專八聽力minilecture真題及答案

1、2015 英語專業(yè)八級聽力第一部分 MINI-LECTURELISTENING COMPREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students. Then, how can we comprehend a lecture efficientlyI. Understand all (1) A. wordsB. (2) -stress -intonation -(3) II. Ad

2、ding informationA. lecturers: sharing information with audienceB. listeners: (4) C. sources of information -knowledge of (5) -(6) of the worldD. listening involving three steps: -hearing -(7) -addingIII. (8) A. reasons: -overcome noise -save timeB. (9) -content -organizationIV. Evaluating while list

3、eningA. helps to decide the (10) of notesB. 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. Importance20152014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION

4、 AMINI-LECTURE How to Reduce StressLife is full of things that cause us stress. Though we may not like stress,we have to live with it. I.physical . forcea demand.blood pressureor(4) Category of stress A.(5) a job's death III. Ways to cope with stress A.signals findDefinition of stress A. (1)reac

5、tion (1)exerted between two touching bodies B. human reaction. response to (2) on someone (2) increase in breathing, heart rate, (3) (3) muscle tensionII. (4) positive stresswhere it occurs: Christmas, wedding, (5)B. negative stresswhere it occurs: test- taking situations, friend recognition of stre

6、ss signalsmonitor for (6) of stress (6)ways to protect oneself B. attention to body demand(7) exercise and nutrition C. planning and effect of (7)of planning(9) accept(10) reasonableacting appropriately reason for planning (8)(8) result D. learning to (9). delay caused by traffic E. pacing activitie

7、smanageable task(10)speed2013SECTION A MINI-LECTUREWhat Do Active Learners DoThere are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) II. (2) and critical in thinking. informatio

8、n processing, .- connections between the known and the new information- identification of (3) concepts- judgment on the value of (4) .III. active in listeningA. ways of note-taking: (5) .B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension p

9、roblems because of (6) B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) .VI. Last characteristicA. attitude toward responsibility- active learners: accept- passive learners: (8) B. attitude toward (9) - ac

10、tive learners: evaluate and change behaviour- passive learners: no change in approachRelationship between skill and will: will is more important in (10) .Lack of will leads to difficulty in college learning.參考答案：1. checking their understanding2. reflective on information3. incomprehensible4. what yo

11、u read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture或者1、checking understanding 。2、reflective3、puzzling/confusing4、what is read5、comprehensive and organized6、constant understanding monitoringHowever, there are differences i

12、n daily life observation and research observation.Differences daily life observation-casual-(1) -dependence on memory research observation- (2) - careful record keepingB. Ways to select samples in research time sampling- systematic: . fixed intervals every hour- random: fixed intervals but (3) Syste

13、matic sampling and random sampling are often used in combination. (4) - definition: selection of different locations- reason: humans ' or animals 'rb(5e)ha_v_i_o_u_ across circumstances- (6) : more objective observationsC. Ways to record behaviour (7) observation with intervention- participa

14、nt observation: researcher as observer and participant- field experiment: research (8) over conditions observation without intervention- purpose: describing behaviour (9) - (10) : no intervention- researcher: a passive recorder1: rarely formal records 2: systematic objective manner 3: variable4: sit

15、uation sampling 5: vary 6: advantage 7: as it occurs 8: have more control 9: in natural setting10: method Interview2011Classifications of CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between c

16、ultures.I. High-context cultureA. feature- context: more important than the message- meaning: (1). more attention paid to (2) than to the message itselfB. examples- personal space- preference for (3)- less respect for privacy / personal space- attention to (4)- concept of time- belief in (5) interpr

17、etation of time- no concern for punctuality- no control over timeII. Low-context cultureA. feature- message: separate 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- conc

18、ept of time: (8)- dislike of (9)- time seen as commodityIII. ConclusionAwareness of different cultural assumptions- relevance in work and life. business, negotiation, etc.- (10) in successful communication1. apart from the message is happening language itself message itself means everything1. and si

19、gnificance2. the context 或 what is doing 3. closeness to people 4. body language 5. polychronic 6. in itself7. personal space 8. monochrome 9. lateness10. multicultural situation2010Paralinguistic Features of LanguageIn face-to-face communication speakers often alter their tomes of voice or change t

20、heir physical postures in order to convey messages. These means are called paralinguistic features of language, which fall into two categories.First category: vocal paralinguistic features(1)(1): to express attitude or intentionExamples1. whispering:2. breathiness:need for secrecy deep emotion(2)3.

21、(2): unimportance4. nasality:anxiety5. extra lip-rounding: greater intimacySecond category: physical paralinguistic featuresfacial expressions(3) (3) smiling: signal of pleasure or welcomeless common expressions eye brow raising: surprise or interest lip biting: (4) (4)gesturegestures are related to

22、 culture. British culture shrugging shoulders: (5) scratching head: puzzlement other cultures(6)(7) placing hand upon heart:(6) pointing at nose: secretproximity, posture and echoing proximity: physical distance between speakers closeness: intimacy or threat (7): formality or absence of interestProx

23、imity is person-, culture- and (8) -specific. (8) posturehunched shoulders or a hanging head: to indicate(9) (9) direct level eye contact: to express an open or challenging attitude echoingdefinition: imitation of similar posture(10)(10): aid in communicationconscious imitation: mockery1 tones of vo

24、ice 2 huskiness 3 universal signal 。 4 thought or uncertainty 5 indifference 6 honesty7 distance 。 8 situation 。 9 mood。 10 unconsciously same posture 2009Writing Experimental ReportsI. Content of an experimental report, .- study subject/ area- study purpose- 1II. Presentation of an experimental rep

