专八模拟题—听力原文
专业英语八级(听力)模拟试卷200(题后含答案及解析)
专业英语八级（听力）模拟试卷200(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文：Meaning in LiteratureGood morning, everyone. Today, we are going to talk about “meaning” in literature. “Meaning” is a difficult issue, and what I have to say today only scratches the surface of a complex and contested area. How do we know what a work of literature is “supposed” to mean, or what its “real” meaning is? There are three ways to approach this: that meaning is what is intended by the author; that meaning is created by and contained in the text itself; and that meaning is created by the reader.First of all, about the author. Does a work of literature mean what the author “intended” it to mean, and if so, how can we tell? If all the evidence we have is the text itself, we can only speculate on what the priorities and ideas of the author were from our set of interpretive practices and values. We can expand this:[1]by reading other works by the same author, by knowing more and more about what sort of meanings seem to be common to works in that particular tradition, time and genre, by knowing how the author and other writers and readers of that time read texts—what their interpretive practices were, and[2]by knowing what the cultural values and symbols of the time were.Any person or text can only “mean” within a set of preexisting, socially supported ideas, symbols, images, ways of thinking and values. In a sense there is no such thing as a “personal” meaning; although we have different experiences in our lives and different temperaments and interests,[3]we will interpret the world according to social norms and cultural meanings—there’s no other way to do it.We may have as evidence for meaning what the author said or wrote about the work, but this is not always reliable. Authorial intention is complicated not only by the fact that an author’s ways of meaning and of using literary conventions are cultural, but by the facts that the author’s work may very well have taken in directions she did not originally foresee and[4]have developed meanings which she did not intend and indeed may not recognize. The works may embody cultural or symbolic meanings which are not fully clear to the author herself and may emerge only through historical or other cultural perspective,[5]and persons may not be conscious of all of the motives that attend their work.Secondly, about the text. Does the meaning exist “in”the text?[6]There is an argument that the formal properties of the text—[7]the grammar, the language, the uses of image and so forth—contain and produce themeaning, so that any educated reader will inevitably come to essentially the same interpretation as any other. Of course, it becomes almost impossible to know whether the same interpretations are arrived at because the formal properties securely encode the meaning, or because all of the “competent” readers were taught to read the formal properties of texts in roughly the same way. As a text is in a sense only ink marks on a page, and as all meanings are culturally created and transferred, the argument that the meaning is “in” the text is not a particularly persuasive one.[8]The meaning might be more likely to be in the conventions of meaning, the traditions, the cultural codes which have been handed down, so that insofar as we and other readers might be said to agree on the meaning of the text,[9]that agreement would be created by common traditions and conventions of usage, practice and interpretation. In different time periods, with different cultural perspectives, or with different purposes for reading, no matter what the distance in time or cultural situation, competent readers can arrive at different readings of texts.[10]On the one hand, a text is a historical document, a material fact, and on the other hand, meaning is inevitably cultural and contextual. Therefore, the question of whether the text “really means”what it means to a particular reader, group or tradition can be a difficult and complex one.Finally, about the reader. Does the meaning then exist in the reader’s response, her processing or reception of the text? In a sense this is inescapable: meaning exists only insofar as it means to someone, and art is composed in order to evoke sets of responses in the reader. But this leads us to three essential issues.Meaning is “social”, that is,[11]language and conventions work only as shared meaning, and our way of viewing the world can exist only as shared. When we read a text, we are participating in social, or cultural, meaning.[12]Response is not merely an individual thing, but is part of culture and history.Meaning is contextual. Change the context, you often change the meaning. Texts constructed as literature or art, have their own codes and practices, and the more we know of them, the more we can decode the text, that is, understand it—[13]consequently, in regard to the question of meaning there is the matter of reader competency, as it is called, the experience and knowledge of decoding literary texts.As meanings are cultural and as art is artifact, you may see that this idea that meaning requires competency in reading can bring us back to different conventions and ways of reading and writing,[14]and to the historically situated understandings of the section on the author.[15]At the least, “meaning”requires a negotiation between cultural meanings across time, culture, gender and class.OK Let me recap my talk today. The point of this brief talk is that “meaning” is a phenomenon that is not easily ascribed or located, that it is historical, social, and derived from the traditions of reading and thinking and understanding the world that you are educated about and socialized in.Meaning in LiteratureI. AUTHOR—Interpret author’s intended meaning bya)Reading other works by【T1】_____【T1】______b)Knowing common meanings in a particular parameterc)Knowing how authors and readers of that time interpreted textsd)Knowing cultural【T2】_____ of that time【T2】______—Personal meaning are influenced by【T3】_____ and cultural meanings【T3】______—Authorial intention is complicateda)Cultural constraintsb)Develop meanings not originally【T4】_____by the author【T4】______c)Cultural or symbolic meanings unclear to authord)Not realise all of the【T5】_____ in the work【T5】______II. TEXT—【T6】_____ of the text【T6】______a)Grammarb)Languagec)Uses of【T7】_____【T7】______—Meanings are agreed upon based on the factors ofa)Conventions of meaningb)Traditionsc)【T8】_____【T8】______d)Conventions of usage, practice and 【T9】_____【T9】______—Meanings are complicateda)A text is a(n)【T10】_____【T10】______b)Meanings are cultural and contextual III. READER—Meaning is sociala)Language and conventions work as meanings are【T11】_____【T11】______b)Readers participate in social or cultural meaningc)【T12】_____ is part of culture and history【T12】______—Meaning is contextuala)Codes in literatureb)Reader competency:the experience and knowledge of【T13】_____texts 【T13】______—Meaning is culturala)Different conventions and ways of reading and writingb)Understand the【T14】_____ of the author【T14】______c)Negotiation across time,【T15】_____, etc.【T15】______1．【T1】正确答案：the same author解析：本题询问我们可以通过什么方式来诠释作者的作品。
how to do well in a job interview 专八听力原文
how to do well in a job interview 专八听力原文以下是一篇专八听力原文，详细解答了如何做好一份工作面试：How to do well in a Job InterviewJob interviews are a crucial part of finding a new job. You need to present yourself effectively to show the employer that you are the best candidate for the job. Here are some tips to help you do well in a job interview.1. Prepare yourself thoroughlyThe first step to doing well in a job interview is to be well-prepared. Know about the company, the job description and the industry. Research about the company's culture, values and work environment. This will help you understand what type of person they are looking for and how you can fit in.2. Dress appropriatelyDressing appropriately is essential for a job interview. Choose a professional outfit that fits your style and reflects yourpersonality, but also matches the company's culture and image. Avoid wearing too much jewelry or make-up, as it may distract from your main focus - the interview.3. Communicate effectivelyCommunication is key in a job interview. Be clear, confident and articulate when answering questions. Use appropriate language and avoid jargon if you don't understand it. Listen carefully to the questions and show that you understand them before answering. If you don't know the answer to a question, don't be afraid to say so. Show that you are honest and can learn new skills.4. Showcase your skills and experienceDuring the interview, highlight your skills and experience that match the job requirements. Talk about specific examples of how you have used these skills in previous jobs or projects. Also, show that you are passionate about the job and the company, as this will make you more attractive to the employer.5. Ask questionsFinally, don't forget to ask questions about the job, the company and the team. This shows that you are interested in the position and are thinking about more than just yourself. Choose relevant and thoughtful questions that show that you have done your research and are interested in the job.。
专业英语八级(听力)模拟试卷310(题后含答案及解析)
专业英语八级（听力）模拟试卷310(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文： A Short History of the Origins and Development of English Good morning, everyone. Today, I am going to talk about the origins and development of English language. The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders—mainly into what is now Wales, Scotland and Ireland. The Angles came from an angle-shaped land area and their language was called Englisc—from which the words England and English are derived. Generally speaking, the history of the language is divided in to three: Old English, Middle English, Modern English. In some books, Modern English is divided into two—Early Modern and Late Modem English. Old English did not sound or look like English today. Native English speakers now would have great difficulty understanding Old English. It had some sounds which we don’t have now. In grammar, Old English was much more highly inflected than Middle English because there were case endings for nouns, more person and number endings of words and a more complicated pronoun systems as well as various endings for adjectives. In vocabulary, Old English is also quite different from Middle English. Most of the Old English words are native English which weren’t borrowed from other languages. On the other hand, Old English contains borrowed words coming from Norse and Latin. Nevertheless, about half of the most commonly used words in Modern English have Old English roots. The words, be, strong and water, for example, derive from Old English. Old English was spoken until around 1100. Now let’s come to the Middle English. In 1066 William the Conqueror, the Duke of Normandy which is part of modern France, invaded and conquered England. The new conquerors called the Normans brought with them a kind of French, which became the language of the Royal Court, and the ruling and business classes. For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French wordsadded. This language is called Middle English. It was the language of the great poet Chaucer. Middle English was still a Germanic language but it is different from Old English in many ways. Grammar and the sound system changed a good deal. People started to rely more on word order and structure words to express their meaning rather than the use of case system. “This can be called as a simplification but it is not exactly. Languages don’t become simpler, they merely exchange one kind of complexity for another”, Clark and Eschholz says. Middle English would still be difficult for native English speakers to understand today. Following up is the early Modern English. Towards the end of Middle English, English underwent a couple of sound changes. One change was the elimination of a vowel sound in certain unstressed positions at the end of the words. The change was important because it effected thousands of words and gave a different aspect to the whole language. The other change is what is called the Great V owel Shift. This was a systematic shifting of half a dozen vowels and diphthongs in stressed syllables. These two changes produced the basic differences between Middle English and Modern English. But there are several other developments that effected the language. One was the invention of printing. It was introduced to England by William Caxton in 1475. The invention of printing meant that there was now a common language in print. Books became cheaper and more people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard. In 1604 the first English dictionary was published. From the 16th century the British had contact with many peoples from around the world. Many new words and phrases entered the language. The period of Early Modern English was also a period of English Renaissance, which means the development of the people. New ideas increased. English language had grown as a result of borrowing words from French, Latin, Greek. Next, let’s talk about the Late Modern English. The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words: secondly, the British Empire at its height covered one quarter of the earth’s surface, and the English language adopted foreign words from many countries. Now I’d like to briefly introduce to you varieties of English. From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words “froze”when they reached America. In some ways, American English is more like the English of Shakespeare than modern British English is. Some expressions that the British call “Americanisms”are in fact original British expressions that were preserved in the colonies while lost for a time in Britain. For example trash for rubbish, loan as a verb instead of lend, and fall for autumn: another example, frame-up was re-imported into Britain through Hollywood gangster movies. Spanish also had an influence on American English and subsequently British English, with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words through Louisiana and West African words through the slave trade also influenced American English and so, to anextent, British English. Today, American English is particularly influential, due to the USA’s dominance of cinema, television, popular music, trade and technology including the Internet. But there are many other varieties of English around the world, such as Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English. To conclude, English mainly underwent three periods of development. Hope all of you have enjoyed this lecture. Thank you.A Short History of the Origins and Development of EnglishI. Origins—dated back to【T1】______ of three Germanic tribes:【T1】______the Angles,【T2】______ and the Jutes.【T2】______II. Development of EnglishA. Old English1. much more highly inflected【T3】______ than Middle English【T3】______2. consists of most【T4】______ words and some borrowed ones【T4】______B. Middle English1. French words were【T5】______ the vocabulary【T5】______2. much change on grammar and【T6】______【T6】______C. Early Modern English1. elimination of a vowel sound in certain【T7】______positions【T7】______2. the Great V owel Shift3. invention of printing:1)common language appearing【T8】______【T8】______2)bringing【T9】______ to English【T9】______4. a period of English Renaissance: borrowing words from French ,Latin, GreekD. Late Modern Englishtwo principal factors【T10】______ more words:【T10】______1. the Industrial Revolution and technology2.【T11】______ foreign words from many countries【T11】______III. Main influencing factors on the varieties of EnglishA. the English【T12】______ of North America【T12】______example: trash for rubbish:【T13】______ for lend etc.【T13】______B.【T14】______ words like canyon, ranch, stampede etc.【T14】______C. French wordsD.【T15】______ words【T15】______1．【T1】正确答案：the arrival解析：这篇讲座的主题是“the origins and development of English(英语的起源与发展)”。
英语专八听力原文及答案
