北京托福考试辅导学校

在托福听力的备考中，选择一个适合自己的听力素材是非常重要的。而巴郎听力则是很多学生冲刺高分听力的必备选择。由于他的内容基本可以跟国外讲座水平接轨，所以是非常适合作为托福听力考前练习素材。那么在以下内容中我们就为大家带来巴朗听力原文，希望能为大家的备考带来帮助。

Professor's Office

Student: Thanks for seeing me, Professor Williams.

$ Professor: Glad to, Alice. What do you have on your mind?

$ Student: Well, I got a little mixed up when I started to go over my notes from the last class, so I had a few questions.

$ Professor: Shoot.

$ Student: Okay. I understand the three basic sources of personnel for multinational companies.

$ That’s fairly self-explanatory.

$ Professor: Host country, home country, and third country.

$ Student: Right. But then you started talking about staffing patterns that . . . let me see . . . okay . . . you said, “staffing patterns may vary depending on the length of time that the multinational company has been operating,” and you gave some examples, but I got confused and now I can’t read my notes.

$ Professor: Okay. Well, one pattern is to rely on home country managers to staff the key positions when the company opens, but gradually moving more host country nationals into upper management as the company grows.

$ Student: So, for example, if a French company opened a factory in Canada, then French management would gradually replace themselves with Canadian managers. Is that what you mean?

$ Professor: Right. I think I used that very example in class. So do you want to try to explain the second pattern to me?

$ Student: Sure. I think it’s the one where home country nationals are put in charge of the company if it’s located in a developed country, but in a developing country, then home country nationals manage the company sort of indefinitely.

$ Professor: Right again. And an example of that would be . . .

$ Student: . . . maybe using German management for a Swiss company in Germany, but, uh, they might send Swiss management to provide leadership for a Swiss company in . . . in . . .

$ Professor: How about Zimbabwe?

$ Student: This is one of the confusing parts.

$ Zimbabwe has a very old and highly developed culture, so…

$ Professor: . . . but it’s still defined as a developing country because of the economic base—which is being developed now.

$ Student: Oh, okay. I guess that makes sense. Then the example of the American company with British management . . . when the company is in India . . . that would be a third-country pattern.

$ Professor: Yes. In fact, this pattern is fairly prevalent among multinational companies in the United States. Many Scottish or English managers have been hired for top management positions at United States subsidiaries in the former British colonies-India, Jamaica, the West Indies, some parts of Africa . . .

$ Student: Okay. So I’ve got all the examples right now.

$ Professor: Anything else?

$ Student: Just one thing. There were some typical patterns for certain countries.

$ Professor: Like the last example.

$ Student: No. This came later in the lecture. Something about Japan and Europe.

$ Professor: Oh. Right. I probably said that both Japanese multinational companies and European companies tend to assign senior-level home country managers to overseas locations for their entire careers, whereas multinational companies in the United States view overseas assignments as temporary, so they may actually find themselves reporting to a senior-level manager from the host country who has more experience.

$ Student: So, for example, a Japanese company in the United States would most probably have senior-level Japanese managers with mid-level managers maybe from the United States. But in Japan, the senior-level Japanese managers at an American company would probably have mid-level American managers reporting to them?

$ Professor: Well, generalities are always a little tricky, but for the most part, that would be a typical scenario. Because living as a permanent expatriate is a career move in Japan, but a temporary strategy in the United States.

$ Student: Okay. That’s interesting.

$ Professor: And important for you to know as a business major with an interest in international business.

$ You’re still on that track, aren’t you?

$ Student: I sure am. But, you know, I wasn’t thinking in terms of living abroad for my entire career.

$ That really is a huge commitment, and something to ask about going in. Anyway, like you say, most American companies view overseas assignments as temporary. That’s more what I have in mind, for myself, I mean.

朗阁教育培训特色

★ 机考模拟中心

紧贴官方全电脑考试模式，配以官方题库测试，还原生动的考试场景。

★ 雅思个性定制辅导

针对雅思学员情况，个性化定制课程计划，雅思学习顾问课后1V1辅导。

我自我感觉不是一个很聪明的人，无论从是托福词汇的记忆也好，阅读能力也好，我都不能算上是一个牛人。之所有以可以拿到100+的成绩，我觉得托福备考的方法还是起了很大的作用的。

先说说托福的报名上辅导班，真的很有必要，不过也要找好时机。并不是说，你一决定考托福，要做的第一件事情就是找辅导班。这样就会发现好像课上讲的东西并不能让你拿高分。课程毕竟只有一个多月的时间，而英文实力的提升是循序渐进的过程。课程就是个点拨提升的过程，如果备考的全盘都依赖于辅导班，那是肯定不行的。

个人认为听写对初接触托福听力的人来说是很有帮助的，可以逼迫同学们反复听，从而避免听不清就囫囵吞枣的情况，但是，我觉得复习也要讲究节奏，适时地调整复习内容和方法是很重要的，而调整的时间要根据自己的水平而定，这也需要我们多思考做总结，反省一下自己现阶段最需要什么。

很多人在备考托福时候，喜欢使用模板。其实，在我看来那并不叫什么模板，那其实就是思路。在很多文章的写作过程中，我们需要领会的是其中文章构建的思路和要领，而不是仅凭背诵简单模板就可以应付过去每一篇作文的。这也就是需要我们多思考做总结，反省一下自己现阶段最需要什么。