4-listening-and-note-taking-in-lectures英语课堂做笔记的技巧

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专四听力样题(1)

SECTION A MINI-LECTUREIn this section you will 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.Complete the gap-filling task. Some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically & semantically acceptable. You may refer to your notes.Paralinguistic Features of LanguageIn face-to-face communication speakers often alter their tomes of voice or change their physical postures in order to convey messages. These means are called paralinguistic features of language, which fall into two categories.First category: vocal paralinguistic features(1)__________: to express attitude or intention (1)__________Examples1. whispering: need for secrecy2. (2)__________: deep emotion (2)__________3. huskiness: unimportance4. nasality: anxiety5. extra lip-rounding: greater intimacySecond category: physical paralinguistic featuresfacial expressions(3)_______ (3)__________----- smiling: signal of pleasure or welcomeless common expressions----- eye brow raising: surprise or interest----- lip biting: (4)________ (4)_________gesturegestures are related to culture.British culture----- shrugging shoulders: (5) ________ (5)__________----- scratching head: puzzlementother cultures----- placing hand upon heart:(6)_______ (6)__________ ----- pointing at nose: secretproximity, posture and echoingproximity: physical distance between speakers----- closeness: intimacy or threat----- (7)_______: formality or absence of interest (7)_________Proximity is person-, culture- and (8)________ -specific. (8)_________ posture----- hunched shoulders or a hanging head: to indicate(9)_____ (9)________ ----- direct level eye contact: to express an open or challenging attitudeechoing----- definition: imitation of similar posture----- unconsciously same posture: aid in communication----- (10)___________ imitation: mockery (10)___________ Paralinguistic features of languagesGood morning, everyone. Today we'll continue our discussion on describing language. Last week we examined such features of language as grammar, vocabulary, the sounds of language, etc. In this lecture, we'll look at another important aspect of language. Perhaps some of you may wonder what is this important aspect of language. Let me tell you. It refers to features of communication that takes place without the use of grammar and vocabulary. They are called ‘paralinguistic features of language'. These features fall into two broad categories: those that involve voice and those that involve the body.Now, the first category, is what we call vocal paralinguistic features. Vocal features are actually tones of voice. While they are, perhaps, not central to meaning in communication in the same way as grammar or vocabulary, they may, nevertheless, convey attitude or intention in some way. Let me give you some examples. The first iswhispering, which indicates the needs for secrecy. The second is breathiness. This is to show deep emotion. The third is huskiness, which is to show unimportants. The fourth is nasality. This is to indicate anxiety. The last is extra lip-rounding, which expresses greater intimacy, expecially with babies, for example. So we can see that there are a number of ways of altering our tone of voice. And when we do this consciously, we do it to create different effects in communication.Now, let's come to the second category, physical paralinguistic features, which involves the body. In addition to convey meanings with tone of voice, we can also express our intentions through the ways in which we use our bodies. You may ask: what are the ways, then? Let me sight some brief examples. The expression on our face, the gestures we make and even proximity or way we sit, are some of the ways we send powerful messages. About how we feel, or what we mean. Let me explain some of these in more detail. First, facial expression. Facial expression is a powerful conveyer of meaning. We all know smiling is an almost universal signal of pleasure or welcome. But there are other facial expressions that may not be so common. For instance, raising eye-brows - suggest that you are surprised or interested in something. Other facial actions, such as biting your lip, which indicates that youare deep in thinking, or areuncertain about something; compressing the lips, which show that you are making decisions; and a visible clenching of the teeth, to showthat you are angry, are all powerful conveyers of meaning, too. The second in this category is gesture. You see, we use gesture to indicate a wide range of meanings. Though I have to emphasize that the actual gestures we use may be specific to particular cultures. That is to say different cultures have their own favorite gestures in conveying meaning. Here, a few examples may show you how powerful gestures can be. In British English behavior, shrugging shoulders may indicate an attitude of ‘I don't care', or ‘I don't know'. Crossing your arms may indicate relaxation. But it can also powerfully show you are bored.Waving can mean welcome and farewell. While scratching your head may indicate that you are at a loss. In othercultures, placing your hand upon your heart is to indicate that you are telling the truth. Pointing your finger at your nose means it'sa secret. That's why we saythat gestures are culture bound. The third is proximity, posture andechoing. Proximity refers to the physical distance between speakers. This can indicate a number of things and can also be used to consciously send messages about intent. Closeness, for example, indicates intimacy or threat to many speakers. But distance may show formality, or lack of interest. Once again, I'd like tosay,proximity is also both a matter of personal style, and is often culture bound. So, what may seem normal to a speaker from one culture may appear unnecessarily close or distant to a speaker from another. And standing close to someone may be quite appropriate in some situations such as an informal party, but completely out of place in other situations, such as a meeting with a superior. Next, posture. Posture means the way in which someone holds his or her body, especially the back, shoulders and head, when standing, walking or sitting. A few examples. Hunched shoulders and a hanging head give a powerful indication of whether the personis happy or not. A lowered head when speaking to a superior, with or without eye contact can convey the appropriate relationship in some cultures. On the other hand, direct level eye contact, changes the nature of interaction, and can been seen as either open or challenging. Last, echoing. Now, what is echoing? Let me start with an example. Some of you may have noticed this phenomenon in your experience. When two people are keen to agree each other, they would likely, though unconsciously adopt the same posture, as if an imitation of each other. They sit or stand in the same manor. When used in this way, echoing appears to complementthe verbal communication. Of course, when such imitation is carried out consciously, it often indicates that someone is marking at another speaker.Ok, in today's lecture, we looked at some paralinguistic features, such as tone of voice, gesture and posture. These features, together with linguistic features of language, like grammar, or vocabulary, are all part of the way we communicate with each other in face to face encounters. In our next lecture, we'll watch some video material, and see how people actually use paralinguistic means in communication to express their intention or desire or mood.1 tones of voice2 breathiness3 universal signal;4 thought or uncertainty5 indifference6 honesty7 distance;8 situation;9 mood; 10 conscious1.Which of the following is NOT needed for the Lost Property Form?B.NationalityC.AddressD.Phone number2.From the conversation we know that Mark Adams comes fromA.EssexB.EdinburghC.LondonD.The US3.What will Mark Adams do the day after tomorrow?A.To come to the office againB.To wait for the phone callC.To call the officeD.To write to the officeQuestions 1 to 3 are based on the following conversation.Receptionist: Good evening, sir. Can I help you?Mark: Yes. I think I left my digital camera on the train from London earlier today.Receptionist: Did you, sir? Oh, well, in that case, we'd better fill in a Lost Property Form. Can you tell me your name?Mark: Yes, it's Mark Adams.Receptionist: OK. Your address?Mark: You mean in Britain or in the States?Receptionist: How long are you staying?Mark: Oh, I've still got a few months in Britain.Receptionist: OK, then can you give me your address here?Mark: Right. It's 18 Linden Drive, Laten Essex. Do you want the phone number?Receptionist: Yes, I'd better have that too.Mark: OK,0809 45233.Receptionist: Thanks. And you say it was a digital camera. What make and model?Mark: It's Samsung J302.Receptionist: OK, got that. Now, you say it was the London train. What time did it arrive inEdinburgh?Mark: At 4:45 this afternoon.Receptionist: Well then, if we find it, sir, shall we phone you or write to you?Mark: No. I think I will drop in the day after tomorrow to check out.Receptionist: Right you are, sir. We'll do our best.。

Unit 4 Listening and Talking(含视频)课件高中英语人教版选择性必修第三册

Unfortunately,we did sail off-course(偏离航向) for a while, meaning we
landed on the wrong side of South Georgia Island. We had to climb over the
mountains to get help. The mountains looked so steep that I thought we
Qualities
Skills
1. Frank Wild
* good leader
* experienced in exploring the
Antarctic
loyal, kind, and calm
2. Frank Worsley
*excellent navigator
*experienced sailor
odd behavior at times,
but liked by crew
3. Tom Crean
*second officer
*experienced in living in the
Antarctic
4. Hubert Hudson
5. Thomas OrdeLees
strong, energetic, and
What do you think (about) …?
What do you feel (about) …?
Let’s look at …
Any ideas?
What / How about …?
What are the alternatives?
Let’s move on to the next candidate.

note-taking听力原文

note-taking听力原文【释义】note-takingn.记笔记，随手记【短语】1Note-taking Skills记录技巧;笔记技巧;笔记技能2Listening&note-taking听讲与笔记记录3note taking in Interpreting第三单元4Note-taking Exercises记录练习5Note taking笔记记录;记录笔记;笔记备忘;是要熄火6Minutes and note taking会议记录与会议笔记7English Note-Taking Skills口译英文笔记训练8Chinese Note-Taking Skills口译中文笔记训练9Note-Making&Note-Taking充分利用笔记优势【例句】1They listened to the same lectures and were told to use their usual note-taking skills.他们听了相同讲座，并被告知要使用他们日常的笔记技巧。

