這個太大了，要下聽力材料得去零元課下載
Ⅱ 大學英語聽力（含聽力材料）下載
網路一下，或者在學校錄音室錄一下。
Ⅲ 新視野大學英語教材的聽力(電子版)哪裡有
http://203.88.193.248/ 你可以去下載，然後解壓就行了！
Ⅳ 《全新版大學英語聽說教程5》的MP3格式聽力材料及書面材料答案誰有
我也是全新版的，但貌似沒有5吧。
Ⅳ 大學英語聽力
口語學習的提高就是堅持每天多說英語 我現在在ABC天卞英語中心上.好.的 不過學英語是個長久戰，不是一天兩天的事 它需要不斷地積累才行。多聽、多讀、多記、多練，每天如此，持之以恆 相信過段時間 你會驚奇的發現自己的英語有很大的進步！進行「精聽」訓練 第一點是：某些英語單詞的弱讀。比如介詞of，它的音標是[ov](o＝hot中間的那個母音)，但它通常被弱化成[ev](e＝maker的第二個母音)，有時甚至被弱化成[v]或[f]，您在「精聽」一條新聞時，一定要把所有的弱讀單詞聽出來 第二點是：某些英語單詞的連讀。比如您在「精聽」一條新聞時，聽到一個生詞，發音好象是notatal，不像是外國的人名、地名，而且《英漢詞典》中也查不到，這時，您就應當想到，它很可能是兩個(或兩個以上)單詞的連讀，按照這個思路，您應當猜出它是not at all 第三點是：某些單音節的英語單詞。多音節的單詞，比如foreign、minister、immigration等，由於音節多，很容易聽出來，比較麻煩的是那些單音節單詞，比如did、was、m等，只有一個音節，發音時間短促，很容易被忽略，因此您在「精聽」一條新聞時，一定要重點識別這些單音節單詞 第四點是：單詞與頭腦的同步。弱讀、連讀、單音節單詞這三個問題解決之後，最後的問題就是「單詞與頭腦的同步」，也就是您每聽到一個單詞，頭腦中必須馬上想到這個單詞的中文意思，比如聽到Russia，馬上想到「俄國」，聽到president，馬上想到「總統」，聽到visit，馬上想到「訪問」，等等 一條新聞中的每個單詞(請注意是每個單詞)，都能准確聽出來之後，您就可以復制下一條新聞，繼續進行「精聽」訓練了。當然，每個人的具體情況不同，第一條新聞，您全部聽懂，可能需要三天，第二條新聞可能縮短到一天，第三條新聞可能縮短到半天。通過英語六級考試的朋友，採用這種方法，「精聽」十條新聞之後，即可明顯提高自己的英語聽力水平 聽力訓練的經典方法 聽力可以說是我們中國學生英語學習的最大障礙.我問過很多順利通過六級考試的本科生,聽力部分能真正聽懂的實在是寥寥無幾.很多人都是根據聽懂的只言片語,再利用推理,排除一些的考試策略選擇答案的.(國內有些聽力教材還提出了只看答案就能選出正確答案的系統 "理論".)這樣做考試是有可能通過的,但實際掌握,運用英語的能力就只有自己知道了. 在很長一段時間內,我所選的聽力資料將會是VOA的Special級別的慢速英語.這主要是出於兩個目的:一是打好基本功;二是從慢速英語入手是科學的方法,是實現標准英語聽力突破的有效途徑.
Ⅵ 誰有這個大學英語四級新聞聽力模擬題答案
^你好，我是兔兔禿來90，用網路網盤源分享給你，點開就可以保存，鏈接永久有效^_^鏈接：https://pan..com/s/10l5r9FXDkpfRCtHdxlAe2Q 提取碼：0000
Ⅶ 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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