英语四级考试科学技术文献出版社听力

『壹』 英语四级考试中听力应该如何答题

1、录音读Directions的时候，快速浏览选项，划出关键词，推测文章内容及问题。
2、注意听开头前三句，一定有出题点。听完开头两三句还没有选出第一题的答案，请立刻放弃第一题，继续答后面的题目，避免整篇听力都没跟上的情况发生。
3、注意听最后两三句，听力最后一题常涉及结尾部分的一些关键词句。
4、听到比较、语音语调的变化、明显的转折词，一定要竖起耳朵，八成有出题点!
5、答题过程中，实在听不明白，记住一个原则: 听到什么选什么，哪个选项被读到最多次就选哪个。
6、同义替换是四六级考试中常见的考试形式，是指题目的正确答案不会原封不动地在原文中重现，而是发生了同义替换，在六级听力中尤其常见。要特别注意!
7、做听力时一定要边选答案边涂答题卡，或者在读Directions的空隙填涂。因为听力录音一放完就立刻暂停考试，收走答题卡1(作文和听力部分)，没有额外的时间填涂答题卡。

『贰』 谁能帮我找到1994年一月的英语四级听力考试原文

CET4大学英语四级94年1月份考试听力答案
【发布时间：2005-5-10 1:24:55】【正文字体：大 中 小】【收藏到TopLink】

大学英语四级考试1994年1月答案
听力原文：
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?

参考答案
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

『叁』 英语听力，专家的进

我不是很清楚,不过帮你找了些资料:
英语语音知识与学生听力能力的相关性研究及应对策略
[◎ 隋 敏]

