(完整版)2006至2014年英语专八听力mini-lecture真题及答案
2014年专八考试真题答案
2014年3月22日英语专八考试真题参考答案完整版听力Mini-lecture1. physical2. a demand3. blood pressure4. Category5. a job6. signals7. body or mind8. advantage9. accept 10. reasonable speed听力Interview1. To work out a plan …2. was much worried …3. To take prompt …4. Refugees returning to normal …5. talk to different …听力NEWS BROADCAST6. Cancellation of flights …7. Three human fossils8. It supported..9. some international …10. Surprised阅读理解答案阅读理解答案11.A have 12.C to offer 13.B to provide 14.D decide 15.A cultuer 16.B perfered 17.D similar 18.D easy 19.B unapproachalbe 20.D sociable21.B say 22.B sociabel 23.A young 24.D 25C26.D role 27.C effects 28.B offer29.D exercise 30.A features人文知识答案人文知识答案31．Montreal32．Maoris33. Anglicanism34．177635．Ernest Hemingway36．George Bernard Shaw 37．Geoffrey Chaucer38．bare39．Mary40．Lion改错答案改错答案 1.把of 去掉。
2014年英语专八听力真题
2014年英语专八真题听力原文听力原文Part 1, Listening ComprehensionSECTION A MINI-LECTUREHow to Reduce StressGood morning! Today we look at how to reduce stress. As you all know, life always hasstresses, Ur, things which are causing us stress and living without stress is virtuallyimpossible. So, if we have to live with stress, we may as well find out more about what it is,how we can deal with it and so on.What is stress, then? The term was originally used in physicsto describe the force exerted between two touching bodies. That was strictly a termdescribing a physical reaction. Then in the 1930s, a doctor named Hans Selye, S-E-L-Y-E, firstused this term to describe a human’s reaction to a demand placed on it, pleasant or not. Andhe included in this response, things like accelerated breathing, accelerated heart rate, increasedblood pressure, muscle tension and so on.Now, please notice that I said that stress can be pleasant or not, this response can also bepleasant or not. And stress can be both negative and positive.Let’s take a look at positivestress. Positive stress occurrs in a life situation towards which one feels positively, things likeChristmas or getting married are usually positive events, but still stressful,nonetheless.Another example is the pressure in a job can give some people incentive towork and excitement, but it still is stress. Negative stress is what most of us think of when wethink of stress. And negative stress occurs logically enough in situations towards which onefeels negatively. And those examples could be test-taking, a friend’s death and so on. But herea thing to remember is that stress in itself is not hazardous. Rather, the danger is in theindividual’s reaction to the stress. So psychologists have found that if we developappropriate ways to cope with stressful situations, individuals can reduce the physiologicalharm which is caused by stress, or which can be caused by stress. And that’s what I want totalk a bit about today – what are these appropriate ways to deal with stress, how to minimizeany negative reactions.The first thing that most psychologists suggest is to learn torecognize your own stress signals. We all have different types of stress signals, butindividuals should monitor themselves for stress signals, so that they can focus on minimizingor acknowledging the stress before it gets out of control.And common early signs for manypeople include irritability, insomnia, weight loss or even weight gain, smoking, drinking,increases in small errors, all kinds of things that people get which could be an early signal ofstress.You can consider ways to protect yourself when you start seeing these signs coming on. Soyou might decide to withdraw from a stressful situation or reward yourself with equalamounts of low stress activity time. That’s really thefirst important way to deal with stressappropriately. The second important way to deal with stress is to pay attention to your body’sdemands. Most psychologists are finding that a good exercise program, goodnutrition,decreases the amount of stress, or the effect of stress on the body or in the mind. And thisseems quite apparent because exercise can provide a stress-free environment away fromyour usual stresses and it keeps your body busy and preoccupied with non-stressful things.OK, the third thing to reduce stress is to make plans and act when appropriate. What issuggested is that rather than wasting energy on worrying, an individual can direct his or herenergy to plan the steps and act.And often, just the planning of the action helps to reduce thestress, because it reduces the worrying. And also the results of the plans or action may serveto remove or weaken the original cause of the stress. Please notice that I just now said“when appropriate”. And this next suggestion has to do with that idea of when appropriate.The third suggestion was to make plans and act when appropriate, rather than just sit aroundand worry. But the fourth plan, or fourth idea, says to learn to accept situations which are outof your control. These two then go hand in hand. You can make plans and act when it’sappropriate, but when it’s not appropriate, or when it’s impossible, the only way is to learnto accept that some things are unchangeable and out of your hands.So, for example, if you are in traffic, lateness caused by traffic is out of your hands. There’s nosense in getting really crazy about that. If you do so, it only increases your stress to wasteenergy trying to resist what’s inevitable or what can’t be av oided. The last item thatpsychologists suggest is to pace your activities. By “pace”, I mean giving yourself somemanageable tasks to do at a reasonable speed. That is, you go at a speed that you canhandle, break your task into manageable parts, rather than try to deal with the whole task allat once. So, as an example in your lives as students, a whole term paper might feeloverwhelming. But if you say to yourself, today I’m going to the library and gatherresources, tomorrow, I’m going to read three articles,and so on, you’ll have broken this onelarge task, that’s writing a term paper, down into many smaller and more manageable tasks.This will certainly reduce your stress.Ok. Having said all these, I want you to remember that theproblem is not in the stressful experiences themselves. We all experience stress and stressfulevents. The problem is in our reactions to these experiences. And each of us has our own limitsfor stress and our own ways of coping with stress. So long as we have our own appropriateways, stress or stressful situations can certainly be dealt with.Ok. That’s all for today’s lecture.See you next week.SECTION B INTERVIEWDamon: First of all, thank you obviously for yourtime, Angelina. You are now in Iraq. So what is your main aim in this visit? What are you tryingto accomplish while you are out here?Jolie: Well, I came to the region about 6 months ago. I first went to Syria because I work withU.N.H.C.R. and there are 1.5 million refugees in Syria alone from Iraq and while I was there, Iwent inside and met with some internally displaced people. You know, these are the peoplemade homeless because of the war. They are refugees. And this trip is to get a better picture ofthe internally displaced people and to discuss the situation with the local government, with ourgovernment, with the NGOs and with local people, and try to understand what is happening,because there are over 2 million internally displaced people and there doesn't seem to be a realcoherent plan to help them and there's lots of good will and lots of discussion, but just a lot oftalk at the moment and a lot of pieces need to be put together. So, trying to figure out whatthey are.Damon: What kind of sense have you been able to get so far in terms of how severe the crisisis and what actually needs to be done to help out?Jolie: Well, I, in my research before I came here, I looked at the numbers and there are over 4million people displaced and of the 2 million internally displaced, it's estimated that 58 percentare under 12 years old. So it's a very high number of people in a very, very vulnerablesituation and a lot of young kids. So far the different officials I've met with and different localpeople I've met with all have shared concerns and very strongly, you know, they have spokenout about the humanitarian crisis but um, there seems to be a block in. I'm not good at policyand fixing all this and saying what's wrong, but I do know that, for example, U.N.H.C.R. needsto be more active inside Iraq.Damon: How do you think U.N.H.C.R. should be doing?Jolie: Well, I don't have the answers, but I know that this is one thing that needs to beaddressed and solved because there does need to be a real presence here to help count thepeople and register the people.Damon: Do you think that the global community has a responsibilityto address that?Jolie: Well I think the global community always has a responsibility to any humanitarian crisis.And I think it's in our best interest to address a humanitarian crisis on this scale becausedisplacement can lead to a lot of instability and aggression. We certainly don't want that. Alot of people feel it's a little calmer now. This is the time to really discuss and and try to getthese communities back together. But if these communities don't start coming back togetherproperly, if we don't start really counting the people, understanding where they are, what theyneed, making sure the schools are being built, making sure the electricity,the water and all theseneeds are being met and also understanding that a lot of the people that will return are goingto come back to houses that are occupied or destroyed and bombed out. It's going to be a bigoperation to understand the needs, to address it to help people put the pieces of their lifeback together and return to their communities. So it's reallyjust getting the plan together,getting the group together and everybody actively focused on helping the refugees.Damon: What would be the message that you would want to carry out of here back home oreven the message that you would want to get out internationally in terms of what's happeninghere, the refugee crisis, the consequences that could happen in the future if it's not properlyaddressed.Jolie: I always hate speculation on the news, so I don't want to be somebody who speculates.Um but I think it's clear that a displaced unstable population is what happens in Iraq, andhow Iraq settles in the years to come is going to affect the entire Middle East. And a big part ofwhat is going to affect how it settles is how these people are returned and settled into theirhomes into their community and brought back together and whether they can live togetherand what their communities look like, so it does have broad implications.Damon: On a personal level why is this so important to you? You are willing to come here andrisk your life.Jolie: Uh, it was an easy choice to make. I felt I had to come here because it is very difficult toget answers about especially the internally displaced people. It's as I said even U.N.H.C.R. whoI traditionally work with, they are not able to be inside at the moment and so I was veryfrustrated and just getting a bunch of ideas and papers but not knowing what's really going on,so today I'm able to talk to all different people from our government and their government andreally get some answers as to what is holding up the processes to really assist these peopleproperly.Damon: Do you think that you in your position can try to push this process forward but,pressure perhaps on our government?Jolie: To put pressure on our government?Damon: Yes, so try to just put pressure in general create awareness?Jolie: I certainly think creating awareness. I spoke to the officials from our government todayabout meeting our goal, and they still intend to reach that goal. You know there are manydifferent people who can be cynical or say well how are they going to do it, and I will ask themhow are you going to do it and is there some way we can help to ... you know ...Damon: Ok. Thank you, Angelina, for talking to us.Jolie: Pleasure.SECTION C NEWS BROADCASTNews 1:An Italian cash-strapped budget airline, Wind Jet,has suspended all its flights, leaving hundreds of passengers stranded. At Rome airport, some200 Israeli nationals ─ who had been due to fly to Tel Aviv ─ spent the night at theterminal.Another five flights to destinations across Italy were cancelled as well. Further chaos isexpected as some 300,000 passengers across Italy have booked tickets with Wind Jet incoming weeks. Alitalia, Italy's nationalairline,says it will help Wind Jet passengers to findalternative flights, but only on payment of supplements.News 2:Researchers studying fossils from