英语专八听力原文及答案The popularity of EnglishGood morning, everyone. T oday's lecture is about the popularity of English.As we all know, English is widely used in the world. Althpugh English is not the language with the largest number of native or first language speakers, it has really become a lingua franca. Then what is a lingua franca The term refers to a language which is widely adopted for communication between two speakers whose native languages are different from each others and where one or both speakers are using it as a second language ( Q1). For example, when an Indian talks to a Singaporean using English, then English is the lingua franca.Then actually how many people speak English as either a first or a second language Some researches suggested that a few years ago that between 320 , 000 , 000 to 380 , 000 , 000 people spoke English as a first language. And anyway between 250 , 000 , 000 to 350 , 000 , 000 as a second language ( Q2 ) . And of course , if we include people who are learning English as a foreign language all over the world, that number may increase dramatically. Then we may ask a question, how did English get there That is how did English gain the present status of popularity There are in fact a number of interlocking reasons for the popularity of English as a lingua franca. Many of the reasons are historical , but they also include economic and cultural factors that influenced and sustained this spread of the language. Let's go through the reasons one by one. First, it's the historical reason ( Q3) . This is related to the colonial history. As we know, when' the Pilgrim Fathers landed on the Massachusetts coast in 1620after their journey from England, they brought with them not just a set of religious beliefs, a pioneering spirit or a desire for colonization, but also their language. Although many years later, the Americans broke away from their colonial master, the language of English remained and still does. It was the same in Australia too. When Commander Philippe planted the British flag in Sydney curve on the 26th of January 1788 , it was not just a bunch of British convicts and their guardians but also a language. In other parts of the former British Empire, English rapidly became a unifying or dominating means of control. For example, it became a lingua franca in India where a variety of indigenous languages made the use of any one of them as a whole country system problematic ( Q4). So the imposition of English as the one language of a ministration helps maintain the colonizers' control and power. Thus English traveled around many parts of the world in those days and long after that colonial empire has faded away. It is too widely used as a main or at least an institutional language in countries as far apart as Jamaica and Pakistan, \ Uganda and New Zealand. That is the first factor. Now the second major factor. in the spread of English has been the spread of commerce throughout the world. The spread of international commerce has taken English along with it ( Q5 ) . This is the 20111 century phenomenon of globalization. Therefore, one of the first sights many travelers see when arriving in countries as diverse as Brazil, China for example, it's the yellow, twin art sign of a Macdonald's fast food restaurant or some other famous brand's outlets. And without doubt, English is used as the language of communication in the international business community.And the third factor related to the popular use of English is the boom in international travel ( Q6). And you will find thatmuch travel and tourism is carried on around the world in English. Of course this is not always the case. As the multi-lingualism of many tourism workers in different countries demonstrate. But a visit to most airports on the globe will show signs not only in the language of that country but also in English. Just as many airline announcements are broadcast in English too. Whatever the language of the country the airport is situated in. So far, English is also the preferred language of air-traffic control in many countries and it is used widely in sea travel communication ( Q7 ).Another factor has something to do with the information exchange around the world. As we all know, a great deal of academic discourse around the world takes place in English. It is often a lingua franca of conferences, for example. And many journal articles in fields as diverse as astronomy, trial psychology and zoology have English as a kind of default language ( Q8).The last factor I cite here concerns popular culture. In the western world at least, English is a dominating language in popular culture. Pop music in English can be heard on many radios ( Q9). Thus many people who are not English speakers can sing words from their favorite English medium songs. And many people who are regular cinema-goers or TV viewers can frequently hear English in sub-titled films coming out of the USA.\Now, to sum up, in today's lecture, we have reviewed some of the reasons or factors that lie behind the popular use of English as the NO. 1 world language. Before we finish, I would like to leave a few questions for you to think about. Is the status of English as the NO. 1 world language assured in the future Will it split into varieties that become less mutually intelligible Or some other language or languages take the place of English asthe world language in future ( Q1 ). These questions are not easy to answer, I know, but they are definitely worth pondering over after the lecture. OK, let's bring us to the end of today's lecture. Thank you for your attention. SECTION B CONVERSATION W Hello! Freddy.NI: Hello! Marry. How nice to see you again! How is everything goingW Fine. Busy these daysM : Yeah. With lots of things to do. Would you like to join me for a drinkW: Ok! Thanks!M: Any news recentlyW Oh! Well , I read in the local paper the other day that the government is planning to build an airport here. You knew that M Afraid not.】My real objection to this idea of a new airport is... is that the whole thing is so wasteful. I mean, we know we are currently in a fuel crisis. We know that we've got to conserve oil and fuel and allthe rest of it and yet here the government seems quite deliberately to be encouraging people to travel, to use. And these jets use a heck of a lot of oil. I mean it takes a ton of oil, a ton of petrol before one of this big jets even takes off (Q1).M: Hmmm.W: It seems so completely short-sighted to me, quite apart from all the waste of land and so on. I can't see, I can't see the rational behind really wanting an... an airport at all.M: Well, surely you must admit the existing airport nearby are becoming swarmed. I mean, why should people...NV: Well, they are being swarmed.111: be treated like cattle when there's a chance of a new airport here.W: But, but really, people shouldn't be traveling as much. That's, that's why most of the journeys, I mean, they are swarmed, because there is far too much unnecessary tourism and so on. It isn't necessary for people to travel so fast, or still, even so often ( Q2).M: Well. You take the climate here in this country. Now, just before Christmas, there 'was this dreadful cold spell and there was a tremendous increase in the number of people who wanted to leave and spend Christmas and the New Year in a reasonable climate of sun and a certain mild climate. And in summer, the same situation occurs. It is unbearably hot here and people want go somewhere cool.W: Yes, I can sympathize with that. But it is still not really necessary to do or as it is necessary to conserve fuel and it is necessary to ... well not to waste land, I mean, land for new airport could be used for far more important things which would benefit the people here far more ( Q2). I mean, it could be used for farming, for instance.M: True./W: It could also be used for housing, or it could be used for parks, you know. People then, could come and enjoy themselves without having to travel far.Mi But, airports do bring some local advantages. They bring roads, there's obviously extra employment, for instance, new hotels, shops, restaurants will have to be built, this means, more jobs for the locals and it is good for local economy ( Q3).W: But, you ask the people, you ask those who are now living near the airports, for instance, whether they reckon that airports are bringing them advantages or the airport is bringing noise and vast motorways and the whole area is desolated, isn't it ( Q2) M: But, the airport infrastructure relies on housing and other facilities for the great number of people who would be employed in the airport, the pilot even, the stewardnesses. They have to live somewhere near the airport, rightW: Yeah, but it's, it's just so damaging to the whole area. I think, airports, from my point of view, the whole concept is outdated really. With modern technology, we're going to make a lot of travel unnecessary, really (Q4). For example, it won't be necessary for businessman to fly out toa foreign country to talk to somebody. They can just lift up telephone in the office, press the button and see the person they want to do business with. You see, business deals can be made without having to travel back and forth, rightM: Yes, you're right. But, for a lot of people, 'personal contact is important. And this means travel, and means quick travel, air 'travel and we just need a new airport (Q5).SECTION C NEWS BROADCASTNews Item 1 (for question 6)The New Moderates Party began forming the new Swedish government on Monday. In Sunday's Elections , the New Moderates Party defeated the Social Democrats. The Social Democratic Party has controlled Sweden for all but nine years since 1932 , building up the country's generous welfare state. But the New Moderates wants to change it. ( Q6 ) Sweden's welfare system is famed around the world, but the system encourages people to be lazy and unemployment is also high in Sweden. Onereason is the high tax on companies which makes it difficult to employ new people.News Item 2 (for questions 7 and 8)！Much of the world was watching on television when the command of the Apollo-11 mission Neal Armstrong took the first steps on the moon in July 1969. The pictures of that historic footstep and everything else about that and subsequent of Apollo moon landings were recorded on magnetic tape at three NASA ground tracking stations around the world. The tapes were then shipped to a NASA operation centre near Washington—the Goddard Space Flight Centre. ( Q7 ) In late 1969 , the space agency began transferring them and tens of thousands of tapes from other space missions to a nearby U. S. government archives warehouse: NASA says it asked for them back in the 1970s, but now does not know where they are. "I probably am overly sensitive to the word `lost' . I did not feel they are lost. " said Richard Nafzger, a Goddard Space Flight Centre engineer who was in charge of television processing from all of NASA's ground receiving sites. The Space Agency has authorized him to set aside his other duties for the foreseeable future and devote his time to the hunt for the tapes. Nafzger says- they are stored somewhere. ( Q8 )News Item 3 (for questions 9 and 10)More than 22 million people who live in the Unite State don't speak or understand English very well and that can be deadly. In a study published in the New England Journal of Medicine, Doctor Glan Flores highlights some cases where language barriers prevented patients from communicating with health-care providers with serious consequences. ( Q9 ) Doctor Floresrecords one incident in which English-speaking doctors `thought a Spanish-speaking man was suffering from a drug over-doze. "He was in the hospital basically for two days being worked up for drug abuse " , Flores says. " They finally did a head CT scan and realized he had had a major bleed into his brain. He ended up being paralyzed and he got a 71 million dollars settlement award from the hospital. " Doctor Flores , a professor at the Medical College of Wisconsin, saysthat despite examples like that, the majority of US health-care facilities still do not have trained interpreters on sight, but he acknowledges that increasing numbers of health care workers are bilingual and that more clinics and hospitals do make sure their staff and patients understand each other. ( Q10) 参考答案SECTION A MINI-LECTURE（1）native languages (2).350 (3).Historical (4).India (5)merce (6).Boom (7).sea travel communication (8).conferences (9).many radios (10).split…SECTION B&C。
专业英语八级(听力)模拟试卷70(题后含答案及解析)
专业英语八级（听力）模拟试卷70(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：How to Succeed in Your Literature Class Good morning everyone, our topic today is about how to do well in your literature class in your college days. College literature classes often shock people with little or no experience closely analyzing literature. First year students and those pre-med students just fulfilling their lone literature requirement generally find themselves uncertain of how to approach the assigned readings, class discussions, and papers. The seemingly intimidating classes may further terrify students if language skills are not their strong points. Literature courses and assignments tend to be extremely different from those of any other discipline because of their extreme subjectivity. This aspect is what many people tend to find most surprising and challenging in an academic setting. (1)I am not saying that you can throw reason and fact out of the window in literature courses, but you are given much more intellectual freedom with your personal thoughts and ideas. And that is a feature that catches those accustomed to regimented rules and precise answers in experiments and problems sets slightly off guard. The most important pieces of advice I can offer those considering taking a literature course is to be ready and willing to read everything questioningly, closely, and in advance. Beginning with the “in advance” piece of wisdom: literature professors HATE when their students have not done the assigned reading. They assigned it for a reason, so have it finished when you get to class. For large lectures students often think it is not that important to do the readings since they will not be forced to speak up and offer opinions. This is completely wrong. Why attend a lecture on a piece of writing that the professor assumes you have read?(2)You will take nothing away from the lecture and will not be able to make any sense of whatever notes you take, even if you read the material after the fact. Also professors tend to be plot spoilers, so if you are taking a class in which you are reading novels, if you do not want to find out who dies or gets arrested or falls in love or any other possible endings, I would highly recommend reading the book before class. (3)In small classes that have lots of open discussion, professors can always tell who has and who has not done the week’s reading. Don’t think it won’t affect your participation grade for the course. Also if you are a particularly shy individual who doesn’t often speak up in class anyway, you willbe even less likely to participate if you have no idea what the discussion is about. Come to class with your reading finished and you will certainly think of some way to contribute to the class dialogue.(4)The entire point of a literature class is to engross a student in the general aspects of important books, to explore many subtle differences of how stories are crafted, and to train the college scholar to read and digest huge amounts of information. You won’t do well in the course without making a sincere attempt to read and understand every assigned text. Next, make sure you read all material very closely.(5)Do not skim through seemingly unimportant passages of long novels, or read Spark Notes and think you know what happens in the reading.(6)These methods of “reading”leave you without any idea of the author’s style or deeper intentions: they merely give you plot or surface meanings. Reading things halfway will be of no benefit to you when it is time to write your papers. (7)Literature professors usually want papers that are very sharply focused and detailed. Often they will assign topics that include one of the phrases “pick one sentence from the novel” , or “choose a short passage” , or “discuss a single metaphor”. These exercises in close reading force students to unpack every word within their chosen section of the text and discuss many different possible meanings and implications. This is where a literature student’s freedom in thinking is clearly exhibited.(8)There is no single answer or interpretation to most pieces of literature, but students must be able to read closely enough to defend a case with textual evidence that will support their personal interpretation. Finally, do not feel defeated if you find a piece of evidence in the text that seems to contradict the line of thinking you had developed about the piece of literature.(9)Literature papers and discussions should question every theory by offering counterevidence. As I previously said, clear-cut answers do not exist in any form of literature, be it poetry, fiction, essays, or even nonfiction. You must read all genres with a discerning eye, and instead of avoiding possible conflicts in your papers, use them to show that you have fully thought through your arguments. Think of ways that they can fit in and support, or simply acknowledge that something seems unexplainable to your uncertainty is acceptable in literature courses: after all, you generally do not have access to the author’s personal thoughts. Just be sure that even your uncertainty delves into possible interpretations of a work, sentence, or word. Literature discussions and papers do not need to provide answers per say, but they MUST be thought provoking. So unpack single words, look up meanings and histories, analyze sentence structures for potential purposes, and never stop questioning your thoughts. (10)And the last piece of advice I have to offer: look at the reading lists of literature courses you are considering so you do not make yourself miserable by spending a semester reading literature you have no interest in. Literature courses should be enjoyable, and their readings stimulating, so find one that interests you and begin analyzing everything! Ok, today I’ve given several tips to you regarding the ways of succeeding your literature class. I hope they could help you get your hands on the class when you are ready to go. Thank you for listening.How to Succeed in Your Literature Class College literature class may seem difficult to beginners, especially with their language limits. What is most challenging is that literature class depends highly on subjectivity.I. Features ofliterature class—【B1】______freedom with personal ideas encouraged【B1】______—rules and accuracy off guardII. Three pieces of advice for literature class learnersA. The first piece of advice: in advance—assigned reading before class: necessary whether in large lectures or insmall ones —for large lectures:—greater progress and more【B2】______in the lecture【B2】______—avoidance of being told the plots before reading —for small lectures:—【B3】______in open discussion especially for shy students【B3】______—target of literature class:—general aspects of important books —subtle differences of how stories are crafted—drill in reading and【B4】______of huge amounts of information【B4】______B. The second piece of advice: closely —method:—reading all materials instead of【B5】______【B5】______—paying more attention to style and deeper intention instead of plotsor【B6】______【B6】______—requirement of literature papers: focused and【B7】______【B7】______—benefit to paper writing: —unpacking every word—exploring possible meanings and implications—learning to defend personal interpretations with【B8】______evidence 【B8】______C. The third piece of advice: questioningly —not afraid of possible contradictions—display of full thought in arguments with【B9】______【B9】______—consideration of suitable ways of arguments or simple embrace of uncertainty III. The additional tip—selection of a course with【B10】______【B10】______ 1．【B1】正确答案：intellectual解析：本题设题点在转折处。