摘 要:本文通过研究非英语专业学生的英语语音知识与听力理解之间的关系，探讨如何正确运用语音知识，加强听力训练，以提高学生的听力能力。课题组以黑龙江大学50名文理科不同专业的学生为研究对象，进行了为期五周二十学时的实验研究。
关键词: 语音 听力理解 相关性
1. 引言
听作为一种输入型技能，是衡量一个人英语水平的最基本条件之一，听力理解的能力是语言使用能力的重要组成部分。在人们从事交际活动中，9%的时间用于写，16%的时间用于阅读，30%的时间用于说，而45%的时间则是听。由此可见，听在日常交际中占着相当重要的地位。听力理解是对口头语言的解码过程，是创造性的思维过程，也是相当复杂的心理过程，是对声学信号进行分辨、筛选、组合、记忆、释义、储存、预测的过程。因此，影响听力理解的因素很多，如：词汇量, 英语国家的文化背景知识以及听者的心理因素, 判断推理能力等。语音知识的不足是学生理解有声材料的一大障碍。本文试图通过研究非英语专业学生的英语语音知识与听力理解之间的关系，探讨如何正确运用语音知识，加强听力训练，以提高学生的听力能力。
2．调查设计
2.1实验目的
通过短期语音训练，向学生传授一些基本的语音知识，纠正不准确发音，以提高学生的语音能力。探讨语音知识与听力理解的相关性。
2.2实验对象
受试者为黑龙江大学03级刚刚结束大学英语四级学习的50名文理科不同专业的学生。
2.3实验设计
课题组采用举办英语语音知识与听力教学实验班的方法展开研究，为期五周，共二十学时。在试验班授课第一次和最后一次分别进行了听力测试和语音问卷调查，为了保证听力测试的信度，我们选择了学生均未听过的1998年6月和1999年1月两年四级考试真题。在实验班授课期间，向学生讲解英语语音的基本知识及其在听力中的应用。最后对两次听力测试的成绩进行对比，力图证实听力理解与语音知识之间的相关性。
3．实验结果及分析
3．1 通过分析语音问卷调查，了解学生的语音状况。
为了了解学生的语音状况，课题组设计了如下问题：
题目一
1. 英语有多少个单元音？
A. 20 20%
B. 18 28%
C.12 52% (正确答案)
2. Many 一词中的a发什么音？
A. /æ/ 71%
B. /e/ 29% (正确答案)
C. /ai/ C. 0
3. increase做动词时重音在:
A.第一音节 24%
B.第二音节 76% (正确答案)
4. interest 的重音在
A.第一音节 39% (正确答案)
B.第二音节 58%C. 3%
C.第一音节和第二音节
5. I don’t think he can do it.这句话有几个句重音？
A. 2 个 45% (正确答案)
B. 3个 37%
C. 4 个 9%
D. 不清楚 9%
6.I shouldn’t have thought it possible
for him to do it.这句话有几个句重音？
A. 2 个 0% (正确答案)
B. 3个 48%
C. 4 个 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.
以上两句读起来占时______。
A.一样长 3% (正确答案)
B.不一样长 52%
C.有时一样长，有时不一样长 39%
D.不清楚 6%
8.lamp-post一词中哪个音可以失去爆破？
A. 第一个/p/66% (正确答案)
B. 第二个/p/ 26%
C. 不清楚 8%
9. I can not make it in the room.
A有一处连读 20% (正确答案)
B有两处连读 58%
C有三处连读 22%
10. ---Could you help me with the work?
---Sorry.如果想表达拒绝应用
A. 升调 6%
B. 降调 94% (正确答案)
如果想表达没听清楚应用
A. 升调 94 %(正确答案)
B. 降调 6%
11. ---Did you have a good weekend?
---No, it was awful. I played football
on Saturday, and it poured with rain.
Saturday 应用
A.升调 12% (正确答案)
B.降调59%
C.升降调26%D.
D.不清楚3%.
12. ----Mary has finished her work.
---- Has she?
A.如果你要作出礼貌的回答, 应用降声调; 如果你要作出惊奇的反应, 应用升降调。
B.如果你要作出礼貌的回答, 应用升降调; 如果你要作出惊奇的反应, 应用降声调。
C.如果你要作出礼貌的回答, 应用降声调; 如果你要作出惊奇的反应, 应用降声调 。
D.不清楚
A.19% (正确答案) B. 72% C.3% D.6%
通过表一中的1，2 题, 我们可以了解受试者的语音音位知识情况, 音位在音系学中被定义为 “能够区别意义的最小单位”, 语言里小得不能再分的语义单位是由音位构成的, 熟悉一种语言的音位知识, 对于掌握该语言的正确发音有极大帮助, 进而可以帮助学习者进行听力中的辨音。1，2 题的数据显示，只有半数多一点的受试者了解英语单元音的数目，71% 的受试者不能正确读出many 一词。