northern Kenya have identified a new species of humanthat lived two million years ago. The discoveries suggest that at least three distinct species ofhumans co-existed in Africa. The research has been published in the journal Nature.Anthropologists have discovered three human fossils that are between 1.78 and 1.95 millionyears old. The specimens are of a face and two jawbones with teeth. The discoveries back theview that a skull found in 1972 is of a separate species of human, known as Homorudolfensis. The skull was markedly differentto any others from that time. It had a relativelylarge brain and long flat face. But for 40 years the skull was the only example of the creatureand so it was impossible to say for sure whether the individual was an unusual specimen or amember of a new species. With the discovery of the three new fossils researchers can say withmore certainty that Homo rudolfensis really was a separate type of human that existedaround two million years ago alongside other species of humans.News 3:Picasso's Nude Woman in a Red Armchair was covered up at the Edinburgh Airport. The Airporthas reversed its decision to cover up a poster featuring a Picasso nude following complaints.The poster was advertising the Picasso and Modern British Art Exhibition at the ScottishNational Gallery of Modern Art. However, the airport decided to cover the image after severalcomplaints from passengers in international arrivals. After gallery chiefs branded the move"bizarre", the airport has backed down and removed the cover. John Leighton, director-general of the National Galleries of Scotland, said, "It is obviously bizarre that all kinds ofimages of women in various states of dress and undress can be used in contemporaryadvertising without comment, but somehow a painted nude by one of the world's most famousartists is found to be disturbing and has to be removed. "I hope that the public will come andsee the real thing, which is a joyous and affectionate portrait of one of Picasso's favoritemodels, an image that has been shown around the world." An Edinburgh Airport spokespersonsaid, "We have now reviewed our original decision and reinstated the image. And we are morethan happy to display the image in the terminal and we'd like to apologize, particularly to theexhibition organizers, for the confusion."。
2014年英语专业八级真题及详解【圣才出品】
2014年英语专业八级真题及详解TEST FOR ENGLISH MAJORS (2014)-GRADE EIGHT-TIME LIMIT: 150 MIN PART ⅠLISTENING COMPREHENSION [25 MIN]SECTION 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.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.How to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.1. ____【答案】physical【解析】细节题。
这篇讲座主要围绕压力展开。
2014年英语专业八级真题及详解【圣才出品】
2014年英语专业八级真题及详解TEST FOR ENGLISH MAJORS(2014)-GRADE EIGHT-TIME LIMIT:150MIN PART I LISTENING COMPREHENSION(25MIN)SECTION 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.Now listen to the mini-lecture.When it is over,you will be given THREE minutes to check your work.How to Reduce StressLife is full of things that cause us stress.Though we may not like stress,we have to live with it.【答案与解析】(1)physical细节题。
这篇讲座主要围绕压力展开。
在提出问题“What is stress”之后，演讲者说到“The term was originally used in physics to describe the force exerted between two touching bodies.That was strictly a term describing a physical reaction”，即stress最初用在物理学中，指两个相互碰撞的物体之间产生的力量，严格地说是一个用来描述物理反应的术语。
2006专八真题及答案
2006年专业八级真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lectureSection 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 coloured 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. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn 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 coloured answer sheet. Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.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. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCAPART II READING COMPREHENSION(30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, s uch a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”3Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual cam puses on the Internet, between –or even during – sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people h ad been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, something he hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.5Soon, in less than an hour, he would be sitting in his father’s study, s ipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.Text CCampaigning on the Indian frontier is an experience by itself.Neither the landscape nor the people find their counterparts in any other portion of the globe.Valley walls rise steeply five or six thousand feet on every side.The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass.Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment.Except at harvest time,when self-preservation requires a temporary truce,the Pathan tribes are always engaged in private or public war.Every man is a warrior,a politician and a theologian.Every large house is a real feudal fortress made,it is true,only of sun-baked clay,but with battlements,turrets,loopholes,drawbridges,plete.Every village has its defence.Every family cultivates its vendetta; every clan,its feud.The numerous tribes and combinations of tribes all havetheir accounts to settle with one another.Nothing is ever forgotten,and very few debts are left unpaid.For the purposes of social life,in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed.A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another.The slightest technical slip would,however,be fatal.The life of the Pathan is thus full of interest; and his valleys,nourished alike by endless sunshine and abundant water,are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts:the rifle and the British Government.The first was an enormous luxury and blessing; the second,an unmitigated nuisance.The convenience of the rifle was nowhere more appreciated than in the Indian highlands.A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it.One could actually remain in one’s own house and fire at one’s neighbour nearly a mile away.One could lie in wait on some high crag,and at hitherto unheard of ranges hit a horseman far below.Even villages could fire at each other without the trouble of going far from home.Fabulous prices were therefore offered for these glorious products of science.Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler.A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory.The great organizing,advancing,absorbing power to the southward seemed to be little better than a monstrous spoil-sport.If the Pathan made forays into the plains,not only were they driven back (which after all was no more than fair),but a whole series of subsequent interferences took place,followed at intervals by expeditions which toiled laboriously through the valleys,scolding the tribesmen and exacting fines for any damage which they had done.No one would have minded these expeditions if they had simply come,had a fight and then gone away again.In many cases this was their practice under what was called the “butcher and bolt policy” to which the Government of India long adhered.But towards the end of the nineteenth century these intruders began to make roads through many of the valleys,and in particular the great road to Chitral.They sought to ensure the safety of these roads by threats,by forts and by subsidies.There was no objection to the last method so far as it went.But the whole of this tendency to road-making was regarded by the Pathans with profound distaste.All along the road people were expected to keep quiet,not to shoot one another,and above all not to shoot at travellers along the road.It was too much to ask,and a whole series of quarrels took their origin from this source.20. The word debts in“very few debts are left unpaid”in the first paragraph meansA loans.B accounts.C killings.D bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A Melting snows.B Large population.C Steep hillsides.D Fertile valleys.722. According to the passage,the Pathans welcomedA the introduction of the rifle.B the spread of British rule.C the extension of luxuries.D the spread of trade.23. Building roads by the BritishA put an end to a whole series of quarrels.B prevented the Pathans from carrying on feuds.C lessened the subsidies paid to the Pathans.D gave the Pathans a much quieter life.24. A suitable title for the passage would beA Campaigning on the Indian Frontier.B Why the Pathans Resented the British Rule.C The Popularity of Rifles among the Pathans.D The Pathans at WarText D“Museum”is a slippery word. It first meant (in Greek) anything consecrated to the Muses:a hill,a shrine,a garden,a festival or even a textbook.Both Platos Academy and Aristotles Lyceum had a mouseion, a muses shrine.Although the Greeks already collected detached works of art,many temples—notably that of Hera at Olympia (before which the Olympic flame is still lit)—had collections of objects,some of which were works of art by well known masters,while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples,as well as mineral specimens,exotic plants,animals; and they plundered sculptures and paintings (mostly Greek) for exhibition.Meanwhile,the Greek word had slipped into Latin by transliteration (though not to signify picture galleries,which were called pinacothecae) and museum still more or less meant“Muses- shrine”.The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries—which focused on the gold-enshrined,bejewelled relics of saints and martyrs.Princes,and later merchants,had similar collections,which became the deposits of natural curiosities:large lumps of amber or coral,irregular pearls,unicorn horns,ostrich eggs,fossil bones and so on.They also included coins and gems—often antique engraved ones—as well as,increasingly,paintings and sculptures.As they multiplied and expanded,to supplement them,the skill of the fakers grew increasingly refined.At the same time,visitors could admire the very grandest paintings and sculptures in the churches,palaces and castles; they were no t“collected”either,but“site-specific”,and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them—and most of the buildings were public ones.However,during the revival of antiquity in the fifteenth century,fragments of antique sculpture were given higher status than the work of any contemporary,so that displays of antiquities would inspire artists to imitation,or even better,toemulation; and so could be considered Muses- shrines in the former sense.The Medici garden near San Marco in Florence,the Belvedere and the Capitol in Rome were the most famous of such early“inspirational”collections.Soon they multiplied,and,gradually,exemplary “modern”works were also added to such galleries.In the seventeenth century,scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world.But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived:the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries,of which the Musee des Monuments Francais was the most famous.Then,in the first half of the nineteenth century,museum funding took off,allied to the rise of new wealth:London acquired the National Gallery and the British Museum,the Louvre was organized,the Museum-Insel was begun in Berlin,and the Munich galleries were built.In Vienna,the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure.Meanwhile,the decline of craftsmanship (and of public taste with it) inspired the creation of “improving”collections.The Victoria and Albert Museum in London was the most famous,as well as perhaps the largest of them.25. The sentence“Museum is a slippery word”in the first paragraph means thatA the meaning of the word didn’t change until after the 15th century.B the meaning of the word had changed over the years.C the Greeks held different concepts from the Romans.D princes and merchants added paintings to their collections.26. The idea that museum could mean a mountain or an object originates fromA the Romans.B Florence.C Olympia.D Greek.27. “...the skill of the fakers grew increasingly refined” in the third paragraph means thatA there was a great demand for fakers.B fakers grew rapidly in number.C fakers became more skillful.D fakers became more polite.28. Paintings and sculptures on display in churches in the 15th century wereA collected from elsewhere.B made part of the buildings.C donated by people.D bought by churches.29. Modern museums came into existence in order toA protect royal and church treasures.B improve existing collections.C stimulate public interest.D raise more funds.30. Which is the main idea of the passage?A Collection and collectors.9B The evolution of museums.C Modern museums and their functions.D The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBAB【人文知识】There are ten multiple-choice questions in this section.Choose the best answers to each question. Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案: 31-35BCADA 36-40 DBDBD【改错】We use language primarily as a means of communication withother human beings. Each of us shares with the community in which we live a store of words and meanings as well as agreeing conventions as ___1 to the way in which words should be arranged to convey a particular ___2 message: the English speaker has iii his disposal at vocabulary and a ___3 set of grammatical rules which enables him to communicate his ___4 thoughts and feelings, ill a variety of styles, to the other English ___5 speakers. His vocabulary, in particular, both that which he uses active-[y and that which he recognises, increases ill size as he growsold as a result of education and experience. ___6But, whether the language store is relatively small or large, the system remains no more, than a psychological reality for tike inpidual, unlesshe has a means of expressing it in terms able to be seen by another ___7 member of his linguistic community; he bas to give tile system a concrete transmission form. We take it for granted rice’ two most ___8 common forms of transmission-by means of sounds produced by our vocal organs (speech) or by visual signs (writing). And these are ___9 among most striking of human achievements. _____1011改错参考答案PART IV1. agreeing-agreed2. in which 可有可无3. in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievements汉译英及参考译文中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。