专业英语八级(听力)模拟试卷300(题后含答案及解析)
专业英语八级（听力）模拟试卷300(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A] , [B] , [C] and [D] , and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.听力原文：W: Alexis Cruz may be young, but this up and coming actor has had a solid 20 years in show business. After attending the legendary “Fame” school, Alexis has landed one role after another in films starring actors such as Johnny Depp, Halle Berry, Vivica A Fox and Marlon Brando. I found Alexis to be not only enthusiastic about acting and enhancing his craft, but he is without a doubt, one of the kindest and warmest actors I’ve had the pleasure of interviewing. Hello, Alexis. How are you doing?M: Great Good to see you.W: When did you decide show business was the path you wanted to take?M: I started when I was 9 and it was something I had interest in and I was aware that I wanted to go further, I just didn’t know how. Even when I started at 9, when you’re that young, if you’ve got talent, you can read the lines and you’re cute, that’s enough. But, when I was about 13, I was auditioning for a role and I was up against Marc Anthony, the director sits me down and says, “You know, you’re not a very good actor, you’re a terrible actor, but I’m going to give you this part anyway.” It just stunned me! But some part of my brain clicked in that he was saying something to me and that I need to take acting classes. So I decided to listen to him and that same year I started training at the School for Performing Arts, the Fame school. It turned out to be the biggest turning point of my life. That’s where I learned to become an actor.W: You attended the infamous Fame school, what “extra something” did you have that scored a spot in the school?M: It wasn’t anything. When I was auditioning, their standards were really strict. I went through two days of the auditioning process with various exercises, tests and monologues to gauge your talent. There’s really no way to prepare for it.W: You have starred in films with some of the biggest names in the business. Which celebrity has given you the best advice through the years?M: I learned from Anthony Quinn about working my knowledge. I learned from him what it meant to learn my knowledge. Many, many, many years later, I learned from James Woods a combination of what I had learned... not to be a jerk.1. What do we learn from the beginning of the interview?2. According to Alexis Cruz, what is enough for a 9-year-old actor?3. According to the interview, what impels Alexis Cruz to take acting classes?4. What can the auditioning process of the Fameschool be summarized as?5. What can we learn from the interview?1．A．Alexis engaged in show business when he was 20.B．Alexis plays a leading role in every film he acts.C．Alexis is an easy-going and passionate actor.D．Alexis’s craft in acting needs to be improved.正确答案：C解析：由关键语句kindest and warmest，enthusiastic about acting and enhancing his craft可推知Alexis很随和，工作中是富有激情的，故C项为正确答案。
专业英语八级(听力)模拟试卷19(题后含答案及解析)
专业英语八级（听力）模拟试卷19(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.听力原文：M: I’m really scared about this talk I’ve got to give next week. Do you think you could help me? You’ve had loads more experience of that kind of thing than I have.W: Yes, yeah, sure. If I can help, I will. What’s it about and why’ve you got to give a talk, anyway?M: Well, I’ve applied for this job. You see, it’s with an advertising company and they’ve asked all the applicants to give a talk as part of the selection process. I do want the job, so I’ve got to try and do something good.W: Well, what’ve you got to talk about?M: We can choose our own subject. I think that makes it harder. We just have to talk for twenty minutes. And we can use an overhead projector if we want. W: Right, then the first thing to do is to decide what you’re going to talk about. Pick something that you feel strongly about. That’ll make it easier for you to sound enthusiastic and interested yourself which is very important if you want to hold your audience’s attention.M: So how on earth do I manage to sound enthusiastic and interested when I’m feeling scared out of my mind?W: Well, I suppose the first thing to do is to prepare your talk well so that you know exactly what you want to say and in what order. Do not just read a script, that’s very dull for the listeners. Talk from brief notes—you can write them on cards, perhaps—so that it sounds a bit more spontaneous than reading a prepared script and your eyes are free to make contact with the audience. If you feel really scared just before the talk, take a deep breath; that should be enough to calm you down.M: Anything else about how I should speak? I mean, slowly or fast?W: Well, you must talk clearly of course and not too fast, though, mind you, a bit of variety of pace is a good idea. It’s also important that your voice goes up and down and doesn’t sound too flat. You don’t want them to fall asleep while you’re talking. And it goes without saying that you must project your voice well—you know how irritating it can be if you have to strain to hear someone speaks.M: It certainly is. And what about the overhead projector? Do you think I should use it?W: Well, yes, you do. Carefully prepared overhead projector transparencies will make you feel more confident and will help your audience to understand the points you’re making. Any visual aids you use will interest the audience and will provide some welcome variety to your presentation. Perhaps you could take something else with you to illustrate your talk too.M: I’ll think about that —once I’ve made up my mind about what I’m going to talk about! What about thetalk itself? Any tips there?W: Well, it’s difficult when you don’t know what you’ve going to talk about yet but I suppose some things are relevant whatever the subject. Make sure you get off to a good start. Outline for your audience what you’re planning to talk about. Also try to say something interesting or amusing or striking in some way at the very outset so that you capture their attention at the start. Then it’s almost as important to finish on a high with a clear and memorable conclusion. In other words, remember that first and last impressions are particularly significant.M: And what about the middle?W: Well, the middle part of what you say can take care of itself in a way. Just remember make the structure and point of what you’re saying obvious to the audience. Don’t be afraid to rephrase and summaries your main points to make sure you get them across. But make it enjoyable for the audience too by being amusing, if appropriate, or by, perhaps, illustrating points you make with an anecdote or an analogy. Something that is too abstract and theoretical can be a bit tedious to listen to for too long. Anyway we can discuss that more when you’ve got your subject chosen.M: Yes, when I’m a bit more prepared would you listen to me having a go at it and give me more advice?W: Course, I will. Oh, it’d be great if you get that job!1．According to the conversation, which of the following statements is INCORRECT?A．The talk serves as a part of selecting applicants.B．The time limit of the talk is twenty minutes.C．The applicant prefers a free topic to a given one.D．The applicant is free to use overhead projector.正确答案：C解析：对话一开始便提到面试要求应聘者进行一个20分钟的演讲，这是其中的一个筛选环节，应聘者可以自由选择是否用投影仪。
专业英语八级(听力)模拟试卷80(题后含答案及解析)
专业英语八级（听力）模拟试卷80(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Chinese Americans Good morning. We’ll continue with our introduction to American minorities. Today’s focus is on Chinese Americans.(1)For many years it was common in the United States to associate Chinese Americans with restaurants and laundries. People did not realize that the Chinese had been driven into these occupations by the prejudice and discrimination that used to face them in this country. The first group of Chinese came during the California Gold Rush of 1849. Like most of the other people, they had come to search for gold. In that largely unoccupied land, they stated a claim for themselves by placing markers in the ground.(2)However, either because the Chinese were so different from the others or because they worked so patiently that they sometimes succeeded in turning a seemingly worthless mining claim into a profitable one, they became the scapegoats of their envious competitors. They were harassed in many ways. Often they were prevented from working on their claims: some localities even passed regulations for bidding them to own claims. Therefore, these Chinese had to seek out other ways of earning a living. Some of them began to do the laundry for the white miners: others set up small restaurants. There were few women in California in those days, and the Chinese filled a real need by doing this “woman’s work”. Some others went to work as farmhands or as fishermen. In the early 1860s, a second group of Chinese arrived in California.(3)This time, they were imported as work crews to construct the first transcontinental railroad. The work was so strenuous and dangerous, and it was carried on in such a remote part of the country, that the railroad company could not find other laborers for the job. As in the case of their predecessors, these Chinese were almost all males and they encountered a great deal of prejudice. The hostility grew especially strong after the railroad project was completed, and the imported laborers returned to California, all out of work. Because there were so many more of them this time, these Chinese drew even more attention than the earlier group did.(4)They were so different in every aspect: in their physical appearance, in their language, and in their religion. They were contemptuously called “heathen Chinese”. When times were hard, they were blamed for working for lower wages and taking jobs away from white men. And these white men were actually recent immigrantsthemselves. Anti-Chinese riots broke out in many cities. Some even developed into arson and bloodshed.(5)The Chinese were not allowed to make legal appeals and they were not accepted as American citizens. Californians began to demand that no more Chinese be permitted to enter their state. Finally, in 1882, the Congress passed the Chinese Exclusion Act, which stopped the immigration of Chinese laborers.(6)Many Chinese returned to their homeland, and their numbers declined sharply in the early part of the last century. However, during WW II, when China was an ally of the United States, the Exclusion laws were ended: a small number of Chinese were allowed to immigrate each year, and Chinese could become American citizens. In 1965, in a general revision of immigration laws, many more Chinese were permitted to settle here. (7 -1)From the start, the Chinese had lived apart in their own separate neighborhoods, which came to be known as “ Chinatowns “. In each of them the residents organized an unofficial government to make rules for the community and to settle disputes.(7-2)Many people couldn’t find jods on the outside, and they went into business for themselves, primarily to serve their own neighborhood. As for laundries and restaurants, some of them soon spread in the city, since such services continued to be in demand among non-Chinese, too. To this day, certain Chinatowns, especially those of San Francisco and New York, are very busy, thriving communities. They have become great attractions for tourists and for those who enjoy Chinese food.(8)Most of today’s Chinese Americans are the descendants of some of the early miners and railroad workers. Those immigrants had been uneducated farm laborers in the vicinity of Canton in Southeast China before they came to America. Even after having lived here for several generations, Chinese Americans retain many aspects of their ancient culture. For example, their family ties continue to be remarkably strong. Members of the family lend each other moral support and also practical help when necessary. From a very young age children are taught with the old values and attitudes, including respect for their elders and a feeling of responsibility to the family. This helps to explain why there is so little juvenile delinquency among them. (9)The high regard for education, and the willingness to work very hard to gain advancement, are another noteworthy characteristics of them. This explains why so many descendants of uneducated laborers have succeeded in becoming doctors, lawyers and other professionals. By the way, many of the most outstanding Chinese American scholars, scientists, and artists are more recent arrivals. They come from China’s former upper class and they represent its high cultural traditions. Chinese Americans make up only a tiny fraction of the American population. They live chiefly in California, New York, and Hawaii. As American attitudes toward minorities and toward ethnic differences have changed in recent years, the long-hated Chinese have gained wide acceptance. Today, they are generally admired for many remarkable characteristics, and are often held up as an example worth following.(10)And their numerous contributions to their adopted land are much appreciated. Now, we are coming to the end of our lecture. Today we’ve talked about what Chinese Americans have undergone since the California Gold Rush. Our focus for the next week will be on African Americans. Thank you for your attention.Chinese AmericansIntroduction: Americans used to associate ChineseAmericans with【B1】______【B1】______I. Early immigrationA. The first group of Chinese immigrants—Being bullied because other people were jealous of their【B2】______in【B2】______the Gold Rush —Being prevented from working on their own claims —Being made a living by doing laundry, running small restaurants,farming or fishingB. The second group of Chinese immigrants—imported as workers for the construction of the first【B3】______【B3】______—called “ heathen Chinese” because of differences in appearance,language and【B4】______【B4】______—Chinese being deprived of【B5】______【B5】______—the Congress banned Chinese immigration in 1882—【B6】______population of Chinese Americans in early 20th century【B6】______II. Changes since WW II—China and the US became allies and Chinese immigration being permitted—Chinese Americans’ life and occupations being【B7】______Chinatowns【B7】______III. Introduction of current Chinese Americans—most descend from【B8】______immigrants【B8】______—tradition being well-preserved —emphasis on education and【B9】______making Chinese Americans【B9】______distinguish themselves —appreciated by their【B10】______to the US【B10】______1．【B1】正确答案：restaurants and laundries解析：本题考查重要细节。
专业英语八级(听力)模拟试卷302(题后含答案及解析)
专业英语八级（听力）模拟试卷302(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文：Some Theories of History Good morning, everyone. In today’s lecture, we are going to talk about some theories of history. How much of man’s history do we know? We really know very little. Written records exist for only a fraction of what we suppose to have been man’s time as a unique species. Furthermore, the accuracy of these records is often suspected, and the scope and selection of significant detail in them often needs improvement. It is worse when we try to reconstruct man’s history before the development of writing, and this is unfortunate because the history of the early development of human society is lost to us. The most that we can do is to use traces, deduction, speculation and the knowledge we have of the habits of those animals which have some elementary social order to help us make a partial reconstruction. This is hardly a satisfactory substitute for precise information. With our knowledge of human history, which is only fragmentary at best, it is therefore nearly impossible to reconstruct the beginning, and to deduce the end, of the story of man. Thus, there have developed many schools of thought on the subject, each of which attempts to give coherence to the human past by fitting it into the framework of a theory of history. The first theory I want to introduce is assumed that man continually progress. He has evolved from a lower to a higher form of being, and he continues to evolve. This evolution takes place both in terms of his potentials and his abilities to actualize these potentials. If one holds this theory, one feels that modern man must be more intelligent and civilized today than his ancestors, as well as physically and morally superior to them. One further assumes that this progress will continue into an ever more glorious future. Here deduction often ends and dreams of Utopia begin, for it seems that most of us find it hard to think of the human race developing into a race of angels. All in all, as a theory of history, the above view has had many eminent supporters. It might be well to mention here a variation on this theory that used to be popular, namely the idea that man rose from a low condition to a Golden Age at some time in the remote past, and that things have gone straight downhill ever since. Many eminent men have found a sort of gloomy comfort in this idea, but science has now opened up possibilities for the future which makes this theory less defendable. Perhaps for this reason the theoryhas little modern support. A second theory of history is held by those men who see man’s history as something quite different from a simple progression from a lower to a higher state. They see it as a cycle of stages of development which are predictable in their broad outlines and main features. As surely as a civilization rises and comes into being, so also must it decline and fall. The chief pattern one sees in history is the rise and fall of civilization. To holders of this theory, modern man is not looked upon as the most superior social being yet produced. He is simply the typical product of the current stage in the cycle of our civilization. In fact he may actually be inferior to members of past civilizations. It all depends upon what stage of civilization we happen to be living in. Indeed, it has been said that the average modern literate city dweller is comparatively more ignorant of his era’s fund of knowledge than other literate city dwellers of the past While the staggering fund of knowledge in our technologically advanced world is undoubtedly greater than that of any past civilization, it is probably true that the average modern man, relying on such repetitive forms of entertainment as television and working in a narrowly specialized job, knows a great deal less sheer information about his world than did earlier people. In a third theory of history, the two above theories are to some degree reconciled. According to this theory, which is often termed the spiral view of history, human societies do repeat a cycle of stages, but overall progress observable in the long historical perspective. Civilizations do rise and fall, as the advocates of the second theory maintain, but the new civilization which replaces the first, usually by conquest, contains superior qualities which enable it to rise to a higher stage of development until it, too, declines and is replaced by yet a third civilization. The above theories interpret history in term as if the overall progress of mankind in general without respect to differentiations within the social order. It is also possible to view human history in terms of the interaction of socioeconomic groups. Human history, according to this theory, is most clearly interpreted as the disappearance of class struggle. Most people who hold this theory assume an eventual resolution of the struggle through the disappearance of class differences, although it would be just as correct to assume that the struggle could continue unresolved. Those who assume that the struggle can eventually be resolved hold that history has a goal and that progress can be measured in terms of how quickly mankind is reaching that goal. OK. This brings us to the end of today’s lecture. I hope now you can have a better understanding of what history is. Thank you for your attention.Some Theories of HistoryI. The problems of understanding history History with written records: the records may be【T1】______ and inaccurate.