2Evernote is the most ubiquitous digital note-taking tool.Evernote是使用最普遍的电子笔记记录工具。

3However,the class was primarily a lecture with note-taking.这个课程基本上都是传授，不用做笔记。

4Its content is in a form somewhere between note-taking and writing.其内容是一种介于笔记和书写之间的形式。

5Note-taking,cataloging,and bookmarking service Evernote divides people.集笔记，分类和书签功能于一身的服务Evernote将人划分成两类。

6You don’t need a computer to take notes—good note-taking is not transcribing.你根本不需要电脑来作笔记——好的记笔记的方法并不是抄录。

Listening+and+talking+教案高中英语人教版(2019)必修第二册 (3)

Unit5口语课教案Plan a Music Festival1. Teaching Objectives- By the end of this lesson, students should be able to:- Understand the basic concepts of music festivals.- Discuss and plan their own music festival.- Use English to express their ideas clearly and effectively.2. Key Points and Difficulties- Key Points:- Basic concepts of music festivals.- Planning process for a music festival.- Difficulties:- Using English to express complex ideas.- Balancing planning with budget constraints.3. Teaching Process1. Warm-up (5 minutes): Introduce the topic of music festivals and ask students if they have ever been to a music festival or planned one themselves.2. Lecture (15 minutes): Explain the basic concepts of music festivals, such as the types of music played, the size of the festival, the location, and the target audience. Also, discuss the planning process, including selecting a theme, finding sponsors, and arranging the logistics.3. Group Discussion (10 minutes): Divide students into small groups and ask them to discuss how they would plan their dream music festival. Encourage them to think about different aspects of the festival, such as the type of music, the location, the food, and the activities. After the discussion, each group should present their ideas to the class.4. Presentation (10 minutes): Allow each group to present their ideas to the class. After each presentation, ask questions to clarify any confusion and encourage further discussion.5. Production (5 minutes): Ask students to write a short essay on how they would plan their dream music festival using English. Encourage them to use creative language and include details about their festival's theme, location, and activities.6. Homework (10 points): Assign homework that includes writing a short essay on how they would plan their dream music festival using English. Also, assign a short quiz on the content covered in the lesson.4. Learning ActivitiesWarm-up- Introduction to music festivals and discussion about personal experiences.Lecture- Explanation of basic concepts of music festivals and planning process.Group Discussion-Students are divided into small groups and asked to discuss how they would plan their dream music festival. Each group presents their ideas after discussion. Production-Students write a short essay on how they would plan their dream music festival using English. They are encouraged to use creative language and include details about their festival's theme, location, and activities.Homework-Writing a short essay on how they would plan their dream music festival using English. Assigning a short quiz on the content covered in the lesson.5. Assessment and ReflectionAssessment will be based on students' participation in group discussions and their performance on the short quiz and written assignments. The quiz will test their understanding of key concepts from the lecture, while the written assignment will assess their ability to express their thoughts in English clearly and creatively. Reflections can be collected through exit interviews or peer reviews, which can help identify areas where students may need additional support or challenge them to further develop their skills.。

