英語四級考試科學技術文獻出版社聽力

『壹』 英語四級考試中聽力應該如何答題

1、錄音讀Directions的時候，快速瀏覽選項，劃出關鍵詞，推測文章內容及問題。
2、注意聽開頭前三句，一定有出題點。聽完開頭兩三句還沒有選出第一題的答案，請立刻放棄第一題，繼續答後面的題目，避免整篇聽力都沒跟上的情況發生。
3、注意聽最後兩三句，聽力最後一題常涉及結尾部分的一些關鍵詞句。
4、聽到比較、語音語調的變化、明顯的轉折詞，一定要豎起耳朵，八成有出題點!
5、答題過程中，實在聽不明白，記住一個原則: 聽到什麼選什麼，哪個選項被讀到最多次就選哪個。
6、同義替換是四六級考試中常見的考試形式，是指題目的正確答案不會原封不動地在原文中重現，而是發生了同義替換，在六級聽力中尤其常見。要特別注意!
7、做聽力時一定要邊選答案邊塗答題卡，或者在讀Directions的空隙填塗。因為聽力錄音一放完就立刻暫停考試，收走答題卡1(作文和聽力部分)，沒有額外的時間填塗答題卡。

『貳』 誰能幫我找到1994年一月的英語四級聽力考試原文

CET4大學英語四級94年1月份考試聽力答案
【發布時間：2005-5-10 1:24:55】【正文字體：大 中 小】【收藏到TopLink】

大學英語四級考試1994年1月答案
聽力原文：
Section A
1.
M: Your son seems to have made much progress in playing the piano. Does he attend any piano classes?
W: Yes, he takes lessons twice a week, but from next week on, he will go to the class on Saturday evenings too.
Q: How often will the woman's son have piano lesson from next week on?
2.
W: Do you mind if I borrow your notes?
M: No, of course not. They are on my desk.
Q: What does the man mean?
3.
W: Would you like to go to the dance with me tonight?
M: I'd love to, but I'm just getting over my cold.
Q: Will the man go dancing with the woman tonight?
4.
W: I'm afraid we are going to miss the 3-o'clock train.
M: Don't worry. We can get our tickets changed for this evening.
Q: What does the man suggest they should do?
5.
W: Do you enjoy life in Washington?
M: Yes, indeed. I'm planning to move to New York or Boston. Anyway, I've never regretted my earlier decision.
Q: Where does the man live now?
6.
W: Could you please tell me if Flight 858 from San Francisco will be on time?
M: Yes, Madam. It should be arriving in about 10 minutes.
Q: Who do you think the woman is talking to?
7.
M: Sorry to trouble you. But is there any possibility of borrowing a blanket? I feel cold.
W: I think we've got one. Could you wait until after take-off please?
Q: What is the probable relationship between the two speakers?
8.
W: I heard you caught a cold. How are you feeling today?
M: I can't complain. At least I'm out of bed.
Q: How is the man today.
9.
W: I wish my hair was longer.
M: Yes, pity you had it cut. If only you'd listened to me.
Q: What can we learn from the dialogue?
10.
W: Has Andrew come back from his trip to Paris?
M: Yes, and he liked it so much that after only two weeks at home, he went back to study French for a year.
Q: What does this conversation tell us about Andrew?
Section B
Passage One
My parents ran a small restaurant. The restaurant was open 24 hours a day, seven days a week. And my first job when I was six years old was shining shoes for customers. My ties increased as I grew older. By age ten I was clearing tables and washing plates. My father made it clear that I had to meet certain standards. I had to be on time, hard-working and polite to the customers. I was never paid for any work I did. One day I made a mistake of telling Dad I thought he should give me 10 pounds a week. He said, "Ok, then how about you paying me for the three meals a day when you eat here and for the times you bring in your friends for free drinks." He figured I owed him about 40 pounds a week. This taught me quite a lot.
Questions 11 to 14 are based on the passage you have just heard.
11. What was the speaker's job before he was 10 years old?
12. What was one of the requirements laid down by the boy's father?
13. What did the boy ask his father to do one day?
14. Why did the boy's father refuse to pay him?
Passage Two
Cambridge is about 90 kilometres northeast of London. It is one of most beautiful places in Britain. Everything about the city of Cambridge reminds you of its famous university: student on bicycles, an atmosphere of learning, traditions and the magnificent buildings of the 30 colleges that are in the University of Cambridge. Most of the colleges stand on the bank of the Cam River a gentle river that flows through the heart of the city. Tourists and students like boating in a kind of flatbottom boat to see the colleges or to relax themselves. If the water traffic reminds the visitor of Venice, the road traffic is more likely to recall Beijing or Amsterdam. The streets are full of bicycles, hundreds and hundreds of them. They provide a cheap form of transport for the students and very conveniently of getting around the Cambridge's nearer streets.
Questions 15 to 17 are based on passage you have just heard.
15. What do tourists enjoy doing in Cambridge for relaxation?
16. Why does the road traffic in Cambridge remind one of Beijing?
17. What is the speaker's impression of Cambridge?
Passage Three
Mr. Foster started his publishing business with only one magazine. It was called "World-news". Mostly it had summaries of important week events from around the world. But it always included one or two stories about interesting people. Mr. Foster put these in because he believed all people like to read about other people. Several years ago, Mr. Foster started two other magazines. One was called "Enterprise". It is for business people. And the other was called "Action", for sportsmen. Like "Worldnews", they always have two or three stories about interesting people. Five years ago. Mr. Foster got another idea for a magazine. He wanted this one to have even more stories about people than the others and to have more photographs. This one was named "Faces and Places". From the very beginning, it was a big success.
Questions 18 to 20 are based on the passage you have just heard.
18. Why did Mr. Foster add stories about interesting people to the magazine "Worldnews"?
19. Which magazine is a sportsman most likely to buy?
20. What is Mr. Foster's profession?

