專八聽力minilecture真題及答案doc

1、2015 英語專業(yè)八級(jí)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 efficiently?I. Understand all (1) A. wordsB. (2) -stress-intonation-(3) II. Addin

2、g 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 listeningA. h

3、elps 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. experience7. reinterpreting 8. prediction 9. what to listen 10. Importance20152014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-L

4、ECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.1. Definition of stress A. (1) reaction(1) physicali.e.force exerted between two touching bodies B. human reaction1 .e. response to (2) on someone (2) a demande.g.increase in

5、 breathing, heart rate, (3)(3) blood pressureormuscle tension11. (4)(4) Category of stress A.positive stress where it occurs: Christmas, wedding, (5)(5) a jobB.negative stress where it occurs: test- taking situations, friend s death III. Ways to cope with stress A.recognition of stress signals monit

6、or for (6) of stress (6) signals findways to protect oneself B. attention to body demand effect of (7)(7) exercise and nutrition C. planning and (8) of planning(9) accept(10) reasonableacting appropriately reason for planning(8) resultD. learning to (9) manageable task (10) e.g. delay caused by traf

7、fic E. pacing activities 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 reading: setting goalsB. while reading: (1) II. (2) and critical in thinkingi.e. i

8、nformation 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: listening and thinkingIV. being able to get assistanceA. reason 1: knowi

9、ng 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 (7) .VI. Last characteristicA. attitude toward responsibility- active learners: accept- passive learners: (8) B. attitu

10、de 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 college learning.參考答案：1. checking their understanding2. reflective on information3. incompr

11、ehensible4. 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 and organized6、 constant understanding monitoring/monito

12、ring 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 research observation.Differencesdaily life observation

13、-casual- -(1) - -dependence on memoryresearch 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 random sampling are often used in combination.(4) -

14、 - definition: selection of different locations- - reason: humans or animals beh_a_v_io_u_r_(5a)cross circumstances- - (6) : more objective observationsC. Ways to record behaviour (7) observation with intervention- - participant observation: researcher as observer and participant- - field experiment

15、: research (8) over conditionsobservation without intervention- - purpose: describing behaviour (9) - - (10) : no intervention- - researcher: a passive recorder1: rarely formal records 2: systematic objective manner 3: variable4: situation sampling 5: vary 6: advantage 7: as it occurs 8: have more c

16、ontrol 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. feature- context: more importan

17、t 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 punctuality- no control over ti

18、meII. 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- concept of time: (8)- dislike of (9)- time seen as commodityIII. Co

19、nclusionAwareness 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 language 5.multiple6.in itself 7.the message itself 8.punctuality means everything 9.latene

20、ss 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 speakers often alter their tom

21、es 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)(1): to express attitude or intentionExamples1. whispering:2. breathiness:3. (2)4. nas

22、ality:need for secrecy deep emotion unimportance anxiety(2)5. extra lip-rounding: greater intimacySecond category: physical paralinguistic features facial expressions(3) smiling: signal of pleasure or welcome less common expressionseye brow raising: surprise or interestlip biting: (4)gesturegestures

23、 are related to culture.British cultureshrugging shoulders: (5) scratching head: puzzlementother culturesplacing hand upon heart:(6)pointing at nose: secret proximity, posture and echoingproximity: physical distance between speakerscloseness: intimacy or threat(7): formality or absence of interest(3

24、) (4) (5) (6) (7) Proximity 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:

25、mockery1 tones of voice 2 huskiness 3 universal signal 。4 thought or uncertainty 5 indifference 6 honesty7 distance。8 situation。9 mood。10 unconsciously same posture2009Writing Experimental ReportsI. Content of an experimental report, e.g.- - study subject/ area- - study purpose- - 1II. Presentation

26、of an experimental report- 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 out5what you think it showsIV. Sense of readership- - 6

27、: reader is the marker- - 7: reader is an idealized, hypothetical, intelligent person with little knowledge ofyour study- - tasks to fulfill in an experimental report:introduction to relevant areanecessary background informationdevelopment of clear argumentsdefinition of technical termsprecise descr

28、iption of data 8V. Demands and expectations in report writing- - early stage:understanding of study subject/area and its implicationsbasic grasp of the report's format- - later stage:9on research significance- - things to avoid in writing INTRODUCTION:Inadequate material10of research justificati

29、on for the studyMINI-LECTURE1. 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 English1. Present status of EnglishA. English as a native/fi

30、rst languageB. English as a lingua franca: a language for communication among peoplewhose (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)11. Reasons for the popular

31、use of EnglishA. (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 international business communityC. (6)in

32、 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 (9) (9) films from the USA111. Questions to t

33、hink aboutA. status of English in the futureB. (10) of distinct varieties of English(10)1. 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 Art?I. IntroductionA. Differences between general h

34、istory and art history Focus: 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. In

35、formation in art history is subjective(3)and opinionse.g. 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 p

36、atterns in mosques, palacesReason: 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 backg

37、round.A. Europeans and 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

38、 art in their works 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

39、to tackle meaning in 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

40、text itself.1) some 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

41、time periods and different (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.

42、14 / 127 頁：聽力原文3Section A Mini-lecture1.the author2.other works3.literary trends4 .grammar,diction or uses of image5 .cultural codes6 .cultural7 .the reader8.social9 .reader competency10 . social structure, traditions of writing or political cultural influences, etc.2012Observing BehaviourGood morni

43、ng, 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 peo

44、ple behave in that culture. And failing to be observing while walking or driving can be life-threatening.We learn 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

45、aware 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 c

46、areful 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 a

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

48、an observational study, researchers must make a number of important decisions, that's about when and where 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.

49、 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.Now first, time sampling. Time sampling means that researchers choose various time intervals for their observation. Intervals may be selected sys

50、tematically or randomly. Suppose we want to observe students' classroom behaviour. Then in systematic time 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, i

51、n random sampling, these five 20-minute periods may be distributed randomly over the course of the day. That is 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.

52、 They are often combined in studies. For example, while observation intervals are scheduled systematically, observations 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

53、period.4Now let's come to situation sampling. Then, what is situation sampling? It involves studying behaviour 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 re

54、sults will be peculiar to a certain set of circumstances and conditions. 5Why? Because people or for that manner 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

55、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 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.