《听力教程》2第二版第六单元文本

Unit6Section One Tactics for ListeningPart 1 Phonetics-Stress, Intonation and AccentAmerican: W-e-ell, l just lo-o-ve rice and fish ...↗American: Well, as I was saying, I just love rice and fish and tomato sauce↘. American: And I suppose you want to know what drinks I like and so on ... Well, I guess I don'tmuch care for whisky ...↗American: And I don't care for rum ... ↗American: And I don't like lemonade at all. ↘American: And my favourite music is my own ... ↗American: And Cat Stevens, I guess.↘Exercise:123456 7He has finished his sentence√√√He wants to add something√√√√Part 2 Listening and Note-takingIdentifying CriminalsCan computers help the police to identify criminals? Experts now think computerscan make it easier for the police to find people they want to question.At present, the system most widely used by the British police is called Photofit. Witnessesdescribe a suspect and then a picture is built up like a jigsaw, using five differentsets of features.These are: hair, eyes, nose, mouth and chin. This system can be very useful itl finding criminals, but only in one case out of twenty, Quite often, almost half the time, in fact, Photofit pictures aremisleading. There are two reasons for this. Firstly, the picture may look nothing at all like the suspect. Secondly, the likeness may be so general that it is not at all helpful. And unfortunately, a bad likeness can lead to the arrest of an innocent person.Witnesses' attitudes can influence their descriptions. In a recent experiment, a group of people was shown a picture of a man and told that he was a mass murderer. When asked to produce Photofit pictures of this man, they made pictures that showeda murderous-looking individual. But at the same time, a second group was shown the same picture and told that the same man was a lifeboat captain who had received a medal for bravery. When the second group produced Photofit pictures, these showeda man who was handsome and well-groomed.The police have another way of identifying criminals. Police records containtens of thousands of photographs of people convicted of crimes. Witnesses can look through these in the hope of recognising suspects; however, it has been discovered that a witness begins to forget the culprit's features after spending a long time looking through these photographs.A computer system called FRAME (Face Retrieval and Matching Equipment) combinesthe best features of both methods. All the photographs on record are put on the computer file. When a witness describes a suspect, the computer' searches the photographs that fit the description. The witness is then presented with a small number of photographs to look through.Of course, this system, as it exists at present, will only help to identify people whose photographs are already on police files. So now, experts have to work on the problem of getting accurate descriptions from witnesses. One thing they have discovered is that witnesses give better descriptions when they are encouraged to recall the scene of the crime. They do not need to go there; just imagining the scene works just as well.Exercise A:puters can make iteasier for the police find people they want to question.2.A bad likenesscan lead to the arrest of an innocent person.3.A witness begins to forget the culprit's features after spending a long time looking through thesephotographs.4.Experts have to work on the problem of getting accurate descriptions from witnesses.5.Witnesses give better descriptions when they are encouraged to recall the sceneof the crime.Exercise B:I.The Photofit systemA.Witnesses describe asuspect.B.Then a picture isbuilt up, using five different sets of features.1.Hair.2.Eyes3.Nose.4.Mouth.5.Chin.C.Advantage1.This system can be very useful infindingcriminals . D. Disadvantage1.But only in one case out of twentythe method is accurate.2. Almost half the time Photofit pictures aremisleading.3. There are two reasons for misleading.i. Firstly, the picture may look nothing at all like the suspectii. Secondly, the likeness may beso general that it is not at all helpful.E.Witnesses'attitudes can influence their descriptions.II. Another way of identifying criminalsA.Police records tens of thousands of photographsof people convicted of crimes.B.Witnesses look through these in the hope ofrecognisinv susnects.III. FRAME (Face Retrieval and Matching Equipment)A. A computer system combinesthe best features of both methods.B. All the photographs on record are put on thecomputer file.C. The computersearches the photographs that fit the description.D. The witness is then presented with a small number of photographs to look through.E. Disadvantage1. The system will only hello to identify people whose photographs are already on police files.2. Descriptions from witnesses must beaccurate.Section Two Listening ComprehensionPart 1 DialoguesDialogue 1 I Don't Believe ItA:No, I think it's a load of rubbish myself. I mean, some people believe anything, don't they? Well, it doesn't make sense,does it? Things flying around in the sky, coming down from another planet and all that? No, I think when the scientists say it's happened and we can explain how it happened -- I mean, when we have some real proof, then I'll believe it.B:There could be some truth in it, but I tend to think it's just a tourist attraction. 1can't explain the photographs. And then there are the photographs of "Bigfoot," theerm er, Abominable Snowman* in the mountains of India. Well, that's thesame sort of thing. I suppose it could betrue, but it's the same with all these stories, you'd like to see it for yourselfbefore you believeit.C:Oh, yes. They definitely exist. Yes, I believe that some people come back to haunt* us. 1 mean, we've all had strange feelings about people who are no longer with ns, or strange feelings about certain places. I think those feelings are a kind of ghost. We don't always see something, you know, in a long white dress going "whooo-ooo"in the middle of the night, but we can have strong feelings about the past. Some people have very strong feelings so they actually begin to see things, something moving, a shape, a light, I don't know. Scientific facts can't explain everything in this world, you know.1.Probably some photographs of mysterious shapes, footprints or that sort of things.2.The first speaker.1.I only believe things when there is real proof or scientific explanation.2.People sometimes just duplicate old mysterious stories in a new setting to attract tourists.3.There de exist ghosts. When people havea very strong feeling about the past,they begin to seeghosts.Dialogue 2 Unidentified Flying ObjectsInterviewer: Mr Burton, you say that you have seen a UFO. Is that right?Mr Burton:Yes, absolutely right. It happened just over a year ago.Interviewer: And where was this?Mr Burton:Near my home in Aldershot, in the south of England. I live near the big military base in Aldershot.Interviewer: What time of day was it?Mr Burton:It was about one o'clock in the morning. I was out fishing. The weather forecast said it was going to be a warm, clear night with no clouds, and that's perfect for fishing.Interviewer: And what happened?Mr Burton:Well, I saw a bright light coming towards me at about three hundred feet, and then it started to land. It was behind some trees, but I could see it clearly because there was a full moon. Then I saw two forms coming towards me, andwhen they were about five feet away, they just stopped and looked at me for a good ten or fifteen seconds.Interviewer: What did they look like?Mr Burton: They were quite small, about four feet tall, dressed in green suits from head to foot,and they had helmets of the same colour with a red visor*, so I couldn't see their faces. They both carried space guns.Interviewer: Did they speak to you?Mr Burton:Yes. The one on the right said "Come this way, please."Interviewer: Weren't you frightened? ... I mean, weren't you surprised that they spoke English?Mr Burton: They spoke in a funny accent. It sounded more like a machine talking than a person. No, I wasn't frightened. I don't know why. The one who spokestarted to walk towards the light, and I followed him, with the other one behind me. We got to a wall and the first "form" just walked through it! I couldn't believe it! I had to climb over it, and then we got to the spaceship.Interviewer: What did that look like?Mr Burton:It was about forty-five feet across, and silver, very, very shiny, and there were round windows all round the side.Interviewer: Did you go inside?Mr Burton:Yes, I did. There were steps going up, and we went into an octagonal* room. I stood there for about ten minutes. The walls, the floor, and the ceiling were all black. I couldn't see any controls or instruments, but there was a central column going up from the floor to the ceiling, about four feel wide, right in the middle of the room. Interviewer: Were there any more of these "forms"?Mr Burton: No, just the two. Suddenly, one of them said "Stand under the red light."I couldn'tsee any red light, but then I moved to the right and I could see it up onthe wall, justunder the ceiling. I stood there for about five minutes, and then a voicesaid "Whatis your age?" I said "Seventy-four." Then they told me to turn around.After aboutfive more minutes one of them said "You can go. You are too old andill for our purposes." So I left and went back, to the fiver.Interviewer: Did the spaceship take off?Mr Burton:Yes, I heard a very high-pitched noise, like a scream, and the thingtook off straightinto the sky and disappeared. I sat by the river and watched it go. Thiswas about two o'clock.Interviewer: Then what did you do?Mr Burton:Next morning I went to the police, and in the afternoon someone fromthe Ministry of Defense came to my house to interview me. He told me to keep quietabout the whole thing, and tell absolutely no one. I thought this was very strange,but I did as he told me.Interviewer: Why have you decided to tell people about it now?Mr Burton: Because I want people to know what happened to me. I didn't use tobelieve in UFOs, but now I know they exist. I think governments are trying to hide something, but people have a right to know,interviewer: Thank you, Mr Burton, very much. A fascinating storyExercise:A UFO ReportTime: One o'clock in the morningPlace: Aldershot, in the south of EnglandDescription:A bright light was coming towards me at about three hundred feet. and it landed behind some trees. Then I saw twoforms coming towards meLife form:They were quite small about four feet tall, dressed in green suits from head to foot, and they had helmets of the same colour with a red visor. They both carried space guns. Spaceship:It was about 45 feet across, and silver, very, very shiny, and there were round windows all round the side. There weresteps going up.The interior of the spaceship is an octagonal room. The walls, the floor, and the ceiling were all black. There were no controls or instruments, but there was acentral column going up from the floor to the ceiling, about four feet wide, right in the middle of the room.Part2 PassagePassage The Loch Ness MonsterOne of the strangest and most fascinating things about Scotland* is the Loch* Ness Monster, Some people believe in the monster's existence. Many do not! However,very important bodies of people do believe there is some truth in the famous monster story: experts from Britain's Royal Air Force*, scientists from the Boston Academy of Applied Science* and computer specialists from NASA (National Aeronautics and Space Administration, U.S.A.), to mention but a few!Loch Ness is an enormous lake in Northern Scotland. It is about twenty-four miles long and one mile wide, and has an approximate depth of 1,000 feet, which makes it very difficult for anybody to find and examine the highly elusive* monster. In fact the first convincing reports of people seeing the monster date from only about six years before the beginning of the Second World War. Since then there have been other sightings, and photographs of the monster have been taken! Many of these photographs have later been recognised as fakes -- silly jokes played on an unsuspecting public! However, other photographs have amazed the most searching scientific minds. In fact, it seems certain that something (and probably several of them) does exist in the deep waters of Loch Ness. The most amazing photographs show a flipper* -- the flipper perhaps of a very large animal (twenty or thirty feet long, it is imagined).From these photos British specialist in animal life, Sir Peter Scott, who isalso an artist, hasconstructed this picture of what