2019专四听力全真模拟练习mp3附文本（11）

2019专四听力全真模拟练习mp3附文本（11）

2019英语专四考试即将于4月20日开考，英语专四听力题型占考试比重30%，可以说是过级的一项重要指标，新东方在线专四频道在考前为大家整理了20套专四听力模拟练习MP3音频，包含专四听写、talk、Conversations，有音频文本，大家可以根据此音频进行自测模拟考试练习。

2019专四听力全真模拟练习二十篇（mp3附文本）

　　[00:12.54]TEST FOR ENGLISH MAJORS GRADE FOUR

　　[00:17.02]PART I DICTATION

　　[00:19.61]Listen to the following passage.

　　[00:22.26]Altogether the passage will be read to you four times.

　　[00:25.50]During the first reading, which will be done at normal speed,

　　[00:29.76]listen and try to understand the meaning.

　　[00:32.60]For the second and third readings,

　　[00:35.12]the passage will be read sentence by sentence,

　　[00:37.54]or phrase by phrase, with intervals of 15 seconds.

　　[00:41.48]The last reading will be done at normal speed again

　　[00:44.65]and during this time you should check your work.

　　[00:47.78]You will then be given 1 minute

　　[00:50.15]to check through your work once more.

　　[00:52.27]Please write the whole passage on ANSWER SHEET ONE.

　　[00:56.51]Now listen to the passage.

　　[00:58.87]Why Some People Are Poor

　　[01:01.70]About 10 percent of the people in the United States

　　[01:05.38]are below the poverty line.

　　[01:07.42]Economists suggest several reasons.

　　[01:10.25]For one thing, more than half of the poor people

　　[01:13.61]are not qualified to work.

　　[01:15.83]By law, children less than 16 years old

　　[01:18.69]can not work in many industries;

　　[01:21.22]many companies do not hire people over 65 years old.

　　[01:25.82]Some poor adults do not look for jobs

　　[01:28.70]for a variety of personal reasons.

　　[01:31.42]Other poor people look for a job but can't find one.

　　[01:35.25]Many poor adults never went to high school.

　　[01:38.42]Therefore, when they look for jobs,

　　[01:40.49]they have few skills that they can offer.

　　[01:43.47]The second and third readings, you should begin writing now.

　　[01:49.84]Why Some People Are Poor

　　[01:52.62]About 10 percent of the people in the United States

　　[01:55.96]are below the poverty line.

　　[02:12.92]About 10 percent of the people in the United States

　　[02:17.24]are below the poverty line.

　　[02:34.56]Economists suggest several reasons.

　　[02:52.88]Economists suggest several reasons.

　　[03:11.45]For one thing, more than half of the poor people

　　[03:14.04]are not qualified to work.

　　[03:30.50]For one thing, more than half of the poor people

　　[03:34.03]are not qualified to work.

　　[03:52.02]By law, children less than 16 years old

　　[03:54.66]can not work in many industries;

　　[04:12.81]By law, children less than 16 years old

　　[04:15.63]can not work in many industries;

　　[04:33.93]many companies do not hire people over 65 years old.

　　[04:53.95]many companies do not hire people over 65 years old.

　　[05:13.10]Some poor adults do not look for jobs

　　[05:16.48]for a variety of personal reasons.

　　[05:34.99]Some poor adults do not look for jobs

　　[05:37.48]for a variety of personal reasons.

　　[05:54.53]Other poor people look for a job but can't find one.

　　[06:15.17]Other poor people look for a job but can't find one.

　　[06:34.25]Many poor adults never went to high school.

　　[06:51.94]Many poor adults never went to high school.

　　[07:10.69]Therefore, when they look for jobs,

　　[07:27.31]Therefore, when they look for jobs,

　　[07:44.67]they have few skills that they can offer.

　　[08:03.97]they have few skills that they can offer.

　　[08:21.62]The last reading:

　　[08:23.42]Why Some People Are Poor

　　[08:25.59]About 10 percent of the people in the United States

　　[08:28.90]are below the poverty line.

　　[08:31.03]Economists suggest several reasons.

　　[08:33.97]For one thing, more than half of the poor people

　　[08:37.11]are not qualified to work.

　　[08:39.27]By law, children less than 16 years old

　　[08:42.18]can not work in many industries;

　　[08:44.62]many companies do not hire people over 65 years old.

　　[08:49.38]Some poor adults do not look for jobs

　　[08:51.76]for a variety of personal reasons.

　　[08:54.76]Other poor people look for a job but can't find one.

　　[08:58.64]Many poor adults never went to high school.

　　[09:01.71]Therefore, when they look for jobs,

　　[09:03.77]they have few skills that they can offer.