【T1】______ History before writing: we can only make a partial【T2】______.【T2】______II. Some theories have been proposed to give【T3】______ to human history 【T3】______Theory 1 Man continually【T4】______ in terms of his potentials and【T4】______his abilities to【T5】______ these potentials.【T5】______ Modern man is superior to his ancestors【T6】______, physically and morally.【T6】______ A branch of the theory: man rose to a【T7】______ before.【T7】______Theory 2 Man’s history is a【T8】______ of stages of development, whose pattern is【T8】______the【T9】______ and fall of civilization.【T9】______ Whether modern manis superior to his ancestors depends onwhat【T10】______ of civilization he is in.【T10】______Theory 3 In this theory, the first two theories【T11】______ with each other.【T11】______ It is known as the【T12】______ of history.【T12】______Theory 4 This theory views human history from the【T13】______【T13】______of【T14】______ groups.【T14】______ Human history can be interpreted as the【T15】______ of class struggle.【T15】______1．【T1】正确答案：incomplete／／fractional解析：讲座的主题是“some theories of history(一些历史理论)”。
2023年英语专八听力原文及答案
The popularity of EnglishGoo.morning.everyone.Today'.lectur.i.abou.th.popularit.o.English.rges.numbe.o.nat ng municatio.be?nguage.ar.differen.fro.e nguag..Q1).in.English.the.Englis.i.th.lingu.franca.nguage.Som.re?searche.suggeste.tha.. nguage.An.anywa.betwee.2 nguag..Q...An.o.cours..i.w.includ.peopl.wh.ar.learnin.Englis.a..fore nguag.al.ove.th.world.tha.numbe.ma.increas.dramatically.The.w.ma.as..question.ho.di.Englis. ge.there.Tha.i.ho.di.Englis.gai.th.presen.statu.o.popularity?Ther.ar.i.fac..numbe.o.interlockin.reason.fo.th.popularit.o.Englis.a..lingu.franca.Man.o.th.reason.ar ngu age.Let'.g.throug.th.reason.on.b.one.First.it'nd e.o.th.Massachusett.coas.i.162.afte.thei.journe.fro.England.the.brough.wit.the.no.jus..se.o.religiou. ter.th.Amer nguag.o.Englis.remaine.an.stil.does.I.wa.th.sam.i.Austra mande.Philipp.plante.th.Britis.fla.i.Sydne.curv.o.th.26t.o.Januar.178..i.wa.no.jus..b nguage.I.othe.part.o.th.forme.Britis.Empire.Englis.ra pidl.becam..unifyin.o.dominatin.mean.o.control.Fo.example.i.becam..lingu.franc.i.Indi.wher..varie .o.an.on.o.the.a..whol.countr.syste.problemati..Q4).S.th.impositio nguag.o..ministratio.help.maintai.th.colonizers.contro.an.power.Thu.Englis.trav e.a nguag.i.countrie.a.fa.apar.a.Jamaic.an.Pakistan..Ugand.an.Ne.Zealand.Tha.i.th.firs.factor.merc.through?ou.th.world.Th.spr merc.ha.take.Englis.alon.wit.i..Q...Thi.i.th.2023.centur.phenomeno.o.globali zation.Therefore.on.o.th.firs.sight.man.traveler.se.whe.arrivin.i.countrie.a.divers.a.Brazil.Chin.fo.e xample.it'.th.yellow.twi.ar.sig.o..Macdonald'.fas.foo.restauran.o.som.othe.famou.brand'.outlets.An. munity. .o.Englis.i.th.boo.i.internationa.trave..Q6).An.yo.wil.fin.tha.mu c.trave.an.touris.i.carrie.o.aroun.th.worl.i.English.O.cours.thi.i.no.alway.th.case.A.th.multi-linguali s.o.man.touris.worker.i.differen.countrie.demonstrate.Bu..visi.t.mos.airport.o.th.glob.wil.sho.sign. nguag.o.tha.countr.bu.als.i.English.Jus.a.man.airlin.announcement.ar.broadcas.i.Engli nguag.o.air municatio..Q.).rmatio.exchang.aroun.th.world.A.w.al.know..grea.dea.o.ac ademi.discours.aroun.th.worl.take.plac.i.English.I.i.ofte..lingu.franc.o.conferences.fo.example.An. man.journa.article.i.field.a.divers.a.astronomy.tria.psycholog.an.zoolog.hav.Englis.a..kin.o.defaul.l anguag..Q8).nguag.i.po pula.culture.Po.musi.i.Englis.ca.b.hear.o.man.radio..Q9).Thu.man.peopl.wh.ar.no.Englis.speaker.ca.sin.word.fro.thei.favorit.Englis.mediu.songs.An.man.pe A.Now.t.su.up.i.today'.lecture.w.hav.reviewe.som.o.th.reason.o.factor.tha.li.be?.o.En nguage.Befor.w.finish..woul.lik.t.leav..fe.question.fo.yo.t.thin.about.I.th.statu. nguag.assure.i.th.future.Wil.i.spli.int.varietie.tha.becom.les.mutuall.intelli nguag.i.futur..Q.).Thes.question.ar.no.eas.t.answer..know.bu.the.ar.definitel.wort.ponderin.ove.afte.th.lecture.OK.let'.brin.u.t.th.en.o.today'.lecture.Than.yo.fo.you.attention.SECTION B CONVERSATIONW Hello! Freddy.NI.Hello.Marry.Ho.nic.t.se.yo.again.Ho.i.everythin.going?.. Fine.Bus.thes.days?..Yeah.Wit.lot.o.thing.t.do.Woul.yo.lik.t.joi.m.fo..drink?W: Ok! Thanks!M: Any news recently?ernmen.i.plannin.t.buil.a.air?por.here.Yo.kne.that? M Afraid not.M.rea.objectio.t.thi.ide.o..ne.airpor.is...i.tha.th.whol.thin.i.s.wasteful..mean.w.kno.w.ar.currentl.i..f ue.crisis.W.kno.tha.we'ernmen.seem.quit.de ..hec.o..lo.o.oil..mea.i.take..to.o.oil..to.o.p et?ro.befor.on.o.thi.bi.jet.eve.take.of.(Q1).M: Hmmm.n.an.s.on..can'.see..can'.se.th.rati ona.behin.reall.wantin.an...a.airpor.a.all.M.Well.surel.yo.mus.admi.th.existin.airpor.nearb.ar.becomin.swarmed..mean.wh.shoul.people... NV: Well, they are being swarmed.111: be treated like cattle when there's a chance of a new airport here.W.But.bu.really.peopl.shouldn'.b.travelin.a.much.That's.that'.wh.mos.o.th.journeys..mean.the.ar.sw armed.becaus.ther.i.fa.to.muc.unnecessar.touris.an.s.on.I.isn'.necessar.fo.peopl.t.trave.s.fast.o.still. eve.s.ofte..Q2).M.Well.Yo.tak.th.climat.her.i.thi.country.Now.jus.befor.Christmas.ther.'wa.thi.dreadfu.col.spel.an.t her.wa..tremendou.increas.i.th.numbe.o.peopl.wh.wante.t.leav.an.spen.Christma.an.th.Ne.Yea.i..re .climate.An.i.summer.th.sam.situatio.occurs.I.i.unbearabl.ho.her.an.peopl.wan.g.somewher.cool.W.Yes..ca.sympathiz.wit.that.Bu.i.i.stil.no.reall.necessar.t.d.o.a.i.i.necessar.t.conserv.fue.an.i.i.nece e.fo.fa.mor.importan.thing.whic.woul.be nefi.th.peopl.her.fa.mor..Q2). e.fo.farming.fo.instance.M: True..an.enjo.themsel ve.withou.havin.t.trave.far.M.But.airport.d.brin.som.loca.advantages.The.brin.roads.there'.obviousl.extr.employment.fo.insta nce.ne.hotels.shops.restaurant.wil.hav.t.b.built.thi.means.mor.job.fo.th.local.an.i.i.goo.fo.loca.econ om..Q3).W: But, you ask the people, you ask those who are now living near the airports, for instance, whether they reckon that airports are bringing them advantages or the airport is bringing noise and vast motorways and the whole area is desolated, isn't it? ( Q2)M.But.th.airpor.infrastructur.relie.o.housin.an.othe.facilitie.fo.th.grea.numbe.o.peopl.wh.woul.b.e mploye.i.th.airport.th.pilo.even.th.stewardnesses.The.hav.t.liv.somewher.nea.th.airport.right?W.Yeah.bu.it's.it'.jus.s.damagin.t.th.whol.area..think.airports.fro.m.poin.o.view.th.whol.concep.i.outdate.really.Wit.moder.technology.we'r.goin.t.mak..lo.o.trave.unnecessary.reall. (Q4).Fo.example.i.won'.b.necessar.fo.businessma.t.fl.ou.t..foreig.countr.t.tal.t.somebody.The.ca.jus.lif.u. telephon.i.th.office.pres.th.but?to.an.se.th.perso.the.wan.t.d.busines.with.Yo.see.busines.deal.ca.b. mad.with?ou.havin.t.trave.bac.an.forth.right?M.Yes.you'r.right.But.fo..lo.o.people.'persona.contac.i.important.An.thi.mean.travel.an.mean.quic.travel.ai.'trave.an.w.jus.nee..ne.airpor.(Q5).SECTION C NEWS BROADCASTNews Item 1 (for question 6)ernmen.o.Monday.I.Sunday'.Election..th.Ne.Moderate.Part.defeate.th.Socia.Democrats.Th.Socia.Democrati.Part.ha.controlle.Swede.fo.al.bu.nin. year.sinc.193..buildin.u.th.country'.generou.welfar.state.Bu.th.Ne.Moderate.want.t.chang.it..Q..Sweden'.welfar.syste.i.fame.aroun.th.world.bu.th.syste.enco panie.whic.make.i.difficul.t.emplo.ne.people.News Item 2 (for questions 7 and 8)Much of the world was watching on television when the command of the Apollo-11 mission Neal Armstron.too.th.firs.step.o.th.moo.i.Jul.1969.Th.picture.o.tha.histori.footste.an.?nding.wer.recorde.o.magneti.tap.a.thre.NAS.gr oun.trackin.station.aroun.th.world.Th.tape.wer.the.shippe.t..NAS.operatio.centr.nea.Washington—t.196..th.spac.agenc.bega.transferrin.the.an.ten.o.thousand.o.ta ernmen.archive.warehouse.NAS.say.i.aske.fo.the.bac.i.th. 1970s.bu.no.doe.no.kno.wher.the.are.".probabl.a.overl.sensitiv.t.th.wor.`lost...di.no.fee.the.ar.lost..s ai.Richar.Nafzger..Goddar.Spac.Fligh.Centr.enginee.wh.wa.i.charg.o.televisio.processin.fro.al.o.N ASA'.groun.receivin.sites.Th.Spac.Agenc.ha.authorize.hi.t.se.a?sid.hi.othe.dutie.fo.th.foreseeabl.f utur.an.devot.hi.tim.t.th.hun.fo.th.tapes.Nafzge.says.the.ar.store.somewhere..Q.)News Item 3 (for questions 9 and 10)lio.peopl.wh.liv.i.th.Unit.Stat.don'.spea.o.understan.Englis.ver.wel.an.tha.ca.b.deadly ngu municatin.wit.health-car.provider.wit.seriou.consequences..Q.. Docto.Flore.record.on.inciden.i.whic.English-speakin.doctor.`though..Spanish-speakin.ma.wa.suff erin.fro..dru.over-doze."H.wa.i.th.hospita.basicall.fo.tw.day.bein.worke.u.fo.dru.abus...Flore.says.. The.finall.di..hea.C.sca.an.realize.h.ha.ha..majo.blee.int.hi.brain.H.ende.u.bein.paralyze.an.h.go..7. millio.dollar.settlemen.awar.fro.th.hospital..Docto.Flore...professo.a.th.Medica.Colleg.o.Wisconsin .say.tha.despit.example.lik.that.th.majorit.o.U.health-car.facilitie.stil.d.no.hav.traine.interpreter.o.si ght.bu.h.acknowledge.tha.increasin.number.o.healt.car.worker.ar.bilingua.an.tha.mor.clinic.an.hosp ital.d.mak.sur.thei.staf.an.patient.understan.eac.other..Q10)参考答案SECTION A MINI-LECTURE（1）native languages (2).350 (3).Historical (4).India (5).commerce (6).Boom (7).sea travel communication (8).conferences (9).many radios (10).splitSECTION B&C1.C2.A3.D4.B5.D6.B7.C8.A9.D 10.D。
专业英语八级(新闻听力)模拟试卷1(题后含答案及解析)
专业英语八级（新闻听力）模拟试卷1(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.听力原文：The Arab League voted to suspend Syria over the weekend.(6)France has removed its ambassador from Syria.Turkey is threatening to cut off power supplies to Syria. All of this is because of Syria’s violent crackdown on people who are protesting against the Syrian government. Officials from the Arab League said Syria’s president, Bashar al-Assad, didn’t keep his promises to pull troops out of some areas and give journalists access inside of Syria. There are also reports about a group of fighters that deserted the Syrian military. They call themselves the Free Syrian Army, and they claim to have attacked an important government security compound this week. NPR News1．Which of the following is NOT true about Syria?A．It temporarily stops to be a member of Arab League.B．It has called back its ambassador from France.C．It denies foreign journalists access inside Syria.D．Some soldiers fight against the government.正确答案：B解析：辨别题。
专八真题听力原文及答案解析
专八真题听力原文及答案解析听力是英语考试中的重要组成部分，对于提高听力能力以及提高考试得分有着至关重要的作用。
准备专八考试的考生不可忽视掌握的重要性。
本文将为大家提供一些专八真题听力原文及答案的解析，希望能够给大家带来帮助。
1. 学术演讲：原文：The speaker discusses the development of modern science and how it has changed our lives. He mentionsdifferent areas of scientific research and technological advancements that have had significant impacts on society. He highlights the importance of interdisciplinary collaborationin solving complex problems and encourages young scientiststo pursue their passion for discovery.答案解析：这篇学术演讲讨论的是现代科学的发展以及它对我们生活的影响。
演讲者提到了不同的科学研究领域和技术进步对社会产生的重大影响。
他强调了跨学科的合作在解决复杂问题中的重要性，并鼓励年轻科学家追求他们对探索的热情。
2. 新闻报道：原文：The news report covers the recent increase in carbon emissions and its impact on global climate change. It discusses the various sources of carbon emissions, includingindustrial activities, transportation, and deforestation. The report also mentions the efforts being made by governments and organizations to reduce carbon emissions and promote sustainable practices.答案解析：这则新闻报道涵盖了最近碳排放量的增加以及它对全球气候变化的影响。
英语专八10套标准听力听力原文
Test 1听力原文SECTION A MINI-LECTUREHow Practice Can Damage Your EnglishGood morning, everyone. Today, I am going to talk about the negative role of practice in English learning.If you ask “How can I learn to speak English better?”, many people will tell you “Practice, practice, practice”. “Speak and write in English whenever you can”—they will say. All English classes are full of activities which involve speaking and writing which are supposed to help you with your English.We agree that practice can be very useful. It’s even necessary to learn English well. So what’s the problem? The problem is that for many learners, “speaking” or “writing” means “making a lot of mistakes”. Some people make a mistake in every sentence! If you don’t make many mistakes, then you can speak or write in English and it can only help. [1]But if you make many mistakes, then every time you write or speak, you reinforce your mistakes. As you write or speak, you repeat your mistakes constantly and your incorrect habits become stronger.Imagine this situation: You are writing an e-mail message in English. Your English is not perfect and you want to write the message quickly. You write incorrectly: “I want speak English.” When you write a sentence, you also read it. So the incorrect sentence goes into your head. The next time you write a message, you will be more likely to write “I want finish” or “I want be happy”. Why? Because “I want speak English” is fresh in your head—you’ve just used it! And when you write “I want do something” the second time, you’ve got a “bad habit”, or a reinforced mistake.Now do you see our point? You write—you make mistakes—those mistakes become your habit, they become your way of writing in English. [2]So, the more you write, the worse your English becomes. We have said that you need practice to learn English. We have also said that when you practice, you reinforce your mistakes.Michal suggests a simple solution to this paradox: Never make mistakes! According to what he says, it is close to the truth that you have never written an incorrect English sentence. You knew many grammatical structures and you used only those that you knew. Your sentences were similar to sentences which you knew to be correct. You followed good examples, so all your sentences were good. In the beginning, you could write only very simple sentences, but all the simple sentences were correct. [3]Then as you advanced, you added more and more complicated structures, and again all your sentences were correct. Because of this approach, you were never reinforcing bad habits. You never had any bad habits! From the beginning, you copied only correct sentences. With every sentence that you wrote, you reinforced your good habits.[4]On the other side, if you make many mistakes, speaking and writing is not the way to eliminate them! On the contrary, it reinforces them, as we have shown earlier.You have to realize that speaking does not improve your grammar or your vocabulary. It’s really very simple. Can you learn a new word from yourself? If you don’t know how to say “Good bye” in English, can you invent it by yourself? No, you can’t. You can only learn it by reading or listening to English. So what you should do if you can’t help but make mistakes in your Englishsentences? If you make mistakes, that means you don’t know how to say things in English. You need to learn how to say them. You won’t learn that by speaking or writing. [5]You must read and listen to correct English sentences. You can speak and write later—when you can already build correct English sentences and want to improve your fluency. Perhaps you can benefit from corrections if you get a few corrections per week. But when there are many mistakes, you become unable to concentrate on them. If a teacher returns your composition with 20 corrected mistakes, how many of these corrections can you keep in your mind? Besides, your teacher is not always there. What if you’re writing an e-mail message on your own or talking to someone else? Other people usually ignore your mistakes, and even your teacher does not point out all of them.