通过表一中的3，4 题, 我们可以看出受试者对英语的词重音掌握的不是很准确，只有39%的受试者能够正确读出interest 一词。我们知道，重音在英语语音学里占着重要的地位，它是节奏和语调的基础，是语言表达的主要手段之一，正因为如此，英语属于重音语言之列。英语又是一种韵律性极强的语言, 英语语句的韵律主要是通过音节的交替出现来表示的, 为了满足韵律的要求, 英语句中自然应该有一些比较次要的词失去本身的重音，在这样的情况下, 某些词所保留的词重音就成了句子的重音——句重音。表一5，6，7题显示，受母语重音模式影响，大多数受试者不能很好地掌握句重音。在第5题中，只有不到一半的受试者正确回答出I don’t think he can do it. 这句句重音的数目。而第6题 I shouldn’t have thought it possible for him to do it. 这一相对较长的句子，决大多数受试者选择了3 个或4个句重音，没有一位受试者选择了正确答案A。从第7题数据可以看出， 97% 的受试者不了解句子的占时与句重音之间相关，而与句子本身的音节、长短无关。我们知道英语是一种以重音计时的语言，它的节奏的基本倾向表现为各个重读音节的时距大体相等。一个句子里的重读音节越多， 发音的速度就越慢；与此相反，重读音节少而非重读音节多的句子在音速上则要快得多。只有这样才能保持话语的正确节奏。因此，要培养良好的发音和辨音能力，词重音、句重音及节奏是一个重要环节。
表一第8题显示，34%的受试者不了解lamp-post一词中，第一个/p/失去爆破。由此可见，受试者对于不完全爆破的知识掌握得不是很好。从表一第9题我们了解到，只有20%的受试者能正确连读 I can not make it in the room. 58% 的受试者认为can 与not 可以连读。 选择有三处连读的受试者不了解连读只能发生在同一个意群内，因此it 与in 之间不能连读。语音作为语言的物质材料，在话语里从来不是孤立地出现的，而总是以一定的结构方式组合成音节、词和词的序列。在各种语音组合里，邻近的语音往往互相影响，结果引起发音上的变化。学习者在学习的过程中，往往发现听到的单词、短语或句子与书本或词典上所标注的音素音标并不尽相同，这就是英语语音中的音变。如果不能给予足够的重视，这些语音音变现象就会形成言语障碍，造成对听力材料的理解偏差、误解，进而也影响到口语发音不地道。
从表一第10题我们了解到，94%的受试者会使用升、降调表达sorry 一词表达的完全不同的语义，这是因为sorry一词两个不同语调所表达的不同语义是学生在日常生活中经常能够接触到的，因此，掌握起来很容易。而对于比较复杂的语调表义功能，学生掌握的不是很好。如表一第11题显示，只有12%的受试者掌握了升调表达“未完成”这一概念，选择了正确的答案A。在第12题表达的语境中，使用降升调表示礼貌的回应，而使用升降调则表示惊奇或感叹的情感，然而只有19%的受试者做出了正确的选择。语调是连贯言语里声音音调变化所造成的旋律模式。在英语及其他语调语言里，人们使用各种旋律模式来表达话语的意思，表达说话人的态度、感情和情绪，或表达某种“言外之意”。人们所说的每一句话，都可以根据所要表达的意思和感情色彩形成特定的语调类型，每一种语调类型都有各自的意义和用法，他们在口语中起着重要作用。学习一门语言时，学习语言的发音固然重要——发音准确是说话的最基本要求；但是，在言语交际中，准确的语调却更为重要。说话时，以语音构成的词是按语法规则通过各种各样的语调模式串连成一个个句子的，用于表达说话人的思想感情。因此可以说，没有语调也就没有话语的意义。从表一第 11，12 题的答题情况看，对于语调知识的掌握是中国学生的一大薄弱环节，而正确的语调却是人们表达语义、理解语义的关键。
3.2 透视四级真题，分析语音知识对听力理解的影响
从心理学的角度看，听力理解是一个包括声音的刺激、信息的输入、编码的储存、信息的处理和信息的输出的一种极为复杂的高级神经系统的心理活动过程。听的过程是音义结合、重组构建及口头反馈的过程。在此过程中，第一步也是至关重要的一步就是辨音。音素的破译是理解词和句子的基础。听音者首先必须熟知和掌握英语的语音、音调，包括语流中的音素、连读、重音、略读的知识，因为许多英语单词单独发音与在语流中的发音是不同的。《大学英语教学大纲》也对听的技能做出了如下详细的阐述：
L1 Discriminating Sounds in Isolated Word Forms 辨别单词中的音素
1.1 Phonemes
1.2 Phonemic contrasts
L2 Discriminating Sounds in Connected Speech辨别语流中的音素
2.1 Strong and weak forms
2.2 Modification of sounds
a.Assimilation
b.Elision
c.Liaison
L3 Recognizing Stress Patterns辨别重音类型
3.1 Stress patterns within words
3.2 Stress in connected speech
3.3 Variation in stress
L4 Understanding Intonation Patterns理解语调类型
L5 Understanding the Communicative Function of Utterances理解话语的交际价值
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 理解语篇的大意和重要信息
L7Identifying the Speaker’s Point of View, Attitude, or Purpose 领会说话人的观点，态度或目的
通过分析学生对1998年6月及1999年1月四级真题听力的答题情况， 并结合对四级历年听力真题的考点分析，笔者认为语音知识对听力理解的影响主要体现在以下方面：
3.2.1 语音相似