　　[09:07.37]Now you have 1 minute to check through your work.

　　[10:10.43]That is the end of PART I Dictation.

　　[10:14.55]Part Two Listening Comprehension

　　[10:18.84]SECTION A TALK

　　[10:21.78]In this section you will hear a talk.

　　[10:25.00]You will hear the talk ONCE ONLY.

　　[10:27.62]While listening, you may look at ANSWER SHEET ONE

　　[10:31.91]and write NO MORE THAN THREE WORDS for each gap.

　　[10:35.75]Make sure the word(s) you fill in is (are) both

　　[10:41.34]grammatically and semantically acceptable.

　　[10:44.87]You may use the blank sheet for note-taking.

　　[10:48.41]You have THIRTY seconds to preview the gap-filling task.

　　[11:24.86]Now listen to the talk.

　　[11:26.43]When it is over, you will be given TWO minutes to complete your work.

　　[11:32.75]Advice for Students: How to Talk to Professors

　　[11:38.21]Yes, I recommend that students get to know their professors.

　　[11:43.61]I realize, though, that many students are intimidated or put off by their professors.

　　[11:49.39]This is especially so when students need something

　　[11:52.89]--a favor, special helps with an assignment,

　　[11:56.43]a second chance on a test.

　　[11:58.29]There are a few things you should keep in mind

　　[12:01.29]when you talk to your professors,

　　[12:03.22]especially if you're going to be asking for a particular favor:

　　[12:07.45]Firstly, call them by the right title.

　　[12:11.44]A "Doctor" is someone with a PhD;

　　[12:14.31]not all professors have a PhD.

　　[12:17.45]"Professor" is usually appropriate,

　　[12:20.31] unless you've been told otherwise.

　　[12:22.50]If you're totally unsure, a "Mr." or "Ms." is usually fine.

　　[12:27.94]Do not use "Mrs." unless the professor herself uses it;

　　[12:33.35]after 30 years of women making this point,

　　[12:36.34] it's time to recognize that not all adult women are

　　[12:40.31]or want to be married.

　　[12:42.38]Secondly, tell the truth.

　　[12:44.93]If a professor thinks he or she's being played,

　　[12:48.28]they're not going to respond very well

　　[12:51.06]to whatever request you have to make,

　　[12:53.29]so you might as well be honest.

　　[12:55.62] If you feel you absolutely must lie,

　　[12:59.24]at least make it a huge flaming whopper of a lie,

　　[13:03.33]so the professor can get a good laugh

　　[13:05.81]when they share it at the next faculty meeting.

　　[13:08.51]Thirdly, be prepared to do the work.

　　[13:11.95]If you've missed an assignment or a test

　　[13:14.63]or are falling behind in your reading,

　　[13:17.01]and you are seeking help to make it up.

　　[13:19.75]You'd better be prepared to do the work

　　[13:22.45]--and generally under more difficult circumstances.

　　[13:26.14]I get the impression that a lot of students imagine

　　[13:29.64] I might just say "don't worry about it,

　　[13:32.68]I'll give you the points anyway"

　　[13:34.73] which, of course, is not going to happen.

　　[13:37.72]Fourthly, be clear and brief.

　　[13:41.58]Get to the point quickly:

　　[13:43.45]tell your professor what you need or want and be done with it.

　　[13:47.81]Don't spend 30 minutes explaining your childhood and family arrangements

　　[13:52.51]and how hard it is getting a job for a 10-point assignment.

　　[13:56.87]It is a waste of your time. Simply say "Professor,

　　[14:01.46] I missed an assignment, can I make it up?

　　[14:04.68]Can I do something else?"

　　[14:06.56]Fifthly, prepare for disappointment.

　　[14:09.63] It depends on how far you've let your studies get behind,

　　[14:13.93]and a professor still should be fair to the rest of her or his students.

　　[14:19.39]For example, arranging make-up tests is difficult.

　　[14:23.68]So often a professor won't or can't help you.

　　[14:27.44] Your only option might be to shift into damage control,

　　[14:32.29] see what you can do, and ask honestly

　　[14:35.34] if you should continue in the class.

　　[14:37.43] And learn from your failure;

　　[14:40.10]take the class again and do it right.

　　[14:42.62]Lastly, as a general rule, professors respect commitment

　　[14:48.30]and genuine curiosity, and will go out of their way to help

　　[14:52.48]if they feel that you are honestly interested in doing well.

　　[14:56.33]On the other hand, professors get to feeling pretty used by the numerous students

　　[15:02.45]who work hard only at gaming the system,

　　[15:05.11]and if they feel you're one of those students,

　　[15:07.67]they're not likely to bend very far to make life easier for you.