专8听力真题、答案及讲座原文精编版
SECTION A MINI-LECTUREModels for Arguments Three models for arguments●the first model for arguing is called (1) _________;—arguments are treated as war—there is much winning and losing—it is a (2) __________ model for arguing●the second model for arguing is arguments as proofs:—(3) warranted __________—valid inferences and conclusions—no (4) __________ in the adversarial sense●the third model for arguing is (5) _________:—the audience is (6) __________ in the arguments —arguments must (7) __________ the audience Traits of the argument as war●very dominant: it can shape (8) _________●strong arguments are needed●negative effects include:—(9) _________ are emphasized—winning is the only purpose—this type of arguments prevent (10) _________—the worst thing is (11) _________●implication from arguments as war: (12) _________—e.g., one providing reasons and the other raising (13) _________ —the other one is finally persuadedSuggestions on new ways to (14) _________ of arguments●think of new kinds of arguments●change roles in arguments●(15) _________SECTION B INTERVIEWNow, listen to the Part One of the interview. Questions 1 to 5 are based on Part One of the interview.1.What is the topic of the interview?A. Maggie’s university life.B. Her mom’s life at Harvard.C. Maggie’s view on studying with Mom.D. Maggie’s opinion on her mom’s major.2.Which of the following indicates that they have the same study schedule?A. They take exams in the same weeks.B. They have similar lecture notes.C. They apply for the same internship.D. They follow the same fashion.3.What do the mother and the daughter have in common as students?A. Having roommates.B. Practicing court trails.C. Studying together.D. Taking notes by hand.4.What is the biggest advantage of studying with Mom?A. Protection.B. Imagination.C. Excitement.D. Encouragement.5.What is the biggest disadvantage of studying with Mom?A. Thinking of ways to comfort Mom.B. Occasional interference from Mom.C. Ultimately calls when Maggie is busy.D. Frequent check on Maggie’s grades.Now, listen to the Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview.6.Why is parent and kid studying together a common case?A. Because parents need to be ready for new jobs.B. Because parents love to return to college.C. Because kids require their parents to do so.D. Because kids find it hard to adapt to college life.7.What would Maggie’s mom like to be after college?A. Real estate agent.B. Financier.C. Lawyer.D. Teacher.8.How does Maggie’s mom feel about sitting in class after 30 years?A. Delighted.B. Excited.C. Bored.D. Frustrated.9.What is most challenging for Maggie’s mom?A. How to make a cake.B. How to make omelets.C. To accept what is taught.D. To plan a future career.10.How does Maggie describe the process of thinking out one’s career path?A. Unsuccessful.B. Gradual.C. Frustrating.D. Passionate.1.the dialectical modelmon and fixed3.premises4.opposition / arguing5.arguments as performances / the rhetorical model6.participatory / participating / the participant / taking part7.be tailored to / cater for8.how we argue / our actual conduct9.tactics / strategies10.negotiation and collaboration11.ther e’s no solution / progress12.learning with losing13.questions / counter-considerations / counter-arguments / objections /arguments in opposition14.achieve positive effects15.support oneself / yourselfC AD D BA C D C BGood morning, everyone. My name is David and I am good at arguing. So welcome to our introductory lecture on argumentation. Why do we want to argue? Why do we try to convince other people to believe things that they don’t want to believe? And is that even a nice thing to do? Is that a nice way to treat other human being, try and make them think something they don’t want to think? Well, my answer is going to make reference to three models for arguments.(1) The first model —let’s call this the dialectical model—is that we think of arguments as war. And you know what that’s like. There is a lot of screaming and shouting and winning and losing. (2) And that’s not really a very helpful model arguing, but it’s a pretty common and fixed one. I guess you must have seen that type of arguing many times —in the street, on the bus or in the subway.Let’s move on to the second model. The second model for arguing regards arguments as proofs. Think of a mathematician’s argument. Here’s my argument. Does it work? Is it any good? (3) Are the premises（前提）warranted? Are the inferences（推论）) valid? Does the conclusion follow the premises? (4) No opposition, no adversariality（对抗）—not necessarily any arguing in the adversarial sense.(5) And there’s a third model to keep in mind that I think is going to be very helpful, and that is arguments as performances, arguments as being in front of an audience. We can think of a politician trying to present a position, trying to convince the audience of something.But there’s another twist（转折）on this model that I really think is important; namely, that when we argue before an audience, (6)sometimes the audience has a more participatory role in the argument; that is, you present you arguments in front of an audience who are like juries（陪审团）that make a judgment and decide the case.(5) Let’s call this model the rhetorical model, (7) where you have to tailor（迎合）your argument to the audience at hand.Of those three, the argument as war is the dominant one. It dominates how we talk about arguments, it dominates how we think about arguments, and because of that, (8) it shapes how we argue, our actual right on target.We want to have our defenses up and our strategies all in order. We want killer arguments. That’s the kind of argument we want. It is the dominant way of thinking about arguments. When I’m talking about arguments, that’s probably what you thought of, the adversarial model.But the war metaphor, the war paradigm（范例）or model for thinking about arguments, has, I think, negative effects on how we argue. (9) First, it elevates tactics over substance. You can take a class in logic argumentation. You learn all about the strategies that people use to try and win arguments and that makes arguing adversarial; it’s polarizing（分化的）. And the only foreseeable outcomes are triumph —glorious triumph —or disgraceful（可耻的）defeat. I think those are very destructive effects, and worst of all, (10) it seems to prevent things like negotiation and collaboration（合作）. Um, I think the argument-as-war metaphor inhibits（阻止）those other kinds of resolutions to argumentation.(11) And finally —this is really the worst thing —arguments don’t seem toget us anywhere; they’re dead ends（死胡同）. We don’t anywhere. Oh, and one more thing. (12) That is, if argument is war, then there’s also an implicit（绝对的）aspect of meaning —learning with losing.And let me explain what I mean. Suppose you and I have an argument. You believe a proposition（命题）and I don’t. And I say, “Well, why do you believe that?”And you give me your reasons. And I object and say, “Well, what about…？” And I have a question: “Well, what do you mean? How does it apply over here?” And you answer my question. Now, suppose at the end of the day, I’ve objected, I’ve questioned, (13)I’ve raised all sorts of questions from an opposite perspective and in every case you’ve responded to my satisfaction. And so at the end of the day, I say, “You know what? I guess you’re right.” Maybe finally I lost my argument. But isn’t it also a process of learning? So you see arguments may also have positive effects.(14) So, how can we find new ways to achieve those positive effects? We need to think of new kinds of arguments. Here I have some suggestion. If we want to think of new kinds of argument, what we need to do is think of new kinds of arguers —people who argue.So try this: Think of all the roles that people play in arguments. (1) (5) There’s the proponent and the opponent in an adversarial, dialectical argument（对话式论证）. There’s the audience in rhetorical arguments.There’s the reasoner in arguments as proofs. All these different roles. Now, can you imagine an argument in which you are the arguer, but you’re also in the audience, watching yourself argue? Can you imagine yourself watching yourself argue? (15) That means you need to be supportedby yourself. Even when you lose the argument, still, at the end of the argument, you could say, “Wow, that was a good argument!” Can you do that? I think you can. In this way, you’ve been supported by yourself.Up till now, I have lost a lot of arguments. It really takes practice to become a good arguer, in the sense of being able to benefit from losing, but fortunately, I’ve had many, many colleagues who have been willing to step up and provide that practice for me.Ok. To sum up, in today’s lecture, I have introduced three models of arguments.(1) The first model is called the dialectical model. The second one is the model of arguments as proofs. (5) And the last one is called the rhetorical model, the model of arguments as performances. I have also emphasized that, though the adversarial type of arguments is quite common, we can still make arguments produce some positive effects. Next time I will continue our discussion on the process of arguing.。
2014专八听力试题
