【正文】 s the car industry develops, traffic accidents have bee as familiar as the mon code. Yet, their cause and control remain a serious problem that is difficult to solve. Experts have long recognized that this discouraging problem has multiple causes. At the very least, it is a problem that involves three factors: the driver, the vehicle, and the roadway. If all drivers exercise good judgments at all times, there would be few accidents. But that is rather like saying that if all people were honest, there would be no crime. Improved design has helped make highways much safer. But the type of accidents continued to rise because of human failure and an enormous increase in the numbers of automobiles on the road. Attention is now turning increasingly to the third factor of the accident, the car itself. Since people assume that the accidents are bound to occur, they want to know how cars can be built better to protect the drivers. Questions 17 to 20 are based on the passage you have just heard. 17. What does the speaker think of the causes of automobile accidents? 18. What measure has been taken to reduce car accidents? 19. What remains an important factor for the rising number of road accidents? 20. What is the focus of people?s attentions today according to the passage? 2020年 6月大學(xué)英語(yǔ)四級(jí)考試 (聽(tīng)力材料 ) Section A 1. M: Would you like a copy of profesor Smith?s article? W: Thanks, it it?s not too much trouble. Q: What does the woman imply? 2. W: Did you visit the Television Tower when you had your vacation in Shanghai last summer? M: I couldn?t make it last June. But I finally visited it two months later. I plan to visit it again sometime next year. Q: What do we learn about the man? 3. M: Prof. Kennedy has been very busy this semester. As far as I know, he works until midnight every day. W: I wouldn?t have troubled him so much if I had known be was so busy. Q: What do we learn from the conversation? 4. W: If I were you, I would have accepted the job. M: I turned down the offer because it would mean frequent business trips away from my family. Q: Why didn?t the man accept the job? 5. M: How are you getting on with your essay, Mary? I?m having a real hard time with mine. W: After two sleepless nights, I?m finally through with it. Q: What do we learn from this conversation? 6. W: Where did you say you found this bag? M: It was lying under a big tree between the park and the apartment building. Q: Where did the man find the bag? 7. M: Wouldn?t you get bored with the same routine year after year teaching the same things to children? W: I don?t think it would be as boring as working in an office. Teaching is most stimulating. Q: What does the woman imply about office work? 8. M: I was terribly embarrassed when some of the audience got up and left in the middle of the performance. W: Well, some people just can?t seem to appreciate reallife drama. Q: What are they talking about? 9. W: Oh, it?s so cold. We haven?t had such a severe winter for so long, have we? M: Yes the forecast says it?s going to get worse before it warms up. Q: What do we learn from the conversation? 10. M: You were seen hanging about the store on the night when it was robbed, weren?t you? W: Me? You must have made a mistake. I was at home that night. Q: What are they talking about? Section B Passage One There are three groups of English learners。 beginners, intermediate learners, and learners of special English. Beginners need to learn the basics of English. Students who have reached an intermediate level benefit from learning general English skills. But what about students who want to lean specialist English for their work or professional life? Most students, who fit into this third group have a clear idea about what they want to lean. A bank clerk, for example, wants to u se this specialist vocabulary and technical terms of finance. But for teachers, deciding how to teach specialist English is not always so easy. For a start, the variety is enormous. Every field from airline pilots to secretaries has its own vocabulary and technical terms. Teachers also need to have an uptodate knowledge of that specialist language, and not many teachers are exposed to working environments outside the classroom. These issues have influenced the way specialist English is taught in schools. This type of course is usually known as English for Specific Purposes, or ESP and there isn?t ESP courses for almost every area of professional and working life. In Britain, for example, there are courses which teach English for doctors, lawyers, reporters, travel agents and people working in the hotel industry. By far, the most popular ESP courses are for business English. 11. What is the characteristic of learners of special English? 12. Who needs ESP courses most? 13. What are the most popular ESP courses in Britain? 14. What is the speaker mainly talking about? Passage Two The first