⑴ 關於大學英語聽力(收音機問題)
你應該看看是不是校台的緣故，我們聽聽力的時候，只要調到校台就非常清楚，不需要調到多少兆赫
⑵ 大學英語 聽力1 答案 董亞芬主編
書籍介紹：
修訂本前言
《大學英語》是根據國家教育委員會審定批準的《大學英語教學大綱（文理科本科用）》編寫的一套系列教材，分精讀、泛讀、聽力、快速閱讀、語法與練習五種教程，於1986年出版試用本，1992年出版正式本。
本教材的精讀、泛讀、快速閱讀和聽力教程各按分級教學的要求編寫六冊，每級一冊，供1—6級使用；語法與練習編寫四冊，供1—4級使用。精讀與聽力教程均配有教師用書和錄音磁帶；泛讀教程1—6級也配有教師用書。對低於大綱規定入學要求的學生，另編預備級精讀、泛讀教程各兩冊。全套教材由復旦大學、北京大學、華東師范大學、中國人民大學、武漢大學和南京大學分工編寫，復旦大學董亞芬擔任總主編。前大學外語教材編審委員會綜合大學英語編審組的全體成員對這套教材的設計與編寫自始至終給予關注。
這次修訂是在廣泛聽取全國各地使用本系列教材的教師們的意見並通過問卷形式對數以萬計的師生徵求意見的基礎上進行的。大學外語教學指導委員會綜合大學英語組對本教材的修訂提供了多方面的指導與幫助。修訂的宗旨是「面向21世紀，將大學英語教學推上一個新台階」。修訂本根據各教程的具體情況，對課文作適當調整，提高大綱詞彙的覆蓋率和常用詞彙的重現率，進一步完善練習，突出重點詞語的操練；同時加強各教程間的橫向聯系，做到既自成體系又相互補充，形成整體。修訂本更加註意文、理、工、農、醫等各科的通用性，力求給學生打好「寬、厚、牢」的語言基礎。
精讀教程的修訂重點放在改善對詞彙的處理和改進練習兩個方面，在培養學生閱讀能力的同時，更好地加強對學生表達能力的訓練。
本書為《大學英語》精讀教程第六冊教師用書的修訂本。為了體現精讀教程的修訂重點，突出每課重點詞反復進行操練的原則，本書主要對原教案中的「語言點」（LanguagePoints）部分，作了較大幅度的擴展和補充。凡屬精讀課文精選出的，須加以反復操練的重點詞（Words to Drill），均列為語言點，加註並配以實用性強的例證，供教師備課時參考選用。此外，為配合精讀教材中的英譯漢練習，加深對文章的全面理解，特將精讀教程中的閱讀材料（Reading Passages）全篇譯出，作為附錄三附在精讀課文練習答案及課文參考譯文之後。
本書教案編寫人員有王德明（主編）、李蔭華、夏國佐、唐榮傑、蔡基剛。修訂本由王德明負責。
在本書編寫過程中，承英籍專家Anthony J．Ward協助審閱，並蒙程雨民教授和孫儷教授主審。上海外語教育出版社的編輯同志在付樣前仔細編審，精心設計，謹此一並致謝。
所附精讀課文練習答案和精讀課文參考譯文，由精讀教材編寫組成員李蔭華、王德明、夏國佐提供。閱讀材料的參考譯文由王德明和夏國佐翻譯，李蔭華審閱了部分譯文。
由於編者水平與經驗有限，書中難免存在不足之處，希望廣大讀者繼續批評指正。
編 者
1999年4月
本書為《大學英語》精讀教程第二冊教師用書的修訂本。為了體現精讀教程的修訂重點，突出每課重點詞反復進行操練的原則，本書除了對原教案中的「課文背景材料」部分略作修改外，主要對原教案中的「語言點」部分，作了較大幅度的擴展和補充。內容包括第一至第十單元精讀課文教案，以及「精讀課文練習答案」、「精讀課文參考譯文」和「閱讀材料參考譯文」等三個附錄。
⑶ 如何解決大學英語聽力學習中遇到的困難
隨著國際交往日漸廣泛,英語語言應用能力顯得愈加重要。很多學生在英語學習中陷入了閱讀水平高,聽力水平低的誤區,只重視了讀寫能力而忽視了聽說能力。但是聽力理解部分決不可輕視。英語四大基本技能聽、說、讀、寫能力,聽排在首位,足見它在英語學習中的重要性。總的來講,聽力理解的目的是測試學生獲得口頭信息的綜合能力。這包括四種不同的能力:一是聽懂英語的能力—聽大意的能力(listeningfor main ideas)和聽細節的能力(listeningfor specificdetails);二是短期記憶(short-term memory)的能力;三是正確理解的能力;四是扎實的單詞書寫能力—熟練掌握單詞和語法的基本功。其中,聽懂是基礎。如果捕捉不到重要信息,或因為人為因素的影響聽不懂所給內容,理解則無從談起。短期記憶是從聽懂到理解過度的前提。如果聽到的信息不能在短期內存儲在大腦中以備理解時使用,理解則難以進行。正確理解則是聽的目的,聽的關鍵。如果雖然能聽懂了所給的詞、句、並能短期記住這些信息,但不能就相關信息進行分析、歸納、判斷、推理處理,就不能正確地理解、消化所聽的......(本文共計2頁) [繼續閱讀本文]
⑷ 大學體驗英語聽力答案怎麼找
網路文庫都有
⑸ 大學英語聽力題庫是什麼
有毛線的題庫 ，都是各個學校自己出的，一般都是在那本聽力書上，至少我們學校是這樣的，另外一部分是學校的外教自己錄的
⑹ 大學英語體驗聽力的答案
你可以上一些英語聽力網看看有沒有，像可可英語聽力，普特英語聽力網等。
⑺ 大學英語聽力長對話怎麼聽
我覺得，你首先要看短對話，然後可以在旁邊用鉛筆劃一下關鍵的單詞，到你聽的時候只看關鍵詞（時間，地點，人物···）。長對話的話劃出句子主幹（主要是動詞和特殊疑問詞），希望會對你有用！
⑻ 大學英語聽力第一冊教程答案
全新版大學英語綜合教程第一冊課後題答案的下載鏈接（WORD形式）(由於鏈接有問題，請復制下面的所有字元，粘貼到地址欄中來進入下載地址）：
http://mail.qq.com/cgi-bin/ftnExs_download?k=&t=exs_ftn_download&code=3876ba35&s=email
⑼ 求全新版大學英語綜合教程的聽力材料!
http://www.ebigear.com/SoundTest/PlayResource.php?Res=281|7777700006321&ID=130317
有1-4冊,可下載，注冊時別忘了推薦人寫我的名字哦:fujchj
全新版大學英語綜合教程第一冊01