2014专八听力试题SECTION A MINI-LECTUREIn this section,you will hear a mini-lecture.You willhear the lecture ONCE ONL Y. While listening, takenotes on the important points. Your notes will not be marked, but you will need them tocomplete a gap-filling task after the mini-lecture. When the lecture is over,you will be given twominutes to check your notes, and another ten minutes to complete the gap-filling task onANSWER 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 noteswhile completing the task. Use the blank sheet for note-taking. Now listen to the mini-lecture.SECTION B INTERVIEWIn this section you will hear everything ONCE ONL Y. Listen carefully and then answer thequestions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10seconds to answer each of the following five questions. Now listen to the interview betweenOscar winning actress Angelina Jolieand Cianons Andrew Damon. Now listen to the interview.1.What is the main purpose of Angelina's visit to Iraq?[A] To draw attention to the refugee crisis. [B] To look after refugees in Iraq.[C] To work for U.N.H.C.R. [D] To work out a plan for refugees.2.From the interview we know that Angelina _________.[A] was strongly opposed to officials’opinions[B] thought young kids should be givenpriority[C] was much worried about the lack of action [D] proposed that policies be made promptly3.Which of the following BEST explains what the global community should do?[A] To supenise the construction of schools. [B] To take prompt and effective actions.[C] To provide water and power supply. [D] To prevent instability and aggression.4.Accorciing to Angelina, what is the key issue in solving the refugee problem?[A] The current situation in Iraq. [B] The politics in the Middle East[C] Refugees returning to normal life. [D] International and domestic efforts.5.Angelina saw her trip to Iraq significant because she could_________.[A] help others know where the problems were [B] help bring NGOs back to the region[C] talk to different people there [D] read the official papersSECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONL Y.Listen carefully and then answer the questions that follow. Mark the correct answer to eachquestion on your coloured answer sheet.Question 6 is based on the following news. At the end of the news item, you will begiven 10 seconds to answer the question.Now listen to the news.6.What is the main idea of the news item?[A] Alitalia's attempt to help Wind Jet out. [B] Cancellation of flights at Rome Airport[C] Problems caused by Wind Jet's cash shortage. [D] Expected changes of Wind Jefs flightdesUnations.Question 7 and 8 are based on the following news. At the end of the news item, youwill be given 20 seconds to answer the question.Now listen to the news.7.What did the researchers discover in northern Kenya?[A] A human tooth. [B] A human skull.[C] Three species of humans. [D] Three human fossils.8.What was the significance of the discovery?[A] Tlie findings were publislied in Nature. [B] It supported an existing assumption.[C] Most research questions were answered. [D] More research efforts were encouraged.Questions 9 and 10 are based on the following news. At the end of the news item, youwill be given 20 seconds to answer the questions.Now listen to the news.9.The airport originally decided to cover up tlie poster because __________[A] some international travellers complained [B] the art exhibition was to be postponed[C] other artists works were absent from ads [D] real-life models would appear on the scene10.What was the reaction of the National Galleries of Scotland?[A]Horrified. [B] Indignant. [C] Surprised. [D] Outraged.听力答案Section A Mini-lecture1. physical2. a demand3. blood pressure4. Category5. a job6. signals7. body or mind8. advantage9. accept 10. reasonable speedSection B Interview1-5 DCBCCSection C News Broadcast6-10 BDBACPart 1, Listening ComprehensionSECTION A MINI-LECTUREHow to Reduce StressGood morning! Today we look at how to reduce stress. As you all know, life always has stresses, Ur, things which are causing us stress and living without stress is virtually impossible. So, if we have to live with stress, we may as well find out more about what it is, how we can deal with it and so on.What is stress, then? The term was originally used in physics to describe the force exerted between two touching bodies. That was strictly a term describing a physical reaction. Then in the 1930s, a doctor named Hans Selye, S-E-L-Y-E, first used this term to describe a human’s reaction to a demand placed on it, pleasant or not. And he included in this response, things like accelerated breathing, accelerated heart rate, increased blood pressure, muscle tension and so on.Now, please notice that I said that stress can be pleasant or not, this response can also be pleasant or not. And stress can be both negative and positive.Let’s take a l ook at positive stress. Positive stress occurrs in a life situation towards which one feels positively, things like Christmas or getting married are usually positive events, but still stressful, nonetheless.Another example is the pressure in a job can give some people incentive to work and excitement, but it still is stress. Negative stress is what most of us think of when we think of stress. And negative stress occurs logically enough in situations towards which one feels negatively. And those examples could be test-taking, a friend’s death and so on. But here a thing to remember is that stress in itself is not hazardous. Rather, the danger is in the individual’s reaction to the stress. So psychologists have found that if we develop appropriate ways to cope with stressful situations, individuals can reduce the physiological harm which is caused by stress, or which can be caused by stress. And that’s what I want to talk a bit about today – what are these appropriate ways to deal with stress, how to minimize any negative reactions.The first thing that most psychologists suggest is to learn to recognize your own stress signals. We all have different types of stress signals, but individuals should monitor themselves for stress signals, so that they can focus on minimizing or acknowledging the stress before it gets out of control.And common early signs for many people include irritability, insomnia, weight loss or even weight gain, smoking, drinking, increases in small errors, all kinds of things that people get which could be an early signal of stress.You can consider ways to protect yourself when you start seeing these signs coming on. So you might decide to withdraw from a stressful situation or reward yourself with equal amounts of low stress activity time. Th at’s really the first important way to deal with stress appropriately. Thesecond important way to deal with stress is to pay attention to your body’s demands. Most psychologists are finding that a good exercise program, good nutrition, decreases the amount of stress, or the effect of stress on the body or in the mind. And this seems quite apparent because exercise can provide a stress-free environment away from your usual stresses and it keeps your body busy and preoccupied with non-stressful things. OK, the third thing to reduce stress is to make plans and act when appropriate. What is suggested is that rather than wasting energy on worrying, an individual can direct his or her energy to plan the steps and act.And often, just the planning of the action helps to reduce the stress, because it reduces the worrying. And also the results of the plans or action may serve to remove or weaken the original cause of the stress. Please notice that I just now said “when appropriate”. And this next suggestion has to do with that idea of when appropriate. The third suggestion was to make plans and act when appropriate, rather than just sit around and worry. But the fourth plan, or fourth idea, says to learn to accept situations which are out of your control. These two then go hand in hand. You can make plans and act when it’s appropriate, but when it’s not appropriate, or when it’s impossible, the only way is to learn to accept that some things are unchangeable and out of your hands.So, for example, if you are in traffic, lateness caused by traffic is out of your hands. There’s no sense in getting really crazy about that. If you do so, it only increases your stress to waste energy trying to resist what’s inevitable or what can’t be avoided. The last item that psychologist s suggest is to pace your activities. By “pace”, I mean giving yourself some manageable tasks to do at a reasonable speed. That is, you go at a speed that you can handle, break your task into manageable parts, rather than try to deal with the whole task all at once. So, as an example in your lives as students, a whole term paper might feel overwhelming. But if you say to yourself, today I’m going to the library and gather resources, tomorrow, I’m going to read three articles, and so on, you’ll have broken t his one large task, that’s writing a term paper, down into many smaller and more manageable tasks. This will certainly reduce your stress.Ok. Having said all these, I want you to remember that the problem is not in the stressful experiences themselves. We all experience stress and stressful events. The problem is in our reactions to these experiences. And each of us has our own limits for stress and our own ways of coping with stress. So long as we have our own appropriate ways, stress or stressful situatio ns can certainly be dealt with.Ok. That’s all for today’s lecture. See you next week.SECTION B INTERVIEWDamon: First of all, thank you obviously for your time, Angelina. You are now in Iraq. So what is your main aim in this visit？What are you trying to accomplish while you are out here?Jolie: Well, I came to the region about 6 months ago. I first went to Syria because I work with U.N.H.C.R. and there are 1.5 million refugees in Syria alone from Iraq and while I was there, I went inside and met with some internally displaced people. You know, these are the people made homeless because of the war. They are refugees. And this trip is to get a better picture of the internally displaced people and to discuss the situation with the local government, with our government, with the NGOs and with local people, and try to understand what is happening, because there are over 2 million internally displaced people and there doesn't seem to be a real coherent plan to help them and there's lots of good will and lots of discussion, but just a lot of talk at the moment and a lot of pieces need to be put together. So, trying to figure out what they are.Damon: What kind of sense have you been able to get so far in terms of how severe the crisis is and what actually needs to be done to help out?Jolie: Well, I, in my research before I came here, I looked at the numbers and there are over 4 million people displaced and of the 2 million internally displaced, it's estimated that 58 percent are under 12 years old. So it's a very high number of people in a very, very vulnerable situation and a lot of young kids. So far the different officials I've met with and different local people I've met with all have shared concerns and very strongly, you know, they have spoken out about the humanitarian crisis but um, there seems to be a block in. I'm not good at policy and fixing all this and saying what's wrong, but I do know that, for example, U.N.H.C.R. needs to be more active inside Iraq.Damon: How do you think U.N.H.C.R. should be doing?Jolie: Well, I don't have the answers, but I know that this is one thing that needs to be addressed and solved because there does need to be a real presence here to help count the people and register the people.Damon: Do you think that the global community has a responsibility to address that?Jolie: Well I think the global community always has a responsibility to any humanitarian crisis. And I think it's in our best interest to address a humanitarian crisis on this scale because displacement can lead to a lot of instability and aggression. We certainly don't want that. A lot of people feel it's a little calmer now. This is the time to really discuss and and try to get these communities back together. But if these communities don't start coming back together properly, if we don't start really counting the people, understanding where they are, what they need, making sure the schools are being built, making sure the electricity,the water and all these needs are being met and also understanding that a lot of the people that will return are going to come back to houses that are occupied or destroyed and bombed out. It's going to be a big operation to understand the needs, to address it to help people put the pieces of their life back together and return to their communities. So it's really just getting the plan together, getting the group together and everybody actively focused on helping the refugees.Damon: What would be the message that you would want to carry out of here back home or even the message that you would want to get out internationally in terms of what's happening here, the refugee crisis, the consequences that could happen in the future if it's not properly addressed. Jolie: I always hate speculation on the news, so I don't want to be somebody who speculates. Um but I think it's clear that a displaced unstable population is what happens in Iraq, and how Iraq settles in the years to come is going to affect the entire Middle East. And a big part of what is going to affect how it settles is how these people are returned and settled into their homes into their community and brought back together and whether they can live together and what their communities look like, so it does have broad implications.Damon: On a personal level why is this so important to you? You are willing to come here and risk your life.Jolie: Uh, it was an easy choice to make. I felt I had to come here because it is very difficult to get answers about especially the internally displaced people. It's as I said even U.N.H.C.R. who I traditionally work with, they are not able to be inside at the moment and so I was very frustrated and just getting a bunch of ideas and papers but not knowing what's really going on, so today I'm able to talk to all different people from our government and their government and really get some answers as to what is holding up the processes