2020年6月大学英语四级听力美文（3篇）
【摘要】 大学英语四级考试，即CET-4，College English Test Band 4的缩写，是由国家教育部高等教育司主持的全国性英语考试。下面是2020年6月大学英语四级听力美文（3篇），小编建议有准备参加考试的备考生一定要合理规划时间，仔细阅读相关规定，提前做好考前准备。下面让我们看看2020年6月大学英语四级听力美文（3篇）的具体内容：
2020年6月大学英语四级听力美文（3篇）
【篇一】
Someone said that encouragement is simply reminding a person of the "shoulders" he'sstanding on, the heritage he's been given. That's what happened when a young man, the son ofa star baseball player, was drafted by one of the minor-league teams. Hard as he tried, hisfirst season was disappointing, and by midseason he expected to be released any day.
The coaches were bewildered by his failure because he possessed all the characteristics of asuperb athlete, but he couldn't seem to incorporate those advantages into a coordinatedeffort. He seemed to have become disconnected from his potential.
His future seemed darkest one day when he had already struck out his first time at bat. Thenhe stepped up to the batter's box again and quickly ran up two strikes. The catcher called atime-out and ran to the pitcher's mound for a conference. While they were busy, the umpire, standing behind the plate, spoke casually to the boy.
Then play resumed, the next pitch was thrown — and the young man knocked it out of thepark. That was the turning point. From then on, he played the game with a new confidenceand power that quickly drew the attention of the parent team, and he was called up to themajors.
On the day he was leaving for the city, one of his coaches asked him what had caused such aturnaround. The young man replied that it was the encouraging remark the umpire had madethat day when his baseball career had seemed doomed.
"He told me I reminded him of all the times he had stood behind my dad in the batter's box,''the boy explained. "He said I was holding the bat just the way Dad had held it. And he told me, 'I can see his genes in you; you have your father's arms.' After that, whenever I swung the bat, I just imagined I was using Dad's arms instead of my own."
【篇二】
Man is,at one and the same time,a solitary being and a social being.As a solitary being,heattempts to protect his own existence and that of those who are closest to him,to satisfy hispersonal desires,and to develop his innate abilities.As a social being,he seeks to gain therecognition and affection of his fellow human beings,to share in their pleasures,to comfortthem in their sorrows,and to improve their conditions of life.Only the existence of thesevaried,frequently conflicting,strivings accounts for the special character of a man,and theirspecific coombination determines the extent to which an individual can achieve an innerbalance and can contribute to the well-being of society.
It is quite possible that the ralative strength of these two drives is,in the main,fixed byinheritance.But the personality that finally emerges is largely formed by the environment inwhich a man happens to find himself during his development,by the structure of the society inwhich he grows up,by the tradition of that society,and by its evaluation of particular types ofbehavior.The abstract concept "society" means to the individual human being the sum total ofhis direct and indirect ralations to his contemporaries and to all the people of earliergenerations.The individual is able to think,feel,strive,and work by himself;but he depends somuch upon society — in his physical,intellectual,and emotional existence---that it isimpossible to think of him,or to understand him,outside the framework of society.It is "society" which provides man with food,clothing,a home,the tools of work,languag,the forms orthought,and most of the content of thought;his life is made possible through the labor andaccomplishments of the many millions past and present who are all hidden behind the smallword "society".
【篇三】
It is commonly believed in United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. Thedistinction between schooling and education implied by this remark is important.
Education is much more open-ended(开放的) and all-inclusive(包括一切的;兼收并蓄的) thanschooling(学校教育). Education knows no bounds(范围;限度). It can take place anywhere, whether in the shower or in the job, whether in a kitchen or on a tractor. It includes both theformal learning that takes place in schools and the whole universe of informal learning. Theagents of education can range from a revered(受尊重的) grandparent to the people debatingpolitics on the radio, from a child to a distinguished(的) scientist. Whereas schooling hasa certain predictability, education quite often produces surprises. A chance conversationwith a stranger may lead a person to discover how little is known of other religions. People areengaged in education from infancy on. Education, then, is a very broad, inclusive term. It is alifelong process, a process that starts long before the start of school, and one that should be anintegral(完整的) part of one’s entire life.
Schooling, on the other hand, is a specific, formalized(形式化的;拘泥于形式的)process, whosegeneral pattern varies little from one setting to the next. Throughout a country, children arriveat school at approximately the same time, take assigned(指定的) seats, are taught by anadult, use similar textbooks, do homework, take exams, and so on. The slices of reality that areto be learned, whether they are the alphabet or an understanding of the working ofgovernment, have usually been limited by the boundaries of the subject being taught. Forexample, high school students know that there not likely to find out in their classes the truthabout political problems in their communities or what the newest filmmakers are experimentingwith. There are definite conditions surrounding the formalized process of schooling.
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