(完整版)2006至2014年英語(yǔ)專(zhuān)八聽(tīng)力mini-lecture真題及答案

1、2014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife 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) physicali.e. force exerted between two touching bodies B.

2、 human reaction1 .e. response to (2) on someone (2) a demand e.g. increase in breathing, heart rate, (3)(3) blood pressure or muscle tensionII. (4)(4) Category of stress A. positive stress一where it occurs: Christmas, wedding, (5)(5) a job B. negative stress一where it occurs: test-taking situations,fr

3、iend death III. Ways to cope with stressA. recognition of stress signals一monitor for (6) of stress (6) signalsfind ways to protect oneselfB. attention to body demand一effect of (7)(7) exercise and nutrition C. planning and acting appropriately - reason for planning (8) of planning (8) result D. learn

4、ing to (9)(9) accept一e.g. delay caused by traffic E. pacing activities-manageable task (10)(10) reasonable speed2013SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before

5、reading: setting goalsB. while reading: (1)II. (2)and critical in thinkingi.e. information processing, e.g.- -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

6、: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems 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 .VI. Last characteristicA. attitude toward re

7、sponsibility-active learners: accept-passive learners: (8)B. attitude toward -active 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. checkin

8、g their understanding2. reflective on information3. incomprehensible4. what you 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 an

9、d organized6、 constant understanding monitoring/monitoring their understanding7、differ8、blame others9、poor performance10、school work/studies2012ObservationPeople do observation in daily life context for safety or for proper behaviour.However, there are differences in daily life observation and resea

10、rch observation. Differences- -daily life observation-casual- - -dependence on memory- -research observation- -(2)- -careful record keepingB. Ways to select samples in research- -time sampling- -systematic: e.g. fixed intervals every hour- -random: fixed intervals but (3)Systematic sampling and rand

11、om sampling are often used in combination.- (4)- -definition: selection of different locations- -reason: humans or animals behaviour (5)across circumstances- -(6): more objective observationsC. Ways to record behaviour (7)- -observation with intervention- -participant observation: researcher as obse

12、rver 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: situation sampling5: vary6: advant

13、age 7: as it occurs8:have more control 9: in natural setting 10: 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 cultures.1. High-context culture A.

14、feature-context: more important than the message-meaning: (1)i.e. 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)interpretation of time- no concern for pun

15、ctuality- no control over timeII. Low-context culture- . feature-message: separate from context-meaning: (6)- . 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)- t

16、ime seen as commodityIII. ConclusionAwareness of different cultural assumptions-relevance in work and lifee.g. business, negotiation, etc.-(10)in successful communication1. apart from the message 2.what is happening 3.closeness 4.body language5.multiple 6.in itself 7.the message itself 8.punctuality

17、 means everything9.lateness 10.accounts1. and significance2. 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 speak

18、ers often alter their tomes of voice or change their 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): to express attitude or intention(1)Examples1. whispering:2.

19、 breathiness:need for secrecydeep emotion3. (2):unimportance4. nasality:anxiety5. extra lip-rounding: greater intimacySecond category: physical paralinguistic featuresfacial expressionssmiling: signal of pleasure or welcomeless common expressions eye brow raising: surprise or interest lip biting: (4

20、)gesturegestures are related to culture.British culture shrugging shoulders: (5) scratching head: puzzlementother cultures placing hand upon heart:(6) pointing at nose: secretproximity, posture and echoingproximity: physical distance between speakers closeness: intimacy or threat : formality or abse

21、nce of interestProximity is person-, culture- and (8)-specific.posture hunched shoulders or a hanging head: to indicate(9)(2)(4)(6)(8) (9) direct level eye contact: to express an open or challenging attitude echoing definition: imitation of similar posture(10)(10): aid in communication conscious imi

