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英语专业四级听力真题听力文本
2021年_英语专业四级听力真题__（听力文本）
TESTFORENGLISHMAJORS（2016）
-GRADEFOUR-
PARTⅠDICTATION
Listentothefollowingpassage.
Altogetherthepassagewillbereadtoyoufourtimes.Duringthefirstreading,
whichwillbedoneatnormalspeed,
listenandtrytounderstandthemeaning.
Forthesecondandthirdreadings,
thepassagewillbereadsentencebysentence,
orphrasebyphrase,
withintervalsof15seconds.
Thelastreadingwillbedoneatnormalspeedagain
andduringthistime
youshouldcheckyourwork.
Youwillthenbegiven1minute
tocheckthroughyourworkoncemore.
PleasewritethewholepassageonANSWERSHEETONE.Nowlistentothepassage.
ThinkPositiveandFeelPositive
Areyouconfident
orinsecureinadifficultsituation?
/
Doyoureactpositivelyornegatively?
/
Theanswermaydependinpart
onwhomyou’rearound./
Astudyfound
thatnegativethinkingcanbecontagiousinsomecases./
Forexample,theresearchersstudied103collegeroommates./Theymeasuredeachroommate’stendency
towardsnegativethinking./
Itwasfoundthatthinkingpatternscanbecontagious./Studentswithanegativethinkingroommate
becamemoredepressedthemselves,/
andstudentswithmorepositivethinkingroommates/
weremorelikelytobecomemorepositiveaswell.
Thesecondandthirdreadings.
Youshouldbeginwritingnow.
Areyouconfident
orinsecureinadifficultsituation?
/
Areyouconfident
orinsecureinadifficultsituation?
/
Doyoureactpositivelyornegatively?
/
Doyoureactpositivelyornegatively?
/
Theanswermaydependinpart
onwhomyou’rearound./
Theanswermaydependinpart
onwhomyou’rearound./
Astudyfound
thatnegativethinkingcanbecontagiousinsomecases./
Astudyfound
thatnegativethinkingcanbecontagiousinsomecases./
Forexample,theresearchersstudied103collegeroommates./Forexample,theresearchersstudied103collegeroommates./Theymeasuredeachroommate’stendency
towardsnegativethinking./
Theymeasuredeachroommate’stendency
towardsnegativethinking./
Itwasfoundthatthinkingpatternscanbecontagious./
Itwasfoundthatthinkingpatternscanbecontagious./Studentswithanegativethinkingroommate
becamemoredepressedthemselves,/
Studentswithanegativethinkingroommate
becamemoredepressedthemselves,/
andstudentswithmorepositivethinkingroommates/
andstudentswithmorepositivethinkingroommates/
weremorelikelytobecomemorepositiveaswell.
weremorelikelytobecomemorepositiveaswell.
Thelastreading.
Areyouconfident
orinsecureinadifficultsituation?
/
Doyoureactpositivelyornegatively?
/
Theanswermaydependinpart
onwhomyou’rearound./
Astudyfound
thatnegativethinkingcanbecontagiousinsomecases./
Forexample,theresearchersstudied103collegeroommates./Theymeasuredeachroommate’stendency
towardsnegativethinking./
Itwasfoundthatthinkingpatternscanbecontagious./Studentswithanegativethinkingroommate
becamemoredepressedthemselves,/
andstudentswithmorepositivethinkingroommates/
weremorelikelytobecomemorepositiveaswell.
Now,youhaveoneminutetocheckthroughyourwork.
ThisistheendofPartIDictation.
PARTⅡLISTENINGCOMPREHENSION
SECTIONATALK
Inthissectionyouwillhearatalk.
YouwillhearthetalkONCEONLY.
Whilelistening,
youmaylookatthetaskonANSWERSHEETONE
andwriteNOMORETHANTHREEWORDSforeachgap.Makesurewhatyoufillin
isbothgrammaticallyandsemanticallyacceptable.
Youmayusetheblanksheetfornote-taking.
YouhaveTHIRTYsecondstopreviewthegap-fillingtask.Nowlistentothetalk.
Whenitisover,
youwillbegivenTWOminutestocheckyourwork.
WhatIsGrit?
Goodafternoon,everyone.
Today,Iwouldliketotalkaboutmyresearchprojectconcerningthekeytosuccess.
Iwouldliketostartmytopicwithmyownstory.
WhenIwas27yearsold,
Ileftforademandingjob-
teachingseventhgradersmath
intheNewYorkCitypublicschools.
Andlikeanyteacher,
Imadequizzesandtests.
Igaveouthomeworkassignments.
Whentheworkcameback,
Icalculatedgrades.
Whatstruckmewasthat
I.Q.wasnottheonlydifference
betweenmybestandmyworststudents.
Someofmystrongestperformers
didnothavesuperI.Q.scores.
Someofmysmartestkidsweren’tdoingsowell.
Then,Ifeltveryinterested
inknowingthereasonwhythestudents’mathperformanceisnotthatcloselyrelatedtotheirI.Q.scores.
Istartedstudyingkidsandadults
inallkindsofchallengingsettings,
andineverystudymyquestionwas,
whoissuccessfulhereandwhy.
MyresearchteamandI
wenttoWestPointMilitaryAcademy.