參考答案
Part I
1.C 2.D 3.B 4.C 5.D
6.A 7.B 8.A 9.A 10.B
11.C 12.B 13.A 14.D 15.C
16.D 17.B 18.C 19.C 20.D

『叄』 英語聽力，專家的進

我不是很清楚,不過幫你找了些資料:
英語語音知識與學生聽力能力的相關性研究及應對策略
[◎ 隋 敏]

摘 要:本文通過研究非英語專業學生的英語語音知識與聽力理解之間的關系，探討如何正確運用語音知識，加強聽力訓練，以提高學生的聽力能力。課題組以黑龍江大學50名文理科不同專業的學生為研究對象，進行了為期五周二十學時的實驗研究。
關鍵詞: 語音 聽力理解 相關性
1. 引言
聽作為一種輸入型技能，是衡量一個人英語水平的最基本條件之一，聽力理解的能力是語言使用能力的重要組成部分。在人們從事交際活動中，9%的時間用於寫，16%的時間用於閱讀，30%的時間用於說，而45%的時間則是聽。由此可見，聽在日常交際中占著相當重要的地位。聽力理解是對口頭語言的解碼過程，是創造性的思維過程，也是相當復雜的心理過程，是對聲學信號進行分辨、篩選、組合、記憶、釋義、儲存、預測的過程。因此，影響聽力理解的因素很多，如：詞彙量, 英語國家的文化背景知識以及聽者的心理因素, 判斷推理能力等。語音知識的不足是學生理解有聲材料的一大障礙。本文試圖通過研究非英語專業學生的英語語音知識與聽力理解之間的關系，探討如何正確運用語音知識，加強聽力訓練，以提高學生的聽力能力。
2．調查設計
2.1實驗目的
通過短期語音訓練，向學生傳授一些基本的語音知識，糾正不準確發音，以提高學生的語音能力。探討語音知識與聽力理解的相關性。
2.2實驗對象
受試者為黑龍江大學03級剛剛結束大學英語四級學習的50名文理科不同專業的學生。
2.3實驗設計
課題組採用舉辦英語語音知識與聽力教學實驗班的方法展開研究，為期五周，共二十學時。在試驗班授課第一次和最後一次分別進行了聽力測試和語音問卷調查，為了保證聽力測試的信度，我們選擇了學生均未聽過的1998年6月和1999年1月兩年四級考試真題。在實驗班授課期間，向學生講解英語語音的基本知識及其在聽力中的應用。最後對兩次聽力測試的成績進行對比，力圖證實聽力理解與語音知識之間的相關性。
3．實驗結果及分析
3．1 通過分析語音問卷調查，了解學生的語音狀況。
為了了解學生的語音狀況，課題組設計了如下問題：
題目一
1. 英語有多少個單母音？
A. 20 20%
B. 18 28%
C.12 52% (正確答案)
2. Many 一詞中的a發什麼音？
A. /æ/ 71%
B. /e/ 29% (正確答案)
C. /ai/ C. 0
3. increase做動詞時重音在:
A.第一音節 24%
B.第二音節 76% (正確答案)
4. interest 的重音在
A.第一音節 39% (正確答案)
B.第二音節 58%C. 3%
C.第一音節和第二音節
5. I don』t think he can do it.這句話有幾個句重音？
A. 2 個 45% (正確答案)
B. 3個 37%
C. 4 個 9%
D. 不清楚 9%
6.I shouldn』t have thought it possible
for him to do it.這句話有幾個句重音？
A. 2 個 0% (正確答案)
B. 3個 48%
C. 4 個 22%
D. 不清楚 30%
7.I don』t think he can do it.
I shouldn』t have thought it possible
for him to do it.
以上兩句讀起來占時______。
A.一樣長 3% (正確答案)
B.不一樣長 52%
C.有時一樣長，有時不一樣長 39%
D.不清楚 6%
8.lamp-post一詞中哪個音可以失去爆破？
A. 第一個/p/66% (正確答案)
B. 第二個/p/ 26%
C. 不清楚 8%
9. I can not make it in the room.
A有一處連讀 20% (正確答案)
B有兩處連讀 58%
C有三處連讀 22%
10. ---Could you help me with the work?
---Sorry.如果想表達拒絕應用
A. 升調 6%
B. 降調 94% (正確答案)
如果想表達沒聽清楚應用
A. 升調 94 %(正確答案)
B. 降調 6%
11. ---Did you have a good weekend?
---No, it was awful. I played football
on Saturday, and it poured with rain.
Saturday 應用
A.升調 12% (正確答案)
B.降調59%
C.升降調26%D.
D.不清楚3%.
12. ----Mary has finished her work.
---- Has she?
A.如果你要作出禮貌的回答, 應用降聲調; 如果你要作出驚奇的反應, 應用升降調。
B.如果你要作出禮貌的回答, 應用升降調; 如果你要作出驚奇的反應, 應用降聲調。
C.如果你要作出禮貌的回答, 應用降聲調; 如果你要作出驚奇的反應, 應用降聲調 。
D.不清楚
A.19% (正確答案) B. 72% C.3% D.6%
通過表一中的1，2 題, 我們可以了解受試者的語音音位知識情況, 音位在音系學中被定義為 「能夠區別意義的最小單位」, 語言里小得不能再分的語義單位是由音位構成的, 熟悉一種語言的音位知識, 對於掌握該語言的正確發音有極大幫助, 進而可以幫助學習者進行聽力中的辨音。1，2 題的數據顯示，只有半數多一點的受試者了解英語單母音的數目，71% 的受試者不能正確讀出many 一詞。