to really assist these people properly.Damon: Do you think that you in your position can try to push this process forward but, pressure perhaps on our government?Jolie: To put pressure on our government?Damon: Yes, so try to just put pressure in general create awareness?Jolie: I certainly think creating awareness. I spoke to the officials from our government today about meeting our goal, and they still intend to reach that goal. You know there are many different people who can be cynical or say well how are they going to do it, and I will ask them how are you going to do it and is there some way we can help to ... you know ...Damon: Ok. Thank you, Angelina, for talking to us.Jolie: Pleasure.SECTION C NEWS BROADCASTNews 1:An Italian cash-strapped budget airline, Wind Jet, has suspended all its flights, leaving hundreds of passengers stranded. At Rome airport, some 200 Israeli nationals ─who had been due to fly to Tel Aviv ─spent the night at the terminal. Another five flights to destinations across Italy were cancelled as well. Further chaos is expected as some 300,000 passengers across Italy have booked tickets with Wind Jet in coming weeks. Alitalia, Italy's national airline,says it will help Wind Jet passengers to find alternative flights, but only on payment of supplements.News 2:Researchers studying fossils from northern Kenya have identified a new species of human that lived two million years ago. The discoveries suggest that at least three distinct species of humans co-existed in Africa. The research has been published in the journal Nature. Anthropologists have discovered three human fossils that are between 1.78 and 1.95 million years old. The specimens are of a face and two jawbones with teeth. The discoveries back the view that a skull found in 1972 is of a separate species of human, known as Homo rudolfensis. The skull was markedly differentto any others from that time. It had a relatively large brain and long flat face. But for 40 years the skull was the only example of the creature and so it was impossible to say for sure whether the individual was an unusual specimen or a member of a new species. With the discovery of the three new fossils researchers can say with more certainty that Homo rudolfensis really was a separate type of human that existed around two million years ago alongside other species of humans.ws 3:Picasso's Nude Woman in a Red Armchair was covered up at the Edinburgh Airport. The Airport has reversed its decision to cover up a poster featuring a Picasso nude following complaints. The poster was advertising the Picasso and Modern British Art Exhibition at the Scottish National Gallery of Modern Art. However, the airport decided to cover the image after several complaints from passengers in international arrivals. After gallery chiefs branded the move "bizarre", the airport has backed down and removed the cover. John Leighton, director-general of the National Galleries of Scotland, said, "It is obviously bizarre that all kinds of images of women in various states of dress and undress can be used in contemporary advertising without comment, but somehow a painted nude by one of the world's most famous artists is found to be disturbing and has to be removed. "I hope that the public will come and see the real thing, which is a joyous and affectionate portrait of one of Picasso's favorite models, an image that has been shown around theworld." An Edinburgh Airport spokesperson said, "We have now reviewed our original decision and reinstated the image. And we are more than happy to display the image in the terminal and we'd like to apologize, particularly to the exhibition organizers, for the confusion."。
2006至2013年英语专八听力mini-lecture真题及答案
SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning. Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________II. (2) ______ and critical in thinkingi.e. information processing, e.g.-- connections between the known and the new information-- identification of (3) ______ concepts-- judgment on the value of (4) _____.III. active in listeningA. ways of note-taking: (5) _______.B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of (6) ______.B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______.VI. Last characteristicA. attitude toward responsibility-- active learners: accept-- passive learners: (8) _______B. attitude toward (9) ______-- active learners: evaluate and change behaviour-- passive learners: no change in approachRelationship between skill and will: will is more important in (10) ______. Lack of will leads to difficulty in college learning.参考答案：1. checking their understanding2. reflective on information3. incomprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture1、checking understanding。
历年专业英语八级考试真题及答案 (19)
A. recoginition of stress signals
—monitor for (6)of stress
—find ways to protect oneself
B. attention to body demand
—effect of (7)
2014年专业英语八级考试真题及答案
PART I LISTENING COMPREHENSION (35 MIN)
SECTION A MINI-LECTURE
In 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.
2006年英语专业八级考试试题原题及答案解析
PART I LISTENING COMPREHENSION(35MIN)SECTION A MINI-LECTUREIn 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.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 coloured 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. Which of the following statements is TRUE about Miss Green's university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn 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 coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.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. The news is mainly about the city government's plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner's voice.B. that it can remember a password.C. that it can identify the owner's voice.D. that it can remember the owner's PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCAPART II READING COMPREHENSION(30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow's universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University - a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world's great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a "college education in a box" could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content - or other dangers - will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become "if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?"Co-editor Jennifer Gidley shows how tomorrow's university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today's faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley's view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups ofstudents/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be "enrolled" in courses offered at virtual campuses on the Internet, between -or even during - sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA, are required to conduct more independent research.B. are required to offer more course to their students……C.are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn't s singleempty or boarded-up building around the square - no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he'd never seen must have been buried in those graves. He parked and walked to his mother's grave, something he hadn't done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father's study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he'd climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he'd never visited since he'd left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray's hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray's father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five orsix thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy" to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20. The word debts in "very few debts are left unpaid" in the first paragraph meansA．loans. B．accounts C．killings D．bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomedA. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would beA. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's Academy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before which the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, which became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostrich eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of the nineteenth century, museum funding took off, allied to the rise of new wealth: London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence "Museum is a slippery word" in the first paragraph means thatA. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates fromA. the Romans.B. Florence.C. Olympia.D. Greek.27. "…… the skill of the fakers grew increasingly refined" in the third paragraph means thatA. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century wereA. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order toA. protect royal and church treasures.B. improve existing collections.C. stimulate public interest.D. raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBABPART III. 人文知识There are ten multiple-choice questions in this section.Choose the best answers to each question.Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案: 31-35BCADA 36-40 DBDBDPART IV 改错参考答案1. agreeing-agreed2. in which 可有可无3. in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievementsV. 汉译英及参考译文中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。
英语专八完整试题及答案
英语专八完整试题及答案一、听力理解（Part I Listening Comprehension）Section A: Mini-Lecture1. The speaker mentioned several benefits of learning a second language. What are they?- A. Improved cognitive abilities- B. Enhanced job prospects- C. Increased cultural understanding- D. All of the above2. According to the lecture, what is the most challenging aspect of learning a new language?- A. Vocabulary acquisition- B. Grammar rules- C. Pronunciation- D. Cultural nuancesSection B: Interview3. What is the main topic of the interview?- A. The impact of technology on education- B. The role of arts in society- C. The importance of environmental conservation- D. The future of space exploration4. What does the interviewee suggest as a solution to thediscussed issue?- A. Government intervention- B. Public awareness campaigns- C. International collaboration- D. Technological innovation二、阅读理解（Part II Reading Comprehension）Passage 15. What is the main idea of the passage?- A. The history of the English language- B. The evolution of English literature- C. The influence of English on global communication- D. The development of English as a global lingua franca6. The author uses which of the following to support their argument?- A. Historical events- B. Personal anecdotes- C. Scientific studies- D. Survey resultsPassage 27. What is the author's purpose in writing this passage?- A. To persuade readers to adopt a healthier lifestyle- B. To inform readers about the latest health trends- C. To critique the current state of healthcare- D. To provide a comprehensive review of a health-related topic8. What is the author's stance on the topic discussed?- A. Skeptical- B. Supportive- C. Neutral- D. Critical三、语言知识（Part III Language Knowledge）9. Which of the following is the correct form of the verb "to be" in the past tense for the third person singular?- A. am- B. is- C. are- D. was10. The word "irrespective" is closest in meaning to:- A. regardless- B. respective- C. perspective- D. prospective四、翻译（Part IV Translation）Section A: English to Chinese11. Translate the following sentence into Chinese:- "The rapid development of technology has brought about significant changes in our daily lives."Section B: Chinese to English12. Translate the following sentence into English:- "随着全球化的不断深入，跨文化交流变得越来越重要。
专业英语八级(听力)练习试卷8(题后含答案及解析)