[6]The conclusion would be that fighting your mistakes is not easy, so it’s better to avoid making mistakes altogether.First, try to be more careful by using the rules of error-free speaking. If you still make a lot of mistakes, or if you find that the rules are killing your motivation, you probably shouldn’t open your mouth just now. Instead, try to get more input by reading and listening in English. True, but believe us—you can learn English with almost no mistakes. How? [7]You can fill your brain with correct sentences and imitate them. You can simply follow good examples.Moreover, sometimes you can say or write something which you think is wrong. You can do it if you want to learn how to say something in English. [8]For example, if you are talking to a native speaker, you can do this: First, say “I’m not sure how to say this in English, but...” and then say your sentence which is probably wrong. And the other person can tell you how to say it in English correctly. From that you learn the correct way to say the sentence.[9]Notice that this technique is only safe if you know that you are saying something which may be wrong, or you are sure that the other person will correct you if you make a mistake. And [10]you use it only occasionally.In summary, it should be noted that practice can also serve as a negative factor in English learning. Hope all of you can find the solution to it from today’s lecture.SECTION B INTERVIEWM: It’s been nearly many years since Madonna first made headlines for trying to adopt a small child from the African nation of Malawi. And she’s since become a voice for the more than 1 million children or orphans in that country and now she’s behind the film on that subject. And tonight, we have Madonna here on our show. Welcome, Madonna.W: Thanks.M: Well... We watched your film I Am Because We Are last night... and it’s amazing. Why have you felt the commitment to help those children?W: [1]Something about their situation connected to me, and in a way I was going on my own journey and connecting to these children and wanting to in a way heal myself whilst helping them.M: And hearing about their suffering? Something opened to you?W: Yeah. [1]I grew up as a motherless child. I had a roof over my head and I had food and I had a school to go to. And I still thought that my world was going to collapse on me, so how could itbe for these children who, most of them, having lost both of their parents, having no roof over their head, no food to eat, how horrifying and frightening it must be for them!M: You know, I wonder how this revelation came to you, you know, this is going to be a thing, for you. [2]This is not how people see you.W: I think having children and having a family force you to think about people besides yourself, I mean you don’t really have a choice, I think I just got to a point in my life. I thought I have so much, and it’s a great tragedy if I don’t use what I have to make the world a better place. I know that sounds silly, or cheesy, or like a cliché, whatever... but it’s the truth. If I was challenging people to open up their minds and their hearts, then I had to be willing to stand at the front of the line. And... and I appreciate and understand how people could be cynical, that’s fine, I accept that.M: Why do you appreciate that people can be cynical?W: [3]Because I think we live in a society, that, where people are naturally suspicious of acts of altruism or generosity.M: Or maybe they might be suspicious because they might think, well, you know, Madonna changes all the time. Is this simply another fad, a trend, or just a new; is this something that is really core to Madonna.W: My re-inventions are part of my evolution and my growth as a person. They’re aspects of it that are full of lesson. They are aspects of it that are real. I don’t see how anybody who really understands how complicated it is to adopt a child could say that someone toasts to do that as a fad. It’s just too difficult... it’s too traumatic.M: It’s been hard then to adopt David.W: We have not even been granted the full adoption. It’s supposed to be happening in the next month. So for the last 18 months I have been a foster parent. [4]I have been visited every 6 weeks by social workers who come into the house and make sure that you are being a good parent, and David’s health is thriving, and asking you all kinds of invasive questions, and you have to put up with it and endure it and you know, I have been fingerprinted about 20 times, and[4]undergone psychological evaluations and I think everybody who goes through adoption hasto do this. I am not alone and, but you know, I’d do it again.M: You would?W: Yeah.M: Why?W: Because David is amazing, because he’s brought so much joy to our lives and more than about him. And so, it was worthy. I think most people will suffer for the things they love.M: And now at this point in your life, it seems you’re opening, to some part of you, it’s softening, something that is looking for wisdom, usefulness.W: Well, thank God.M: Em... what do you mean by that?W: Well, thank God I am searching for wisdom and usefulness. Em, one hopes that one gets to that point in their lives sooner or later.M: Do you wish that you could just be anonymous?W: No, no...M: No?W: I mean, yeah, I have moments of it, but I don’t wanna wish that I am not me, I don’t wish I were someone else.M: What is it that you want to feel about your life?W: [5]That my soul reached its true potential. And that I did everything that I was put on this Earth to do...M: Well, thank you, Madonna.SECTION C NEWS BROADCASTNEWS ITEM 1Stock markets in Europe and the United States have fallen sharply in response to further signs that the debt crisis in Greece is intensifying and could spread to other countries. Share prices in New York, London, Frankfurt and Paris fell by more than 2% after a major international credit rating agency Standard & Poor’s downgraded Greek debt to a level known informally as junk.[6]Standard & Poor’s downgraded its assessment of Greek bonds to the so-called junk status because of the growing danger that the bond holders will not be paid back in full. [7]Many big investment funds have rules that forbid them from holding junk bonds, says the move is likely to trigger a further round of selling. Share markets have taken fright, fearing that if Greece does default on its debts, it would hit many European banks which hold Greek bonds and could trigger a wider financial crisis. Already pressure is mounting on Portugal which has also seen its credit rating downgraded today, although it remains above junk status.NEWS ITEM 2Officials in the Philippines say at least a hundred people have died in floods and landslides in the north triggered by a week of heavy rain. This follows two storms in the past two weeks which have already left about 300 people dead. Reports said that even some evacuation centers had been flooded.[9]Officials say that 30 cities were hit by the landslide through the night where residents had taken to the rooftops of their houses for refuge. The northern Philippines have been pounded by heavy rain following the second typhoon in just over a week to hit the nation. Typhoon Parma has lingered in the north of the country turning into a tropical depression. It follows Typhoon Ketsana which killed more than 300 people when it hit on September 26.NEWS ITEM 3[10]The Supreme Court has upheld lethal injection as a method of execution. Justices rule 7 to 2 this morning rejecting a constitutional challenge brought by a case in Kentucky. [10]At issue was whether the most common method of capital punishment used by 35 states can cause excruciating pain for death row inmates, violating the constitution’s ban on cruel and unusual punishment. The ruling will likely allow states to resume executions which had been on hold pending the Supreme Court decision. Virginia’s governor has already lifted his state’s moratorium on executions.Test 2听力原文SECTION A MINI-LECTUREFive Main Literary Movements in American HistoryGood morning, everyone. Today’s lecture is the very first of a series of lectures on the main literary movements in United States history. In this class, we are going to cover five different movements in literature and discuss the origins and common beliefs of each movement. In this, our first class, I’d like to take some time to give you an overview of these five movements as a starting point. I’ll go over the period of time each movement covers, the place in the US where it got its start, the key figures in each movement, and the core beliefs of each.We won’t have time in the course to cover all literary movements, so we’re going to be focusing on the general time period of the 19th and 20th centuries. More specifically, this course will cover most of the important literary movements from 1830 to around 1940.The first literary movement we’ll be looking at in detail is called Transcendentalism. The reason we choose this as our starting point is that writers of this movement or period are the first to show a clear difference from British writers and British cultural tradition and heritage. Before this time, American writers and British writers shared similar views of the world and saw the world through the same lens. We sometimes refer to Transcendentalism as American Transcendentalism to differentiate it from an earlier philosophical movement in Europe. [1]American Transcendentalism was born in New England, the north-eastern part of the United States around the 1830s. [2]Writers in this movement believed, in very general terms, that nature, God, and the individual human were united, were the same, and that individuals did not need organized religion. American Transcendentalists also extolled individualism and encouraged individuals to be reliant on themselves and their development as human beings. Transcendentalists very often were active in social movements. Arguably the most important figure of this movement was Ralph Waldo Emerson, whose book called Nature, published in 1836, remains one of the movements most read works.The second movement we’re going to talk about is Romanticism, though it is more a series of movements in art, music and literature which lasted about 50 years and spread from Britain and Germany to other parts of the world. Basically, romanticism is centered on strong emotions and imagination rather than rational thought, [3]and there is an emphasis in American Romanticism to focus on the supernatural and on human psychology. Many works in this genre tell stories full of strong emotion, unexplained phenomenon, and unusual occurrences. [4]One of the most well known writers considered to be a Romantic writer is Edgar Allen Poe, who is known for his stories filled with mystery and who wrote many works we might now call psychological thrillers or horror stories. Poe thought that the human mind and imagination are factors in how we define reality.Our next movement is Realism, a movement which started in France in the mid 19th century before spreading to other areas, including the United States in the 1870s. This movement was, in many ways, a reaction to Romanticism in that it rejected strange and, indeed, romantic tales and aimed to show society and humanity as it was in real life. Realists focused on events that were ordinary, usual and typical rather than extraordinary or exotic. [5]Many writers of this movement were also involved with social change, and writing about real conditions of real people was seen asone way to educate the general public for the need for change. [6]One of this movement’s most easily recognizable names is Mark Twain, whose most famous stories were about everyday life in the American south, that is, the south eastern states of the US, and who worked throughout his life on a variety of social issues including ending slavery and giving workers more rights.Naturalism is an offshoot of Realism, and also had its roots in France. Both movements focused on the reality of everyday ordinary life, but Naturalism focused on how the outside world, that is, [7]a person’s environment, influences and, perhaps, determines that person’s behavior. Naturalism generally believes that a person has a destiny or fate, and that person can do little to change that destiny or fate. Many writers in this movement focused on problems in society, like poverty. [8]One of the movement’s most famous writers, Jack London, wrote books which compared animal behavior to human behavior, showing that human behavior is not all that different from animal behavior in extreme circumstances.The next movement we are going to look at is Modernism, which, of course, stretches beyond literature into music and art. The movement itself started in Europe in the late 19th century, as with many of the other movements, spread to America shortly after. The tumultuous period ending in World War I and World War II were seen by many as proof that the modern world was horrific and chaotic, and the end of World War II was seen as the start of a new era of humanity, either for good or for bad. Modernism reflects these thoughts, and writers in the Modernist era were looking, generally, to look beyond the old, the traditional, and were trying to find meaning in a new world.[9]If we have to choose one word to describe this movement, we would probably choose the word “progress”. Modernists were concerned with finding out what doesn’t work in the world and replacing it with what does. [10]One major figure of the American branch of Modernism was Ezra Pound, who, among other things, revolutionized poetry.OK. In today’s lecture, we’ve had a brief look at the origins and common beliefs of the five different movements in American literature. In our next lecture, we will discuss each movement in detail.SECTION B INTERVIEWW: Today I’d like to welcome Edward Fox, a seasoned real-estate agent, who is going to talk to us about buying a house. Hello, Edward, good to see you.M: Hello.W: Now Edward, I think for most people buying a house is a major life event, and probably the single most expensive item they are ever likely to buy. What precautions do they have to take before a real purchase? Can you give some suggestions?M: You are right in saying buying a house costs a lot. But as to me, the most important thing to consider before buying any property is the location.W: Location?M: Right. Because it is where you plan to spend a large part of your life. Or, indeed, the rest of your life in some circumstances. [1]Therefore, consider the type of life you enjoy leading. If you area very sociable person who enjoys nightclubs and discos, you may consider something close toa city. Anyway, a city is convenient for all types of nightlife.W: Then, for those who like to seek a quiet life, do you recommend a house in the countryside? M: Well, countryside is a tranquil place. [1]However, do remember that proximity to the place of work also counts. [2]Indeed, we spend most of our life at work, and you don’t want to have to spend two or more hours every day traveling to work, do you?W: Absolutely.M: Therefore, transport is of the utmost importance. [2]City suburbs, however, are often conveniently located for commuting to work, or for shopping, without being in the heart of a busy city.W: But houses in the suburbs are far more expensive than those in cities.M: [3]They seem to be, but actually houses located in cities can often exceed the price of suburban houses, so check out the prices. You may be surprised.W: Really? So we should consider our place of work and personality in choosing the location. Is that so?M: I’m afraid you have to take family into consideration as well. You may prefer a house that is away from a busy street or main road. And of course, remember that children have to attend school. If you have children, or you plan to have children, location is a very important factor.And of course, [1]remember that a family influences the size of the property.W: Oh, I see. How many types of houses can we choose?M: There are various types of houses. The first is called detached houses, which stand alone, and are not joined by another building. Then there are semi-detached houses, which are the most common. This is because they are, in fact, two houses joined together, and therefore take up less space. And there are town houses, too, which are many houses joined together to form a long row. But I don’t think that town houses are less expensive than semi-detached houses. They rarely are. [3]This is because they are usually built in cities where the price of the property is very expensive.W: Then what about old houses? They must be cheaper than new ones.M: Maybe they are. But if the house is too old, you may be faced with expensive repairs and renovation bills. [4]So have a house thoroughly checked by a professional surveyor before you decide to buy.W: I agree. It’s economical to buy old houses only when they are in good condition. By the way, a lot of property has a garden attached to it. Do you think it’s a good choice?M: It’s true that a lot of property has a garden. If you enjoy gardening, that’s fine. But if you don’t enjoy gardening then you may prefer a small garden, as opposed to a big one. But even if you do enjoy gardening it is important to remember that gardens take up a lot of your time. So keeping a garden in good order may be very difficult if you work long hours.W: You are quite right. Any other suggestions?M: [5]One final thing is the general feel of the place. Does it have a good atmosphere? And most important of all, would YOU feel comfortable living there?W: Edward, I never knew I had to consider so many things while buying a house. Thank you very much for talking with us.M: My pleasure.SECTION C NEWS BROADCASTNEWS ITEM 1Twenty-five miners are now known to have died and four are missing in an accident at a West Virginia coal mine. [6]The worst mine disaster in the US since 1984 was caused by an underground explosion at Upper Big Branch, about 30 miles south of Charleston. It happened at about 3 p.m. in a chamber 330m below ground, mine owner Massey Energy Company said. [7]The rescue operation has been suspended because