專八聽(tīng)力minilecture真題及答案

1、2015英語(yǔ)專業(yè)八級(jí)聽(tīng)力第一部分MINI-LECTURE LISTENING COMPREHENSION SECTION A MINI-LECTURE Understanding Academic Lectures Listening to academic lectures is an important task fro university students. Then, how can we comprehend a lecture efficiently? I. Understand all (1) _ A. words B. (2) _ -stress -intonation -(

2、3) _ II. Adding information A. lecturers: sharing information with audience B. listeners: (4) _ C. sources of information -knowledge of (5) _ -(6) _ of the world D. listening involving three steps: -hearing -(7) _ -adding III. (8) _ A. reasons: -overcome noise -save time B. (9) _ -content -organizat

3、ion IV. Evaluating while listening A. helps to decide the (10) _ of notes B. helps to remember information 答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. experience 7. reinterpreting 8. prediction 9. what to listen 10. Importance 2015 2014 ANSWER SHEET 1 (TEM8)

4、PART I LISTENING COMPREHENSION SECTION A MINI-LECTURE How to Reduce Stress Life is full of things that cause us stress. Though we may not like stress, we have to live with it. I. Definition of stress A. (1) reaction (1) physical . force exerted between two touching bodies B. human reaction . respons

5、e to (2) on someone (2) a demand . increase in breathing, heart rate, (3) (3) blood pressure or muscle tension II. (4) (4) Category of stress A. positive stress where it occurs: Christmas, wedding, (5) (5) a job B. negative stress where it occurs: test-taking situations, friends death III. Ways to c

6、ope with stress A. recognition of stress signals monitor for (6) of stress (6) signals find ways to protect oneself B. attention to body demand effect of (7) (7) exercise and nutrition C. planning and acting appropriately reason for planning (8) of planning (8) result D. learning to (9) (9) accept .

7、 delay caused by traffic E. pacing activities manageable task (10) (10) reasonable speed 2013 SECTION A MINI-LECTURE What Do Active Learners Do? There are difference between active learning and passive learning. Characteristics of active learners: I. reading with purposes A. before reading: setting

8、goals B. while reading: (1) _ II. (2) _ and critical in thinking . information processing, . - connections between the known and the new information - identification of (3) _ concepts - judgment on the value of (4) _. III. active in listening A. ways of note-taking: (5) _. B. before note-taking: lis

9、tening and thinking IV. being able to get assistance A. reason 1: knowing comprehension problems because of (6) _.B. Reason 2: being able to predict study difficulties V. being able to question information A. question what they read or hear B. evaluate and (7) _. VI. Last characteristic A. attitude

10、toward responsibility - active learners: accept - passive learners: (8) _ B. attitude toward (9) _ - active learners: evaluate and change behaviour - passive learners: no change in approach Relationship between skill and will: will is more important in (10) _. Lack of will leads to difficulty in col

11、lege learning. 參考答案： 1. checking their understanding 2. reflective on information 3. incomprehensible 4. what you read 5. organized 6. monitoring their understanding 7. differentiate 8. blame 9. performance 10. active learning Section A Mini-lecture 或者 1、checking understanding。 2、reflective 3、puzzli

12、ng/confusing 4、what is read 5、comprehensive and organized 6、constant understanding monitoringHowever, there are differences in daily life observation and research observation. Differences - daily life observation -casual -(1) _ -dependence on memory - research observation - (2) _ - careful record ke

13、eping B. Ways to select samples in research - time sampling - systematic: . fixed intervals every hour - random: fixed intervals but (3) _ Systematic sampling and random sampling are often used in combination. - (4) _ - definition: selection of different locations - reason: humans or animals behavio

14、ur (5) _ across circumstances - (6) _: more objective observations C. Ways to record behaviour (7) _ - observation with intervention - participant observation: researcher as observer and participant - field experiment: research (8) _ over conditions - observation without intervention - purpose: desc

15、ribing behaviour (9) _ - (10) _ : no intervention - researcher: a passive recorder 1: rarely formal records 2: systematic objective manner 3: variable 4: situation sampling 5: vary 6: advantage 7: as it occurs 8: have more control 9: in natural setting 10: method Interview 2011 Classifications of Cu

16、ltures According to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures. I. High-context culture A. feature - context: more important than the message - meaning: (1)_ . more attention paid to (2) _ than