语言里小得不能再分的语义单位是由音位构成的。当音位按一定的语音规律排成序列时就产生更大的语义实体：词素、词和句子。因此对语言音位系统的研究是至关重要的。熟悉一种语言的音位结构，对于掌握该语言的正确发音是一个极大的帮助。在英语中有许多相似性音位，如/ i：/，/i/；/e/ ，/ai/；/a：/ ， / u：/，/u/， 在快速语流中，如果含有相似音，就会对听音者造成理解上的偏差。另外受母语的影响，中国学生对于/θ/ 和/ th; /的发音及听音都表现出了一定的问题，因此对于诸如:“thought”, “sought”;“think”, “sink” 等理解出现错误。在听音过程中各个人对声音信号的反映接受能力不一样，必然会产生不同的结果，受地方口音的影响，鼻音／n/ 与舌边音/l/不分，/l/与 /r/不分，也会造成单词理解的混淆。而辨别单词中的音素正是四级测试中的语音考点之一。
题目二（注：1999年1月英语四级听力考试第10题。）
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.
选项 A B C D（正确）
百分比 28% 12% 24% 36%
只有36% 的学生选出了正确答案D), 而24% 的学生由于没能够分辨/ʌ/ 和/ æ /的音选择了B), 即把hat 和hut 混淆。
再如1997年6月四级听力考试第8题：
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.
此题A) 选项中的collect 与对话中的correct 的发音相似，为语音干扰项。出题人恰恰利用了快速语流中/l/与 /r/的相似性出了此选项。
3.2.2 音变
语音作为语言的物质材料，在话语里从来就不是孤立存在的，而总是以一定的结构方式组合成音节、词和词的序列。在各种语音组合里，邻近的语音往往相互影响，结果引起发音上的变化。快速语流中的音变给听力理解带来了很大的障碍，出题者恰恰以此设立干扰项。
题目三（注：1998年6月英语四级听力考试第9题。）
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.
选项 A B （正确） C D
百分比 6% 44% 6% 44%
44%的受试者由于had it painted 中的it 弱读，而理解为he had painted, 因此选择了D) 选项。在快速语流中，由于弱读及一些音位失落，给理解造成了偏差，学生必须根据上下文的语句进行理解辨音。
再如2000年1月四级考试第2题：
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.
在此题中，can’t 一词中/t/ 失去爆破后易被误解成can, 因此很多听者误选了B)选项。
3.2.3 重音、语调
听力理解不仅要听懂说话人表达的某种表面上的意思，同时还包括听懂由连读、句子重音、语调变化等朗读技巧所引起的隐含意思，这种由读音、语气、语调等内容构成的语言习惯也是四级考试中经常涉及的范围。
重音是决定词的语音外形的重要因素， 单词的重音不同，词性与词义也就有所改变，如：ˋdigest(名词)，diˋgest (动词)，而在一句话中，当说话人赋予某个词以对比意义时，这个词就变得格外突出，它在句子里的地位比起其他任何一个词来都重要，成为全句的核心。例如：
｀I have 、read that 、book. (突出 “I”, 与 “someone else”形成对比 )
I｀have 、read that 、book. (突出 “have”, 与 “haven’t”形成对比 )
I have 、read that 、book. (突出 “read”, 与 “just glanced through”形成对比 )
I have read ｀that 、book. (突出 “that”, 与 “any other”形成对比 )
I have read that ｀book. (突出 “book”, 与 “magazine”或其他读物形成对比 )
重读的目的往往是为了表现说话者的某种情感或观点, 其中包括赞成、反对、感叹、不同意、讽刺、惊讶等。例如2001年1月四级试题听力第4题：
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.
答案为A)。对话中女士重读了 “You can’t read just one.”, 所以隐含的是男士不应只读一篇文章。
句子的语调对于听者的正确理解也至关重要。汉语的每一个字(音节)除了由元音辅音组成外，还有一个附在上面的声调，而这个声调起着区别或改变字义的重要作用。因而现代的语音学家就把汉语(或其他有类似语音结构的语言)称为声调语言(tone language)。但在这一方面，英语却大不相同，英语的单词，声调不能改变它的词义。在英语中，单词无固调。但把英语的词用在语句中时，就要按照说话者的态度或口气给它加上一定类型的语调。因为英语没有词的声调，而必须有句的语调，语调对于表达思想感情起着非常重要的作用，所以语言学家就把英语(或其他有类似语音结构的语言)叫做语调语言(intonation language)。一个是声调语言，一个是语调语言，这是汉、英两个语音系统主要的区别之一。我们中国人学英语，就要注意这个区别，努力去解决由于这一区别所引起的矛盾。
题目四（注：1998年6月英语四级听力考试第12题。）
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."(平调) At home, Sam's wife looked at the gold watch critically, "For this you worked 30 years? （高升调）A cheap gold-plated watch? "（高升调） "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."（高降调）