专业英语八级（听力）练习试卷8(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：My Joy in Teaching and Learning Ladies and gentlemen, comrades and friends, I should like to share with you the joy I have in my teaching and learning. First I’ll talk about teaching. In recent two years, I have been engaged in teaching Intensive Reading Course to PhD candidates of Science and Technology in Sichuan University. Some friends shrugged their shoulders, saying, “They are not P.H.D.’s of yours. Why take the trouble to make dowery for others? After all, you are just teaching ABC.” But I believe this is a pleasure and honour for me. So I started from scratch, from wide reading and careful selection, to edit a text book and write a guide for Doctorate Intensive Reading. Many of the texts are selected from Nobel Laureates whose speeches give a wide scope of their fields as well as a wonderful summary of their painstaking efforts leading to success. So I brought it to the classroom to begin a new career. I find my 50 or more postgraduates young and energetic. They are academically keen and alert. With many years of disciplined trainings, they have built up an analytical and synthetic mind, some still holding a very good memory. What is very typical to them is their sense of social responsibility, and a sense of challenge and chance. They are ambitious to master English to speak in the international science conference for our motherland. They are eager to dedicate their knowledge, skills, youth and wisdom to China’s giant strides in the Twenty-first century. However. their English proficiency isn’t of the same level--Even for the same student, the four skills are developed in an unbalanced way. Most of them are weak in daily English conversation. No one has the experience of addressing a crowd in English. In my first lecture, I introduced Francis Bacon’s famous aphorism: “Reading makes a full man; conference a ready man; and writing an exact man.” I also added a line, “Listening makes a wise man.” These four skills should go together to form English proficiency. It is matched with another word “efficiency” namely, in the shortest possible time, to achieve the best possible results. Students find this idea quite convincing. With a high demanding, with conscientious work, with the inspiring Nobel Laureate’s speeches, with proper teaching and learning methods, they have really made dramatic progress. By the end of a term and a halt, every EHD. candidate could speak in the English conference about their research field,their topics including “On Passive Stabilization”, “Sediment Problems and Long-Term Use of the Three Gorges Reservoirs Rechargeable Lithium Battery”“Time Saving in Refueling Daya Bay Nuclear Power Station Green Chemistry and Sustainable Development of Leather Industry” Not only speaking, the students were also required to write detailed outline, make graphs and charts, write abstract, give report, answer questions, organize the conference or preside over the workshop meeting. Professors of English who were invited to ask questions in the workshops graded the students according to the same criteria fully discussed. When everything was smoothly done, when the PhDs spoke on their research work fluently and confidently in English, you might ask, “How do you feel at that moment?”I could frankly answer, “Superb” or I’d directly quote from Keats, “It’s not through envy of thy happy lot. But being too happy in thine happiness--.”Now let me come to my learning. I don’t think I was born terrifically brainy to be a good teacher. But I can assure you I am diligent in learning and good at learning. When studying at West China Union University, I was major in English Literature and minor in Music. Besides requirements such as Composition, Translation, Literature, Piano, Harmony, I also chose Physics as optional for 8 credits. I find them all very useful in my later life. After graduation, I learned Russian from the very beginning and taught college Russian for two years. In my mid-career I turned from an undergraduate English language teacher to be a rotor of post-graduates (M. A.) orientated in Contemporary English and American Literature. When I was forty I studied under the professors of British Council in Shanghai Foreign Language Institute for half a year. At fifty I became a student and visiting scholar in America for a month and got certificate at Sit (Student of International Training ) in Vermont. At sixty I studied and did cooperative research on Shakespeare in Oxford University. Right now, I hold the same enthusiasm in studying Einstein’s relativity, Plank’s quantum theory, Chaos theory and genetics engineering, Clones etc. Of course, my knowledge is rather superficial and it is dangerous to be a rolling stone. I think it is not the knowledge itself, but the satisfaction of knowing that something is known that makes me happy. 1 have got what Francis Bacon called “only by kindling a light in nature” and what Freud called “oceanic feeling”that’s why they are so helpful in my qualifications of being a teacher of English for the RH.D’s.My Joy in Teaching and Learning I have been engaged in teaching Intensive Reading Course to PhD【1】of Science and Technology in Sichuan University. I started from scratch, from widereading and careful selection, to【2】a text book and write a guide for Doctorate Intensive Reading. Many of the texts are selected from Nobel【3】whose speeches give a wide scope of their fields as well as a wonderful summary of their painstaking efforts leading to success. They are academically keen andalert. With many【4】of disciplined trainings, they have built up an【5】and synthetic mind, some still holding a very good memory. They are ambitious to【6】English to speak in the international science conference for our motherland. They are eager to【7】their knowledge, skills, youth and wisdom to China’s giant strides in the Twenty-first century. In my first lecture, I introduced Francis Bacon’famous aphorism: “【8】makes a full man; conference a ready man; and【9】an exactman.” I also added a line, “ Listening makes a wise man. With a high demanding, with conscientious work, with the【10】Nobel Laureate’s speeches, with proper teaching and learning methods, they have really made dramatic progress.1．【1】正确答案：candidates 涉及知识点：听力2．【2】正确答案：edit 涉及知识点：听力3．【3】正确答案：Laureates 涉及知识点：听力4．【4】正确答案：years 涉及知识点：听力5．【5】正确答案：analytical 涉及知识点：听力6．【6】正确答案：master 涉及知识点：听力7．【7】正确答案：dedicate 涉及知识点：听力8．【8】正确答案：Reading 涉及知识点：听力9．【9】正确答案：writing 涉及知识点：听力10．【10】正确答案：inspiring 涉及知识点：听力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: It’s almost...uh...that there has been a feeling or an intent -- much like a sales pitch -- that it’s all fun... Miller: Uh-huh... Interviewer: ... and sort of... Miller: That’s right! That’s right... Interviewer: ... minimize that there’s any...uh boring. Miller: Work involve! That’s right. That’s right. And...-- and the kids, you know. You take that kind of an attitude, plus what they get on TV, you know, and it’s... -- and -- which is, tome...is...a...a medium that teaches you to be passive. And you sit back and watch these things and you expect to be entertained. And they bring those attitudes in the classroom, you know. And they sit down in the chair and, literally, if you’re not as good as “Batman,”... Interviewer: Right! Miller: ...you might as well hang it up! Interviewer: You’re competing with...uh... Miller: You are! You compete -- you’re competing with all that sound and light and motion and music -- all combined into one. Interviewer: Yeah. Miller: And if, you know, if you can’t beat. that, you don’t stand a chance. You’re almost forced into that role... Interviewer: ...being compared with a sort of commercial program on ler: That’s right! That’s right... Interviewer: To a certain extent, educational... Miller: That’s right... Interviewer: ...television, I suppose, or... Miller: Well, and too, you know...uh -- One of the classes that I teach is a class on minorities, you know. And we go on and on about -- for example, we do one unit on...on black Americans. And we talk about civil rights, and we talk about Martin Luther King, and we talk about the Emancipation Proclamation and all this good information -- much of which the kids don’t know, and so it’s intrinsically interesting because it’s new... Interviewer: Uhm... Miller: But, you know, they never get as excited, and, you know, this is just terrible -- I even hate to tell you -- They never get as excited as when we show the film of uh ...the Montgomery bus boycotts in...in 1955... Interviewer: Uh-huh. Miller: ...in ... in Sehna, Alabama, when they turned the dogs and the troopers... Interviewer: Right... Miller: ...on the black demonstrators. And the dogs are tearing up these black people -- I mean, I’m not kidding you, they literally, you know, come out of their chair and make noises! You know, like, “Oh, yeah! Yeah!” you know. Interviewer: Right... Miller: And that’s sick! Or like the film that we show on ...uh...on the Indians. It’s about buffalo hunting, and their way of life before the pioneer came and what happened to that civilization. The best part of the film -- it’s not the ...the hunting technique, or how they used all parts of the animal or were very ecologically minded. What is it? It’s when they stampeded a whole herd... Interviewer: Right... Miller: ...of buffalo off the cliff and that was one of their techniques -- and killed, you know, four or five hundred at a time! Interviewer: Uh-huh. Miller: And the all that blood and gore,and the buffalo screaming... Interviewer: That’s enough excitement at the stage of the game... Miller: But...but these are films that are chosen... Interviewer: But that’s what stands out in their minds! That’s the high point of it, you know..., boy, you ought to wait until you see this film... ! You won’t believe all the buffalo... Miller: ...you know, And you don’t know, of course, how much of the rest of it they retain. I’m sure something. But the fact that they...audibly react, and.., visibly react to that -- tome it’s just so sad... Interviewer: Right. Miller: (I)just... Interviewer: Right... Miller: ...every time it happens -- and it happens consistently every year we do it! Interviewer: Well, they’re...they’re conditioned...What do you think...uh...some of the most difficult things are for...for...uh...teachers?Miller: Oh, I think...well, for me, it’s having so many students and doing anything for, you know. And I...mean that very. Interviewer: Sort of... Miller: ...sincerely. Interviewer: ...not enough of you to go around! Miller: Exactly. You know, you come in...you come in your classroom, and there’s five minutes between periods you know and they’re like -- you know, it’s not unusual to have ten kids at your desk, right? You know, now these aren’t -- you know, like adults would do, they’s wait patiently -- I mean they’re all talking at one time and clamoring. Interviewer: Right. Miller: ...and pulling on your clothing, and...and you know, all that kind of thing... Interviewer: There’s just no way of dealing with that... Miller: And...and...and in the meantime, so you try to take care of that which is, you know, kind of a tempestuous thing... Interviewer: Uh-huh... Miller: ...and then there’s the kid back in the comer who sits in your class and never opens his mouth -- who probably needs you the most, right? And he gets the least. Interviewer: The least vocal... Miller: Okay, there’s that kind of kid. And then there’s the really bright kid who doesn’t get much of your time either, you know. If you look at it realistically, it’s kids who have trouble and who cause problems in class who get ninety percent of your attention! Interviewer: Uh-huh. Miller: And the kid who doesn’t say anything, or the one who’s very bright, gets the least amount of your attention... Interviewer: Uhm... Miller: ...because he demands the least amount. Interviewer: Right. Miller: And that...you know, that’s very discouraging sometimes when you stop and look at who...who you talk to? Or at the end of a period where, you know, you forget to take the roll, for example -- this happens sometimes -- You forget to take the roll, and then you remember as the kids go out that you didn’t take it, and you go back to do it... Interviewer: If you remember who... Miller: ...as of then. And you can’t remember if this kid was in your class or not. Interviewer: Uh -- huh... Miller: That’s scary tome! That’s really ... that’s frightening. And it’s...uh...you know, how do you combat that?11．Debbie Milk said that TV is a medium ______.A．that gives kids a lot of good informationB．that teaches kids to be passiveC．that gets kids so excited they literally come out of their chairsD．that gets kids so fascinated they are concentrated正确答案：C 涉及知识点：听力12．Debbie said that he uses a number of educational films ______.A．in a class he teaches on historyB．in a class he teaches on minoritiesC．in a class he teaches on ancient civilizationD．in a class he teaches on Indian cultures正确答案：B 涉及知识点：听力13．According to Debbie, when he shows films in class, the kids always seem to ______.A．miss the really important pointsB．catch the really important pointsC．understand the really important pointsD．take in the detailed information正确答案：A 涉及知识点：听力14．According to Debbie Miller, the most difficult problem for a teacher is ______.A．trying to deal with a group of kids crowing around your desk between class periodsB．having a kid in your class who sits in the corner of the room and never opens his or her mouthC．having so many students and not being able to do enough for themD．