体验英语综合教程4听力原文

① 大学体验英语听说教程4（第三版）听力原文

The neighborhood children my age played together: either active, physical games outdoors or games of dolls- and-house indoors. I, on the other hand, spent much of my childhood alone. I'd curl up in a chair reading fairytales and myths, daydreaming, writing poems or stories and drawing pictures.

和我同龄的邻里孩子们一起玩：要么在户外进行体育活动，要么在室内玩玩偶和房子。一、 另一方面，我的童年大部分时间是独自度过的。我会蜷缩在椅子上读童话和神话，做白日梦，写诗歌或故事，画画。

Sometimes around the fourth grade, my“big”(often critical, judgmental) Grandma, who'd been visiting us said to me,“"What's wrong with you? Why don't the other children want to play with you?" I remember being startled and confused by her question.

有时在四年级的时候，我的“大”奶奶（经常是挑剔的、挑剔的）来看望我们，她对我说：“你怎么了？为什么其他孩子不想和你一起玩呢？”我记得被她的问题吓了一跳，弄糊涂了。

I'd never been particularly interested in playing with the other children. It hadn't, till then, occurred to me that that was either odd or something with me. Nor had it occurred to me that they didn't“want to play with" me. My first conscious memory of feeling different was in the fouth grade.

我从来没有对和其他孩子一起玩特别感兴趣。直到那时，我才意识到这对我来说不是奇怪就是什么。我也没想到他们不“想和”我玩。我第一次有意识的感觉不同是在四年级。

At the wardrobe, listening to classmates joking, chattering and laughing with each other, I realized I hadn't a clue about what was so funny or of how to participate in their easy chatter. They seemed to live in a universe about which I knew nothing at all.

在衣橱里，听着同学们互相开玩笑、聊天、大笑，我意识到我一点也不知道什么是如此有趣，也不知道如何参与他们轻松的聊天。他们似乎生活在一个我一无所知的宇宙里。

I tried to act like others but it was so difficult. I felt confused and disoriented. I turned back to my inner world: reading books, writing and daydreaming. My inwardness grew me in ways that continued to move me further away from the world of my age peers. The easy flow of casual social chat has remained forever beyond my reach and beyond my interest, too.

我试图表现得像别人一样，但那太难了。我感到困惑和迷失。我回到了我的内心世界：读书、写作和白日梦。我内心的成长使我不断远离同龄人的世界。轻松随意的社交聊天永远超出了我的能力范围，也超出了我的兴趣范围。

(1)体验英语综合教程4听力原文扩展阅读

这部分内容主要考察的是定语的知识点：

用来修饰、限定、说明名词或代词的品质与特征的。主要有形容词，此外还有名词、代词、数词、介词短语、动词不定式（短语）、分词、定语从句等相当于形容词的词、短语或句子都可以作定语。

常用‘……的’表示，定语的位置一般有两种：用在所修饰词之前的叫前置定语，用在所修饰词之后的叫后置定语，定语和中心语之间是修饰和被修饰、限制和被限制的关系。

一般不定代词、形容词、名词、数词、量词、形容性代词、冠词等作为前置定语，而过去分词、不定式、形容词短语、介词短语、定语从句、同位语从句等一般作为后置定语。

在英语里，一般定语前置时的次序为：限定词，形容词、分词、动名词和名词性定语。但当几个形容词同时出现在名词短语之前，我们要注意其次序。

little,old 和young 有时可以作为名词短语不可分割的一部分，所以可以直接放在名词之前，例如：a lovely little girl。

表示性格特征的形容词可以放在old young 之前，也可放在old young 之后，例如：a young ambitious man （强调年龄），an ambitious young man（强调雄心勃勃）。

② 求第三版大学体验英语听说教程4答案或者听力原文

虽然有的题目比较费时间，但是也只能
这样来提高自己的学习水平，多和老师回交流
老师是很乐答意学生去问问题的，问多了
老师也会给很多学习上的建议
希望能帮到你，请采纳正确答案.
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④ 大学体验英语综合教程4 (第二版)talk about it

The Unsung Heroes: What About Working Dads?

our first "date" after our twin daughters were born, my husband and I went to see the movie Toy Story. We enjoyed it, but afterward my husband asked, "Where was the dad?" At first, it seemed petty to criticize an entertaining family movie because of one small point. The more I thought about it, however, the more glaring an omission it seemed. Not only was dad not around, he wasn't even mentioned - despite the fact that there was a baby in the family, so dad couldn't have been that long gone. It was as if the presence- or absence - of a father is a minor detail, not even requiring an explanation.

This is only one example of the media trend toward marginalizing fathers, which mirrors enormous social changes in the United States. David Blankenhorn, in his book Fatherless America, refers to this trend as the "unnecessary father" concept.

We are bombarded by stories about the struggles of working mothers (as opposed to non-working mothers, I suppose). Meanwhile, a high proportion of media stories about fathers focus on abusive husbands or deadbeat dads. It seems that the only time fathers merit attention is when they are criticized for not helping enough with the housework (a claim that I find bious anyway, because the definition of "housework" rarely includes cleaning the gutters, changing the oil in the car or other jobs typically done by men) or when they die. When Mr. Blankenhorn surveyed fathers about the meaning of the term "good family man," many responded that it was a phrase they only heard at funerals.