通過表一中的3，4 題, 我們可以看出受試者對英語的詞重音掌握的不是很准確，只有39%的受試者能夠正確讀出interest 一詞。我們知道，重音在英語語音學里占著重要的地位，它是節奏和語調的基礎，是語言表達的主要手段之一，正因為如此，英語屬於重音語言之列。英語又是一種韻律性極強的語言, 英語語句的韻律主要是通過音節的交替出現來表示的, 為了滿足韻律的要求, 英語句中自然應該有一些比較次要的詞失去本身的重音，在這樣的情況下, 某些詞所保留的詞重音就成了句子的重音——句重音。表一5，6，7題顯示，受母語重音模式影響，大多數受試者不能很好地掌握句重音。在第5題中，只有不到一半的受試者正確回答出I don』t think he can do it. 這句句重音的數目。而第6題 I shouldn』t have thought it possible for him to do it. 這一相對較長的句子，決大多數受試者選擇了3 個或4個句重音，沒有一位受試者選擇了正確答案A。從第7題數據可以看出， 97% 的受試者不了解句子的占時與句重音之間相關，而與句子本身的音節、長短無關。我們知道英語是一種以重音計時的語言，它的節奏的基本傾向表現為各個重讀音節的時距大體相等。一個句子里的重讀音節越多， 發音的速度就越慢；與此相反，重讀音節少而非重讀音節多的句子在音速上則要快得多。只有這樣才能保持話語的正確節奏。因此，要培養良好的發音和辨音能力，詞重音、句重音及節奏是一個重要環節。
表一第8題顯示，34%的受試者不了解lamp-post一詞中，第一個/p/失去爆破。由此可見，受試者對於不完全爆破的知識掌握得不是很好。從表一第9題我們了解到，只有20%的受試者能正確連讀 I can not make it in the room. 58% 的受試者認為can 與not 可以連讀。 選擇有三處連讀的受試者不了解連讀只能發生在同一個意群內，因此it 與in 之間不能連讀。語音作為語言的物質材料，在話語里從來不是孤立地出現的，而總是以一定的結構方式組合成音節、詞和詞的序列。在各種語音組合里，鄰近的語音往往互相影響，結果引起發音上的變化。學習者在學習的過程中，往往發現聽到的單詞、短語或句子與書本或詞典上所標注的音素音標並不盡相同，這就是英語語音中的音變。如果不能給予足夠的重視，這些語音音變現象就會形成言語障礙，造成對聽力材料的理解偏差、誤解，進而也影響到口語發音不地道。
從表一第10題我們了解到，94%的受試者會使用升、降調表達sorry 一詞表達的完全不同的語義，這是因為sorry一詞兩個不同語調所表達的不同語義是學生在日常生活中經常能夠接觸到的，因此，掌握起來很容易。而對於比較復雜的語調表義功能，學生掌握的不是很好。如表一第11題顯示，只有12%的受試者掌握了升調表達「未完成」這一概念，選擇了正確的答案A。在第12題表達的語境中，使用降升調表示禮貌的回應，而使用升降調則表示驚奇或感嘆的情感，然而只有19%的受試者做出了正確的選擇。語調是連貫言語里聲音音調變化所造成的旋律模式。在英語及其他語調語言里，人們使用各種旋律模式來表達話語的意思，表達說話人的態度、感情和情緒，或表達某種「言外之意」。人們所說的每一句話，都可以根據所要表達的意思和感情色彩形成特定的語調類型，每一種語調類型都有各自的意義和用法，他們在口語中起著重要作用。學習一門語言時，學習語言的發音固然重要——發音準確是說話的最基本要求；但是，在言語交際中，准確的語調卻更為重要。說話時，以語音構成的詞是按語法規則通過各種各樣的語調模式串連成一個個句子的，用於表達說話人的思想感情。因此可以說，沒有語調也就沒有話語的意義。從表一第 11，12 題的答題情況看，對於語調知識的掌握是中國學生的一大薄弱環節，而正確的語調卻是人們表達語義、理解語義的關鍵。
3.2 透視四級真題，分析語音知識對聽力理解的影響
從心理學的角度看，聽力理解是一個包括聲音的刺激、信息的輸入、編碼的儲存、信息的處理和信息的輸出的一種極為復雜的高級神經系統的心理活動過程。聽的過程是音義結合、重組構建及口頭反饋的過程。在此過程中，第一步也是至關重要的一步就是辨音。音素的破譯是理解詞和句子的基礎。聽音者首先必須熟知和掌握英語的語音、音調，包括語流中的音素、連讀、重音、略讀的知識，因為許多英語單詞單獨發音與在語流中的發音是不同的。《大學英語教學大綱》也對聽的技能做出了如下詳細的闡述：
L1 Discriminating Sounds in Isolated Word Forms 辨別單詞中的音素
1.1 Phonemes
1.2 Phonemic contrasts
L2 Discriminating Sounds in Connected Speech辨別語流中的音素
2.1 Strong and weak forms
2.2 Modification of sounds
a.Assimilation
b.Elision
c.Liaison
L3 Recognizing Stress Patterns辨別重音類型
3.1 Stress patterns within words
3.2 Stress in connected speech
3.3 Variation in stress
L4 Understanding Intonation Patterns理解語調類型
L5 Understanding the Communicative Function of Utterances理解話語的交際價值
5.1 With explicit indicators
5.2 Without explicit indicators
5.3 Implied meaning
L6 Understanding the Main Idea(s) or Important Information in a Piece of Discourse 理解語篇的大意和重要信息
L7Identifying the Speaker』s Point of View, Attitude, or Purpose 領會說話人的觀點，態度或目的