he believes the monster might look like.But where did the monster come from? Did it mysteriously climb out of a prehistoric world beneath the earth's crust*? Did it originally swim into the lake from the sea? Before the Ice Age, Loch Ness opened into the sea. Was the young monster's egg frozen into the ice of the Ice Age? And somehow did the monster come alive again when the ice went away? We just do not know! Can we ever find the answers to all the questions surrounding the legend* of the Loch Ness Monster, do you think? Exercise A: Loch Ness is an enormous lake in Northern Scotland. It is about twenty-four mileslong and one mile wide, and has an approximate depth of 1,000 feet.Exercise B:1.C *2. A3. D4. A5. B6. B7. C8. DExercise C:l. One of the strangest and most fascinating things about Scotland is the LochNess Monster.2.They are Britain's Royal Air Force, the Boston Academy of Applied Science and NASA.3.Because the most amazing photographs show a flipper -- the flipper perhaps of a very large animal (twenty or thirty feet long, it is imagined).4.Because before the Ice Age, Loch Ness opened into the sea.5.Sir Peter Scott is a British specialist in animal life and also an artist.Part 3 NewsNews Item 1US secretary of State Hillary Clinton had said that the US is keen to broaden and deepen its ties with Asia. Speaking to the BBC ahead of an Asian tour, Mrs Clintonsaid North Korea ’ s nuclear plans, the economic crisis and climate change would top the agenda. Her week-long tour will take in Japan, China, South Korea and Indonesia. The stops reflect the diversity of ties the US has in this region. Going to Asia signals that the US is not just a transatlantic power but also a transpacific power. She also stressed that the US was keen to work more collaboratively with China. Mrs. Clinton said there were real opportunities to develop a good relationship with Beijing on issues such as climate change and clean energy. It is the first time in 60 years that a secretary of state has made Asia the destination of a first trip in office.A:This news item is about US intention to strengthen Asia ties.B:参照原文News Item 2A new round of six-nation talks on North Korea's nuclear program will be heldnext week in Beijing.The talks involving China, Russia, Japan, the United States, and North and South Korea have been scheduled for June 23-26. Working group talks set for June21-22 will lay the groundwork for discussions later in the week.Beijing has already hosted two rounds of the so-called six-party talks, butboth have made little headway into resolving the standoff*.China hopes all sides will deepen their discussions based on previouslyreached agreements, including to resolve.the crisis peacefully through dialogue and reaching the final goal of a nuclear freed Korean Peninsula.The United States and its key Asian allies, South Korea and Japan, have been pushing Pyongyang to abandon its nuclear program since the extent of the program became known in December 2002.Exercise A:This news item is about a new round of six-nation talks on North Korea's nuclear program.Exercise B:Directions : Listen to the news item and answer the following questions.1. What kind of talks will be held next week in Beijing?A new round of six-nation talks on North Korea's nuclear program will be held next week in Beijing.2. When have the talks been held?They have been scheduled for June 23-26.3. Which countries are involved?The talks involve China. Russia. Japan the United States and North and South Korea, 4.Has much headway been made into resolving the standoff after two rounds ofsix-party talks?No. little headway has been made into resolving the standoff.5.What does China hope?China hones all sides will deepen their discussions based on previously reached agreements, including to resolve the crisis peacefully through dialogue and reachingthe final goal of a nuclearfreed Korean Peninsula.News Item 3Exercise A:This news item is about the reworking of US foreign policy.Exercise B:1.F2.T3.T4.T5.FSection Three Oral WorkMark Twain was thought by many knowledgeable observers to smoke the worst cigars in the world."They bring their own cigars when they come to my house," he once remarked. "They betray an unmanly terror when I offer them a cigar; they tell lies and hurry away to meet engagements which they have not made when they are threatened with the hospitalities* of my box." Twain, felt unhappy, conducted an experiment.He invited twelve personal friends to supper one night. One of them was as notorious* forcostly and elegant cigars as Mark Twain was for cheap and devilish* ones.Before that day Mark Twain called at his house and when no one was looking borrowed ahandful of his cigars which cost him forty cents apiece and bore red-and-gold labels in sign of their nobility.Then Mark Twain removed the labels and put the cigars into a box with his favorite brand on it.They took these cigars when offered at the end of the supper, and lit them and struggled with them -- in dreary* silence. Then they made excuses and filed out, treading* on one another's heels with indecent eagerness; and in the morning when Mark Twain went out to observe results the cigars lay all between the front door and the gate.All except one -- that one lay in the plate of the man who could stand only one or two whiffs*. He told Mark Twain afterward that someday Twain would get shot for giving people that kind of cigar to smoke.Section Four Supplementary ExercisesPassage 1"MegaSkills' for ChildrenMegaSkills is a program used in schools across the United States. This program trains adults to help children develop the skills needed for what educators call lifelong learning. MegaSkills is based on the idea that parents and teachers can help children gain skills through normal, daily activities.Dorothy Rich created the program. She heads a nonprofit organization in Washington, DC,called the Home and School Institute.Mizz Rich identified eleven major skills that children need to succeed in life. She based them on information she gathered from educators and employers. She describes them as "inner engines of learning" for school and work.These MegaSkills include feeling able to do what is needed, and wanting to do it. Being willing to work hard and doing what is right are other MegaSkills. So are completing what you start, showing concern far others, and using good judgment. Dorothy Rich says children also need to learn how to solve problems, and how to work with a goal in mind.MegaSkills Education Online offers suggestions for activities to build these skills. For example, there are ideas about how parents can help children get organized in school. Parents can begin by helping a child plan a school project, like a science project.A parent can suggest that the child think about all the supplies needed forthe project. Whatspecial supplies might the child need? The child can write down each step requiredfor the project,then number the steps to help follow them.Other ideas offer ways to help younger children plan their time. MegaSkills Education Online suggests that parents and children list activities for a day when there is no school. For example, the family might plan to wake up at eight o'clock and eat breakfast by nine.As the day progresses, children can write down the time they start each activity on the list. At the end of the day, the family can see how close they came to following their plan.MegaSkills says this exercise is one way to reduce the time spent watching television. It can also increase the time children spend on schoolwork.There are other free suggestions and activities at the MegaSkills website.Exercise A:"MegaSkills" for ChildrenI. Definition of the word "MegaSkills"MegaSkills is a program that trains adults to help childrendevelop the skills through normal. daily activities.II. Creator of MegaSkillsMegaSkills is created by Dorothy Rich who runs a nonprofitorganization in Washington, DC, called the Home and SchoolInstitute.III. Services offered by MegaSkills Education Online1. It offers suggestions for activities to develop the skills thatare needed for school and work.2.It offers ways to help younger children plan their time.IV. Advantages of the time planning activity1.The activity can reduce the timespent watching television.2.It can also increase the timechildren spend on schoolwork.Exercise B:1.Feeling able to do what is needed, and wanting to do it;2.Being willing to work hard and doing what is right;pleting what you start;4.Showing concern for others;ing good judgment;6.Learning how to solve problems;7.Learning how to work with a goal in mind.Directions : Listen to the passage again and give your opinion on the following topics. "MegaSkills says this exercise is one way to reduce the time spent watching television."1.Why do children spend more time watching television than doing homework?2.What negative impact does TV have on children?What activities can distract children from their TV program?Passage 2 FossilFossil*, remains or traces of prehistoric plants and animals, buried and preserved in sedimentary* rock, or trapped in organic matter. Fossils representing most living groups have been discovered, as well as many fossils representing groups that are now extinct. Fossils range in age from 3.5-billion-year-old traces of microscopic cyanbacteria* (blue-green algae) to 10,000-year-old remains of animals preserved during the last Ice Age.Fossils are most commonly found in limestone, sandstone, and shale (sedimentary rock). Remains of organisms can also be found trapped in natural asphalt, amber, and ice. The hard, indigestible skeletons and shells of animals and the woody material of plants are usually preserved best. Fossils of organisms made of soft tissue that decays readily are more rare. Paleontologists* (scientists who study prehistoric life) use fossils to learn how life has changed and evolved throughout earth's history.Many factors can influence how fossils are preserved. Remains of an organism may be replaced by minerals, dissolved by an acidic solution to leave only their impression, or simply reduced to a more stable form. The fossilization of an organism depends on the chemistry of the environment and on the biochemical makeup of the organism. As a result, not all organisms in a community will be preserved.Plants are most commonly fossilized through carbonization. In this process, the mobile oils in the plant's organic matter are leached out* and the remaining matter is reduced to a carbon film.Plants have an inner structure of rigid organic walls that may be preserved in this manner, revealing the framework of the original cells. Animal soft tissue has a less rigid cellular structure and is rarely preserved through carbonization. Although paleontologists have found the carbonized skin of some ichthyosaurs*, marine reptiles from the Mesozoic* Era (240 to 65 million years before present), the microscopic structure of the skin was not preserved.Different types of fossils are found in different geological formations,《听力教程》2第二版第六单元文本depending on the prehistoric environment represented and the age of the rock. Older rocks are found on low, eroded continents near the edges of large oceans. Younger rocks are found more' commonly where there is active mountain building and volcanic activity. Old fossils are most commonly found where an old mountain range has eroded, such as in eastern North America and northern Europe, or where twoold continents have collided, such as in Russia. Younger fossils are found at the ocean side of young mountains where an ocean plate is colliding with a continental plate, such as in western North and South America and in New Zealand.Exercise A:Plants are most commonly fossilized through carbonization. In this process, the mobile oils in theplant's organic matter are leached out and the remaining matter is reduced to a carbon film.Exercise B:1.A2.B3.C4.B5.D6.A7.C8.D Exercise C:1.Fossil, remains or traces of prehistoric plants and animals, buried and preservedin sedimentaryrock, or trapped in organic matter.2.Paleontologists use fossils to learn how life has changed and evolved throughout earth's history.3.The remains of an organism may be replaced by minerals or dissolved by an acidic solution.4.Old fossils are most commonly found where an old mountain range had eroded,such as in eastern North America and northern Europe, or where two old continents have collided, such as in Russia.5.Younger fossils are found at the ocean side of young mountains where an ocean plate is colliding with a continental plate, such as in western North and South America and in New Zealand.。