17、to the message itself B. examples - personal space - preference for (3)_ - less respect for privacy / personal space - attention to (4)_ - concept of time - belief in (5)_ interpretation of time - no concern for punctuality - no control over time II. Low-context culture A. feature - message: separat

18、e from context - meaning: (6)_ B. examples - personal space - desire / respect for individuality / privacy - less attention to body language - more concern for (7)_ - attitude toward time - concept of time: (8)_ - dislike of (9)_ - time seen as commodity III. Conclusion Awareness of different cultur

19、al assumptions - relevance in work and life . business, negotiation, etc. - (10)_ in successful communication 1. apart from the message is happening language itself message itself means everything 1. and significance 2. the context 或 what is doing 3. closeness to people 4. body language 5. polychron

20、ic 6. in itself 7. personal space 8. monochrome 9. lateness 10. multicultural situation 2010 Paralinguistic Features of Language In face-to-face communication speakers often alter their tomes of voice or change their physical postures in order to convey messages. These means are called paralinguisti

21、c features of language, which fall into two categories. First category: vocal paralinguistic features (1)_: to express attitude or intention (1)_ Examples 1. whispering: need for secrecy 2. breathiness: deep emotion 3. (2)_: unimportance (2)_ 4. nasality: anxiety 5. extra lip-rounding: greater intim

22、acy Second category: physical paralinguistic features facial expressions (3)_ (3)_ - smiling: signal of pleasure or welcome less common expressions - eye brow raising: surprise or interest - lip biting: (4)_ (4)_gesture gestures are related to culture. British culture - shrugging shoulders: (5) _ (5

23、)_ - scratching head: puzzlement other cultures - placing hand upon heart:(6)_ (6)_ - pointing at nose: secret proximity, posture and echoing proximity: physical distance between speakers - closeness: intimacy or threat - (7)_: formality or absence of interest (7)_ Proximity is person-, culture- and

24、 (8)_ -specific. (8)_ posture - hunched shoulders or a hanging head: to indicate(9)_ (9)_ - direct level eye contact: to express an open or challenging attitude echoing - definition: imitation of similar posture - (10)_: aid in communication (10)_ - conscious imitation: mockery 1 tones of voice 2 hu

25、skiness 3 universal signal。 4 thought or uncertainty 5 indifference 6 honesty 7 distance。 8 situation。 9 mood。 10 unconsciously same posture 2009 Writing Experimental Reports I. Content of an experimental report, . - study subject/ area - study purpose - _1_ II. Presentation of an experimental repor

26、t - providing details - regarding readers as _2_ III. Structure of an experimental report - feature: highly structured and _3_ - sections and their content: INTRODUCTION _4_。 why you did it METHOD how you did it RESULT what you found out _5_ what you think it shows IV. Sense of readership - _6_: rea

27、der is the marker- _7_: reader is an idealized, hypothetical, intelligent person with little knowledge of your study - tasks to fulfill in an experimental report: introduction to relevant area necessary background information development of clear arguments definition of technical terms precise descr

28、iption of data _8_ V. Demands and expectations in report writing - early stage: understanding of study subject/area and its implications basic grasp of the reports format - later stage: _9_ on research significance - things to avoid in writing INTRODUCTION: Inadequate material _10_ of research justi

29、fication for the study MINI-LECTURE 1. Study result/ findings 2. Audience 3. Disciplined 4. what you did 5. DISCUSSION 6. a common mistake 7. in reality 8. obtained / that you obtained 9. attention / foucs / emphasis 10.暫無(wú) 10. 2008 The Popularity of English I. Present status of English A. English as

30、 a native/first language B. English as a lingua franca: a language for communication among people whose (1)_ are different (1)_ C. Number of people speaking English as a first or a second language: 320-380 million native speakers 250- (2) _ million speakers of English as a second language (2)_ II. R

31、easons for the popular use of English A. (3) _ reasons (3)_ the Pilgrim Fathers brought the language to America。 British settlers brought the language to Australia。 English was used as a means of control in (4)_ (4)_ B. Economic reasons spread of (5) _ (5)_ language of communication iii the internat

32、ional business communityC. (6)_ in international travel (6)_ use of English in travel and tourism signs in airports language of announcement language of (7) _ (7)_ D. Information exchange use of English in the academic world language of (8) _ or journal articles (8)_ E. Popular culture pop music on