通過分析學生對1998年6月及1999年1月四級真題聽力的答題情況， 並結合對四級歷年聽力真題的考點分析，筆者認為語音知識對聽力理解的影響主要體現在以下方面：
3.2.1 語音相似
語言里小得不能再分的語義單位是由音位構成的。當音位按一定的語音規律排成序列時就產生更大的語義實體：詞素、詞和句子。因此對語言音位系統的研究是至關重要的。熟悉一種語言的音位結構，對於掌握該語言的正確發音是一個極大的幫助。在英語中有許多相似性音位，如/ i：/，/i/；/e/ ，/ai/；/a：/ ， / u：/，/u/， 在快速語流中，如果含有相似音，就會對聽音者造成理解上的偏差。另外受母語的影響，中國學生對於/θ/ 和/ th; /的發音及聽音都表現出了一定的問題，因此對於諸如:「thought」, 「sought」;「think」, 「sink」 等理解出現錯誤。在聽音過程中各個人對聲音信號的反映接受能力不一樣，必然會產生不同的結果，受地方口音的影響，鼻音／n/ 與舌邊音/l/不分，/l/與 /r/不分，也會造成單詞理解的混淆。而辨別單詞中的音素正是四級測試中的語音考點之一。
題目二（註：1999年1月英語四級聽力考試第10題。）
M:Is that nice-looking straw hat light and strong？
W:Yes, you can wear it rain or shine.
Q:What are they talking about?
A)A sunny day. B) A raincoat.
C) An attractive hut. D) A lovely hat.
選項 A B C D（正確）
百分比 28% 12% 24% 36%
只有36% 的學生選出了正確答案D), 而24% 的學生由於沒能夠分辨/ʌ/ 和/ æ /的音選擇了B), 即把hat 和hut 混淆。
再如1997年6月四級聽力考試第8題：
M: Are you sure you have corrected all the typing errors in the paper?
W: Perhaps, I』d better read it through.
Q: What』s the woman going to?
A)Collect papers for the man.
B)Do the typing once again.
C)Check the paper for typing errors.
D)Read the whole newspaper.
此題A) 選項中的collect 與對話中的correct 的發音相似，為語音干擾項。出題人恰恰利用了快速語流中/l/與 /r/的相似性出了此選項。
3.2.2 音變
語音作為語言的物質材料，在話語里從來就不是孤立存在的，而總是以一定的結構方式組合成音節、詞和詞的序列。在各種語音組合里，鄰近的語音往往相互影響，結果引起發音上的變化。快速語流中的音變給聽力理解帶來了很大的障礙，出題者恰恰以此設立干擾項。
題目三（註：1998年6月英語四級聽力考試第9題。）
M: Did Henry paint the whole house himself?
W: He had it painted, because he doesn』t like climbing ladders.
Q: What do we learn from the conversation?
A) Henry doesn』t like the color.
B) Someone else painted the house.
C) There was no ladder in the house.
D) Henry painted the house himself.
選項 A B （正確） C D
百分比 6% 44% 6% 44%
44%的受試者由於had it painted 中的it 弱讀，而理解為he had painted, 因此選擇了D) 選項。在快速語流中，由於弱讀及一些音位失落，給理解造成了偏差，學生必須根據上下文的語句進行理解辨音。
再如2000年1月四級考試第2題：
W: What do you think of the apple pie? I make it myself.
M: Very delicious indeed. Even my mother can』t match this.
Q: What does the man mean?
A) This apple pie tastes very good.
B) This apple pie can』t match his mother』s.
C) His mother likes the apple pie very much.
D) His mother can』t make apple pie.
在此題中，can』t 一詞中/t/ 失去爆破後易被誤解成can, 因此很多聽者誤選了B)選項。
3.2.3 重音、語調
聽力理解不僅要聽懂說話人表達的某種表面上的意思，同時還包括聽懂由連讀、句子重音、語調變化等朗讀技巧所引起的隱含意思，這種由讀音、語氣、語調等內容構成的語言習慣也是四級考試中經常涉及的范圍。
重音是決定詞的語音外形的重要因素， 單詞的重音不同，詞性與詞義也就有所改變，如：ˋdigest(名詞)，diˋgest (動詞)，而在一句話中，當說話人賦予某個詞以對比意義時，這個詞就變得格外突出，它在句子里的地位比起其他任何一個詞來都重要，成為全句的核心。例如：
｀I have 、read that 、book. (突出 「I」, 與 「someone else」形成對比 )
I｀have 、read that 、book. (突出 「have」, 與 「haven』t」形成對比 )