全国2013专业英语八级考试真题及参考答案(完整版)

2013年TEM8真题及答案TEST FOR ENGLISH MAJORS (2013)-GRADE EIGHT-TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will 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, using no more than three words in each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking.Now listen to the mini-lecture.What Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________ (1) ________II. (2) ______ and critical in thinking (2) ________i.e. information processing, e.g.— connections between the known and the new information— identification of (3) ______ concepts (3) ________— judgment on the value of (4) _____. (4) ________III. active in listeningA. ways of note-taking: (5) _______. (5) ________B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of(6) ______. (6) ________B. reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______. (7) ________VI. last characteristicA. attitude toward responsibility— active learners: accept— passive learners: (8) _______ (8) ________B. attitude toward (9) ______ (9) ________— active learners: evaluate and change behaviour— passive learners: no change in approachRelationship between skill and will: will is more important in(10) ______. (10) ________Lack of will leads to difficulty in college learning.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your answer sheet.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.1.According to the interviewer, which of the following best indicates the relationship betweenchoice and mobility?A.Better education → greater mobility → more choices.B.Better education → more choices → greater mobility.C.Greater mobility → better education → more choices.D.Greater mobility → more choices → better education.2.According to the interview, which of the following details about the first poll isINCORRECT?A.Shorter work hours was least chosen for being most important.B.Choices for advancement might have been favored by young people.C.High income failed to come on top for being most important.D.Job security came second according to the poll results.3.According to the interviewee, which is the main difference between the first and the secondpoll?A.The type of respondents who were invited.B.The way in which the questions were designed.C.The content area of the questions.D.The number of poll questions.4.What can we learn from the respondents’ answers to items 2, 4, and 7 in the second poll?A.Recognition from colleagues should be given less importance.B.Workers are always willing and ready to learn more new skills.C.Psychological reward is more important than material one.D.Work will have to be made interesting to raise efficiency.5.According to the interviewee, which of the following can offer both psychological andmonetary benefits?A.Contact with many people.B.Chances for advancement.C.Appreciation from coworkers.D.Chances to learn new skills.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on your answer sheet.Questions 6 and 7 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.6.According to the news item, “sleepboxes” are designed to solve the problems of _________.A.airportsB.passengersC.architectspanies7.Which of the following is NOT true with reference to the news?A.Sleepboxes can be rented for different lengths of the time.B.Renters of normal height can stand up inside.C.Bedding can be automatically changed.D.Renters can take a shower inside the box.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.8.What is the news item mainly about?A.London’s preparations for the Notting Hill Carnival.B.Main features of the Notting Hill Carnival.C.Police’s preventive measures for the carnival.D.Police participation in the carnival.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.9.The news item reports on a research finding about _________.A.the Dutch famine and the Dutch womenB.early malnutrition and heart healthC.the causes of death during the famineD.nutrition in childhood and adolescence10.When did the research team carry out the study?A.At the end of World War II.B.Between 1944 and 1945.C.In the 1950s.D.In 2007.PART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark the best answer to each question on your answer sheet.TEXT AThree hundred years ago news travelled by word of mouth or letter, and circulated in taverns and coffee houses in the form of pamphlets and newsletters. “The coffee houses particularly are very roomy for a free conversation, and for reading at an easier rate a ll manner of printed news,” noted one observer. Everything changed in 1833 when the first mass-audience newspaper, The New York Sun, pioneered the use of advertising to reduce the cost of news, thus giving advertisers access to a wider audience. The penny press, followed by radio and television, turned news from a two-way conversation into a one-way broadcast, with a relatively small number of firms controlling the media.Now, the news industry is returning to something closer to the coffee house. The internet is making news more participatory, social and diverse, reviving the distinctive characteristic of the era before the mass media. That will have profound effects on society and politics. In much of the world, the mass media are flourishing. Newspaper circulation rose globally by 6% between 2005 and 2009. But those global figures mask a sharp decline in readership in rich countries.Over the past decade, throughout the Western world, people have been giving up newspapers and TV news and keeping up with events in profoundly different ways. Most strikingly, ordinary people are increasingly involved in compiling, sharing, filtering, discussing and distributing news. Twitter lets people anywhere report what they are seeing. Classified documents are published in their thousands online. Mobile-phone footage of Arab uprisings and American tornadoes is posted on social-networking sites and shown on television newscasts. Social-networking sites help people find, discuss and share news with their friends.And it is not just readers who are challenging the media elite. Technology firms including Google, Facebook and Twitter have become important conduits of news. Celebrities and world leaders publish updates directly via social networks; many countries now make raw data available through “open government” initiatives. The internet lets people read newspapers or watch television channels from around the world. The web has allowed new providers of news, from individual bloggers to sites, to rise to prominence in a very short space of time. And it has madepossible entirely new approaches to journalism, such as that practiced by WikiLeaks, which provides an anonymous way for whistleblowers to publish documents. The news agenda is no longer controlled by a few press barons and state outlets.In principle, every liberal should celebrate this. A more participatory and social news environment, with a remarkable diversity and range of news sources, is a good thing. The transformation of the news business is unstoppable, and attempts to reverse it are doomed to failure. As producers of new journalism, individuals can be scrupulous with facts and transparent with their sources. As consumers, they can be general in their tastes and demanding in their standards. And although this transformation does raise concerns, there is much to celebrate in the noisy, diverse, vociferous, argumentative and stridently alive environment of the news business in the ages of the internet. The coffee house is back. Enjoy it.11.According to the passage, what initiated the transformation of coffee-house news tomass-media news?A.The emergence of big mass media firms.B.The popularity of radio and television.C.The appearance of advertising in newspapers.D.The increasing numbers of newspaper readers.12.Which of the following statements best supports “Now, the news industry is returning tosomething closer to the coffee house”?A.Newspaper circulation rose globally by 6% between 2005 and 2009.B.People in the Western world are giving up newspapers and TV news.C.Classified documents are published in their thousands online.D.More people are involved in finding, discussing and distributing news.13.According to the passage, which is NOT a role played by information technology?A.Challenging the traditional media.B.Planning the return to coffee-house news.C.Providing people with access to classified files.D.Giving ordinary people the chance to provide news.14.The author’s tone in the last paragraph towards new journalism is _________.A.optimistic and cautiousB.supportive and skepticalC.doubtful and reservedD.ambiguous and cautious15.In “The coffee house is back”, coffee house best symbolizes _________.A.the changing characteristics of news audienceB.the more diversified means of news distributionC.the participatory nature of newsD.the more varied sources of newsTEXT BParis is like pornography. You respond even if you don’t want to. You turn a corner and see a vista, and your imagination bolts away. Suddenly you are thinking about what it would be like tolive in Paris, and then you think about all the lives you have not lived. Sometimes, though, when you are lucky, you only think about how many pleasures the day ahead holds. Then, you feel privileged.The lobby of the hotel is decorated in red and gold. It gives off a whiff of 19th. century decadence. Probably as much as any hotel in Paris, this hotel is sexy. I was standing facing the revolving doors and the driveway beyond. A car with a woman in the back seat — a woman in a short skirt and black — leather jacket — pulled up before the hotel door. She swung off and she was wearing high heels. Normally, my mind would have leaped and imagined a story for this woman. Now it didn’t I stood there and told myself. Cheer up. You’re in Paris.In many ways, Paris is best visited in winter. The tourist crowds are at a minimum, and one is not being jammed off the narrow sidewalks along the Rue Dauphine. More than this. Paris is like many other European cities in that the season of blockbuster cultural events tends to begin in mid-to late fall and so, by the time of winter, most of the cultural treasures of the city are laid out to be admired.The other great reason why Paris in winter is so much better than Paris in spring and fall is that after the end of the August holidays and the return of chic Parisian women to their city, the restaurant-opening season truly begins hopping. By winter, many of the new restaurants have worked out their kinks(不足；困难) and, once the hype has died down, it is possible to see which restaurants are actually good and which are merely noisy and crowded.Most people are about as happy as they set their mind to being, Lincoln said. In Paris it doesn’t take much to be happy. Outside the hotel, the sky was pale and felt very high up. I walked the few blocks to the Seine and began running along the blue-green river toward the Eiffel Tower. The tower in the distance was black, and felt strange and beautiful the way that many things built for the joy of building do. As I ran toward it, because of its lattice structure, the tower seemed obviously delicate. Seeing it, I felt a sense of protectiveness.I think it was this moment of protectiveness that marked the change in my mood and my slowly becoming thrilled with being in Paris.During winter evenings, Paris’s streetlamps have a halo and resemble dandelions. In winter, when one leaves the Paris street and enters a cafe or restaurant, the light and temperature change suddenly and dramatically, there is the sense of having discovered something secret. In winter, because the days are short, there is an urgency to the choices one makes. There is the sense that life is short and so let us decide on what matters.16. According to the passage, once in Paris one might experience all the following feelings EXCEPT _________.A.regretB.condescensionC.expectationD.impulse17.Winter is the best season to visit Paris. Which of the following does NOT support thisstatement?A.Fashionable Parisian women return to Paris.B.More entertainment activities are staged.C.There are more good restaurants to choose from.D.There are fewer tourists in Paris.18.