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.
选项 A B C D（正确）
百分比 18% 32% 12% 38%
题目五（注：1998年6月英语四级听力考试第13题。）
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.
选项 A（正确） B C D
百分比 62% 32% 6% 0%
题目四显示，只有38%的受试者理解了Sam 使用平调表达了一种感动的感情色彩。而表5显示，32%的受试者没能理解Sam 的妻子使用了两个高声调 “For this you worked 30 years? A cheap gold-plated watch?” 及一个高降调"Neither is your watch." 表达了不满的情绪， 而错误地选择了B) 项。由此可见，正确的语义理解并不只基于对词、短语及句子的理解，正确理解说话人的语气有助于对句义的正确理解。
再如2000年1月四级听力第8题：
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)。对话中女士将 “a few”这一陈述句结构读成上升调，表示她对男士讲话表示怀疑， 继而提出 “bought out the whole bookstore”, 便可判断出正确答案。在听力理解过程中，经常用非常规语调来朗读常规句子，如用声调朗读陈述句来表示是怀疑，用降调朗读问句表示肯定。由此可见，掌握一定的语调知识是十分必要的。
4．语音能力与听力理解相关性结论
经过对比语音训练前后两次听力测试的成绩（第一次平均正确率为45.8%, 第二次平均正确率为59.4%）, 研究组认为短期的语音训练对大部分学生来说是有一定效果的, 语音能力与听力理解具有一定相关性。克服语音障碍对提高学生听力理解有着极大的帮助。当然，还有很多因素影响学生的听力理解，如文化因素、心理因素、对习语的掌握情况、预测能力等。
5．应对策略
听的能力是一种吸收和理解言语信息的译码能力，在听力教学
中，一要培养学习者熟悉目的语的发音规则，二要培养学习者在语音层次上快速解码的能力。因此，想要提高英语听力水平，首先必须过好语音关。研究组对大学英语听力教学提出以下建议：
（1）学生入学时，对学生进行短期语音培训。很多学生，虽然经过中学六年的语言学习， 但并没有系统地学习过音标，而其他语音知识更是知之甚少，语音知识的匮乏是学生语言学习的一大障碍，导致学生不能正确发音，无法与别人交流，同时也很难理解对方的话语，久而久之，失去了英语学习的兴趣，或最终学成了哑巴英语。因此笔者认为通过短期的语音培训，使学生掌握一些基本的语音知识是十分必要的。从音标入手，使学生掌握连读、省音、同化、弱读、爆破等语音知识，在语流中把握词、句重音、节奏及语调。另外对学生进行正音，一定的语音知识及正确的发音是提高听力理解的必备前提。
（2）学生掌握了一定的语音知识的基础上，要进一步培养学生的语音和词义的“反射能力”（the reflexing capability）。听力训练是一个言语感知的过程，学习者不仅要掌握语音学知识，而且要就听力技巧进行反复训练。按照听说法代表人物E.F. Skinner 的教学程序“刺激----反应----强化” 原则，一旦学生在听力训练中接受刺激，形成迅速反映的习惯，当听到一定语音时， 就自然、流畅地“意会”到所听单词、句子的含义。也就是说通过语音对大脑皮层的刺激，直接反应成“语言的自然组合”，进而养成英语思维的习惯。因此，在听力教学中应采取精听与泛听相结合，通过反复精听，分析学生理解偏差、错误的原因，帮助学生辨清关键词及相关的音和义，在教师的指导下，识别快速语流中的连读、重音、语调，以便进一步提高学生的辨音能力和语篇理解能力。大量的泛听可以帮助学生辨别听音材料的语篇大意， 使学生大量接触接近真实场景的语言信息，达到建立娴熟的语言反射和意识反射的能力。
（3）在听力教学中应做到听说的有机结合，以听带说，以说促听，最终达到培养学生的交际能力的目的。交际中听说是不可分的，相辅相成，互相促进的。在听力课中，听说结合，可以一改学生被动听音的局面，使学生积极参加到听力课的教学中，激发学生的兴趣。在教学中，教师可以让学生模仿对话，通过模仿掌握正确的发音，语调。还可以让学生回答相关的问题，教师可以在学生第一遍听音时提出一些相对简单的问题， 然后随着反复播放，提出更深层的问题，这样，学生在每一遍听音过程中都有所收获，最终掌握了文章或对话的整体大意，这时，教师可以让学生进行复述练习。通过听力教学中听说的有机结合， 可以发挥学习者的语言潜能，培养学生良好的语感。
（4）教师应该培养学生大声朗读的习惯。读作为另一种输入型方式，可以帮助学生摄取大量的知识。而朗读是通过发音器官的活动储存到人脑中的信息，比通过视觉储存到人脑中的信息要牢固。学生如果不大声朗读，就无法体会到不同音素之间的不同，体会不出快速语流中的音变及不同语调的含义。因此，通过大声朗读，使正确的语音储存到大脑中，使头脑中储存的信息“声” 、“形” 、“意”俱全，以便听音时能够准确地反映出所听材料的“形” 和“意”，以达到良好的理解效果。
参考文献：
1.许天福,1998, 现代英语语音学,陕西：陕西人民出版社。
2.林焘，1992 ，语音学教程, 北京：北京大学出版社。
3．李瑞华，2000，英汉语言文化对比研究,上海：上海外语教育出版社。
4. 翁雪芳, 2005, 大学英语四六级应试听力突破, 上海：上海科学技术文献出版社。
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. 大学英语教学大纲, 1999， 北京：高等教育出版社。