I have 、read that 、book. (突出 「read」, 與 「just glanced through」形成對比 )
I have read ｀that 、book. (突出 「that」, 與 「any other」形成對比 )
I have read that ｀book. (突出 「book」, 與 「magazine」或其他讀物形成對比 )
重讀的目的往往是為了表現說話者的某種情感或觀點, 其中包括贊成、反對、感嘆、不同意、諷刺、驚訝等。例如2001年1月四級試題聽力第4題：
M: I 』d better read one of the articles for our Political Science class.
W: You can』t read just one. They say each presents a different theory.
Q: What does the woman tell the man he must do?
A) Read more than one article.
B) Choose a better article to read.
C) Present a different theory to the class.
D) Read an article on Political Science.
答案為A)。對話中女士重讀了 「You can』t read just one.」, 所以隱含的是男士不應只讀一篇文章。
句子的語調對於聽者的正確理解也至關重要。漢語的每一個字(音節)除了由母音輔音組成外，還有一個附在上面的聲調，而這個聲調起著區別或改變字義的重要作用。因而現代的語音學家就把漢語(或其他有類似語音結構的語言)稱為聲調語言(tone language)。但在這一方面，英語卻大不相同，英語的單詞，聲調不能改變它的詞義。在英語中，單詞無固調。但把英語的詞用在語句中時，就要按照說話者的態度或口氣給它加上一定類型的語調。因為英語沒有詞的聲調，而必須有句的語調，語調對於表達思想感情起著非常重要的作用，所以語言學家就把英語(或其他有類似語音結構的語言)叫做語調語言(intonation language)。一個是聲調語言，一個是語調語言，這是漢、英兩個語音系統主要的區別之一。我們中國人學英語，就要注意這個區別，努力去解決由於這一區別所引起的矛盾。
題目四（註：1998年6月英語四級聽力考試第12題。）
Sam had worked 30 years for the same company and now he had to retire. As a sign of gratitude, the company held a dinner in his honor. "Sam," announced his boss, "It is my great honour to present this gift to you on behalf of the company." Sam walked down to the front of the table and accepted the gift with pride. It was a gold watch and on it was written "To faithful Sam for 30 years of service." Sam wept, "I am at a loss for words."(平調) At home, Sam's wife looked at the gold watch critically, "For this you worked 30 years? （高升調）A cheap gold-plated watch? "（高升調） "It's the thought dear," answered Sam," The important thing is that I am not working any more." His wife held the gold watch to her ear and said, "Neither is your watch."（高降調）
Question: How did Sam feel when he saw what was written on the watch?
A) He was embarrassed. B) He felt greatly encouraged.
C)He felt sad. D) He was deeply touched.
選項 A B C D（正確）
百分比 18% 32% 12% 38%
題目五（註：1998年6月英語四級聽力考試第13題。）
Question: What can we infer from the story?
A) Sam's wife did not think that the company was fair to Sam.
B) Sam's wife was satisfied with the gold watch.
C) Sam did not like the gold watch.
D) The company had some financial problems.
選項 A（正確） B C D
百分比 62% 32% 6% 0%
題目四顯示，只有38%的受試者理解了Sam 使用平調表達了一種感動的感情色彩。而表5顯示，32%的受試者沒能理解Sam 的妻子使用了兩個高聲調 「For this you worked 30 years? A cheap gold-plated watch?」 及一個高降調"Neither is your watch." 表達了不滿的情緒， 而錯誤地選擇了B) 項。由此可見，正確的語義理解並不只基於對詞、短語及句子的理解，正確理解說話人的語氣有助於對句義的正確理解。