rising methane gas levels have heightened the risk of another blast. The operation will resume as soon as conditions allow, Massey Energy said. There are plans to drill holes from the surface to monitor gas levels and attempt to ventilate the mine chamber. A mine safety official said rescue teams had reached one of the mine’s airtight chambers stocked with food, water and oxygen but found no-one there. US President Barack Obama offered his “deepest condolences” to the families and friends of those who had died.NEWS ITEM 2A landmark law which makes education a fundamental right for children has come into effect in India. It is now legally enforceable for every child to demand free and elementary education between the ages of 6 and 14 years. [8]Indian Prime Minister Manmohan Singh said enough funds would be made available to ensure that children had access to education. An estimated eight million children aged between 6 and 14 do not currently attend school in India. Mr. Singh said that the government was committed “to ensuring that all children irrespective of gender and social category have access to education”. Recalling his own childhood, [8]Mr. Singh, a qualified economist, said: “I read under the dim light of a kerosene lamp. I am what I am totally because of education.” Mr. Singh added, “So I want that the light of education should reach to all.”NEWS ITEM 3Light exercise during pregnancy may improve the future health of a child by controlling weight in the womb, New Zealand and US researchers say. Overweight or obese mums are more likely to have larger babies which could be at higher risk of health problems later in life. [9]A study of 84 first-time mothers found exercise was associated with slightly lighter babies. UK guidelines recommend regular light exercise for pregnant women. The rising weight of the UK population over the years has led to a rise in the number of overweight mothers. There is increasing evidence that the future metabolism of a child may be influenced by its environment in the womb, [10]and that babies who are relatively heavy for their length may be more likely to be obese in future years. Official guidance in the UK tells doctors to encourage women not to overeat during pregnancy, and to, wherever possible, take light exercise on a regular basis.Test 3听力原文SECTION A MINI-LECTUREAdvice for Students: How to Talk to ProfessorsGood afternoon. Today I’d like to give you advice on how to talk to professors. A while back, I recommended that students get to know their professors. I realize, though, that many students are intimidated or put off by their professors. This is especially so when students need something—a favor, special help with an assignment, or a second chance on a test.It doesn’t need to be that way. [1]Professors are people, just like everyone else, and if you approach your professors with the same basic respect and decency you offer everyone else you interact with, you’ll probably find that they react with the same.There are, though, a few things that you should keep in mind when you talk to your professors, especially if you’re going to ask for a particular favor:[2]The first thing you should remember to do is: call them by the right title. A “Doctor” is someone with a PhD; not all professors have a PhD. “Professor” is usually appropriate, unless you’ve been told otherwise. I prefer to be called by my first name, and I make that point clearly on the first day of class; if your professor hasn’t said anything about this, you’re better off not using their first name. If you’re totally unsure, a “Mr.” or “Ms.” is usually fine. Do not use “Mrs.” unless the professor herself uses it.Secondly, no matter under what situations, tell the truth. After the first couple of semesters of teaching, your average professor has much heard it all. It’s a sad fact, but true nonetheless, that we grow jaded and take all students’ excuses with a grain of salt. If a professor thinks he or she is being played, they’re not going to respond very well to whatever request you have to make, [3]so you might as well be honest. If you feel you absolutely must lie, at least make it a huge flaming whopper of a lie, so the professor can get a good laugh when they share it at the next faculty meeting.Thirdly, be prepared to do the work. If you’ve missed an assignment or a test or are falling behind in your reading, [4]and you are seeking help to get caught up or a special dispensation to make up the assignment, you’d better be prepared to do the work—and generally under more difficult circumstances. I get the impression that a lot of students imagine I might just say “don’t worry about it, I’ll give you the points anyway”, which, of course, is not going to happen.[5]Fourthly, be clear and concise. Unless you’re paying a “social call”, get to the point quickly: tell your professor what you need or want and be done with it. Don’t spend 30 minutes explaining your childhood and family arrangements and how hard it is getting a job with a few felony convictions on your record and blah blah blah for a 10-point assignment. Simply say “Professor, I missed an assignment, can I make it up? Can I do something else?”Lastly, remember to pay social calls. Your professor is probably required by school policy to be in his or her office and available to students for a set number of hours per week. On top of that, most professors like talking to students—it’s part of the reason we took the job. Pay your professor a visit or two, just to talk. Tell him or her about the work you’re interested in or about problems you’re having. [6]Build relationships with your professors—at the very least, they’ll remember you when you call up three years later asking for a reference letter.。
专业英语八级(听力)模拟试卷302(题后含答案及解析)
专业英语八级（听力）模拟试卷302(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文：Some Theories of History Good morning, everyone. In today’s lecture, we are going to talk about some theories of history. How much of man’s history do we know? We really know very little. Written records exist for only a fraction of what we suppose to have been man’s time as a unique species. Furthermore, the accuracy of these records is often suspected, and the scope and selection of significant detail in them often needs improvement. It is worse when we try to reconstruct man’s history before the development of writing, and this is unfortunate because the history of the early development of human society is lost to us. The most that we can do is to use traces, deduction, speculation and the knowledge we have of the habits of those animals which have some elementary social order to help us make a partial reconstruction. This is hardly a satisfactory substitute for precise information. With our knowledge of human history, which is only fragmentary at best, it is therefore nearly impossible to reconstruct the beginning, and to deduce the end, of the story of man. Thus, there have developed many schools of thought on the subject, each of which attempts to give coherence to the human past by fitting it into the framework of a theory of history. The first theory I want to introduce is assumed that man continually progress. He has evolved from a lower to a higher form of being, and he continues to evolve. This evolution takes place both in terms of his potentials and his abilities to actualize these potentials. If one holds this theory, one feels that modern man must be more intelligent and civilized today than his ancestors, as well as physically and morally superior to them. One further assumes that this progress will continue into an ever more glorious future. Here deduction often ends and dreams of Utopia begin, for it seems that most of us find it hard to think of the human race developing into a race of angels. All in all, as a theory of history, the above view has had many eminent supporters. It might be well to mention here a variation on this theory that used to be popular, namely the idea that man rose from a low condition to a Golden Age at some time in the remote past, and that things have gone straight downhill ever since. Many eminent men have found a sort of gloomy comfort in this idea, but science has now opened up possibilities for the future which makes this theory less defendable. Perhaps for this reason the theoryhas little modern support. A second theory of history is held by those men who see man’s history as something quite different from a simple progression from a lower to a higher state. They see it as a cycle of stages of development which are predictable in their broad outlines and main features. As surely as a civilization rises and comes into being, so also must it decline and fall. The chief pattern one sees in history is the rise and fall of civilization. To holders of this theory, modern man is not looked upon as the most superior social being yet produced. He is simply the typical product of the current stage in the cycle of our civilization. In fact he may actually be inferior to members of past civilizations. It all depends upon what stage of civilization we happen to be living in. Indeed, it has been said that the average modern literate city dweller is comparatively more ignorant of his era’s fund of knowledge than other literate city dwellers of the past While the staggering fund of knowledge in our technologically advanced world is undoubtedly greater than that of any past civilization, it is probably true that the average modern man, relying on such repetitive forms of entertainment as television and working in a narrowly specialized job, knows a great deal less sheer information about his world than did earlier people. In a third theory of history, the two above theories are to some degree reconciled. According to this theory, which is often termed the spiral view of history, human societies do repeat a cycle of stages, but overall progress observable in the long historical perspective. Civilizations do rise and fall, as the advocates of the second theory maintain, but the new civilization which replaces the first, usually by conquest, contains superior qualities which enable it to rise to a higher stage of development until it, too, declines and is replaced by yet a third civilization. The above theories interpret history in term as if the overall progress of mankind in general without respect to differentiations within the social order. It is also possible to view human history in terms of the interaction of socioeconomic groups. Human history, according to this theory, is most clearly interpreted as the disappearance of class struggle. Most people who hold this theory assume an eventual resolution of the struggle through the disappearance of class differences, although it would be just as correct to assume that the struggle could continue unresolved. Those who assume that the struggle can eventually be resolved hold that history has a goal and that progress can be measured in terms of how quickly mankind is reaching that goal. OK. This brings us to the end of today’s lecture. I hope now you can have a better understanding of what history is. Thank you for your attention.Some Theories of HistoryI. The problems of understanding history History with written records: the records may be【T1】______ and inaccurate.【T1】______ History before writing: we can only make a partial【T2】______.【T2】______II. Some theories have been proposed to give【T3】______ to human history 【T3】______Theory 1 Man continually【T4】______ in terms of his potentials and【T4】______his abilities to【T5】______ these potentials.【T5】______ Modern man is superior to his ancestors【T6】______, physically and morally.【T6】______ A branch of the theory: man rose to a【T7】______ before.【T7】______Theory 2 Man’s history is a【T8】______ of stages of development, whose pattern is【T8】______the【T9】______ and fall of civilization.【T9】______ Whether modern manis superior to his ancestors depends onwhat【T10】______ of civilization he is in.【T10】______Theory 3 In this theory, the first two theories【T11】______ with each other.【T11】______ It is known as the【T12】______ of history.【T12】______Theory 4 This theory views human history from the【T13】______【T13】______of【T14】______ groups.【T14】______ Human history can be interpreted as the【T15】______ of class struggle.【T15】______1．【T1】正确答案：incomplete／／fractional解析：讲座的主题是“some theories of history(一些历史理论)”。
专业英语八级(听力)模拟试卷36(题后含答案及解析)
专业英语八级（听力）模拟试卷36(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：How to Write a Dissertation Good afternoon, everyone. Welcome to today’s lecture about writing. I have known that you are preparing to write a dissertation at present. Unless you have written many formal documents before, you are going to find that it’s difficult! So, in today’s lecture, I will talk about methods for writing a dissertation. The foremost things you should know are two necessary preparations for successful completion of a dissertation. The first is planning ahead. A plan imposes a structure on the project and prevents you from drifting aimlessly for long periods of time. It will help motivate you to work during tedious or difficult phases and provides the incentive to make sacrifices. The second is the maintenance of healthy balance. The dissertation is such a time-consuming project that it can seem impossible to lead a balanced life. Without a healthy balance of life, you may feel angry, resentful, frustrated, overwhelmed, and depressed on a consistent basis. In order to maintain a healthy balance, it is often helpful to devote time every day and week to your physical, social, intellectual, emotional and spiritual well-being. Next, I will provide you with a few general ideas about a dissertation. As we know, a thesis is a hypothesis or conjecture. A dissertation is a lengthy, formal document that argues in defense of a particular thesis. So many people use the term “thesis” to refer to the document that a current dictionary now includes it as the third meaning. No. 1: Scientific method. The scientific method adopted in a dissertation means starting with a hypothesis and then collecting evidence to support or deny it. Before one can write a dissertation defending a particular thesis, one must collect evidence that supports it. Thus, the most difficult aspect of writing a dissertation consists of organizing the evidence and associated discussions into a coherent form. No. 2: Critical thinking. The essence of a dissertation is critical thinking, not experimental data. Analysis and concepts form the heart of the work. A dissertation also concentrates on principles: it states the lessons learned, and not merely the facts behind them. No. 3: Supporting materials. In general, every statement in a dissertation must be supported either by a reference to published scientific literature or by original work. But, a dissertation does not repeat the details of critical thinking and analysis found in published sources; it uses the results as fact and refers the readerto the source for further details. Each sentence in a dissertation must be complete and correct in a grammatical sense. Moreover, a dissertation must satisfy the strict rules of formal grammar. For example, no undefined technical jargon, no hidden jokes, and no slang, even when such terms or phrases are in common use in the spoken language. Indeed, the writing in a dissertation must be clear. Shades of meaning matter, the terminology and prose must make fine distinctions. The words must convey exactly the meaning intended, nothing more and nothing less. Each statement in a dissertation must be correct and defensible in a logical and scientific sense. Furthermore, the discussions in a dissertation must satisfy the strictest rules of logic applied to mathematics and science. Thirdly, we have to know what one should learn from the exercise. All scientists need to communicate discoveries; the dissertation provides training for communication with other scientists. Writing a dissertation requires a student to think deeply, to organize technical discussion, to muster arguments that will convince other scientists, and to follow rules for rigorous, formal presentation of the arguments and discussion. When writing a dissertation, we should also be clear about definitions and terminology. Each technical term used in a dissertation must be defined either by a reference to a previously published definition for standard terms with their usual meaning or by a precise, unambiguous definition that appears before the term is used for a new term or a standard term used in an unusual way. And each term should be used in one and only one way throughout the dissertation. The easiest way to avoid a long series of definitions is to include a statement. Then, only define exceptions. The introductory chapter can give the intuition of terms provided they are defined more precisely later. Last but not least important is language points. There is a principle we should remember, i.e. good writing is essential in a dissertation. As for voice, remember to use active constructions. For example, say “the operating system starts the device”instead of “the device is started by the operating system.”Then write in the present tense. For example, say “The system writes a page to the disk and then uses the frame” instead of “The system will use the frame after it wrote the page to disk”. Moreover, you should define negation early. For instance, say “no data block waits on the output queue”instead of “a data block awaiting output is not on the queue.” At last, you should be careful that the subject of each sentence really does what the verb says it does. All computer scientists should know the rales of logic. Unfortunately the rules are more difficult to follow when the language of discourse is English instead of mathematical symbols. When written using mathematical symbols, the differences are obvious because “for all” and “there exists” are reversed. As far as the language points are concerned, there is a key to success: practice. No one ever learned to write by reading essays like this. Instead, you need to practice and practice. This is the secret to writing a good dissertation. To conclude, we have discussed some necessary preparations before writing a dissertation. What follows are some guiding principles, including some general ideas of a dissertation and how to reach a good writing. Finally, I provide you with a key to successful writing, i.e. practice. After this lecture, I hope you may find your dissertation-writing smooth.How to Write a DissertationI. Two necessary preparationsA. Planning【B1】______【B1】______B. The maintenance of balanced lifeall you have to do: devote time to physical, social, intellectual, emotional and spiritual well-beingII. The general ideaA. A thesis is a hypothesis or conjectureB. A dissertation is a lengthy,【B2】______【B2】______1. Scientific methodThe scientific method needs a【B3】______ of evidence【B3】______—to support a hypothesis—to deny a hypothesis2.【B4】______【B4】______—the essence of a dissertation—a dissertation concentrates on principles3. Supporting materialsA dissertation must【B5】______ every statement with a【B5】______reference or original work—It does not repeat details of published materials—It uses the results as fact III. Learning from the exerciseA. Getting trained to【B6】______ with other scientists【B6】______B. Learning to think deeply IV. Definitions and terminologyA. Each technical term must be defined—by a reference to a definition【B7】______【B7】______—by a precise, unambiguous definition beforea)the term is used for a new termb)a standard term used in an unusual wayB. Each term should be used in one and only one way throughout the dissertationV. Language pointsA. Good writing is【B8】______in a dissertation【B8】______B. Using active constructionsC. Writing in the【B9】______ tense【B9】______D. Defining negation earlyE. Paying attention to grammar and logicVI. Key to success:【B10】______【B10】______1．【B1】正确答案：ahead//beforehand解析：讲座的主题是“methods for writing a dissertation(撰写学位论文的方法)”，接着提出2个必要准备，其中之一就是planning ahead，可知答案为ahead，或其近义表达beforehand。