trying to get the students’ affection正确答案：C 涉及知识点：听力15．Debbie pointed out that because there are so many students in his class, the ones that get most of his attention are ______.A．the really bright kids who don’t cause problems in classB．the kids who sit at the back of the room and don’t open their mouthsC．the kids who have trouble and cause problems in classD．the kids who are absent-minded in class正确答案：C 涉及知识点：听力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：V oice One: Children around the world know Sesame Street as the place to meet funny Muppets and learn the big and little lessons of life. Now, the television show’s creators are adding to the cast in shows specifically seen in South Africa. Jason Carroll reports on the children’s show that’s ready to tackle a major health issue. V oice Two: Can you tell me how to get, how to get to Sesame Street’? V oice Three: From the very beginning, the characters on this make-believe street taught children it’a just as important to know your ABCs as it is to know and respect people of different cultures-a groundbreaking idea for a children’s show in 1969.16．What is Sesame Street?A．A place that sells sesame.B．A place familiar to children.C．A place with all kinds of funny things.D．A place we can get lessons.正确答案：B 涉及知识点：听力17．Were there any sesame streets in 1969?A．Yes, they taught Children.B．No, they were imaginary.C．Yes, they were in the South Africa.D．No, they were in the future.正确答案：A 涉及知识点：听力听力原文：The Sierra de Aracena in the northwest of Andalucia boasts one of the most beautiful rural landscapes in the region. One of the greenest comers of the sun-baked south, the peaks and valleys here are rich in forests of sweet chestnuts and cork oaks. In spring, wild flowers carpet the meadows, attracting a wealth of bird and insect life. Despite its outstanding natural beauty, the Sierra de Aracena is barely touched by the tourist trail, and even Andalucians are largely unaware of its hidden treasures. But take time to explore this region, and you’re guaranteed not only space and tranquility, but the warmest of welcomes, particularly in the old-fashioned whitewashed villages, scattered throughout the highlands.18．Peaks and valleys in the Sierra de Aracena are rich in ______.A．forests of chestnuts and cork oaksB．wild flowersC．meadowsD．birds and insects正确答案：A 涉及知识点：听力19．To explore this region, yon are guaranteed ______.A．natural beautiful highlandsB．mysterious legends and hidden treasuresC．space, tranquility and welcomesD．old-fashioned humane lifestyle正确答案：C 涉及知识点：听力听力原文：Can this bird help alleviate the pain caused by some common ailments? Well, its bite certainly won’t help matters, but its oil just might. Emu oil, a legendary treatment first used by Australian aborigines hundreds of years ago, is produced by rendering fats from the bird. The aborigines used it to treat their wounds. Today, this folklore remedy is getting new attention from scientists. A team of researchers from Australia’s Adelaide Women’s and Children’s Hospital is trying to find out, once and for all, if the flightless bird truly possesses healing powers, and they’ve been encouraged by previous tests that have demonstrated the oil’s value, especially in the treatment of arthritis. Should be always careful and should be armed with technical know-how to lay bare the lies in ads. Otherwise any credulity will lead to financial and spiritual losses. Secondly, ads are a waste of time, for they wantonly interfere our recreational time without our agreement, which is especially unbearable when the fussy commercials repeatedly interrupt the exciting TV serials and programs. Last but not least, ads are a sort of pollution of both eyes and ears. Some people hold the view that the ads covering the walls and buses actually enrich the living environment. But I can’t help asking that why not a colorful painting instead of an ad on a blank wall which certainly will make this bustling world appear purer and more beautiful. Without ads, we will find the world pleasing to both the eye and the mind. I understand that ads have made positive contributions to modern economic development. However, if their creditability is out of control, I think that it’s not only a tragedy of ads but also of modern civilization.20．What is the passage primarily concerned with?A．The study of Emu oil.B．The use of Emu oil.C．The effect of Emu oil.D．Neither of above choices.正确答案：B 涉及知识点：听力。
2014专业八级
TEM-8 (2014)听力试题SECTION A MINI-LECTUREIn this section,you will hear a mini-lecture.You willhear the lecture ONCE ONLY. While listening, takenotes 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 twominutes 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.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 coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10seconds to answer each of the following five questions. Now listen to the interview betweenOscar winning actress Angelina JolieandCianons Andrew DamonNow listen to the interview.1.What is the main purpose of Angelina's visit to Iraq?[A] To draw attention to the refugee crisis. [B] To look after refugees in Iraq.[C] To work for U.N.H.C.R. [D] To work out a plan for refugees.2.From the interview we know that Angelina _________.[A] was strongly opposed to officials’ opinions [B] thought young kids should be givenpriority[C] was much worried about the lack of action [D] proposed that policies be made promptly3.Which of the following BEST explains what the global community should do?[A] To supenise the construction of schools. [B] To take prompt and effective actions.[C] To provide water and power supply. [D] To prevent instability and aggression.4.Accorciing to Angelina, what is the key issue in solving the refugee problem?[A] The current situation in Iraq. [B] The politics in the Middle East[C] Refugees returning to normal life. [D] International and domestic efforts.5.Angelina saw her trip to Iraq significant because she could_________.[A] help others know where the problems were [B] help bring NGOs back to the region[C] talk to different people there [D] read the official papersSECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY.Listen carefully and then answer the questions that follow. Mark the correct answer to eachquestion on your coloured answer sheet.Question 6 is based on the following news. At the end of the news item, you will begiven 10 seconds to answer the question.Now listen to the news.6.What is the main idea of the news item?[A] Alitalia's attempt to help Wind Jet out. [B] Cancellation of flights at Rome Airport[C] Problems caused by Wind Jet's cash shortage. [D] Expected changes of Wind JefsflightdesUnations.Question 7 and 8 are based on the following news. At the end of the news item, youwill be given 20 seconds to answer the question.Now listen to the news.7.What did the researchers discover in northern Kenya?[A] A human tooth. [B] A human skull.[C] Three species of humans. [D] Three human fossils.8.What was the significance of the discovery?[A] Tlie findings were publislied in Nature. [B] It supported an existing assumption.[C] Most research questions were answered. [D] More research efforts were encouraged.Questions 9 and 10 are based on the following news. At the end of the news item, youwill be given 20 seconds to answer the questions.Now listen to the news.9.The airport originally decided to cover up tlie poster because __________[A] some international travellers complained [B] the art exhibition was to be postponed[C] other artists works were absent from ads [D] real-life models would appear on the scene10.What was the reaction of the National Galleries of Scotland?[A]Horrified. [B] Indignant. [C] Surprised. [D] Outraged.PART II READING COMPREHENSION (30 MIN)TEXT AMy class at Harvard Business School helps students understand what good management theory is and how it is built. In each session, we look at one company through the lenses of different theories, using them to explain how the company got into its situation and to examine what action will yield the needed results. On the last day of class, I asked my class to turn those theoretical lenses on themselves to find answers to two questions: First, How can I be sure I’ll be happy in my career? Second, How can I be sure my relationships with my spouse and my family will become an enduring source of happiness? Here are some management tools that can be used to help you leada purposeful life.1. Use Your Resources Wisely. Your decisions about allocating your personal time, energy, and talent shape your life’s strategy. I have a bunch of “businesses” that compete for these resources: I’m trying to have a rewardingrelationship with my wife, raise great kids, contribute to my community, succeed in my career, and contribute to my church. And I have exactly the same problem that a corporation does.I have a limited amount of time, energy and talent. How much do I devote to each of these pursuits?Allocation choices can make your life turn out to very different from what you intended. Sometimes that’s good: opportunities that you have never planned for emerge. But if you don’t invest your resources wisely, the outcome can be bad. As I think about my former classmates who inadvertently invested in lives of hollow unhappines s, I can’t help believing that their troubles related right back to ashort-term perspective.When people with a high need for achievement have an extra half hour of time or an extra ounce of energy, they’ll unconsciously allocate it to activities that yield the most tangible accomplishments. Our careers provide the most concrete evidence that we’re moving forward. You ship a product, finish a design, complete a presentation, close a sale teach a class, publish a paper, get paid, get promoted. In contrast, investing time and energy in your relationships withyour spouse and children typically doesn’t offer the same immediate sense of achievement. Kids misbehave every day. It’s really not until 20 years down the road that you can say, “I raised a good son o r a good daughter.” You can neglect your relationship with your spouse and on a daily basis it doesn’t seem as if thing are deteriorating. People who are driven to excel have this unconscious propensity to under invest in their families and overinvest in their careers, even though intimate and loving family relationships are the most powerful and enduring source of happiness.If you study the root causes of business disasters, over and over you’ll find this predisposition toward endeavors that offer immediate gratification. If you look at personal lives through that lens, you’ll see that same stunning and sobering pattern: people allocating fewer and fewer resources to the things they would have once said mattered most.2. Create A Family Culture. It’s o ne thing to see into the foggy future with a acuity and chart the course corrections a company must make. But it’s quite another to persuade employees to line up and work cooperatively to take the company in that new direction.When there is little agree ment, you have to use “power tools” –coercion, threats, punishments and so on, to secure cooperation. But if employee’s ways of working together succeed over and over, consensus begins to form. Ultimately, people don’t even think about whether their way y ields success. They embrace priorities and follow procedures by instinct and assumption rather than by explicit decision, which means that they’ve created a culture. Culture, in compelling but unspoken ways, dictates the proven, acceptable methods by which member s of a group address recurrent problems. And culture defines the priority given to different types of problems. It can be a powerful management tool.I use this model to address the question, How can I be my family becomes an enduring source of happiness? My students quickly see that the simplest way parents can elicit cooperation from children is to wield power tools. But there comes a point during the teen years when power tools no longer work. At that point, parents start wishing they had begun working with their children at a very young age to build a culture in which children instinctively behave respectfully toward one another, obey their parents, and choose the rightthing to do. Families have cultures, just a companies do. Those cultures can be built consciously.If you want your kids to have strong self-esteem and the confidence that they can solve hard problems, those qualities won’t magically materialize in high school. You have to design them into family’s culture and you have think ab out this very early on. Like employees, children