再如2000年1月四級聽力第8題：
M: I bought a few books at the new bookstore. Would you like to have a look at them?
W: A few! It looks like you bought out the whole bookstore.
Q: What does the woman mean?
A)She didn』t like the books the man bought.
B)There wasn』t a large selection at the bookstore.
C)The man bought a lot of books.
D)She wanted to see what the man bought.
答案是C)。對話中女士將 「a few」這一陳述句結構讀成上升調，表示她對男士講話表示懷疑， 繼而提出 「bought out the whole bookstore」, 便可判斷出正確答案。在聽力理解過程中，經常用非常規語調來朗讀常規句子，如用聲調朗讀陳述句來表示是懷疑，用降調朗讀問句表示肯定。由此可見，掌握一定的語調知識是十分必要的。
4．語音能力與聽力理解相關性結論
經過對比語音訓練前後兩次聽力測試的成績（第一次平均正確率為45.8%, 第二次平均正確率為59.4%）, 研究組認為短期的語音訓練對大部分學生來說是有一定效果的, 語音能力與聽力理解具有一定相關性。克服語音障礙對提高學生聽力理解有著極大的幫助。當然，還有很多因素影響學生的聽力理解，如文化因素、心理因素、對習語的掌握情況、預測能力等。
5．應對策略
聽的能力是一種吸收和理解言語信息的解碼能力，在聽力教學
中，一要培養學習者熟悉目的語的發音規則，二要培養學習者在語音層次上快速解碼的能力。因此，想要提高英語聽力水平，首先必須過好語音關。研究組對大學英語聽力教學提出以下建議：
（1）學生入學時，對學生進行短期語音培訓。很多學生，雖然經過中學六年的語言學習， 但並沒有系統地學習過音標，而其他語音知識更是知之甚少，語音知識的匱乏是學生語言學習的一大障礙，導致學生不能正確發音，無法與別人交流，同時也很難理解對方的話語，久而久之，失去了英語學習的興趣，或最終學成了啞巴英語。因此筆者認為通過短期的語音培訓，使學生掌握一些基本的語音知識是十分必要的。從音標入手，使學生掌握連讀、省音、同化、弱讀、爆破等語音知識，在語流中把握詞、句重音、節奏及語調。另外對學生進行正音，一定的語音知識及正確的發音是提高聽力理解的必備前提。
（2）學生掌握了一定的語音知識的基礎上，要進一步培養學生的語音和詞義的「反射能力」（the reflexing capability）。聽力訓練是一個言語感知的過程，學習者不僅要掌握語音學知識，而且要就聽力技巧進行反復訓練。按照聽說法代表人物E.F. Skinner 的教學程序「刺激----反應----強化」 原則，一旦學生在聽力訓練中接受刺激，形成迅速反映的習慣，當聽到一定語音時， 就自然、流暢地「意會」到所聽單詞、句子的含義。也就是說通過語音對大腦皮層的刺激，直接反應成「語言的自然組合」，進而養成英語思維的習慣。因此，在聽力教學中應採取精聽與泛聽相結合，通過反復精聽，分析學生理解偏差、錯誤的原因，幫助學生辨清關鍵詞及相關的音和義，在教師的指導下，識別快速語流中的連讀、重音、語調，以便進一步提高學生的辨音能力和語篇理解能力。大量的泛聽可以幫助學生辨別聽音材料的語篇大意， 使學生大量接觸接近真實場景的語言信息，達到建立嫻熟的語言反射和意識反射的能力。
（3）在聽力教學中應做到聽說的有機結合，以聽帶說，以說促聽，最終達到培養學生的交際能力的目的。交際中聽說是不可分的，相輔相成，互相促進的。在聽力課中，聽說結合，可以一改學生被動聽音的局面，使學生積極參加到聽力課的教學中，激發學生的興趣。在教學中，教師可以讓學生模仿對話，通過模仿掌握正確的發音，語調。還可以讓學生回答相關的問題，教師可以在學生第一遍聽音時提出一些相對簡單的問題， 然後隨著反復播放，提出更深層的問題，這樣，學生在每一遍聽音過程中都有所收獲，最終掌握了文章或對話的整體大意，這時，教師可以讓學生進行復述練習。通過聽力教學中聽說的有機結合， 可以發揮學習者的語言潛能，培養學生良好的語感。
（4）教師應該培養學生大聲朗讀的習慣。讀作為另一種輸入型方式，可以幫助學生攝取大量的知識。而朗讀是通過發音器官的活動儲存到人腦中的信息，比通過視覺儲存到人腦中的信息要牢固。學生如果不大聲朗讀，就無法體會到不同音素之間的不同，體會不出快速語流中的音變及不同語調的含義。因此，通過大聲朗讀，使正確的語音儲存到大腦中，使頭腦中儲存的信息「聲」 、「形」 、「意」俱全，以便聽音時能夠准確地反映出所聽材料的「形」 和「意」，以達到良好的理解效果。
參考文獻：
1.許天福,1998, 現代英語語音學,陝西：陝西人民出版社。
2.林燾，1992 ，語音學教程, 北京：北京大學出版社。
3．李瑞華，2000，英漢語言文化對比研究,上海：上海外語教育出版社。
4. 翁雪芳, 2005, 大學英語四六級應試聽力突破, 上海：上海科學技術文獻出版社。
5. Penny Ur , 2000，Teaching Listening Comprehension ,Cambridge: Cambridge University Press.
6. Peter Roach, 2000， English Phonetics and Phonology: A Practical Course, Cambridge: Cambridge University Press.
7. 大學英語教學大綱, 1999， 北京：高等教育出版社。