33、(9)_ (9)_ films from the USA III. Questions to think about A. status of English in the future B. (10) _ of distinct varieties of English (10)_ 1. native language 2. 350 3. Historical 4. India 5. commerce 6. Boom 7. sea travel communication 8. conference 9. many radios 10. split 2007 What Can We Lear

34、n from Art? I. Introduction A. Differences between general history and art history Focus: general history: (1)_ art history: political values, emotions, everyday life, etc. B. Significance of study More information and better understanding of human society and civilization II. Types of information A

35、. Information in history books is (2)_ facts, but no opinions B. Information in art history is subjective (3)_ and opinions . Spanish painters works: misuse of governmental power Mexican artists works: attitudes towards social problems III. Art as a reflection of religious beliefs A. Europe: (4)_ in

36、 pictures in churches B. Middle East: pictures of flowers and patterns in mosques, palaces Reason: human and (5)_ are not seen as holy C. Africa and the Pacific Islands: masks, headdresses and costumes in special ceremonies Purpose: to seek the help of (6)_ to protect crops, animals and people. IV.

37、Perceptions of Art How people see art is related to their cultural background. A. Europeans and Americans (7)_ expression of ideas B. People in other places part of everyday life (8)_ use V. Art as a reflection of social changes A. Cause of changes: (9)_ of different cultures. B. Changes tribal peop

38、le: effects of (10)_ on art forms European artists: influence of African traditional art in their works American and Canadian artists: study of Japanese painting 2006 Meaning in literatine In reading literary works, we are concerned with the meaning of one literary piece or another. However, finding

39、 out what something really means is a difficult issue. There are three ways to tackle meaning in literature. I. Meaning is what intended by (1) _ is Apart from reading an authors work in question, readers need to 1 )read (2) _ by the same author。 2) get familiar with (3) _ at the time。 3) get to kno

40、w cultural values and symbols of the time. II. Meaning exists in the text itself. 1) some peoples view: meaning is produced by the formal properties of the text like (4) _ , etc. 2) speakers view: meaning is created by both conventions of meaning and (5)_ Therefore, agreement on meaning could be cre

41、ated by common traditions and conventions of usage. But different time periods and different (6) _ perspectives could lead to different interpretations of meaning in a text. III Meaning is created by (7) _ 1) meaning is (8) _ 2) meaning is contextual。 3) meaning requires (9)_ practicing competency i

42、n reading practicing other competencies background research. in (10) _, etc. 7 頁(yè)：聽(tīng)力原文3 Section A Mini-lecture author works trends ,diction or uses of image codes reader competency 10. social structure, traditions of writing or political cultural influences, etc. 2012 Observing Behaviour Good morning

43、, everyone. Today we will look at how to observe behaviour in research. Perhaps you would say it is easy and there is nothing extraordinary. Yes, you may be right. All of us observe behaviour every day. For example, when traveling in another country, we can avoid embarrassment by observing how peopl

44、e behave in that culture. And failing to be observing while walking or driving can be life-threatening. We learn by observing peoples behaviour. Researchers too rely on their observations to learn about behaviour,but there are differences. For instance, when we observe casually, we may not be aware

45、of factors that bias our observations, and, 1 and when we rarely keep formal records of our observations. Instead, we rely on our memory of events. 2Observations in research on the other hand are made under precisely defined conditions, that is, in a systematic and objective manner, and with careful

46、 record keeping. Then how are we going to conduct observations in our research studies, and what do we need to do in order to make a scientific and objective observation? Now, as you remember, the primary goal of observation is to describe behaviour, but it is in reality impossible to observe and de

47、scribe all of a persons behaviour. So we have to rely on observing samples of peoples behaviour. Doing so, we must decide whether the samples represent peoples usual behaviour. Thus, we will first take a brief look at how researchers select samples of behaviour. Before conducting an observational st

48、udy, researchers must make a number of important decisions, thats about when and where observations will be made. As Ive said before, the researcher cannot observe all behaviour. Only certain behaviours occurring at particular times, in specific settings can be observed. In other words, behaviour must be sampled. In this lecture, I will briefly introduce two kinds of sampling, that is, time sampling and situation sampling.