woman imply?

18. M: The taxi driver must have been speeding.

W: Well, not really.

He crashed into the tree

because he was trying not to hit a box

that had fallen off the truck ahead of him.

Q: What do we learn about the taxi driver?

Now you'll hear two long conversations.

Conversation One

W: Hey, Bob, guess what?

I'm going to visit Quebec next summer.

I'm invited to go to a friend's wedding.

But while I'm there I'd also like to do some sightseeing.

M: That's nice, Shelly.

But do you mean the province of Quebec, or Quebec City?

W: I mean the province.

My friend's wedding is in Montreal.

So I'm going there first.

I'll stay for five days.

Is Montreal the capital city of the province?

M: Well, Many people think so because it's the biggest city.

But it's not the capital.

Quebec City is. But Montreal is great.

The Saint Royal River runs right through the middle of the city.

It's beautiful in summer.

W: Wow, and do you think I can get by in English?

My French is OK, but not that good.

I know most people there speak French,

but can I also use English?

M: Well, people speak both French and English there.

But you'll hear French most of the time.

And all the street signs are in French.

In fact, Montreal is the third largest French speaking city in the world.

So you'd better practice your French before you go.

W: Good advice. What about Quebec City?

I'll visit a friend from college who lives there now.

What's it like?

M: It's a beautiful city, very old.

Many old buildings have been nicely restored.

Some of them were built in the 17th and 18th centuries.

You'll love there.

W: Fantastic. I can't wait to go.

Questions 19 to 21 are based on the conversation you have just heard.

19. What's the woman's main purpose of visiting Quebec?

20. What does the man advise the woman to do before the trip?

21. What does the man say about the Quebec City?

Conversation Two

M: Hi, Ms. Rowling, how old were you when you started to write?

And what was your first book?

W: I wrote my first finished story when I was about six.

It was about a small animal, a rabbit, I mean.

And I've been writing ever since?

M: Why did you choose to be an author?

W: If someone asked me how to achieve happiness.

Step One would be finding out what you love doing most.

And step two would be finding someone to pay you to do it.

I consider myself very lucky indeed

to be able to support myself by writing.

M: Do you have any plans to write books for adults?

W: My first two novels were for adults.

I suppose I might write another one.

But I never really imagine a target audience when I'm writing.

The ideas come first.

So it really depends on the ideas that grasp me next.

M: Where did the ideas for the "Harry Potter" books come from?

W: I've no idea where the ideas came from.

And I hope I'll never find out.

It would spoil my excitement

if it turned out I just have a funny little wrinkle

on the surface of my brain,

which makes me think about the invisible train platform.

M: How do you come up with the names of your characters?

W: I invented some of them.

But I also collected strange names.

I've got one from ancient saints, maps,

dictionaries, plants, war memoirs and people I met.

M: Oh, you are really resourceful.

Questions 22 to 25 are based on the conversation you have just heard.

22. What do we learn from the conversation

about Ms. Rowling's first book?

23. Why does Ms. Rowling consider her so very lucky?

24. What dictates Ms. Rowling's writing?

25. According to Ms. Rowling

where did she get the ideas for the Harry Potter books?

Section B

Directions:

In this section, you will hear 3 short passages.

At the end of each passage, you will hear some questions.

Both the passage and the 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

Reducing the amount of sleep students get at night

has a direct impact on their performance at school during the day.

According to classroom teachers,

elementary and middle school students

who stay up late exhibit more learning and attention problems.

This has been shown

by Brown Medical School and Bradley Hospital research.

In the study,

teachers were not told the amount of sleep students received

when completing weekly performance reports,

yet they rated the students

who had received eight hours or less

as having the most trouble recalling all the material,

learning new lessons and completing high-quality work.

Teachers also reported

that these students had more difficulty paying attention.

The experiment is the first to ask teachers

to report on the effects of sleep deficiency in children.

Just staying up late can cause increased academic difficulty

and attention problems for otherwise healthy,

well-functioning kids,

said Garharn Forlone, the study's lead author.

So the results provide professionals and parents

with a clear message:

when a child is having learning and attention problems,

the issue of sleep has to be taken into consideration.

"If we don't ask about sleep,

and try to improve sleep patterns in kids'

struggling academically,

then we aren't doing our job", Forlone said.

For parents, he said, the message is simple,

"getting kids to bed on time

is as important as getting them to school on time".

Questions 26 to 28 are based on the passage you have just heard.