Wetriedtopredict
whichstudentswouldstayinmilitarytraining
andwhichwoulddropout.
WewenttotheNationalSpellingContest
andtriedtopredict
whichchildrenwouldadvancefurthestincompetition.
Weworkedwithprivatecompanies,
askingwhichofthesesalespeopleisgoingtokeeptheirjobs,
andwho’sgoingtoearnthemostmoney.
Wewenttomanyplacesandfinally,
onecharacteristicemergedasasignificantpredictorofsuccess.Anditwasn’tsocialintelligence.
Itwasn’tgoodlooks,physicalhealth,
anditwasn’tI.Q.Itwasgrit.
Whatisgrit?
Well,gritispassionandperseverance
forverylong-termgoals.
Gritisstickingwithyourfuture,
dayin,dayout,
notjustfortheweek,
notjustforthemonth,butforyears,
andworkingreallyhardtomakefutureareality.
Gritislivingyourlifelikeit’samarathon,notasprint.
Afewyearsago,
IstartedstudyinggritintheChicagopublicschools.
Iaskedthousandsofhighschooljuniors
totakegritquestionnaires,
andthenwaitedaroundmorethanayear
toseewhowouldgraduate.
Itturnedoutthat
grittierkidsweresignificantlymorelikelytograduate,
evenwhenImatchedthemoneverycharacteristicIcouldmeasure,thingslikefamilyincome,testscores,andsoon.
Tome,themostshockingthingaboutgritishowlittleweknow,howlittlescienceknows,aboutbuildingit.
Everyday,parentsandteachersaskme,
“HowdoIbuildgritinkids?
HowdoIkeepthemmotivatedforthelongrun?
”
Ourdatashowsveryclearly
thattherearemanytalentedindividuals
whosimplydonotfollowthroughontheircommitment.
Infact,inourdata,
gritisusuallyunrelatedtomeasuresoftalent.
Sofar,thebestideaI’veheardaboutbuildinggritinkids
issomethingcalled“growthmindset.”
Growthmindsetisthebelief
thattheabilitytolearnisnotfixed,
thatitcanchangewithyoureffort.
Kidswithgritaremuchmorelikelytoperseverewhentheyfail,becausetheydon’tbelievethatfailureisapermanentcondition.Sogrowthmindsetisagreatideaforbuildinggrit.
Butweneedmore.
Andthat’swhereI’mgoingtoendmytalk,
becausethat’swhereweare.
That’stheworkthatstandsbeforeus.
Wehavetobewillingtofail,
tobewrong,tostartoveragainwithlessonslearned.
Asaconclusion,
weneedtobegrittyaboutgettingourkidsgrittier.
Nexttime,Iwouldliketosharewithyou
myexperienceinbuildingupstudents’grit.
Now,youhaveTWOminutes
tocheckyourwork.
THISISTHEENDOFSECTIONATALK.
SECTIONBCONVERSATIONS
Inthissectionyouwillheartwoconversations.
Attheendofeachconversation,
fivequestionswillbeaskedaboutwhatwassaid.
Boththeconversationandthequestions
willbespokenONCEONLY.
Aftereachquestiontherewillbeaten-secondpause.
Duringthepause,
youshouldreadthefourchoicesofA）,B）,C）andD）,
andmarkthebestanswertoeachquestion
onANSWERSHEETTWO.
YouhaveTHIRTYsecondstopreviewthequestions.
Nowlistentotheconversations.
ConversationOne
Questions1to5arebasedonConversationone
W:
Hello,thisisKateSmith.
I’mcallingfromABCCompany.
M:
Oh,hello,Kate.Greattohearfromyou.
W:
You’vealreadybeentold
thatyou’vebeenshortlistedforinterview.
M:
Oh,yes.
W:
Well,weareveryexcitedaboutmeetingyou.
OK.Ijustwanttotalkyouthroughtheprocedurefortheday.Someonewillmeetyouwhenyouarrive,
andthenbringyouuptomeetmyselfandArthurMiller,theCEO.M:
OK,soundsgood.
Sowillyoubetheonlymembersoftheinterviewpaneltherethen?
W:
Yes,it’llbejustmeandArthurwhowilltalktoyou.
Theinterviewwillbeinthreeparts.
Firstofall,we’llaskyousomegeneralquestionsaboutyourselfandyoureducationalandprofessionalbackground,
andthenwe’llmoveontospecifics.
M:
Oh,er,specifics?
Well,er...whatkindofquestionswillyoubeasking?
W:
Well,it’llbeverysimilartothepersonalstatement
yousubmittedwithyourCV.
We’llbeexpectingyouto...
togiveactualexamplesofproblems
you’vefacedandsolved,
andofwhatyoufeelarethemajorsuccessesinyourcareersofar.M:
OK,well.Yeah,thatsoundsgreat.Can’twait!
W:
Thenthere’llbeachanceforyoutoaskusanyquestions-
aboutthejobitself,orABCCompanyingeneral.
M:
Oh,um...OK.I’llthinkofsomething!
W:
Afterthat,we’dlikeyoutogiveashortpresentation
onhowyouseeABCasacompanyprogressing,
andhowyouseeyourselftakingusthere.
M:
OK,sowillIbeexpectedtogivelikeaformalstylepresentation?
W:
Itcanbeasformalorinformalasyoulike.
There’llb
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