25、ort- providing details- regarding readers as 2III. Structure of an experimental report- feature: highly structured and 3- sections and their content:INTRODUCTION 4。 why you did itMETHOD how you did itRESULT what you found out5 what you think it showsIV. Sense of readership- 6: reader is the marker-

26、7: reader is an idealized, hypothetical, intelligent person with little knowledge ofyour study- tasks to fulfill in an experimental report: introduction to relevant area necessary background information development of clear arguments definition of technical terms precise description of data 8V. Dema

27、nds and expectations in report writing - early stage:understanding of study subject/area and its implications basic grasp of the report's format- later stage:9 on research significance- things to avoid in writing INTRODUCTION: Inadequate material10 of research justification for the studyMINI-LEC

28、TURE1. 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10.2008The Popularity of EnglishI. Present status of EnglishA. English as a native/first languageB. English as

29、 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. Reasons for the popular use of EnglishA. (3) r

30、easons (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 international business communityC. (6) in international trave

31、l(6) use of English in travel and tourism signs in airports language of announcement language of (7) D. Information exchange use of English in the academic world(8)(9)(10) language of (8) or journal articlesE. Popular culture pop music on (9) films from the USAIII. Questions to think aboutA. status

32、of English in the futureB. (10) of distinct varieties of English1. native language 2. 350 3. Historical 4. India 5. commerce 6. Boom 7. sea travel communication8. conference 9. many radios 10. split2007What Can We Learn from ArtI. IntroductionA. Differences between general history and art history Fo

33、cus: general history: (1) art history: political values, emotions, everyday life, etc.B. Significance of studyMore information and better understanding of human society and civilizationII. Types of informationA. Information in history books is (2) facts, but no opinionsB. Information in art history

34、is subjective (3) and opinions. Spanish painter's works: misuse of governmental power Mexican artists' works: attitudes towards social problemsIII. Art as a reflection of religious beliefsA. Europe: (4) in pictures in churchesB. Middle East: pictures of flowers and patterns in mosques, palac

35、esReason: human and (5) are not seen as holyC. Africa and the Pacific Islands: masks, headdresses and costumes in special ceremoniesPurpose: to seek the help of (6) to protect crops, animals and people.IV. Perceptions of ArtHow people see art is related to their cultural background.A. Europeans and

36、Americans (7) expression of ideasB. People in other places part of everyday life (8) useV. Art as a reflection of social changesA. Cause of changes: (9) of different cultures.B. Changes tribal people: effects of (10) on art forms European artists: influence of African traditional art in their works

37、American and Canadian artists: study of Japanese painting2006Meaning in literatineIn reading literary works, we are concerned with the "meaning" of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning i

38、n literature.I. Meaning is what intended by (1) isApart from reading an author's work in question, readers need to1 )read (2) by the same author 。2) get familiar with (3) at the time 。3) get to know cultural values and symbols of the time.II.Meaning exists "in" the text itself.1) some

39、people's view: meaning is produced by the formal properties of the text like (4) ,etc.2) speaker's view: meaning is created by both conventions of meaning and (5)Therefore, agreement on meaning could be created by common traditions and conventions of usage. But different time periods and dif

40、ferent (6) perspectives could lead to differentinterpretations 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 in reading practicing other competencies background research. in (10) , etc.7 頁：聽力原文 3Section A

41、Mini-lectureauthorworkstrends,diction or uses of imagecodesreadercompetency10. social structure, traditions of writing or political cultural influences, etc.2012Observing BehaviourGood morning, everyone. Today we will look at how to observe behaviour in research. Perhaps you would say it is easy and

42、 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 people behave in that culture. And failing to be observing while walking or driving can be life-threatening.We le

43、arn by observing people's 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 of factors that bias our observations, and, 1 and when we rarely keep formal records of our observations

44、. 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 record keeping.Then how are we going to conduct observations in our research studies, and what do we ne

45、ed 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 describe all of a person's behaviour. So we have to rely on observing samples of people's behaviour.

46、 Doing so, we must decide whether the samples represent people's usual behaviour. Thus, we will first take a brief look at how researchers select samples of behaviour.Before conducting an observational study, researchers must make a number of important decisions, that's about when and where

47、observations will be made. As I've 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, th

48、at is, time sampling and situation sampling. Now first, time sampling. Time sampling means that researchers choose various time intervals for their observation. Intervals may be selected systematically or randomly. Suppose we want to observe students' classroom behaviour. Then in systematic time

49、 sampling, our observations might be made during five 20-minute periods, beginning every hour. The first observation period could begin at 9 am, the second at 10 am and so forth. 3However, in random sampling, these five 20-minute periods may be distributed randomly over the course of the day. That i

50、s to say, intervals between observation periods could vary some longer others shorter. One point I'd like to make is systematic and random time sampling are not always used in isolation. They are often combined in studies. For example, while observation intervals are scheduled systematically, ob

51、servations within an interval are made at random times. That means the researcher might decide to observe only during 15-second intervals that are randomly distributed within each 20-minute period.4Now let's come to situation sampling. Then, what is situation sampling It involves studying behavi

52、our in different locations and under different circumstances and conditions. By sampling as many different situations as possible researchers can reduce the chance that their observation results will be peculiar to a certain set of circumstances and conditions. 5Why Because people or for that manner

53、 animals do not behave in exactly the same way across all situations. For example, children do not always behave the same way with one parent as they do with the other parent, and animals do not behave the same way in zoos as they do in the wild. 6So, by sampling different situations, a researcher c

54、an make more objective observations than he would in only a specific situation.7Having discussed ways to sample behaviour in research, we are now moving onto another issue, that is, what researchers should do to record behaviour as it occurs, that is whether researchers are active or passive in recording behaviour. This refers to the methods of observation. Observational methods can be classified as