“Most people are about as happy as they set their mind to being.” This statement means thatmost people _________.A.expect to be happyB.hope to be as happy as othersC.would be happier if they wantedD.can be happy if they want19.In the eyes of the author, winter in Paris is significant because of _________.A.the atmosphere of its eveningsB.its implications for lifeC.the contrast it bringsD.the discovery one makes20.At the end of the passage, the author found himself in a mood of _________.A.excitementB.thoughtfulnessC.lonelinessD.joyfulnessTEXT CIf you want to know why Denmark is the world’s leader in wind power, start with a three-hour car trip from the capital Copenhagen — mind the bicyclists — to the small town of Lem on the far west coast of Jutland. You’ll feel it as you cross the 6.8 km-long Great Belt Bridge: Denmark’s bountiful wind, so fierce even on a calm summer’s day that it threatens to shove your car into the waves below. But wind itself is only part of the reason. In Lem, workers in factories the size of aircraft hangars build the wind turbines sold by Vestas, the Danish company that has emerged as the industry’s top manufacturer around the globe. The work is both gross and fine; employees weld together massive curved sheets of steel to make central shafts as tall as a 14-story building, and assemble engine housings (机器外罩) that hold some 18, 000 separate parts. Most impressive are the turbine’s blades, which scoop the wind with each sweeping revolution. As smooth as an Olympic swimsuit and honed to aerodynamic perfection, each blade weighs in at 7,000 kg, and they’re what help make Vestas’ turbines the best in the world. “The blade is where the secret is,” says Erik Therkelsen, a Vestas executive. “If we can make a turbine, it’s sold.”But technology, like the wind itself, is just one more part of the reason for Denmark’s dominance. In the end, it happened because Denmark had the political and public will to decide that it wanted to be a leader — and to follow through. Beginning in 1979, the government began a determined programme of subsidies and loan guarantees to build up its wind industry. Copenhagen covered 30% of investment costs, and guaranteed loans for large turbine exporters such as Vestas. It also mandated that utilities purchase wind energy at a preferential price — thus guaranteeing investors a customer base. Energy taxes were channeled into research centres, where engineers crafted designs that would eventually produce cutting-edge giants like Vestas’ 3-magawatt (MW) V90 turbine.As a result, wind turbines now dot Denmark. The country gets more than 19% of its electricity from the breeze (Spain and Portugal, the next highest countries, get about 10%) andDanish companies control one-third of the global wind market, earning billions in exports and creating a national champion from scratch. “They were out early in driving renewables, and that gave them the chance to be a technology leader and a job-creation leader,” says Jake Schmidt, international climate policy director for the New York City-based Natural Resources Defense Council. “They have always been one or two steps ahead of others.”The challenge now for Denmark is to help the rest of the world catch up. Beyond wind, the country (pop.5.5 million) is a world leader in energy efficiency, getting more GDP per watt than any other member of the E.U. Carbon emissions are down 13.3% from 1990 levels and total energy consumption has barely moved, even as Denmark’s economy continued to grow at a healthy clip. With Copenhagen set to host all-important U.N. climate change talks in December —where the world hopes for a successor to the expiring Kyoto Protocol — and the global recession beginning to hit environmental plans in capitals everywhere, Denmark’s example couldn’t b e more timely.“We’ll try to make Denmark a showroom,” says Prime Minister Anders Fogh Rasmussen. “You can reduce energy use and carbon emissions, and achieve economic growth.”It’s tempting to assume that Denmark is innately green, with the kind of Scand inavian good conscience that has made it such a pleasant global citizen since, oh, the whole Viking thing. But the country’s policies were actually born from a different emotion, one now in common currency: fear. When the 1973 oil crisis hit, 90% of Denmar k’s energy came from petroleum, almost all of it imported. Buffeted by the same supply shocks that hit the rest of the developed world, Denmark launched a rapid drive for energy conservation, to the point of introducing car-free Sundays and asking businesses to switch off lights during closing hours. Eventually the Mideast oil started flowing again, and the Danes themselves began enjoying the benefits of the petroleum and natural gas in their slice of the North Sea. It was enough to make them more than self-sufficient. But unlike most other countries, Denmark never forgot the lessons of l973, and kept driving for greater energy efficiency and a more diversified energy supply. The Danish parliament raised taxes on energy to encourage conservation and established subsidies and standards to support more efficient buildings. “It all started out without any regard for the climate or the environment,” says Svend Auken, the former head of Denmark’s opposition Social Democrat Party and the architect of the country’s environmental policies in the 1990s. “But today there’s a consensus that we need to build renewable power.”To the rest of the world, Denmark has the power of its example, showing that you can stay rich and grow green at the same time. “Denmark has proven that acting on climate can be a positive experience, not just painful,” says NRDC’s Schmidt. The real pain could come from failing to follow in their footsteps.21.Which of the following is NOT cited as a main reason for Denmark’s world leadership inwind power?A.Technology.B.Wind.ernment drive.D.Geographical location.22.The author has detailed some of the efforts of the Danish Government in promoting the windindustry in order to show _________.A.the government’s determinationB.the country’s subsidy and loan p oliciesC.the importance of export to the countryD.the role of taxation to the economy23.What does the author mean by “Denmark’s example couldn’t be more timely”?A.Denmark’s energy-saving efforts cannot be followed by other countries.B.Denmark can manufacture more wind turbines for other countries.C.Denmark’s energy-saving success offers the world a useful model.D.Denmark aims to show the world that it can develop even faster.24.According to the passage, Denmark’s energy-saving policies originated from _________.A.the country’s long tradition of environmental awarenessB.the country’s previous experience of oil shortageC.the country’s grave shortage of natural resourcesD.the country’s abundant wind resources25.Which of the following is NOT implied in the passage?A.Not to save energy could lead to serious consequences.B.Energy saving cannot go together with economic growth.C.Energy saving efforts can be painful but positive.D.Denmark is a powerful leader in the global wind market.TEXT DThe first clue came when I got my hair cut. The stylist offered not just usual coffee or tea but a complementary nail-polish change while I waited for my hair to dry. Maybe she hoped this little amenity would slow the growing inclination of women to stretch each haircut to last four months while nursing our hair back to whatever natural colour we long ago forgot.Then there was the appliance salesman who offered to carry my bags as we toured the microwave aisle. When I called my husband to ask him to check some specs online, the salesman offered a pre-emptive discount, lest the surfing turn up the same model cheaper in another store. That night, for the first time, I saw the Hyundai ad promising shoppers that if they buy a car and then lose their job in the next year, they can return it.Suddenly e verything’s on sale. The upside to the economic downturn is the immense incentive it gives retailers to treat you like a queen for a day. During the flush times, salespeople were surly, waiters snobby. But now the customer rules, just for showing up. There’s more room to stretch out on the flight, even in a coach. The malls have that serene aura of undisturbed wilderness, with scarcely a shopper in sight. Every conversation with anyone selling anything is a pantomime of pain and bluff. Finger the scarf, then start to walk away, and its price floats silkily downward. When the mechanic calls to tell you that brakes and a timing belt and other services will run close to $2,000,it’s time to break out the newly perfected art of the considered pause. You really d on’t even have to say anything pitiful before he’ll offer to knock a few hundred dollars off.Restaurants are also caught in a fit of ardent hospitality, especially around Wall Street. Trinity Place offers $3 drinks at happy hour any day the market goes d own, with the slogan “Market tanked? Get tanked!” —which ensures a lively crowd for the closing bell. The “21” Club has decided that men no longer need to wear ties, so long as they bring their wallets. Food itself is friendlier: you notice more comfort food, a truce between chef and patron that is easier to enjoynow that you can get a table practically anywhere. New York Times restaurant critic Frank Bruni characterizes the new restaurant demeanor as “extreme solicitousness tinged with outright desperati on.” “You need to hug the customer,” one owner told him.There’s a chance that eventually we’ll return all this kindness with the extravagant spending that was once decried but now everyone is hoping will restart the economy. But human nature is funny that way. In dangerous times, we clench and squint at the deal that looks too good to miss, suspecting that it must be too good to be true. Is the store with the supercheap flat screens going to go bust and thus not be there to honor the “free” extended warran ty? Is there something wrong with that free cheese? Store owners will tell you horror stories about shoppers with attitude, who walk in demanding discounts and flaunt their new power at every turn. They wince as they sense bad habits forming: Will people expect discounts forever? Will their hard-won brand luster be forever cheapened, especially for items whose allure depends on their being ridiculously priced?There will surely come a day when things go back to “normal”; retail sales even inched up in January after sinking for the six months. But I wonder what it will take for us to see those $545 Sigerson Morrison studded toe-ring sandals as reasonable? Bargain-hunting can be addictive regardless of the state of the markets, and haggling is a low-risk, high-value contact sport. Trauma digs deep into habits, like my 85-year-old mother still calling her canned-goods cabinet “the bomb shelter.” The children of the First Depression were saving string and preaching sacrifice long after the skies cleared. They cam e to be called the “greatest generation.” As we learn to be decent stewards of our resources, who knows what might come of it? We have lived in an age of wanton waste, and there is value in practicing conservation that goes far beyond our own bottom line.26.According to the passage, what does “the first clue” suggest?A.Shops try all kinds of means to please customers.B.Shops, large or small, are offering big discounts.C.Women tend to have their hair cut less frequently.D.Customers refrain from buying things impulsively.27.Which of the following best depicts the retailers now?A.Bad-tempered.B.Highly motivated.C.Over-friendly.D.Deeply frustrated.28.What does the author mean by “the newly perfected art of the considered pause”?A.Customers now rush to buy things on sale.B.Customers have got a sense of superiority.C.Customers have learned how to bargain.D.Customers have higher demands for service.29.According to the passage, “shoppers...flaunt their new power at every turn” means thatshoppers would _________.A.keep asking for more discountsB.like to show that they are powerfulC.like to show off their wealthD.have more doubts or suspicion30.What is the author’s main message in the last two paragraphs?A.Extravagant spending would boost economic growth.B.One’s life experience would turn into lifelong habits.C.Customers should expect discounts for luxury goods.D.The practice of frugality is of great importance.PART III GENERAL KNOWLEDGE (10 MIN)There are ten multiple-choice questions in this section. Mark the best answer to each question on your answer sheet.31.The full official name of Australia is _________.A.The Republic of Australia.B.The Commonwealth of Australia.C.The Federation of Australia.D.The Union of Australia.32.Canada is well known for all the following EXCEPT _________.A.its mineral resourcesB.its forest resourcesC.its fertile and arable landD.its heavy industries33.In the United States community colleges offer _________.A.two-year programmesB.four-year programmesC.postgraduate studiesD. B.A. or B.S. degrees34.In _________, referenda in Scotland and Wales set up a Scottish parliament and a Walesassembly.A.2000B.1946C.1997D.199035.Which of the following clusters of words is an example of alliteration?A. A weak seal.B.Safe and sound.C.Knock and kick.D.Coat and boat.36.Who wrote Mrs. Warren’s Profession?A.John GalsworthyB.William Butler YeatsC.T.S. EliotD.George Bernard Shaw37.Sister Carrie by Theodore Dreiser is a(n) _________.A.novelB.short storyC.poem。