『肆』 大学英语四级听力真题在哪看2022

电子版的真题网上很多的，可以直接下载打印出来就行，听力的原文在可可英语或者星火英语app上都可以听。

『伍』 大学英语四级考试听力真题原文

下面是我整理的大学英语四级考试听力真题原文，希望对大家有帮助。

2013年6月大学英语四级真题-听力原文

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?

『陆』 英语四级考试有听力吗主要有哪些题型

英语四级考试当然有听力啦，听说读写必不可少缺少呢。而听力内主要考察的方容面，你做一套真题就足够了解清楚，其实重点是你要知道自己处于什么水平，怎么备战？

对于基础差的考生而言，选择一家好的英语四级学习机构是明智的，有些机构的外教都担任过四级考官呢，尤其阿西吧这家，对四六级考点重点都很了解，因为他们家的四六级课程都很火热，分享一节四级课程给大家，点击免费领取：【https://www.acadsoc.com】

好不好也要自己亲身的体验过才好决定哦，只能说他们家的外教均有证，并是国内唯一一家可在线查询的机构呢。

还有什么其他学习问题，也可以咨询“阿西吧vivi老师”。
如果想免费下载英语资源，欢迎各位网络搜索“阿西吧官网论坛”。

『柒』 英语四级听力考查哪几部分内容

英语四级考试题型分为四种，分别是听力、阅读、翻译、写作，其中听力和阅读是249分，翻译和写作是109分，总分710分，需要考到425分以上合格。
听力共30题，考试时间30分钟，包括新闻、长短对话等内容。
阅读理解共20题，包含三个部分，即词汇理解（15选10）、长篇阅读（信息匹配）和仔细阅读（常规阅读）。
翻译为汉译英，翻译内容涉及中国历史、文化、经济、教育等内容。
写作考试时间30分钟，要求根据题目要求写100-120词左右的英语作文。