One exception to the "unnecessary father" syndrome is the glowing media attention that at-home dads have received. I do not mean to imply that at-home dads do not deserve support for making this commitment. I only mean to point out the double standard at work when at-home dads are applauded while at-home mothers and breadwinner fathers are given little, if any, cultural recognition.

⑤ 求大学体验英语综合教程4（第二版），unit4,passageA的课文原文。

Majoring in English for Fun and Profit
The study of literature is not only civilized and civilizing — encompassing, as it does, philosophy, religion, the history of events and the history of ideas — but popular and practical. One-sixth of all those who receive bachelor’s degrees from the College of Arts and Sciences are English majors. These graates qualify for a surprising range of jobs. Their experience puts the lie to the popular superstition that English majors must choose between journalism and teaching: in fact, English majors also receive excellent preparation for future careers in law, medicine, business, and government service.
Undergraates looking forward to law school or medical school are often advised to follow a strict regimen of courses considered directly relevant to their career choices. Future law-school students are advised to take courses in political science, history, accounting, business administration — even human anatomy, and marriage and family life. Future medical school students are steered into multiple science courses — actually far more science courses than they need for entrance into medical school. Surprisingly, many law schools and medical schools indicate that such specialized preparation is not only unnecessary, but undesirable. There are no "pre-law" courses: the best preparation for law school — and for the practice of law — is that preparation which makes a student capable of critical thinking; of clear, logical self-expression; of sensitive analysis of the motives, the actions, and the thoughts of other human beings. These are skills which the study of English is designed to teach.
Entrance into law school, moreover, generally requires a bachelor’s degree from an accredited institution, a minimum grade point average, and an acceptable score on the Law School Admission Test (L.S.A.T.). This test has three parts. The first evaluates skills in reading comprehension, in figure classification, and in the evaluation of written material. The second part of the test evaluates control of English grammar and usage, ability to organize written materials, and competence to edit. The third part evaluates the student’s general knowledge of literature, art, music, and the natural and social sciences. Clearly an undergraate major in English is strong preparation for the L.S.A.T.
As for medical schools, the main requirement for admission is only thirty-two hours of science courses. This requirement is certainly no impediment to a major in English. Moreover many medical schools require a minimum score on the Medical College Admissions Test, another test which offers an advantage to the well-rounded liberal arts student. The M.C.A.T. evaluates four areas of competence: skill with synonyms, antonyms, and word association; knowledge of basic mathematics from fractions through solid geometry; general knowledge of literature, philosophy, psychology, music, art, and the social sciences; and familiarity with those fundamentals of biology, chemistry, and physics taught in high school and in introctory college courses. The English major with a solid, basic grounding in science is well prepared for this test and for medical school, where his or her skills in reading, analysis, interpretation, and precise communication will equip him or her to excel. The study and practice of medicine can only benefit from the insights into human behavior provided by the study of literature.
Such insights are obviously also valuable to the student who plans a career in commerce. Such students should consider the advantages of an English major with an emphasis in business: this program is designed to provide a liberal ecation, as well as to direct preparation for a business career. The need for such a program is clear: graates with merely technical qualifications are finding jobs in business, but often failing to hold them. Both the Wall Street Journal and the Journal of College Placement have reported that increasing numbers of graates from reputable business schools find themselves drifting from one job or firm to another, unable to hold a position for longer than twelve months. Employers complain that these apparently promising young men and women are simply not competent communicators: because they are not sufficiently literate, they cannot absorb managerial training; they cannot make effective oral presentations; they cannot report progress or problems in their writing; they cannot direct other workers. Skill in analysis and communication is the essence of management.
Consequently the English major with an emphasis in business is particularly well prepared for a future in business administration. Nearly four hundred companies in fields ranging from banking and insurance to communications to manufacturing were asked whether they hired college graates with degrees in English, even when those graates lacked special training in the instry: Eighty-five percent of the companies said that they did. College graates with degrees in English are working successfully in marketing, in systems engineering, in personnel management, in sales, in programming, in project design, and in labor relations.
English majors are also at work in the thousand occupations provided by government at all levels. Consider, for example, the federal government—by a very wide margin, America’s biggest employer. In organizations ranging from the Marine Corps to the Bureau of Mines, from the Commerce Department to the National Park Service, the federal government employs a work force of nearly three million men and women. English majors may qualify for many of these jobs. Recently, 51 federal agencies were asked the same question: whether they hired college graates with English degrees but without special job training, 88 percent of these federal employers said yes. The list of federal positions for which English majors may qualify ranges from Claims Examiner to Foreign Service Officer to Highway Safety Management Specialist. Again, those who seek positions of high reward and responsibility may be asked to take a test — the federal government uses the Professional and Administrative Career Examination, or P.A.C.E., to evaluate applicants for about 10,000 jobs each year — and again, the test focuses on language skills: comprehension, analysis, interpretation, the ability to see logical relationships between ideas, and the ability to solve problems expressed in words. Not surprisingly, competent English majors often receive very high scores on the P.A.C.E.
In short, a major in English is neither restricting nor impractical: the study of English is excellent preparation for professional life.

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急急求体验商务英语综合教程4里的unit2的听力文本
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