2019英语专四听力训练conversation1（附音频及文本）

2019英语专四听力训练conversation1（附音频及文本）

英语专四听力训练conversation由两个约450个单词的会话组成。两段会话后各有5道选择题。每道题后有10秒的间隙，要求听到问题后从所给的四个选项中选出一个最佳答案。录音语速为每分钟约120个单词，只念一遍!下面是新东方在线英语专四频道为大家整理的2019英语专四听力训练conversation音频，希望大家平日多听音频多练习。

2019英语专四听力训练conversation8篇

　　[00:01.56]SECTION B CONVERSATIONS

　　[00:04.86]In this section you will hear two conversations.

　　[00:08.88]At the end of each conversation,

　　[00:11.22]five questions will be asked about what was said.

　　[00:15.38]Both the conversation and the questions will be spoken once only.

　　[00:21.37]After each question there will be a ten-second pause.

　　[00:26.04]During the pause, you should read the four choices of A, B, C and D,

　　[00:33.46]and mark the best answer to each question on Answer Sheet Two.

　　[00:39.51]You have 30 seconds to preview the questions.

　　[01:13.12]Now, listen to the conversations.

　　[01:16.68]CONVERSATION ONE

　　[01:19.00]Questions 1 to 5 are based on Conversation One.

　　[01:23.32]M: Today, we've Professor McKay on our morning talk show.

　　[01:27.22]Good morning, Professor McKay.

　　[01:29.33]W: Good morning.

　　[01:30.75]M: I've heard that you and your team

　　[01:32.87]have just completed a report on old age.

　　[01:36.18]W: That's right.

　　[01:37.79]M: Could you tell me what your report is about?

　　[01:40.55]W: Well, the report basically looks into the various beliefs

　　[01:44.91]that people hold about old age and tries to verify them.

　　[01:49.73]M: And what do you think your report can achieve?

　　[01:52.84]W: We hope that it will somehow

　　[01:54.55]help people to change their feelings about old age.

　　[01:58.77]The problem is that far too many of us believe

　　[02:01.74]that most old people are poor, lonely, and unhappy.

　　[02:06.71]As a result, we tend to find old people, as a group, unattractive.

　　[02:12.44]And this is very dangerous for our society.

　　[02:16.52]M: But surely we cannot escape the fact

　　[02:19.12]that many old people are lonely and many are sick.

　　[02:22.94]W: No, we can't.

　　[02:24.85]But we must also remember that the proportion of such people

　　[02:28.65]is no greater among the 60-70 age group

　　[02:32.51]than among the 50-60 age group.

　　[02:36.19]M: In other words,

　　[02:37.14]there is no more mental illness, for example,

　　[02:39.60]among the 60s-70s than among the 50s-60s.

　　[02:44.03]W: Right! And why should there be?

　　[02:47.88]Why should we expect people to suddenly change

　　[02:51.44]when they reach their 60th or 70th birthday

　　[02:55.10]any more than they did when they reached their 21st?

　　[02:59.21]M: But one would expect there to be more physical illness

　　[03:02.26]among old people, surely.

　　[03:04.46]W: Why should one expect this?

　　[03:06.68]After all, those people who reach the age of 65 or 70

　　[03:11.79]are the strong among us.

　　[03:13.99]The weak die mainly in childhood,

　　[03:16.45]then in their 40s and 50s.

　　[03:19.40]M: Do you find that young people these days

　　[03:22.11]are not as concerned about their parents

　　[03:24.31]as their parents were about theirs?

　　[03:27.12]W: We have found nothing that suggests

　　[03:29.17]that family feeling is either dying or dead.

　　[03:32.98]There do not appear to be large numbers of young people

　　[03:36.13]who are trying, for example,

　　[03:38.35]to have their dear old mother locked up in a mental hospital.

　　[03:42.51]M: Don't many more parents live apart from their married children

　　[03:46.08]then used to be the case?

　　[03:47.89]W: True,

　　[03:49.00]but this is because parents and their married children

　　[03:51.91]usually live in separate households

　　[03:54.66]because they prefer it that way,

　　[03:56.97]not because the children refuse to have mum and dad living with them.

　　[04:01.72]M: Is this a good thing, do you think?

　　[04:04.23]W: I think that it's an excellent arrangement.