　　[15:12.42]Good luck!

　　[15:14.03] NOW you have TWO minutes to complete your work.

　　[17:18.74]This is the end of Section A talk

　　[17:22.68]SECTION B CONVERSATIONS

　　[17:26.77]In this section you will hear two conversations.

　　[17:30.35]At the end of each conversation,

　　[17:32.84]five questions will be asked about what was said.

　　[17:36.62]Both the conversation and the questions will be spoken ONCE ONLY.

　　[17:42.87]After each question there will be a ten-second pause.

　　[17:47.42]During the pause, you should read the four choices of A, B, C and D,

　　[17:54.93]and mark the best answer to each question on ANSWER SHEET TWO.

　　[18:00.29]You have thirty seconds to preview the questions.

　　[18:34.85]Now, listen to the conversations.

　　[18:38.94]Conversation One

　　[18:41.28]M: I enjoyed your lecture today, Dr. Beech. See you.

　　[18:45.13]W: Goodbye. Oh, Jack?

　　[18:47.93]M: Yes, Professor?

　　[18:49.13]W: Have you got a minute?

　　[18:51.38]M: Uh... sure. Have I done something?

　　[18:54.56]W: No, Jack. Not at all.

　　[18:57.19]You're doing very well indeed in my class,

　　[19:00.16]and, uh, I've noticed that you seem particularly interested in my research...

　　[19:05.65]M: Thanks! Yes. It seems like fun to be working with primates.

　　[19:10.21]They're very likeable animals, aren't they?

　　[19:12.86]W: Yes, they are. But they do take a lot of,

　　[19:16.48]well, looking after to keep them healthy and happy.

　　[19:20.22]I've got an assistant, Larry--you know him?

　　[19:23.45]M: Oh, yes, I know Larry, Larry Easton.

　　[19:26.89]W: Yes, that's right. And he's graduating in June.

　　[19:30.79]So I was wondering if you might be interested in,

　　[19:34.29]uh, taking over for him, taking his assistantship.

　　[19:38.86]M: Oh! Uh. Yes. Yes!

　　[19:41.41]That's something I would really like to do,yes.But,uh...

　　[19:44.80]I guess I should find out a little bit more about it.

　　[19:48.26]I mean, the hours, the time involved,

　　[19:50.64]and can I do the work?

　　[19:52.07]W: Well. Have you got a little time right now?

　　[19:55.28]Shall we have a talk?

　　[19:56.49]M: Uh, yes. my next class's not till one. Sure.

　　[20:01.13]W: Good. My research assistant

　　[20:04.65]is mostly in charge of maintaining the laboratory animals

　　[20:08.55]--preparing their food, cleaning their quarters,

　　[20:11.19]uh, feeding and watering them, of course,

　　[20:14.18]and, uh, just keeping an eye on things,

　　[20:16.75]you know--making sure they're healthy and comfortable.

　　[20:20.35]M: How many primates do you have in the lab?

　　[20:23.50]W: Twelve right now.

　　[20:25.27]M: Well, it sounds fine, I suppose.

　　[20:27.44]What do they eat? Fruit?

　　[20:29.77]W: Yes, fruits, mostly

　　[20:31.80]--apples, grapes, pears

　　[20:33.32]--and also some vegetables.

　　[20:35.50]Lettuce, uh, carrots...

　　[20:37.31]we try different things sometimes.

　　[20:39.59]And they get mealworms for snacks.

　　[20:42.27]Larry'll show you how to do it.

　　[20:44.45]M: What kind of hours are we talking about, Professor?

　　[20:47.44]W: Well, student assistantships are limited to fifteen hours a week

　　[20:52.23]--university regulations.

　　[20:54.24]The animals have to be tended every day,

　　[20:57.29]of course, but I'll be responsible for Sundays and holidays.

　　[21:01.95]Would you be able to do that?

　　[21:03.97]M: Sure, that sounds fine.

　　[21:05.98]My class load's not so heavy now that I'm in third year.

　　[21:10.22]Oh. Uh... can I ask how much it pays?

　　[21:13.45]W: Oh! Sorry, Jack. Of course!

　　[21:16.13]Fifteen dollars an hour, $225 a week.

　　[21:20.87]The university will withhold some for taxes

　　[21:24.36]and issue you a check at the end of each month.

　　[21:27.71]It should be for about $850, I think.

　　[21:32.15]M: Great. That'll help me out a lot with my expenses.

　　[21:36.48]W: OK. Then I'll talk to Larry,

　　[21:39.20]and we'll see when we can get together, the three of us,

　　[21:42.60]and set up some time for you to start learning the routine.