专业英语八级(听力)模拟试卷299(题后含答案及解析)
专业英语八级（听力）模拟试卷299(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A] , [B] , [C] and [D] , and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.听力原文：M: Today we have journalist Jane Young on our shows. Glad to meet you, Jane. W: Me too. M: Being a journalist is really hard work. What inspired you to be a journalist? Was it family or did you just enjoy story writing at school? W: I’ve always loved writing since I was a kid. It took me a while to work out what sort of job I could do that I could use some sort of creative writing in. It was only when I left university that I realised journalism would provide that opportunity. Interestingly enough, it was only after qualifying as a journalist that I found out my great uncle was a reporter for the paper that is now the Evening Standard.M: Would I be able to go straight into working for a national paper after getting a suitable degree?W: It is possible but only if you’re in the very lucky 1% who are accepted onto a graduate training programme run by a national newspaper. You’ve just got to apply. I’m not sure how many they take on but it’s a very small amount. Some newspapers have scrapped these schemes altogether. A lot of people who get on these schemes tend to be from Oxford or Cambridge.M: If someone wants to be a newspaper journalist, what subjects should he be taking in school?W: Newspapers want people from all walks of life and with all different skills and areas of expertise, because obviously they want to reflect the society they’re writing about so there’s no particular subjects you should take. A lot of journalists would have studied English because they like the written word, but I know people who have studied all sorts like politics and history. They’re all good background knowledge as you have to write stories about many different things. It’s only progressing in your career that you become a specialist writer. There’s a common misconception that a media studies course of some kind will help, but that’s not always true.M: Is it useful to work on school newspapers if you want to be a journalist?W: Definitely. Any kind of work experience you can get will help you get on to your training course and help you get your first job. It gives you something to talk about in an interview. You’ll always be competing against a lot of people. It will give you a little edge. You’ll learn of course, and you’ll have cuttings —stories that have been printed—to show everyone.1. What is the reason for Jane Young to be a journalist?2. According to the interview, what do we learn about thenational paper?3. According to Jane Young, what subjects should be taken in school in order to be a journalist?4. Which is a requirement of a journalist?5. What do we learn about work experience during school time?1．A．More job opportunities are provided in journalism.B．Her great uncle works for a paper as a reporter.C．She personally enjoys creative writing very much.D．A journalist can always receive higher payment.正确答案：C解析：从对话开头部分的关键语句always loved writing，use some sort of creative writing…可知Jane选择新闻工作者这一职业是出于爱好写作，C项为正确答案。
专业英语八级(听力)模拟试卷48(题后含答案及解析)
专业英语八级（听力）模拟试卷48(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Cultural Differences between East and West Good morning, everyone. Today I’d like to share with you one interesting topic, that is: cultural differences between East and West. But before we start, we have to look at an important question: What leads to the cultural differences? The cultures of the East and the West really distinguish each other a lot. This is because the culture systems are two separate systems on the whole. The origin of the Eastern cultures is mainly from two countries: China and India. Both of the two cultures are gestated by rivers. In China, the mother river is the Yellow River while the Indian one is the Hindu River. These two cultures were developed for several thousand years and formed their own styles. Then in the Tang Dynasty of China, the Chinese culture gradually went o-verseas to Japan, mixed into the Japanese society and shaped the Japanese culture nowadays. Though a bit different from the Chinese one, it belongs to the same system. When the two mother rivers gave birth to the Eastern culture, another famous culture was brought up on the Mesopotamian Plain—the Mesopotamian Civilization. This civilization later on developed into the cultures of the Ancient Greece and Ancient Rome. And these two are well-known as the base of European culture. Like the Chinese culture, the European one also crossed waters. When the colonists of England settled down in America, their culture went with them over the Atlantic Ocean. So the American culture doesn’t distinguish from the European one a lot. At the same time, the difference of the language systems adds to the cultural differences. In the East, most languages belong to the pictographic language while the Western languages are mostly based on the Latin system, for example, the one I’m using to write this paper. Other factors like human race difference count as well. But what’s more, due to the far distance and the steep areas between the East and the West, the two cultures seldom communicate until recent centuries. So they grew up totally in their own ways with almost no interference from the other. Now, I’d like to discuss with you another question, that is: how differently do people behave in daily life? The differences are everywhere. They affect people’s ways of thinking and their views of the world. Even in everyday life, the cultural differences show up from the moment the eyes are opened to the minutethe dreams are invited. In the following, I’ll give some typical examples of the differences. First example: greeting. Greeting is the first step to form a culture, because people begin to communicate with others. The individuals become a community. How do we Chinese greet each other? Informally, if we meet a friend in the street, we are used to saying: “Hi, have you had your meal?” or “Where are you going?” When it is the case of two gentlemen, they tend to shake hands. However, in western countries, the above questions are just questions, not greetings at all. They may think you’re inviting them to dinner if you ask about their meals. Usually, they’ll just give each other a smile or greet with a “Hi.” They’ll shake hands only in some formal situations. By the way, Westerners can leave a party or meeting hall without a formal conge, nor should they shake hands with every attendee like most of us will do here. Second example: expressing gratitude. Think of the situations below. Your mother is busy in the kitchen. She suddenly asks you to fetch a bowl for her. You do so. What’U your mother’s response be? Probably she’ll just continue doing the cooking. After a while, the dinner is ready. Your mother hands you your bowl of rice. What’s your response? Probably just begin to eat. That’s what I want to say. In Chinese families, we rarely say “Thank you” to other family members for receiving help or service. Neither will we say so between good friends. It’s such an unpopular response that if you say it, the counterpart will think you are treating him as a stranger, otherwise you are lacking intimacy. But in the West, “thank you” is one of the most frequently used sentences. Teachers will thank a student for answering the question; husbands will thank his wife for making a coffee. However, as an interesting phenomenon, it’s a custom to say “thank you” in Japan. No matter in family or among friends, Japanese chronically use it all day. This is probably the aberrance of the culture. After the above discussions, now there is another question, that is: what can we do to treat the culture gap? Now we have seen that there exists such a huge gap between eastern culture and western one. Then what should we do to face this gap in the gradually globalizing world? Firstly, we cannot deny any of the cultures. Every nation has its own characteristics and it’s mainly through its culture that we first begin to know the nation and its characteristics. So we cannot say that this culture or custom is right and that is wrong. Equal respect should be attached to every culture in the world, even to those that are not in existence any more. Next, we should get to learn how to coordinate the different cultures. We say the world is becoming smaller and smaller. More foreigners come and go everyday. When it is in the same country, the same city, the same neighborhood, the cultural collision is expected to be more serious. So we should try to avoid this happening. One important thing is to get some basic knowledge about the other cultures so as not to misunderstand some actions or habits of the foreigners. When the above two are done, we can start to communicate. I mean we can take in some strong points from the foreign cultures. Though there doesn’t exist correctness in terms of culture, it does have the terms of more advanced or more suitable for the world nowadays. Of course, we cannot throw away our own culture and accept another one totally. Every culture is a treasure to the history of the Earth, so we should only pick out those we lack to perfect our own. To conclude what we have discussed today: first we have provided you with theunderlying reasons of cultural differences, after mat, we have presented you with several specific examples to further prove this. Finally we have explained the differences from several perspectives. Last but not least, we should remember that different cultures add the most colorful element to the world of the 21st century. The cultural gap should not be the obstacle to the civilization of human beings. It ought to be the motivation of going farther.Cultural Differences between East and West I. Factors leading to the cultural differencesA. Different culture【B1】______【B1】______—Eastern culture:a)China: Yellow Riverb)India: Hindu River—European culture:a)Base: Ancient Greece and Ancient Romeb)European culture crossed over the【B2】______【B2】______B. Different language systems—Eastern: mostly belonging to pictographic language—Western: mostly based on the Latin systemC. Other factors:—different【B3】______【B3】______—infrequent communication between the East and Westa)far distance and the steep areab)no【B4】______ from each other【B4】______II. Different behavior in people’s daily lifeA.【B5】______【B5】______—the Chinese greeting:a)questions about whether you have your meal or notb)questions about where you are goingc)two gentlemen greet with【B6】______【B6】______—the Western greeting:a)with a smile or with a “Hi”b)shaking hands only in formal situationsB. Expressing gratitude—the Eastern way:a)rarely say “Thank you”, otherwise, you’re【B7】______【B7】______b)an exception: the Japanese culture—the Western way:a)thank you is the most【B8】______ phrases【B8】______III. How to handle culture gapA. No【B9】______ any of the cultures【B9】______—every nation has its own characteristics—we should pay equal respect for each cultureB. Learning how to coordinate different culturesby avoiding【B10】______【B10】______C. Starting to communicate bytaking in strong points from the foreign cultures 1．【B1】正确答案：origins／／sources解析：录音开篇就可知道讲座的主题是东西方文化差异。
专业英语八级(听力)模拟试卷84(题后含答案及解析)
专业英语八级（听力）模拟试卷84(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Audience Awareness of Writing Good morning, everyone. Before you write something, you need to have a clear idea of the topic, the audience, and the purpose of your writing. In this lecture, we’ll concentrate on one of those elements, the audience. This is a very important aspect for writing. The term audience usually refers to viewers of movies and TV shows and listeners of radio programs. Here we expand it to include readers of written materials in discussions of writing activities. Why is this concept so important?(1)As shown in the example in our book, the same topic, when written to different audiences, can have very different content, structure, style, etc. Thus, the importance of a keen awareness of your audience throughout the writing process can not be overemphasized. Audiences can be examined from three different perspectives: 1. your social relations to your audience: 2. your audience’s knowledge about your subject: 3. your audience’s attitudes or viewpoints to the subject and your position in the writing. Let’s discuss them one by one. Now, the first point, analyze your audience in terms of your social relations. Whenever you write, you are interacting with other members of the society. Are you writing to a friend of yours? To a college student? To the director of your business firm? To the admission office of an American college?(2)In each situation, you have a different social relationship with your audience and this relation has a definite impact on the shape of your writing. No one in his or her right mind would write a letter of application to the dean of the graduate school as if the dean was one of his or her buddies. (3)The second point, analyze your audience in terms of their knowledge of the subject you are writing about. This analysis is valuable particularly in informative and explanatory writing. Suppose you are writing a paper comparing the Mid-autumn Festival and Thanksgiving. How much knowledge would you assume your American readers already have about the Chinese holiday and how much about their own? Obviously,very little about the former and a whole lot about the latter. In such a paper, you want to take care not to bore your readers to death by telling them what they already know while leaving them tantalizingly unsatisfied about what they are so eager to learn.(4)The emphasis here should be to show the striking differences and subtle parallels rather than to give exhaustivelydetailed information on each holiday. Now, the third point, analyze your audience in terms of their attitudes or viewpoints to the subject and your position in the writing.(5)This analysis is vitally important in writing persuasive or argumentative essays, which is much more complex and challenging. In a persuasive essay you present reasons and arguments to convince your readers that they should accept a belief or to take a position or a specific action. For persuasive or argumentative writings, you can classify audiences into three groups: those who agree, those who are neutral or undecided, and those who disagree. (6 -1)When writing to an audience who already sees eye to eye with you about a controversial issue, is there much you need to do? Not much. If you are addressing an audience who already shares your view about developing and maintaining a mature and constructive relationship between China and the United States in the 21st century,(7)all you need to do is repeat why such a relationship is in the vital interests of both countries and of the whole world. (6-2)(8-l)When writing to audiences who are neutral or undecided, you have the most to do and can hope to achieve a lot. Say you want to propose that a new financial aid system be established to help those bright students in rural and leas prosperous areas of the country. You are concerned that with today’s new tuition policy and practice, those students will be priced out of a chance for the high education they deserve so much.(9)Some people may be undecided because they have some doubts and concerns: Where does the money needed for such an aid come from? What are the specific standards whereby to award scholarships? Are there more fair and efficient alternative solutions? Once you find out why your audiences are undecided, you need to address their doubts and concerns as directly and fully as possible.(8-2)You have a fairly good chance of winning them over when their questions are answered satisfactorily. (6-3)And audiences who disagree are the most difficult to write to. Different people disagree with you for different reasons. Some of them may have already given the issue a thought and have already made a choice: therefore, it is extremely difficult to change their minds. Others who disagree may not have had the time to think it over seriously.(10)There are two main possible reasons why your audiences may disagree with you: 1)because they don’t have the “facts”or because they look at the same “facts”differently: 2)because they are influenced by their personal opinion, prejudice, and political or religious beliefs. Once you have found out why they disagree, you can decide what is the best approach to such audiences. If it is a lack of information, your job is to give them the relevant historical as well as up-to-date information as accurately as possible. If it is for personal, political and religious reasons, you need to recognize them, understand them, and address them accordingly. Now, we can see that audience awareness is so crucial to the success of your writing. And in the next lecture, we’ll discuss the writing purpose and your role in the writing. Thank you for your attention!Audience Awareness of Writing I . Introduction—audience refers to readers of written materials—the content, structure and the style of the writing【B1】______its 【B1】______audiences—view audiences from three angles II. Writer’s social relation to the audienceSocial relationship between the writer and the audience will【B2】______【B2】______the form of the writing III. Audience’s【B3】______of the subject【B3】______—significant especially in informative and explanatory writinge. g. When comparing the Mid-autumn Festival and Thanksgiving,【B4】______and subtle similarities are preferable to detailed introduction to【B4】______each holiday. IV. Audience’s attitudes or viewpoints and the writer’s position—most important in【B5】______writing【B5】______—writer’s role: convince audiences of authenticity of a belief—【B6】______of writing to different types of audiences【B6】______1)favorable audience: doing nothing but【B7】______the reasons【B7】______2)neutral or hesitant audience: having much to do to【B8】______the【B8】______audience:【B9】______the audience’s doubts and concerns and deal with them【B9】______satisfactorily3)opposing audience: analyzing the reasons of disagreement—unwavering decision,【B10】______information, or influence in terms of【B10】______personal, political, religious and other respects1．【B1】正确答案：depend on解析：本题考查重要细节。
