英语专业四级听力真题听力文本.docx

1、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) TEST FOR ENGLISH MAJORS (2016) -GRADE FOUR- PART DICTATION Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the sec

2、ond and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. You will then be given 1 minute to check through your work once more. Please

3、write the whole passage on ANSWER SHEET ONE. Now listen to the passage. Think Positive and Feel Positive Are you confident or insecure in a difficult situation? / Do you react positively or negatively? / The answer may depend in part on whom youre around. / A study found that negative thinking can b

4、e contagious in some cases. / For example, the researchers studied 103 college roommates. / They measured each roommates tendency towards negative thinking. / It was found that thinking patterns can be contagious. / Students with a negative thinking roommate became more depressed themselves, / and s

5、tudents with more positive thinking roommates / were more likely to become more positive as well. The second and third readings. You should begin writing now. Are you confident or insecure in a difficult situation? / Are you confident or insecure in a difficult situation? / Do you react positively o

6、r negatively? / Do you react positively or negatively? / The answer may depend in part on whom youre around. / The answer may depend in part on whom youre around. / A study found that negative thinking can be contagious in some cases. / A study found that negative thinking can be contagious in some

7、cases. / For example, the researchers studied 103 college roommates. / For example, the researchers studied 103 college roommates. / They measure d each roommates tendency towards negative thinking. / They measured each roommates tendency towards negative thinking. / It was found that thinking patte

8、rns can be contagious. / It was found that thinking patterns can be contagious. / Students with a negative thinking roommate became more depressed themselves, / Students with a negative thinking roommate became more depressed themselves, / and students with more positive thinking roommates / and stu

9、dents with more positive thinking roommates / were more likely to become more positive as well. were more likely to become more positive as well. The last reading. Are you confident or insecure in a difficult situation? / Do you react positively or negatively? / The answer may depend in part on whom

10、 youre around. / A study found that negative thinking can be contagious in some cases. / For example, the researchers studied 103 college roommates. / They measured each roommates tendency towards negative thinking. / It was found that thinking patterns can be contagious. / Students with a negative

11、thinking roommate became more depressed themselves, / and students with more positive thinking roommates / were more likely to become more positive as well. Now, you have one minute to check through your work. This is the end of Part I Dictation. PART LISTENING COMPREHENSION SECTION A TALK In this s

12、ection you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at the task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You

13、 have THIRTY seconds to preview the gap-filling task. Now listen to the talk. When it is over, you will be given TWO minutes to check your work. What Is Grit? Good afternoon, everyone. Today, I would like to talk about my research project concerning the key to success. I would like to start my topic

14、 with my own story. When I was 27 years old, I left for a demanding job- teaching seventh graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments. When the work came back, I calculated grades. What struck me was that I.Q. was

15、not the only difference between my best and my worst students. Some of my strongest performers did not have super I.Q. scores. Some of my smartest kids werent doing so well. Then, I felt very interested in knowing the reason why the students math performance is not that closely related to their I.Q.

16、 scores. I started studying kids and adults in all kinds of challenging settings, and in every study my question was, who is successful here and why. My research team and I went to West Point Military Academy. We tried to predict which students would stay in military training and which would drop ou

17、t. We went to the National Spelling Contest and tried to predict which children would advance furthest in competition. We worked with private companies, asking which of these salespeople is going to keep their jobs, and whos going to earn the most money. We went to many places and finally, one chara

18、cteristic emerged as a significant predictor of success. And it wasnt social intelligence. It wasnt good looks, physical health, and it wasnt I.Q. It was grit. What is grit? Well, grit is passion and perseverance for very long-term goals. Grit is sticking with your future, day in, day out, not just

19、for the week, not just for the month, but for years, and working really hard to make future a reality. Grit is living your life like its a marathon, not a sprint. A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnai

20、res, and then waited around more than a year to see who would graduate. It turned out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, test scores, and so on. To me, the most shocking thing abo

21、ut grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, “How do I build grit in kid s? How do I keep them motivated for the long run?” Our data shows very clearly that there are many talented individuals who simply do not follow through on

22、their commitment. In fact, in our data, grit is usually unrelated to measures of talent. So fa r, the best idea Ive heard about building grit in kids is something called “growth mindset.” Growth mindset is the belief that the ability to learn is not fixed, that it can change with your effort. Kids w

23、ith grit are much more likely to persevere when they fail, because they dont believe that failure is a permanent condition. So growth mindset is a great idea for building grit. But we need more. And thats where Im going to end my talk, because thats where we are. Thats the work that stands before us

24、. We have to be willing to fail, to be wrong, to start over again with lessons learned. As a conclusion, we need to be gritty about getting our kids grittier. Next time, I would like to share with you my experience in building up students grit. Now, you have TWO minutes to check your work. THIS IS T

25、HE END OF SECTION A TALK. SECTION B CONVERSATIONS In this section you will hear two conversations. At the end of each conversation, five questions will be asked about what was said. Both the conversation and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause

26、. During the pause, you should read the four choices of A), B), C) and D), and mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. Now listen to the conversations. Conversation One Questions 1 to 5 are based on Conversation one W: Hello, this

27、is Kate Smith. Im calling from ABC Company. M: Oh, hello, Kate. Great to hear from you. W: Youve already been told that youve been shortlisted for interview. M: Oh, yes. W: Well, we are very excited about meeting you. OK. I just want to talk you through the procedure for the day. Someone will meet y

28、ou when you arrive, and then bring you up to meet myself and Arthur Miller, the CEO. M: OK, sounds good. So will you be the only members of the interview panel there then? W: Yes, itll be just me and Arthur who will talk to you. The interview will be in three parts. First of all, well ask you some g

29、eneral questions about yourself and your educational and professional background, and then well move on to specifics. M: Oh, er, specifics? Well, er.what kind of questions will you be asking? W: Wel l, itll be very similar to the personal statement you submitted with your CV. Well be expecting you t

30、o. to give actual examples of problems youve faced and solved, and of what you feel are the major successes in your career so far. M: OK, well. Yeah, that sounds great. Cant wait! W: Then therell be a chance for you to ask us any questions- about the job itself, or ABC Company in general. M: Oh, um.

31、OK. Ill think of something! W: After that, wed like you to give a short presentation on how you see ABC as a company progressing, and how you see yourself taking us there. M: OK, so will I be expected to give like a formal style presentation? W: It can be as formal or informal as you like. Therell b