『肆』 大學英語四級聽力真題在哪看2022

電子版的真題網上很多的，可以直接下載列印出來就行，聽力的原文在可可英語或者星火英語app上都可以聽。

『伍』 大學英語四級考試聽力真題原文

下面是我整理的大學英語四級考試聽力真題原文，希望對大家有幫助。

2013年6月大學英語四級真題-聽力原文

Part III Listening Comprehension

Section A

Directions:In this section, you will hear 8 short conversations and2 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 center.

11. W: What are you doing in here, Sir? Didn't you see the private sign over there?

M: I'm sorry. I didn't notice it when I came in. I'm looking for the manager's office.

Q: What do we learn from the conversation?

12. W: Mike, what's the problem? You've known from month the report is e today.

M: I know, but I'm afraid I need another few days. The data is hard to interpret than I expected.

Q: What does the man mean?

13. W: Excuse me, Tony. Has my parcel from New York arrived?

M: Unfortunately, it's been delayed e to the bad weather.

Q: What is the woman waiting for?

14. W: Pam said we won't have the psychology test until the end of next week.

M: Ellen, you should know better than to take Pam's words for anything.

Q: What doesthe man imply about Pam?

15. W: Tom, would you please watch my suitcase for a minute? I need to go make a quick phone call.

M: Yeah, sure. Take your time. Our train doesn‘t leave for another twenty minutes.

Q: What does the man mean?

16. M: Frankly, Mary is not what I'd called easy-going.

W: I see. People in our neighborhood find it hard to believe she's my twin sister.

Q: What does the woman imply?

17. M: How soon do you think this can be cleaned?

W: We have same day service, sir. You can pick up your suit after five o'clock.

Q: Where does the conversation most probably take place?

18. W: I really enjoy that piece you just play on the piano. I bet you get a lot of requests for it.

M: You said it. People just can't get enough of it.

Q: What do we learn from the conversation?

Section B

Questions 19-22 are based on the conversation you have just heard.

W: Good afternoon, Mr. Jones. I am Teresa Chen, and I‘ll be interviewing you. How are you today?

M: I am fine, thank you. And you, Miss Chen?

W: Good, Thanks. Can you tell me something about your experience in this kind of work?

M: Well, for several years, I managed a department for the Brownstone Company in Detroit, Michigan. Now I work part time because I also go to school at night. I‘m getting a business degree.

W: Oh, how interesting. Tell me, why do you want to leave your present job?

M: I‘ll finish school in a few months, and I’d like a full-time position with more responsibility.

W: And why would you like to work for our company?

M: Because I know your company‘s work and I like it.

W: Could you please tell me about your special skills and interests?

M: Of course, I‘m good at computers and I can speak Spanish. I used to take classes in Spanish at the local college. And I like travelling a lot.

W: Can you give me any references?

M: Yes, certainly. You can talk to Mr. McCaw, my boss, at the Brownstone Company. I could also give you the names and numbers of several of my teachers.

W: All right, Mr. Jones, and would you like to ask me any questions?

M: Yes, I wonder when I‘ll be informed about my application for the job.

W: Well, we’ll let you know as soon as possible. Let‘s stay in touch. Thank you very much for coming this afternoon.

M: Thank you. Questions 19-22 are based on the conversation you have just heard.

19. What does the man say about his working experience?

20. Why does the man want to leave his present job?

21. What is the man interested in?

22. What question did the man ask the woman?

Questions 23-25 are based on the conversation you have just heard.

M: Lisa, Lisa! Over here, darling! It's wonderful to see you. Oh, Lisa, you look marvelous.

W: Oh, Paul, you look tired. Two months away in the capital? Paul, I think you've been working too hard.

M: I'm fine. The city is very hot this time of the year. It's good to get back to some fresh air. You know, Lisa, what they say about pregnant women really is true.

W: What's that Paul?

M: They say they look beautiful.

W: Well, I had a lot of tension while you've been studying hard on your course in D.C.

M: Oh?

W: Oh, don't worry, all from a man over

50. Father has told all his business friends the good news about the baby. And the phone hasn't stopped ringing.

M: Oh, look, darling. There's a taxi.

W: Paul, tell me about the special project you mentioned on the phone. You sounded very excited about it!

M: You know, I've learned a lot from the project. I'm surprised that was still in business.

W: That's because we have a wonderful sales manager ——you!

M: Thanks. But that's not the problem at all. Lisa, our little company, and it is little compared to the giants in the city. Our little company's in danger. We are out of date.We need to expand. If we don't, we will be swallowed up by one of the giants.

Questions 23-25 are based on the conversation you have just heard.

23. What do we learn about Lisa?

24. What do we learn about the man from the conversation?

25. What does the man say about his company?

Section C

Passage 1

Questions 26 to 29 are based on the passage you have just heard.