yang4664371 2005-10-22 22:15:31 0/14431
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大耳朵背單詞，讓我們時刻在進步: administrate // v.掌管，料理；實施；經營；給予，投(葯)
Unit 1
Growing Up
Part I Pre-reading Task
Listen to the recording two or three times and then think over the following questions:
1. Do you know who John Lennon was?
2. Have you ever heard the song before?
3. What does Lennon think of growing up? Is it easy or full of adventures?
4. Can you guess what the texts in this unit are going to be about?
The following words in the recording may be new to you:
monster
n. 怪物
prayer
n. 祈禱
Part II
Text A
When we are writing we are often told to keep our readers in mind, to shape what we say to fit their tastes and interests. But there is one reader in particular who should not be forgotten. Can you guess who? Russell Baker surprised himself and everyone else when he discovered the answer.
WRITING FOR MYSELF
Russell Baker
The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I'd been bored by everything associated with English courses. I found English grammar ll and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.
When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for llness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim. He wore primly severe eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.
I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. Late in the year we tackled the informal essay. Mr. Fleagle distributed a homework sheet offering us a choice of topics. None was quite so simple-minded as "What I Did on My Summer Vacation," but most seemed to be almost as ll. I took the list home and did nothing until the night before the essay was e. Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. The topic on which my eye stopped was "The Art of Eating Spaghetti."
This title proced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table — Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat served spaghetti for supper. Spaghetti was still a little known foreign dish in those days. Neither Doris nor I had ever eaten spaghetti, and none of the alts had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth.
Suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for myself. I wanted to relive the pleasure of that evening. To write it as I wanted, however, would violate all the rules of formal composition I'd learned in school, and Mr. Fleagle would surely give it a failing grade. Never mind. I would write something else for Mr. Fleagle after I had written this thing for myself.