26. What were teachers told to do in the experiment?

27. According to the experiment,

what problem can insufficient sleep cause in students?

28. What message did the researcher intend to convey to parents?

Passage Two

Patricia Pania never wanted to be a national public figure.

All she wanted to be was a mother and homemaker.

But her life was turned upside down when a motorist,

distracted by his cell phone,

ran a stop sign and crashed into the side of her car.

The impact killed her 2-year-old daughter.

Four months later,

Pania reluctantly but courageously

decided to try to educate the public

and to fight for laws to ban drivers from using cell phones

while a car is moving.

She wanted to save other children

from what happened to her daughter.

In her first speech,

Pania got off to a shaky start.

She was visibly trembling and her voice was soft and uncertain.

But as she got into her speech,

a dramatic transformation took place.

She stopped shaking and spoke with a strong voice.

For the rest of her talk,

she was a forceful and compelling speaker.

She wanted everyone in the audience

to know what she knew

without having to learn it from a personal tragedy.

Many in the audience were moved to tears and to action.

In subsequent presentations,

Pania gained reputation as a highly effective speaker.

Her appearance on a talk show was broadcast three times,

transmitting her message to over 40 million people.

Her campaign increased public awareness of the problem,

and prompted over 300 cities and several states

to consider restrictions on cell phone use.

Questions 29 to 32 are based on the passage you have just heard.

29. What was the significant change in Patricia Pania's life?

30. What had led to Pania's personal tragedy?

31. How did Pania feel when she began her first speech?

32. What could be expected as a result of Pania's efforts?

Passage Three

Many people catch a cold in the spring time or fall.

It makes us wonder if scientists can send a man to the moon.

Why can't they find a cure for the common cold?

The answer is easy.

There're actually hundreds of kinds of cold viruses out there.

You never know which one you will get,

so there isn't a cure for each one.

When a virus attacks your body,

your body works hard to get rid of it.

Blood rushes to your nose and causes a blockage in it.

You feel terrible because you can't breathe well,

but your body is actually eating the virus.

Your temperature rises and you get a fever,

but the heat of your body is killing the virus.

You also have a running nose

to stop the virus from getting into your cells.

You may feel miserable,

but actually your wonderful body

is doing everything it can to kill the cold.

Different people have different remedies for colds.

In the United States and some other countries,

for example, people might eat chicken soup to feel better.

Some people take hot bath and drink warm liquids.

Other people take medicines

to relieve various symptoms of colds.

There was one interesting thing to note.

Some scientists say taking medicines

when you have a cold is actually bad for you.

The virus stays in you longer,

because your body doesn't develop a way to fight it and kill it.

Questions 33 to 35 are based on the passage you have just heard.

33. According to the passage,

why haven't scientists found a cure for the common cold?

34. What does the speaker say

about the symptoms of the common cold?

35. What do some scientists say

about taking medicines for the common cold,

according to the passage?

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 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 your own words.

Finally, when the passage is read for the third time,

you should check what you have written.

You probably have noticed

that people express similar ideas in different ways,

depending on the situation they are in.

This is very natural.

All languages have two general levels of usage:

a formal level and an informal level.

English is no exception.

The difference in these two levels is the situation

in which you use a particular level.

Formal language is the kind of language you find in textbooks,

reference books and in business letters.

You would also use formal English in compositions and essays

that you write in school.

Informal language is used in conversation with colleagues,

family members and friends,

and when we write personal notes or letters to close friends.

Formal language is different from informal language in several ways.

First, formal language tends to be more polite.

What we may find interesting

is that it usually takes more words to be polite.

For example, I might say to a friend or family member,

"Close the door, please", but to a stranger,

I probably would say "Would you mind closing the door?"

Another difference between formal and informal language

is some of the vocabulary.

There are bound to be some words

and phrases that belong in formal language

and others that are informal.

Let's say that I really like soccer.

If I'm talking to my friend

I might say "I'm just crazy about soccer!"

But if I were talking to my boss,

I would probably say "I really enjoy soccer."

You probably have noticed

that people express similar ideas in different ways,

depending on the situation they are in.

This is very natural.

All languages have two general levels of usage:

a formal level and an informal level.

English is no exception.

The difference in these two levels is the situation

in which you use a particular level.

Formal language is the kind of language you find in textbooks,

reference books and in business letters.

You would also use formal English in compositions and essays

that you write in school.