22、tation: mockery1 tones of voice 2 huskiness 3 universal signal; 4 thought or uncertainty 5 indifference 6 honesty 7 distance; 8 situation; 9 mood; 10 unconsciously same posture2009Writing Experimental ReportsI. Content of an experimental report, e.g.- -study subject/ area- -study purpose- 1II. Prese

23、ntation of an experimental report-providing details2III. 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 mar

24、ker- -7: reader is an idealized, hypothetical, intelligent person with little knowledge of your study- -tasks to fulfill in an experimental report:introduction to relevant areanecessary background informationdevelopment of clear argumentsdefinition of technical termsprecise description of data 8V. D

25、emands and expectations in report writingVI. early stage:understanding of study subject/area and its implicationsbasic grasp of the reports formatVII. ater stage:9 on research significance-things to avoid in writing INTRODUCTION:Inadequate material10 of research justification for the studyMINI-LECTU

26、RE1. Study result/ findings 2. Audience 3. Disciplined 4. what you did 5. DISCUSSION 6. a common mistake 7. in reality 8. obtained / that you obtained9. attention / foucs /emphasis 10.暫無(wú)10.2008The Popularity of English1. Present status of EnglishA. English as a native/first languageB. English as a l

27、ingua franca: a language for communication among people whose are differentC. 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)11. Reasons for the popular use of EnglishA. (3)reasons(3)- the

28、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 travel(6)- use of Engl

29、ish 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 (9)(9)一films from the USAIII. Questions to think aboutA. status of English in

30、the futureB. (10)of distinct varieties of English(10)I. native language 2. 350 3. Historical 4. India 5. commerce 6. Boom 7. sea travel communication 8. conference 9. many radios 10. split2007What Can We Learn from Art?II. IntroductionA. Differences between general history and art historyFocus:-gene

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

32、ive(3)and opinionse.g. - Spanish painters works: misuse of governmental powerMexican artists works: attitudes towards social problemsIV. . Art as a reflection of religious beliefsA. Europe: (4)in pictures in churchesB. Middle East: pictures of flowers and patterns in mosques, palacesReason: human an

33、d (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.V. . Perceptions of ArtHow people see art is related to their cultural background.A. Europeans and Americans-expressio

34、n of ideasB. People in other places- part of everyday life(8)useVI. 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- American and Canadian

35、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 in literature.1) Meaning is what in

36、tended by 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 know cultural values and symbols of the time.11. Meaning exists in the text itself.1) some peoples view: meaning is produced by the formal properti

37、es of the text like (4), etc.2) speakers view: meaning is created by both conventions of meaning and Therefore, agreement on meaning could be created by common traditions and conventions of usage. But different time periods and different (6)perspectives could lead to different interpretations of mea

38、ning in a text.III Meaning is created by (7)1) meaning is (8)2) meaning is contextual;3) meaning requires (9)practicing competency in readingpracticing other competenciesbackground research. in (10), etc.7頁(yè)：聽(tīng)力原文3Section A Mini-lecture1.1 he author1.2 ther works1.11 terary trends4 .grammar,diction or

39、 uses of image5 .cultural codes6 .cultural7 .the reader8.social9 .reader competency10 . 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

40、 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 people behave in that culture. And failing to be observing while walking or driving can be life -threate

41、ning.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 of factors that bias our observations, and, 1 and when we rarely keep formal records of our observa

42、tions. 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

43、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 describe all of a persons behaviour. So we have to rely on observing samples of peoples behaviour. Doi

44、ng 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 study, researchers must make a number of important decisions, thats about when and where observations w

45、ill 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 samplin

46、g 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 sampling, our observatio

47、ns 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 is to say, intervals betw

48、een observation periods could vary somdonger others shorter. One point Id 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, observations within an interval a

49、re 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 lets come to situation sampling. Then, what is situation sampling? It invokes studying behaviour in different locations and unde

50、r 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 animals do not behave in exactly

51、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 can make more objective observation

52、s 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 “ observationwith interventionof“observati