When I finished it the night was half gone and there was no time left to compose a proper, respectable essay for Mr. Fleagle. There was no choice next morning but to turn in my tale of the Belleville supper. Two days passed before Mr. Fleagle returned the graded papers, and he returned everyone's but mine. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline when I saw him lift my paper from his desk and knock for the class's attention.
"Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'"
And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a small prim smile.
I did my best to avoid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker."
(797 words)
New Words and Expressions
off and on
from time to time; sometimes 斷斷續續地；有時
possibility
n. 可能（性）
take hold
become established 生根，確立
bore
vt. make (sb.) become tired and lose interest 使（人）厭煩
associate
vt. join or connect together; bring in the mind 使聯系起來；使聯想
assignment
n. a piece of work that is given to a particular person（分配的）工作，任務，作業
turn out
proce 編寫；生產，製造
agony▲
n. very great pain or suffering of mind or body （身心的）極度痛苦
assign
vt. give as a share or ty 分配，分派
anticipate
vt. expect 預期，期望
tedious
a. boring and lasting for a long time 乏味的；冗長的
reputation
n. 名聲；名譽
inability
n. lack of power, skill or ability 無能，無力
inspire
vt. fill (sb.) with confidence, eagerness, etc. 激勵，鼓舞
formal
a. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘謹的；正式的，正規的
rigid
a. (often disapproving) fixed in behavior, views or methods; strict 一成不變的；嚴格的
hopelessly
ad. very much; without hope 十分，極度；絕望地
excessively
ad. 過分地
out of date
old-fashioned 過時的
prim
a. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat 古板的，拘謹的；循規蹈矩的；整潔的
primly ad.
severe
a. completely plain; causing very great pain, difficulty, worry, etc. 樸素的；嚴重的，劇烈的
necktie
n. tie 領帶
jaw
n. 頜，顎
comic▲
a. 滑稽的；喜劇的
n. 連環漫畫（冊）
antique
n. 古物，古玩
tackle
vt. try to deal with 處理，應付
essay
n. 散文，小品文；論說文
distribute
vt. divide and give out among people, places, etc. 分發，分配，分送
finally
ad. at last 最終，終於
face up to
be brave enough to accept or deal with 勇敢地接受或對付
scan
v. look through quickly 瀏覽，粗略地看
spaghetti
n. 義大利式細面條
title
n. a name given to a book, film, etc. 標題，題目
vt. give a name to 給…加標題，加題目於
extraordinary
a. very unusual or strange 不同尋常的；奇特的
sequence
n. 一連串相關的事物；次序，順序
image
n. a picture formed in the mind 形象；印象；（圖）像
alt
n. a fully grown person or animal 成年人；成年動物
humor
n. 心情；幽默，詼諧
recall
vt. bring back to the mind; remember 回想起，回憶起
argument
n. 論據，論點；爭論
respectable
a. (of behavior, appearance, etc.) socially acceptable 可敬的；體面的；文雅的
put down
write down 寫下
recapture
vt. (lit) bring back into the mind; experience again 再現；再次經歷
relive
vt. experience again, esp. in one's imagination 再體驗，重溫
violate
vt. act against 違背，違反
compose
vt. write or create (music, poetry, etc.) 創作
turn in
hand in (work that one has done) 交（作業）
command
n.,v.命令，指令
discipline
n. punishment; order kept (among school-children, soldiers, etc.) 懲罰，處分；紀律
what's more
in addition, more importantly 而且，此外；更有甚者
contempt▲
n. 輕視，輕蔑
ridicule
n. making or being made fun of 嘲笑，嘲弄；被戲弄
open-hearted
a. sincere, frank 誠摯的
hold back
prevent the expression of (feelings, tears, etc.) 控制（感情、眼淚等）
avoid
vt. keep or get away from 避免
demonstration
n. act of showing or proving sth. 表明；證明
career
n. 生涯，事業；職業
seal
n. 印，圖章
essence▲
n. the most important quality of a thing 本質；精髓
congratulation
n. (usu. pl) expression of joy for sb.'s success, luck, etc. 祝賀，恭喜
Proper Names
Russell Baker
拉賽爾·貝克
Belleville
貝爾維爾（美國地名）
Fleagle
弗利格爾（姓氏）
Allen
艾倫（男子名）
Charlie
查理（男子名）
Doris
多麗絲（女子名）
Hal
哈爾（男子名，Henry, Harold的昵稱）
Pat
帕特（女子名，Patricia的昵稱）
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