Listening+and+talking+教案高中英语人教版(2019)必修第三册 (6)

Unit1口语课教案Talk about Festival Experiences1. Teaching Objectives and Requirements1.1 Teaching Objectives:- By the end of the lesson, students should be able to:- Understand the concept of festivals and their cultural significance.- Share personal experiences related to festivals in English.- Improve their oral English skills through discussion and presentation.1.2 Requirements:- Students should have a basic understanding of Chinese festivals.- Students should be able to express their ideas in English with some vocabulary and grammar knowledge.2. Course Overview (30 min)2.1 Introduction to Festivals (5 min)- Briefly introduce the concept of festivals and their cultural significance in China.- Use a real-life example or video to illustrate the topic.2.2 Personal Festival Experiences (10 min)- Ask students to share their personal experiences related to festivals in English.- Facilitate a discussion where students can ask questions and provide feedback.2.3 Sharing Culture Through Festivals (5 min)-Discuss how festivals are an important part of Chinese culture and how they are celebrated around the world.- Encourage students to research and present on a festival celebrated in their country.3. Teaching Strategies and Methods (45 min)3.1 Teaching Strategies:-Facilitate group discussions and pair work to encourage active participation and interaction among students.- Use multimedia resources, such as videos or images, to enhance understanding and interest.- Encourage students to use English as much as possible during the class.3.2 Teaching Methods:- Lecture method for introducing the basic concepts and vocabulary.- Group discussion and presentation for sharing personal experiences and discussingcultural differences.-Guided practice for improving oral English skills through role-playing or debate activities.4. Assessment and Feedback (10 min)4.1 Assessment:- Assess students' understanding of the key concepts through a quiz after class.-Evaluate students' ability to express themselves in English through their participation in group discussions and presentations.- Give feedback on their language use and pronunciation during class.4.2 Feedback:-Encourage students to reflect on their learning process and identify areas for improvement.。

Listening+and+talking+教案高中英语人教版(2019)必修第三册 (9)

Unit1口语课教案Talk about Festival ExperiencesI. Teaching Objectives and RequirementsObjective 1: Basic Knowledge MasteryStudents will be able to discuss their experiences with festivals in English, including the types of festivals, the reasons for celebrating them, and their personal feelings and memories associated with these events.Objective 2: Language Proficiency ImprovementStudents will be able to express themselves clearly and accurately in English, using appropriate vocabulary, grammar, and pronunciation.Objective 3: Thinking and Interactive Skills DevelopmentStudents will learn to analyze and evaluate their own festival experiences, as well as those of others, using critical thinking skills.II. Course Content and Structure (Total 45 minutes)1. Introduction (5 minutes)- Warm-up activity: "What's your favorite festival?"- Presentation of the course objectives and expectations.2. Basic Festival Types and Cultural Significance (10 minutes)-Discussion of common festival types (e.g., Chinese New Year, Mid-Autumn Festival, Christmas)- Explanation of the cultural significance of these festivals.3. Personal Festival Experiences (15 minutes)- Introducing the topic of personal festival experiences in English.- Students share their own festival experiences, focusing on the type of festival, reasons for celebrating it, and personal feelings and memories associated with it.4. Group Discussion (10 minutes)-Students are divided into small groups to discuss each other's festival experiences.- Each group presents its findings to the class.5. Summary and Homework (5 minutes)- A summary of the key points discussed in the class.- Homework assignment: Write a paragraph in English about a festival experience that was particularly memorable or meaningful to you.III. Teaching Strategies and MethodsWarm-up activities: To engage students and build a comfortable learning atmosphere. Group discussions: To encourage active participation and peer learning. Presentations: To ensure clear communication of key concepts and ideas. Homework assignments: To reinforce learning and provide opportunities for self-reflection.IV. Assessment and Feedback (Total 10 minutes)Class participation: The frequency and quality of student participation in class discussions and group activities will be assessed.Homework assignments: The accuracy, completeness, and originality of students' written responses will be evaluated.Self-assessment: Students will be asked to reflect on their own learning process and identify areas for improvement.Peer feedback: Peers will provide feedback on each other's homework assignments to enhance peer review skills.Final assessment: A final exam will be held at the end of the semester to assess students' overall understanding and mastery of the course content.。

Unit 4 Note-Taking in Interpreting

Unit 4 Note-Taking in Interpreting
Review of Effort Model

SI=L+M+P+C

CI (Phase I)=L+N+M+C CI (Phase II)=Rem+Read+P

Symbols for Note-Taking
Tips
Example 4

中美两国在世界上具有很大的影响，两国人民都希望保持和发展健康、稳定的关系。这种关系有利于亚太地区，乃至世界其他地区的和平、稳定和繁荣。

Both China and the United States exert a considerable influence in the world, and the two peoples wish to maintain and develop healthy and stable ties. Such a relationship is also beneficial to peace, stability and prosperity in the Asia-Pacific region and the rest of the world.
2-2

不仅海外华侨和具有中国血统的外国公民的孩子有学习汉语的动机，而且许多非中国血统的外国人也有学习汉语的积极性，这一点足以让人惊讶。

Surprisingly enough, not only overseas Chinese and the children of foreign citizens of Chinese origin are motivated to learn Chinese, but also many foreigners of non-Chinese origin are learning Chinese actively.

Listening+and+talking+教案高中英语人教版(2019)必修第二册 (1)

Unit5口语课教案Plan a Music Festival1. Teaching Objectives and RequirementsThe aim of this lesson is to enable students to understand the basic knowledge points of signal and system, as well as to apply them in planning a music festival. The course is intended for high school students who are familiar with the fundamental concepts of signal and system. The students should be able to express their ideas clearly and logically in English, using appropriate vocabulary and grammar structures.Time Content0-5 min Introduction to the topic and its relevance to music festival planning5-10 min Basic knowledge points of signal and system (voltage, current, frequency, etc.)10-20 min Case study: Analysis of a successful music festival (e.g., Coachella, Glastonbury)20-35 min Application of signal and system concepts to music festival planning (e.g., sound quality, lighting effects, stage layout)35-40 min Group discussion and presentation on how to plan a music festival using signal and system principles40-45minQ&A session and final reflections3. Student Situation AnalysisThe students have a good understanding of basic signal and system concepts from their previous studies. However, they may lack practical experience in applying these concepts to real-world scenarios. Therefore, the focus of this lesson should be on helping them see the connections between signal and system principles and music festival planning.4. Key Points and DifficultiesKey Points:1.Understanding of basic signal and system concepts2.Application of these concepts in planning a music festivale of English language skills to express ideas clearly and logically Difficulties:1.Applying theoretical knowledge to practical scenariosing appropriate vocabulary and grammar structures in Englishcommunication3.Group work coordination and presentation skills5. Teaching Strategies and Methods•Problem-based learning: Begin by introducing the basic knowledge points of signal and system through a case study analysis of a successful music festival.This will help students see the relevance of these concepts in real-world situations.•Group work: Encourage students to work in groups to plan a music festival using signal and system principles. This will provide opportunities for them to practice their teamwork and presentation skills.•Role-play:Use role-play activities to simulate a music festival planning scenario, allowing students to practice their English communication skills in a realistic setting.•Peer review: After each group presentation, facilitate a peer review process where students can provide constructive feedback to their peers. This will help improve their critical thinking and communication skills.•Cultural sensitivity:Remind students that different cultures may have different preferences for sound quality, lighting effects, etc. They should be respectful of these differences when planning their festival. This will help promote cultural sensitivity and global citizenship.6. Learning Activities (Problem Introduction, Content Theme, Teacher's Activities, Student's Activities, Homework Questions & Answers)Problem Introduction (5 min)•Introduce the topic of music festival planning by asking students what qualities they would like to see in a successful festival. Encourage them to think about factors such as sound quality, lighting effects, stage layout, etc. Content Theme (5 min)•Introduce the basic knowledge points of signal and system (voltage, current, frequency, etc.). Emphasize the relevance of these concepts to music festival planning.Teacher's Activities (15 min)•Analyze a successful music festival (e.g., Coachella, Glastonbury) using the knowledge points of signal and system. Show examples of how these concepts are applied in practice.•Guide students through a group activity where they work together to design a small section of their own music festival using signal and system principles. Student's Activities (20 min)•Students work in groups to plan a small section of their own music festival using signal and system principles. They should prepare a short presentation on their plan and present it to the class. During the presentation, they should explain how they used signal and system concepts to design their festival section.•After the presentations, facilitate a group discussion where students can ask questions or provide feedback on each other's plans. This will help improve their critical thinking and communication skills.Homework Questions & Answers (5 min)。

人教版高一英语-必修第二册-Unit-1-Listening-and-Talking-ppt课件

_____________________________________________
Red Square is an important place
_____________________________________________
_____________________________________________
World Cultural Heritage Site Fact Sheet THE KREMLIN AND RED SQUARE, MOSCOW
● Built between the __________ and __________ centuries ● The palace where __________ lives ● The Saint Basil’s Cathedral looks like__________. ● The _________ part of Moscow ● Place for parades, concerts, and even __________
Activity 3: Choose a cultural site and role-play a conversation.
the Aswan Dam ♦ to control the floods and bring electricity in the area to
help economic development. ♦ the temples and other cultural sites were taken down
What do you know about the Kremlin and Red Square?
Activity 2: Listen to the conversation and gather information.