Farmington, Utah, is a more pleasant community since a local girls' 4-H club improved Main Street. Six 4-H girls worked to clean the 72 foot curbside that was covered with weeds, rocks and trash. Each member volunteered to clean up and to dig in plot, five flats of flowers. They also took terms in watering, weeding and maintaining the plot. Participation in this project helped the girls developed a new attitude towards their parents of their own homes; they've learned how to work with tools, and improve their work habits. One mother said that before her daughter was involved in this project, she would not even pour a weed. The experience on Main Street stimulated self-improvement, and encouraged members to take pride in their home grounds and the total community. City officials cooperated with the 4-H members in planting trees, building cooking facilities, pick-me tables, swings and public rest rooms. The 4-H girls planted trees and took care of them ring the early stages of growth. The total park project needed more plantings in the following years. Members of the 4-H club agreed to follow the project through to completion, because they receive satisfaction from the results of constructive work. The project is a growing one and is spread from the park to the school and the shopping center. Trees and flowers have all been planted in the shopping center, making the atmosphere pleasant.

Questions 26 to 29 are based on the passage you have just heard.

26. What do we learn about Main Street in Farmington?

27. What do the 4-H club members do about the curbside?

28. What have the 4-H girls learned from the project?

29. Why do the 4-H girls agree to follow the park project through to complete. Question 30 to 32 are based on the passage you have just heard. Passage 2 According to a survey on reading concted in 2001 by the U.S. National Ecation Association (NEA), young Americans say reading is important, more important than computers and science. Over 50% of the 12 to 18 years old interviewed say they enjoy reading a lot. 79% find it stimulating and interesting. And 87% think it is relaxing. About 68% of those surveyed disagreed with the opinion that reading is boring or old-fashioned. Over half teenagers interviewed said they read more than ten books a year. The results also show that middle school students read more books than high schoolers. Over 66% of teens like to read fiction, such as novels and stories. Over 26% are interested in non-fiction, such history books.64% of students listed reading stories about people my own age. That's a favorite topic. Mysteries and detective stories came second on the list at 53%. Just under 50% said they were interested in reading about their own culture in tradition. Of the teenagers who participated in the survey, 49% said that libraries are where they get most of their books. However, many complain that their school libraries do not have enough up-to-date interesting books and magazines. Even though many teenagers in the US enjoy reading, they still have other interests. When asked which activity would be the most difficult to give up for a week, 48% said listening to music. TV would be difficult to give up for 25% of those surveyed.

Question 30 to 32 are based on the passage you have just heard.

30. What does the survey on teenager reading show?

31. What books are most popular among teenagers according to the survey?

32. What activity do teenagers find the most difficult to give up for a week?

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

Passage 3

Thank you for coming, everyone. Today‘s presentation will show how we see the development of the motor car in the short to medium term, and that is why we have invited all of you here today. Let’s start with power. It‘s clear that petrol-driven engines have no future. Already there are many alternative fuel vehicles on the market, powered by anything from solar power to natural gas. Some independent thinkers have even proced cars that run on vegetable oil. But as we all know, of all these alternative fuel vehicles, the most practical are electric vehicles. Sure, in the past electric vehicles have their problems, namely, a limited driving range, and very few recharging points, which limited their use. Now, however, recent developments in electric vehicle technology mean they can match conventional petrol engines in terms of performance and safety. Let’s not forget that electric vehicles are cleaner. Plus, importantly, the power source is rechargeable, so this does not involve using any valuable resources. Moving on to communications, very soon, cars will be linked to GPS satellites, so they‘ll do all the driving for you. What controls remain for the users will be audio-based, so, for example, you’ll just have to say “a bit warmer”, and the air conditioning will adjust automatically. You‘ll also be able to receive email, music and movies, all via an internet link. So just type in the destination you want, sit back, sleep, watch your movie, whatever. Questions

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

33. What is the presentation mainly about?

34. What used to restrict the use of electric vehicles?

35. What does the speaker say about electric vehicles of today?

『陸』 英語四級考試有聽力嗎主要有哪些題型

英語四級考試當然有聽力啦，聽說讀寫必不可少缺少呢。而聽力內主要考察的方容面，你做一套真題就足夠了解清楚，其實重點是你要知道自己處於什麼水平，怎麼備戰？

對於基礎差的考生而言，選擇一家好的英語四級學習機構是明智的，有些機構的外教都擔任過四級考官呢，尤其阿西吧這家，對四六級考點重點都很了解，因為他們家的四六級課程都很火熱，分享一節四級課程給大家，點擊免費領取：【https://www.acadsoc.com】

好不好也要自己親身的體驗過才好決定哦，只能說他們家的外教均有證，並是國內唯一一家可在線查詢的機構呢。

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『柒』 英語四級聽力考查哪幾部分內容

英語四級考試題型分為四種，分別是聽力、閱讀、翻譯、寫作，其中聽力和閱讀是249分，翻譯和寫作是109分，總分710分，需要考到425分以上合格。
聽力共30題，考試時間30分鍾，包括新聞、長短對話等內容。
閱讀理解共20題，包含三個部分，即詞彙理解（15選10）、長篇閱讀（信息匹配）和仔細閱讀（常規閱讀）。
翻譯為漢譯英，翻譯內容涉及中國歷史、文化、經濟、教育等內容。
寫作考試時間30分鍾，要求根據題目要求寫100-120詞左右的英語作文。