　　[04:07.19]We all like to keep part of our lives private,

　　[04:10.25]even from those we love dearly.

　　[04:12.86]I certainly don't think

　　[04:14.39]that it's a sign of the increased loneliness of old age.

　　[04:19.10]Questions 1 to 5 are based on Conversation One.

　　[04:23.35]1. What is Professor McKay's report about?

　　[04:37.46]2. What is the purpose of Professor McKay's report?

　　[04:52.07]3. What do we learn from the conversation

　　[04:55.83]about Professor McKay's view?

　　[05:07.87]4. What does Professor McKay think about family feeling?

　　[05:22.86]5. What is Professor McKay's attitude

　　[05:27.01]toward more parents' living apart from their children?

　　[05:39.53]This is the end of Conversation One.

　　[05:42.99]CONVERSATION TWO

　　[05:45.09]Questions 6 to 10 are based on Conversation Two.

　　[05:49.19]M: Julie Ross is the author of Practical Parenting.

　　[05:52.99]She has been running parenting workshops for about 18 years now.

　　[05:57.30]Hey, Julie. Good morning.

　　[05:58.86]W: Good morning.

　　[06:00.87]M: So let's go right into some of the things that parents used to do,

　　[06:05.42]corporal punishment for example,

　　[06:07.32]to try and discipline their kids, at least gain control.

　　[06:11.53]Firstly, you say that parents should not say "No" all the time.

　　[06:16.44]So let's use an example here,

　　[06:18.49]my son is playing with the safety pin in the electric socket.

　　[06:22.90]I am probably gonna say, Jack, no, don't do that.

　　[06:27.47]What's a better way to go about it?

　　[06:29.67]W: Well, I actually believe

　　[06:31.87]that "no" should be used in those occasions.

　　[06:35.43]It should be our word that can stop our children.

　　[06:38.99]But if they get desensitized to it,

　　[06:41.69]then when you say "no,

　　[06:43.57]don't stick that into the socket",

　　[06:45.82]they are not gonna be able to listen to it.

　　[06:48.83]M: So only on rare occasions

　　[06:51.50]when it's absolutely important to use the word "no".

　　[06:55.36]What about the I-message?

　　[06:57.81]Give me an example of that.

　　[06:59.97]W: I am a big believer in I-messages.

　　[07:03.33]And they sound like this.

　　[07:05.28]When you throw the ball in the house,

　　[07:07.79]I feel annoyed because it could break something.

　　[07:11.25]I would like you to play with something else instead.

　　[07:15.27]What we wanna do here is we want to make it about us

　　[07:19.23]in terms of setting the rules, as parents.

　　[07:22.84]We are supposed to be the leaders in the house.

　　[07:26.20]And now I-message does refer to "I am the parent,

　　[07:31.05]I am in charge, and I am comfortable being in charge".

　　[07:36.26]M: Tell me how this next concept is.

　　[07:39.21]That is the "when and then" rule---the best example I can think of---

　　[07:44.63]your children are eating dinner but they wanna go out and play.

　　[07:48.23]OK, so, a lot of people will say, hey,

　　[07:51.45]if you eat all of the food on your plate, you can go out and play.

　　[07:56.32]What's wrong with that?

　　[07:57.96]W: Children hear the word "if" as a challenge, as a threat.

　　[08:02.47]And they will rise to that challenge. It's like "Really? If…?

　　[08:08.51]OK, let's just test that out".

　　[08:11.92]But the either-or, or the when-then choices,

　　[08:15.75]when you've done these order things.

　　[08:18.07]So that it's a work first, play later.

　　[08:21.43]When you've done the meal, then you can go outside.

　　[08:25.39]M: So they don't hear the word "if" as encouragement.

　　[08:29.46]They see it as a challenge and they are gonna rebel against it.

　　[08:34.11]W: You bet.

　　[08:36.02]Questions 6 to 10 are based on Conversation Two.

　　[08:40.03]6. What is the conversation mainly about?

　　[08:54.54]7. Who is Julie Ross?

　　[09:08.47]8. According to the man,

　　[09:11.47]when should parents say "no" to their kids?

　　[09:24.60]9. What does I-message refer to?

　　[09:38.62]10. How do children see the word "if"?

　　[09:51.74]This is the end of Conversation Two.

　　[09:53.99]

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