Informal language is used in conversation with colleagues,

family members and friends,

and when we write personal notes or letters to close friends.

Formal language is different from informal language in several ways.

First, formal language tends to be more polite.

What we may find interesting

is that it usually takes more words to be polite.

For example, I might say to a friend or family member,

"Close the door, please", but to a stranger,

I probably would say," Would you mind closing the door?"

Another difference between formal and informal language

is some of the vocabulary.

There are bound to be some words

and phrases that belong in formal language

and others that are informal.

Let's say that I really like soccer.

If I'm talking to my friend

I might say "I'm just crazy about soccer!"

But if I were talking to my boss,

I would probably say "I really enjoy soccer."

You probably have noticed

that people express similar ideas in different ways,

depending on the situation they are in.

This is very natural.

All languages have two general levels of usage:

a formal level and an informal level.

English is no exception.

The difference in these two levels is the situation

in which you use a particular level.

Formal language is the kind of language you find in textbooks,

reference books and in business letters.

You would also use formal English in compositions and essays

that you write in school.

Informal language is used in conversation with colleagues,

family members and friends,

and when we write personal notes or letters to close friends.

Formal language is different from informal language in several ways.

First, formal language tends to be more polite.

What we may find interesting

is that it usually takes more words to be polite.

For example, I might say to a friend or family member,

"Close the door, please", but to a stranger,

I probably would say," Would you mind closing the door?"

Another difference between formal and informal language

is some of the vocabulary.

There are bound to be some words

and phrases that belong in formal language

and others that are informal.

Let's say that I really like soccer.

If I'm talking to my friend

I might say "I'm just crazy about soccer!"

But if I were talking to my boss,

I would probably say "I really enjoy soccer."

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2006年12月大学英语四级考试试卷
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 will be asked about what was said.
Both the conversation and the questions will be spoken only once.
After each question there will be a pause.
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.
11. M: Christmas is around the corner.
And I'm looking for a gift for my girlfriend. Any suggestions?
W: Well you have to tell me something about your girlfriend first.
Also, what's your budget?
Q: What does the woman want the man to do?
12. M: What would you like for dessert?
I think I'll have apple pie and ice cream.
W: The chocolate cake looks great,
but I have to watch my weight.
You go ahead and get yours.
Q: What would the woman most probably do?
13. W: Having visited so many countries,
you must be able to speak several different languages.
M: I wish I could. But Japanese and,
of course English are the only languages I can speak.
Q: What do we learn from the conversation?
14. M: Professor Smith asked me to go to his office after class.
So it is impossible for me to make it to the bar at ten.
W: Then it seems we'll have to meet an hour later at the library.
Q: What will the man do first after class?
15. M: It's already 11 now.
Do you mean I ought to wait
until Professor Bloom comes back from the class?
W: Not really. You can just leave a note.
I'll give it to her later.
Q: What does the woman mean?

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重点单词		查看全部解释
elementary	[.elə'mentəri]	想一想再看 adj. 基本的，初级的，元素的	联想记忆 X 单词elementary 联想记忆： element元素，要素+ary表形容词，“…的”→基本的
platform	['plætfɔ:m]	想一想再看 n. 平台，站台，月台，讲台，(政党的)政纲	联想记忆 X 单词platform 联想记忆： plat平坦+form形状→形状平的地方→平台，月台
miserable	['mizərəbl]	想一想再看 adj. 悲惨的，痛苦的，贫乏的
spoil	[spɔil]	想一想再看 n. 战利品，奖品 v. 宠坏，溺爱，破坏，腐
fever	['fi:və]	想一想再看 n. 发烧，发热，狂热 v. （使）发烧，（使
awareness	[ə'wɛənis]	想一想再看 n. 认识，意识，了解	联想记忆 X 单词awareness 联想记忆： a+ware注视+ness→意识，知觉
invisible	[in'vizəbl]	想一想再看 adj. 看不见的，无形的 n. 隐形人(或物
insufficient	[.insə'fiʃənt]	想一想再看 adj. 不足的	联想记忆 X 单词insufficient 联想记忆： sufficient（adj 充分的；足够的）
opera	['ɔpərə]	想一想再看 n. 歌剧 n. 挪威Opera软件公司的浏览	联想记忆 X 单词opera 联想记忆： a和o结尾的都是艺术单词，源于意大利
blockage	['blɔkidʒ]	想一想再看 n. 封锁，妨碍