专业英语八级(听力)模拟试卷59(题后含答案及解析)
专业英语八级（听力）模拟试卷59(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.听力原文：Interviewer(M)Jean Chatzky(W)M: You’ve spent your life building your nest egg, and protecting your assets and then it happens. You fall in love. But is marriage a good financial move for you?(1)On today’s money, marriage and your finances, Money in Today’s Financial’s editor Jean Chatzky will give us some advice. Jean, hey!W: Hey!M: So marriage is a beautiful thing. But look at it from sort of like a cold hard financial perspective: is it a smart thing to get married?W: It rolls a lot of people’s assets into a risky position. Because think about it this way, we are getting married later, which means we are coming at marriage by the time that we have houses, retirement accounts, we may have kids from a previous marriage, we wanna take care of all of those things, and just tying the knot can actually put those assets in a precarious position.M: And having that money talk when you are in love is so hard, isn’t it?W: It’s hard when you are not in love. I mean, I only say I do what I do for a very specific reason, talking about money used to and still does at some point make me completely nuts and(2)if you don’t have these conversations, then you are going to really do yourself serious financial damage.M: Although it is a tough job to talk about money, you gotta have the talk, right?W: Yeah, that’s true!M: Okay! First, let’s talk about income. Now here is a question for you. Can getting married lower your income?W: It absolutely can. Because if, let’s say, you are toward retirement age, and you are earning more money in retirement as a single than getting married. And it can actually lower the amount of money that you have to draw on from alimony.M: Now, I always thought according to taxes, like everyone say, oh, getting married is so good for your taxes, you always end up saving money on taxes, is it true or not?W: Not necessarily. If you fde jointly, that’s probably the best way to go, but there is the thing called marriage penalty and it doesn’t go away when you get older. You can actually lose money to taxes. If you get married, your spouse is going to inherit all of your assets without paying any taxes on them. But it may mean that your kids do not. M: That’s scream’s prenup right. I mean, you should just get a prenup, which means you have to fix out an agreement before marriage. W:(3)Well, a lot of people really do need to look at the prenup question. The older you are, the more you come to the party with, particularly if you come to the party with either kids from a previous marriage or a business, you gotta protect that, and that means getting a lawyer in yourcourt and a lawyer in his and sitting down at the table. M: Well, let’s talk about kids. If you have grown kids, how does getting married later in life affect them? W:(4)You have to look at the question of inheritances. If your new spouse is gonna all of a sudden inherit everything that you have, your kids are all of a sudden not going to unless you take care of that in your wills and with the prenup. M: OK. Let’s talk about the pros of getting married, financially what are, what’s the good side of that? W: There are some good things in terms of real estate. If you own a house and your spouse owns a house, when you get married you are allowed to take a 500,000-dollar capital gain rather than a 250,000-dollar capital gain as you could as a single person. You may have to live in that house for a couple of years before you sell it and rent the other one, but that can be a huge amount of money to stock in the bank. M: It sounds reasonable to have a certain marriage. W: Yeah, that’s right!(5)Also you are gonna save money on auto insurance premiums, homeowner insurance premiums. So there are some good things and two can definitely live more cheaply than two apart. M: And again, you know it’s just important to have the money discussion no matter how painful it is, right? W: Absolutely. And if you can’t do it yourself, sit down with an advisor and do it together, but do it. M: OK, Jean, thank you so much for the great advice. It should be very helpful for the audience. W: My pleasure to share my ideas with you!1．What is the main topic of the interview?A．Personal income and taxes.B．Real estate and inheritances.C．Retirement accounts and pensions.D．Money, marriage and finances.正确答案：D解析：本题设题点在访谈开头处。
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Model TestSection A Mini-LectureTeaching Methods for Effective Communication Good evening, everyone. A few months later, you will start to teach international students. Today, we will talk about the teaching methods for effective communication, which are generally helpful for your future teaching career.Teaching methods can help increase communication effectiveness. (1) Clearly organizing ideas and writing an outline on the chalkboard that lists the main points to be covered during the class helps students follow along with the organization of ideas.(2) It is also very helpful for students when teachers write technical terms or theoretical concepts on the board as they are mentioned. Students need and appreciate this effort.When a teacher is unsure about the pronunciation of certain words, those words should also be written on the board. The importance of writing words on the board is illustrated in the following experience of an undergraduate student.“I had a biology professor from Latin America. He gave a lecture on hung trees. I had never heard about that kind of tree before…After class a bunch of us students were talking about the hung trees. The American teacher heard us and asked us what we were talking about. It was really funny. He said the lecture was about young trees, not hung trees!”(3) This example of miscommunication points out the necessity for student participation in the international teacher’s classroom. (4) By setting aside class time for students to explain and discuss their understanding of the course material and the teacher’s lecture or explanations, many communication errors can be corrected before they interfere with student learning.Of course, some difficulties may be assumed to result from language problems when in fact the problem lies elsewhere.“For the foreign teacher, we have a problem with the language. (5) When students don’t understand, it could be a language problem, but it also could be that theteacher doesn’t have good teaching skills. So it’s important to communicate with students to find out what the problem is.”Using effective teaching methods does facilitate classroom communication. (6) As teachers with teaching experience in their native countries already know, when lecturing, it is important to clearly state each point before speaking about it, make the point and then summarize what has been said. (7) Before beginning another idea or point, it’s necessary to inform students of this change or transition.(8) Students are reluctant to continually ask teachers to repeat what they’ve said, even when they haven’t completely understood the teacher. Thus, it is important for teachers to frequently stop to ask if students have any questions. (9) An even better method is to ask questions of the students in order to check their understanding before going on to another topic. (10) Another method often uses by both international and American teachers is presenting the same idea in more than one way.One teacher from France says “As a foreigner and since I don’t speak the language as well as an American, I repeat very often the same thing in different ways. So they may pick it up the way they want during the many times I say it in different ways. It’s a technique I am spontaneously using. I guess it helps them to understand me as a foreigner speaking. And certainly it’s useful for understanding certain things that are very hard to understand…If you say it one time, it’s not enough, so repeating it several ways from different aspects—even making some language mistakes—will help them to pick up the idea.”When giving multiple explanations or examples of the same idea, the teacher should preface each explanation to indicate that the same idea is being explained, only in a different way. Common phrases used to indicate that a different explanation of the same idea is about to be given are:1)“Stated another way…”2)“A simpler explanation of the same idea is…”3)“Said another way…”4)“Let me present another way of understanding this…”5)“The same idea can be explained in this way…”6)“Another example of this is…”7)“I’ll repeat that in a different way…”Although teachers who have had extensive lecture experience in their home countries may already use the lecture techniques described here, it may be necessary to exaggerate these methods to ensure adequate communication.Many effective teachers learn to elicit the help of their students. (11) If the teacher and students have a friendly relationship, students usually are more willing to help facilitate communication in the classroom. In the following statement a teacher from Iran described how he uses certain teaching methods to be sure his students understand him.“I’ve been trying hard to be clear, to say the words separate so that students can understand. (12) Once in a while I stop and ask, ‘Do you follow?’ or ‘Am I clear?’ and pretty much make them feel that any time they can stop me. Anytime they want they can stop me and say, ‘I didn’t get that point’. Then I explain. You have to encourage their questions, say, ‘Good question’, ‘Interesting’, or ‘Who else has a question?’ You have to make them feel comfortable in the class…”(13) Getting students to participate in the class by being friendly and supportive of their comments, ideas, and questions can help both the teacher and the students feel more comfortable in the classroom. (14) When students feel comfortable enough to participate in class, they may be more tolerant of the teacher’s language difficulties and (15) be willing to cooperate with the teacher in solving communication problems.Today, we’ve talked about ways for you, future international teachers, to enhance communication in the classroom. The suggestions are offered as a starting point. By endeavoring to understand communication problems that can occur in the international teacher’s classroom, you can take action to minimize these problems. I hope you would have a good time.Section B ConversationMiriam (W) Frank (M)Now, listen to Part One of the conversation.W: Hello, Frank.M: Hello, Miriam. How nice to see you again. How’s everything going?W: Fine. Busy these days?M: Yeah. With lots of things to do. Would you like to join me for a drink?W: OK, thanks.M: Any news recently?W: Oh, well, yesterday I read the newspaper and got very shocking news. You know, (1/2-1) it’s not the federal government that sets the calendar for our public schools. Public school calendars are set by individual states and districts. (2-2) According to the news, instead of a long summer break, our local school decided to keep students in class year-round with shorter breaks throughout, offering about 20 additional school days.M:(2-3) The students must feel very sad when hearing this news.W: Yeah, I think so. (3) And this idea is gaining increasing popularity. It’s a strategy school districts across the country are experimenting with. Perhaps the most closely watched is in Massachusetts, which has extended class time for 26 of its low-performing schools. The idea has even won the endorsement of both President Obama and his education chief.M: Mm…, (4)I heard that the education chief said in an interview that our current school calendar was based upon the agrarian economy and the vast majority of the students in our country weren’t working the fields in the summers. So he—he thought it was really an outdated, outmoded model. It needed to be changed.W: I don’t agree with him.(5-1)Extending school year seems so completely short-sighted to me. More time is no silver bullet for reform. Take Miami-Dade County Schools in Florida for example, it used an extended day program for three years, but dropped it because they didn’t see improvement in test scores. (5-2) Besides, it—it disrupts family life.This is the end of Part One of the conversation.Question 1to 5 are based on what you have just heard.1.Who set(s) the public school calendars?2.Which of the following statements is NOT the change made to public schoolcalendars?3.Which state experimented with the new public school calendars has gainedthe closest attention?4.Why does the education chief support extending school year?5.According to Miriam, which of the following statements is INCORRECT?Now, listen to Part Two of the conversation.M: Well, surely you must have to admit that we have a significantly shorter school year. I’m worried—er—our students are at a competitive disadvantage with their peers in India and China. Students in those other countries are going to school 210, 220, 230 days a year. Our students are going to school 180 days a year, generally. And I think our students are absolutely smart, absolutely committed, can do extraordinary things. But we have to level the playing field. And if in a sports contest, one team is practicing three days a week and one team is practicing five days a week, the team that is practicing more is going to do better.W:(6) But simply extending school time in and of itself will not produce the desired results. Larry Cuban, a Stanford University professor of education, has argued that what matters most is not the quantity but the quality of time students and teachers spend together in the classroom.M: Well, yes. Mm…, but, extending school time does bring some advantages. (7-1) It gives the students learning experiences that they might not be able to get over the summertime.W: But you ask the teachers and students whether, whether they reckon that extending school time brings them advantages. I think goes without saying that no one wants to extend bad time. The teachers are fatigued at the end of the day, and the students are fatigued and unmotivated. The students need summer break to have a good rest.M: Yes, you are right. (7-2) But without those camps and other stimulating activities, something called summer learning loss occurs. (8)Researchers estimate thatlow-income students can lose two months of math and reading achievement owing to a lack of reinforcement during the summer break. It’s particularly true for low-income kids who don’t have the opportunities that other kids have during those big breaks. W: But have you considered this? Extending the school day is very very expensive. (9) The Miami-Dade program cost more than $100 million.M: Yes, you are right. Really it can result in increased cost because more teachers, specialists, paraprofessionals, and other staff are deployed. (10)But I think it can bring some—some benefits to students and teachers as well, for example, umm, it allows teachers to delve into subject matter in more depth; (7-3) it builds in time for more teacher-to-student interaction; and, it makes it possible for students to spend more time on task.This is the end of Part Two of the conversation.Question 6 to 10 are based on what you have just heard.6.What does Larry Cuban think of extending school year?7.Which of the following has not been cited as the advantage for extendingschool year by Frank?8.What effect may summer vacation have on poor students in researchers’estimation?9.How much does the Miami-Dade program cost?10.What’s Frank’s attitude towards Miriam’s ideas?。