　　[21:46.33]M: Thanks very much, Professor. Thank you for thinking of me.

　　[21:50.20]W: And thank you, Jack. I know I'll be able to rely on you. See you.

　　[21:55.47]M: See you.

　　[21:57.77]This is the end of Conversation One.

　　[22:00.31]Questions 1-5 are based on Conversation One.

　　[22:04.75]1. Why does the woman want to talk to the man?

　　[22:20.88]2. What is the primary task of the assistant?

　　[22:36.06]3. What do the primates eat for snacks?

　　[22:50.93]4. How much does the work pay after tax every month?

　　[23:06.73]5. What will Jack probably do after the conversation?

　　[23:21.56]Conversation Two

　　[23:24.05]M: Hello?

　　[23:25.56]W: Eric, it's Mandy.

　　[23:28.14]M: Hi.

　　[23:29.47]W: You know I told you we could apply to the local council

　　[23:32.40]for money for our drama club...

　　[23:34.35]I've got the application form here

　　[23:36.64]but we need to get it back to them by the end of the week.

　　[23:40.02]You really ought to fill it in as president of the club.

　　[23:44.42]M: Well, you're the secretary,

　　[23:46.14]so I expect it's OK if you fill it in..

　　[23:48.76]W: Yeah. But I'd really like to check it together.

　　[23:52.65]M: Right. That's fine.

　　[23:54.51]W: Like the first part asks for the main contact person.

　　[23:58.96]Can I put you there?

　　[24:00.74]M: Sure.

　　[24:02.14]W: Now, in the next part of the form

　　[24:04.67]I have to give information about our group...

　　[24:07.79]So, name of group. That's easy.

　　[24:10.52]We're the Community Youth Theatre Group,

　　[24:13.51]but then I have to describe it.

　　[24:15.66]So, what sort of information do you think they want?

　　[24:19.69]M: Well, they need to know we're amateurs,

　　[24:22.46]not professional actors...

　　[24:24.33]and how many members we've got.

　　[24:26.31]What's that at present--twenty?

　　[24:28.93]W: Eighteen... and, should we put in the age range, that's 13 to 22?

　　[24:35.44]M: No, I don't think we need to.

　　[24:37.30]But we'd better put a bit about what we actually do...

　　[24:41.04]something like "members take part in drama activities".

　　[24:45.52]W: Now, the next bit is about the project itself

　　[24:49.15]--what we're applying for funding for.

　　[24:51.78]So first of all they need to know how much money we want.

　　[24:55.98]The maximum's $500.

　　[24:58.85]M: I think we agreed we'd ask for $250, didn't we?

　　[25:03.28]W: OK. There's no point in asking for too much

　　[25:07.73]we'll have less chance of getting it.

　　[25:10.21]Then, we need to say what the project...

　　[25:13.24]erm, the activity is.

　　[25:16.59]M: Right, so we could write something like

　　[25:19.51]"to produce a short play for young children".

　　[25:23.00]W: OK. The next thing they want to know is if they give us the grant,

　　[25:27.85]how they'll be credited.

　　[25:30.23]M: What do they mean, credited?

　　[25:32.66]W: I think they mean how we'll let the public know that they funded us...

　　[25:36.73]they want people to know they've supported us,

　　[25:39.56]it looks good for them.

　　[25:41.32]M: Well, we could say we'd announce it at the end of the play.

　　[25:45.00]We could make a speech or something.

　　[25:47.00]W: Hmm, they might prefer to see something in writing...

　　[25:51.39]we'll be giving the audience a program, won't we

　　[25:54.51]--so we could put an acknowledgment in that?

　　[25:57.55]M: Yeah, that's a better idea.

　　[25:59.94]W: OK. And then I think that's it.

　　[26:02.95]I'll get that in the post straight away.

　　[26:05.67]I really hope we get the money.

　　[26:07.90]W: I think we've got a pretty good chance.

　　[26:10.69]Thanks for doing all this.

　　[26:12.35]M: That's OK. See you soon.

　　[26:15.48]W: Bye.

　　[26:17.10]This is the end of Conversation Two.

　　[26:20.19]Questions 6-10 are based on Conversation Two.

　　[26:24.28]6. Where does the conversation most probably take place?

　　[26:41.31]7. Why does the woman talk to the man?

　　[26:54.16]8. What do we learn about the drama club from the conversation?

　　[27:10.78]9. What are they applying for funding for?

　　[27:26.31]10. How will they publicize the sponsor?

　　[27:40.90]This is the end of Part Two Listening Comprehension.

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