Listening+and+Talking+教案高中英语人教版(2019)必修第一册

Welome unit口语课教案Reflect on Your Learning Styles and Strategies一、Teaching Objectives:1. Students will understand the concept of learning styles and strategies.2. Students will be able to identify their own learning styles and strengths.3. Students will learn how to apply their learning styles and strategies in their studies and daily lives.4. Students will practice using English to reflect on their learning styles and strategies.二、Teaching Key Points:1. Learning styles are individual preferences for how information is processed and understood.2. Strategies are methods or techniques used to achieve a specific learning goal.3. Knowing one's own learning style and strategies can help students become more effective learners.三、Teaching Materials:1. Whiteboard and markers2. Handouts with learning styles and strategies examples3. Flashcards for vocabulary related to learning styles and strategies (e.g., auditory, visual, kinesthetic, etc.)4. A class discussion activity sheet四、Teaching Process:1. Warm-up (5 minutes)●Begin by asking students if they have ever heard of learning styles and strategies.Write their responses on the board.●Discuss the different types of learning styles (auditory, visual, kinesthetic, etc.)and ask students which ones they think they might be familiar with or have experience with.●Write the words "learning style" and "strategy" on the board and discuss theirmeanings in relation to learning.2. Presentation (10 minutes)●Complete Activities 1 and 2 according to the listening material in the textbook●Explain the concept of learning styles and strategies in more detail, focusing onhow they can help individuals become more efficient learners.●Distribute handouts with examples of different learning styles and strategies,such as reading aloud, taking notes, creating diagrams, or participating in groupdiscussions.●Use flashcards to introduce key vocabulary related to learning styles andstrategies, allowing students to practice pronouncing the words in pairs or small groups.3. Practice (15 minutes)●Have students work in pairs or small groups to complete a task related to theirpersonal learning style or strategy (e.g., write a short paragraph about how they prefer to study for exams). Encourage them to include examples from the handouts or flashcards they received earlier in class.●Afterward, have each group present their findings to the class, explaining whythey chose that particular approach and how it has helped them succeed in their studies or other areas of life.●Ask questions and provide feedback to help students improve their presentationskills and understanding of the concepts involved.4. Application (10 minutes)●Discuss how students can use their knowledge of learning styles and strategies intheir daily lives, not just in academic settings. For example, they may choose to watch educational videos while listening to music, take notes using colorful highlighters, or participate in hands-on activities during science experiments.●Encourage students to share their own experiences with learning styles andstrategies, both positive and negative, to build a supportive learning community within the classroom.●Assign a follow-up homework assignment where students will reflect on theirown learning styles and strategies, using the discussion activity sheet provided earlier in class. This will allow them to further solidify their understanding of the topic and apply it in a practical way.5. Consolidation (5 minutes)●Review the key vocabulary related to learning styles and strategies, encouragingstudents to use these words in sentences when discussing their own experiences or answering questions from their peers.●Ask students to share one thing they learned about themselves during this lessonand how it might affect their future studies or personal growth.●End the lesson by thanking students for their participation and reminding them ofthe importance of understanding their own learning styles and strategies as they continue to learn and grow throughout high school and beyond.。

listening-and-note-takingPPT课件

– “For example…” – “Specifically…” – “For instance…” – “Similarly…”
Support
11
Verbal signposts - examples
• Signals that summarize
– “Finally…” – “Recapping this idea…” – “In conclusion…” – “As a result…”
Chapter 7
Listening, Note Taking & Memory
1
How can you become a better listener?
• Listening
– “A process that involves sensing, interpreting, evaluating and reacting to spoken messages.”
Summarize
12
Expect the unexpected
13
Note taking – WHY?????
• Helps you remember • It helps you to concentrate • It helps you prepare for tests. • Clues for what the instructor thinks most
• Signals pointing to differences
– “On the contrary…”
– “On the other hand…”
– “In contrast…”
– “However…”
Differences
10

Listening+and+talking+教案高中英语人教版(2019)必修第三册 (2)

Unit1口语课教案Talk about Festival ExperiencesI. Teaching Objectives and RequirementsThe main objective of this lesson is to help students improve their oral English skills, especially in the context of discussing personal experiences related to festivals. The class will be conducted entirely in English, with a focus on clear pronunciation, accurate grammar, and effective communication. Students are expected to actively participate in discussions, ask questions, and express their opinions.II. Lesson Content and ScheduleThis lesson will cover the following topics:1. Festivals around the world (5 minutes)2. Personal experiences at festivals (10 minutes)3. Different types of festivals (5 minutes)4. Sharing experiences with others (5 minutes)5. Conclusion and wrap-up (5 minutes)The class will take place over a period of 45 minutes, with a 10-minute break at the end for students to stretch or grab a snack.III. Students' Academic Performance and Learning Needs AnalysisThis lesson is intended for high school juniors who have a basic understanding of English grammar and vocabulary. However, some students may struggle with expressing their thoughts in English due to shyness or lack of confidence. Therefore, it is important to create a supportive and encouraging learning environment that fosters active participation and open communication.IV. Teaching Strategies and Methods1. Problem-based introduction: Begin by asking students if they have ever attended any festivals or celebrations, and why they found those experiences interesting or memorable. This will help to engage students and set the stage for the discussion.2. Content theme: Introduce the concept of different types of festivals around the world, such as cultural, religious, or national festivals. Encourage students to share their own experiences and observations about these festivals.3. Teacher activities: Facilitate group discussions, provide prompts for reflection, and encourage students to share their thoughts with the class. Also, use real-life examples from your own experience or from the world to enrich the content of the lesson.4. Student activities: Ask students to share their own festival experiences, bothpositive and negative, and discuss how these experiences have shaped their perspectives or values. Encourage them to listen carefully to their classmates' stories and respond thoughtfully.5. Homework: Ask students to write a short essay about their most memorable festival experience, including details about the festival itself, their feelings and emotions during the experience, and what they learned from it. Also, encourage them to practice their speaking skills by preparing a short presentation about their favorite festival.6. Evaluation and reflection: After the class, provide feedback on students' performance and engagement level, as well as suggestions for improvement based on the teaching strategies used during the lesson. Reflect on the effectiveness of the lesson plan and make adjustments as needed for future classes.V. Assessment Methods1. Oral participation: Evaluate students' participation in class discussions by observing their body language, tone of voice, and ability to articulate their thoughts clearly in English.2. Written assignments: Review students' essays and presentations to assess their ability to express themselves in English and reflect on their personal experiences related to festivals.3. Self-assessment: Ask students to evaluate their own learning progress during the lesson and identify areas where they need further improvement in terms of speaking skills or vocabulary acquisition.。

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Quick study guide 4
Listening and note taking in lectures Language of the lecture and lecture hints
When you are listening to a lecture, it is impossible to write down all the information presented. You therefore have to make judgments about what information is important and whether to note it down.
Think about the following points in regard to your note-taking:
1. Your position in the lecture theatre
Don't be frightened of the lecturer. Sit close to the front, and look interested. You will hear and see better, and are more likely to find yourself in the company of committed students.
2. The lecturer's use of voice/body language
The lecturer's use of repetition, a change of tone, meaningful pausing or an upraised finger, etc., may indicate important content. Listen and watch for these signals.
3. Lecture language
A lecture is not a dictation exercise. You need to listen and make your own
judgements about what you should write down. The following hints, however, may help you.
Argument structure:
Words such as first, second, also, furthermore, moreover, therefore and finally indicate stages in the lecturer's argument.
But and however indicate a qualification, because a reason, and on the one hand and on the other hand indicate a contrast.
"Signalling" words (used to indicate parts of the lecture):
Introducing the lecture: Introduction of a main point:
"I want to start by ..." "The next point is crucial ..."
Rephrasing the main point Introducing an example:
"The point I am making ..." "Take the case of ..."
Moving on to another main point: A digression:
"I'd like to move on and look at .." "That reminds me of ..."
Summing up main points:
"To recapitulate ..."
Abbreviations in note taking
Reducing the language - common abbreviations
Arrows c/ with
↑an increase w which
↓ a decrease eg for example
→causes/leads to/results in re concerning
←is caused by/is the result of ca about
is related to A.M. morning
Mathematical symbols P.M. afternoon
∴therefore etc. and so on
because N.B. note well
= is the same as 18th Century
≠is not the same as before
> is greater than cf compared
< is less than viz namely
% percent q.v. refer to, see (often used as a
cross reference)
+ and i.e. that is
right pa per annum, each year
left et al. and others
Emphasise / shorten suffixes
Underline n tion/sion
Capitalize to show what is important g ing
Highlight。

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