build self-esteem by doing things that are hard and learning what works.11. According to the author, the key to successful allocation of resources in your life depends on whether youA. can manage your time wellB. have long-term planningC. are lucky enough to have new opportunitiesD. can solve both company and family problems12. What is the role of the statement “Our careers provide the most concrete evidence that we’re moving forward” with reference to the previous statement in the paragraph?A. To offer further explanationB. To provide a definitionC. To present a contrastD. To illustrate career development13. According to the author, a common cause of failure in business and family relationships isA. lack of planningB. short-sightednessC. shortage of resourcesD. decision by instinct14. According to the author, when does culture begin to emergeA. When people decide what and how to do by instinctB. When people realize the importance of consensusC. When people as a group decide how to succeedD. When people use “power tools” to reach agreement15. One of the similarities between company culture and family culture is thatA. problem-solving ability is essentialB. cooperation is the foundationC. respect and obedience are key elementsD. culture needs to be nurturedText BIt was nearly bed-time and when they awoke next morning land would be in sight. Dr. Macphail lit his pipe and, leaning over the rail, searched the heavens for the Southern Cross. After two years at the front and a wound that had taken longer to heal than it should, he was glad to settle down quietly at Apia (阿皮亚，西萨摩亚首都) for twelve months at least, and he felt already better for the journey. Since some of the passengers were leaving the ship next day at Pago-Pago they had had a little dance that evening and in his ears hammered still the harsh notes of the mechanical piano. But the deck was quiet at last.A little way off he saw his wife in a long chair talking with the Davidsons, and he strolled over to her. When he sat down under the light and took off his hat you saw that he had very red hair, with a bald patch on the crown, and the red, freckled skin which accompanies red hair; he was a man of forty, thin, with a pinched face, precise and rather pedantic; and he spoke with a Scots accent in a very low, quiet voice.Between the Macphails and the Davidsons, who were missionaries, there had arisen the intimacy of shipboard, which is due to propinquity rather than to any community of taste. Their chief tie was the disapproval they shared of the men who spent their days and nights in the smoking-room playing pokeror bridge and drinking. Mrs. Macphail was not a little flattered to think that she and her husband were the only people on board with whom the Davidsons were willing to associate, and even the doctor, shy but no fool, half unconsciously acknowledged the compliment. It was only because he was of an argumentative mind that in their cabin at night he permitted himself to carp (唠叨).‘Mrs. Davidson was saying she didn’t know how they’d have got through the journey if it hadn’t been for us,’ said Mrs. Macphail, as she neatly brushed out her transformation (假发). ‘She said we were really the only people on the ship they cared to know.’‘I shouldn’t have thought a missionary was such a big bug (要人、名士) that he could afford to put on frills (摆架子).’‘It’s not frills. I quite understand what she means. It wouldn’t have been very nice for the Davidso ns to have to mix with all that rough lot in the smoking-room.’‘The founder of their religion wasn’t so exclusive,’ said Dr. Macphail with a chuckle.‘I’ve asked you over and over again not to joke about religion,’ answered his wife. ‘I shouldn’t like to have a nature like yours, Alec. You never look for the best in people.’He gave her a sidelong glance with his pale, blue eyes, but did not reply. After many years of married life he had learned that it was more conducive to peace to leave his wife with the last word. He was undressed before she was, and climbing into the upper bunk he settled down to read himself to sleep.When he came on deck next morning they were close to land. He looked at it with greedy eyes. There was a thin strip of silver beach rising quickly to hills covered to the top with luxuriant vegetation. The coconut trees, thick and green, came nearly to the water’s edge, and among them you saw the grass houses of the Samoaris (萨摩亚人); and here and there, gleaming white, a little church. Mrs. Davidson came and stood beside him. She was dressed in black, and wore round her neck a gold chain, from which dangled a small cross. She was a little woman, with brown, dull hair very elaborately arranged, and she had prominent blue eyes behind invisible pince-nez (夹鼻眼镜). Her face was long, like a sheep’s, but she gave no impression offoolishness, rather of extreme alertness; she had the quick movements of a bird. The most remarkable thing about her was her voice, high, metallic, and without inflection; it fell on the ear with a hard monotony, irritating to the nerves like the pitiless clamour of the pneumatic drill.‘This must seem like home to you,’ said Dr. Macphail, with his thin, difficult smile.‘Ours are low islands, you know, not like these. Coral. These are volcanic. We’ve got another ten days'' journey to reach them.’‘In these parts that’s almost like being in the next street at home,’ said Dr. Macphail facetiously.‘Well, that’s rather an exaggerated way of putting it, but one does look at distances differently in the J South Seas. So far you’re right.’Dr. Macphail sighed faintly.16. It can be inferred from the first paragraph that Dr. MacphailA. preferred quietness to noiseB. enjoyed the sound of the mechanical pianoC. was going back to his hometownD. wanted to befriend the Davidsons17. The Macphails and the Davidsons were in each other’e company because theyA. had similar experienceB. liked each otherC. shared dislike for some passengersD. had similar religious belief18. Which of the following statements best DESCRIBES Mrs. Macphail?A. She was good at making friendsB. She was prone to quarrelling with her husbandC. She was skillful in dealing with strangersD. She was easy to get along with.19. All the following adjectives can be used to depict Mrs. Davidson EXCEPTA. arrogantB. unapproachableC. unpleasantD. irritable20. Which of the following statements about Dr. Macphail is INCORRECT?A. He was sociable.B. He was intelligent.C. He was afraid of his wife.D. He was fun of the Davidsons. Text CToday we make room for a remarkably narrow range of personality styles. We're told that to be great is to be bold, to be happy is to be sociable. We see ourselves as a nation of extroverts—which means that we've lost sight of who we really are. One-third to one-half of Americans are introverts—in the other words, one out of every two or three people you know. If you're not an introvert yourself, you are surely raising, managing, married to, or coupled with one.If these statistics surprise you, that's probably because so many people pretend to be extroverts. Closet introverts pass undetected on playgrounds, in high school locker rooms, and in the corridors of corporate America. Some fool even themselves, until some life event---a layoff, an empty nest, an inheritance that frees them to spend time as they like---jolts them into taking stock of their true natures. You have only to raise thissubject with your friends and acquaintances to find that the most unlikely people consider themselves introverts.It makes sense that so many introverts hide even from themselves. We live with a value system that I call the Extrovert Ideal— the omnipresent belief that the ideal self is gregarious, alpha, and comfortable in the spotlight. The archetypal extrovert prefers action to contemplation,risk-taking to heed-taking, certainty to doubt. He favors quick decisions, even at the risk of being wrong. She works well in teams and socializes in groups. We like to think that we value individuality, but all too often we admire one type of individual——the kind who's comfortable "putting himself out there." Sure, we allow technologically gifted loners who launch companies in garages to have any personality they please, but they are the exceptions, not the rule, and our tolerance extends mainly to those who get fabulously wealthy or hold the promise of doing so.Introversion---along with its cousins sensitivity, seriousness, and shyness---is now a second-class personality trait, somewhere between a disappointment and a pathology. Introverts living under the Extrovert Ideal are like women ina man's world, discounted because of a trait that goes to the core of who they are. Extroversion is an enormously appealing personality style, but we've turned it into an oppressive standard to which most of us feel we must conform.The Extrovert Ideal has been documented in many studies, though this research has never been grouped under a single name. Talkative people, for example, are rated as smarter,better-looking, more interesting, and more desirable as friends. Velocity of speech counts as well as volume: we rank fast talkers as more competent and likable than slow ones. Even the word introvert is stigmatized---one informal study, by psychologist Laurie Helgoe, found that introverts described their own physical appearance in vivid language, but when asked to describe generic introverts they drew a bland and distasteful picture.But we make a grave mistake to embrace the Extrovert Ideal so unthinkingly. Some of our greatest ideas, art, and inventions---from the theory of evolution to van Gogh's sunflowers to the personal computer---came from quiet and cerebral people who knew how to tune in to their inner worlds and the treasures to be found there.21. According to the author, there exists, as far as personality styles are concerned, a discrepancy betweenA. what people say they can do and what they actually canB. what society values and what people pretend to beC. what people profess and what statistics showD. what people profess and what they hide from others22. The ideal extrovert is described as being all the following EXCEPTA. doubtfulB. sociableC. determinedD. bold23. According to the author, our society only permits ___ to have whatever personality they like.A. the youngB. the ordinaryC. the artisticD. the rich24. According to the passage, which of the following statements BEST reflects the author’s opinion?A. Introversion is seen as an inferior trait because of its association with sensitivity.B. Extroversion is arbitrary forced by society as a norm upon people.C. Introverts are generally regarded as either unsuccessful or as deficient.D. Extroversion and introversion have similar personality trait profiles.25. The author winds up the passage with a____ note.A. cautiousB. warningC. positiveD. humorousText DSpeaking two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking,that hindered a child’s academic and intellectual development.They were not wrong about the interference: there is ample evidence that in a bilingua l’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function ?a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind ?like remembering a sequence of directions while driving.Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Untilrecently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often ?you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it.The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life).26. According to the passage, the more recent and old views of bilingualism differ mainly inA. its practical advantagesB. its role in cognitionC. perceived language fluencyD. its role in medicine27. The fact that interference is now seen as a blessing in disguise means thatA. it has led to unexpectedly favourable resultsB. its potential benefits have remained undiscoveredC. its effects on cognitive development have been minimalD. only a few researchers have realized its advantages28. What is the role of Paragraph Four in relation to Paragraph Three?A. It provides counter evidence to Paragraph Three.B. It offers another example of the role of interference.C. It serves as a transitional paragraph in the passage.D. It further illustrates the point in Paragraph Three.29. Which of the following can account for better performance of bilinguals in doing non-inhibition tasks?A. An ability to monitor surroundings.B. An ability to ignore distractions.C. An ability to perform with less effort.D. An ability to exercise suppression.30. What is the main theme of the passage?A. Features of bilinguals and monolinguals.B. Interference and suppression.C. Bilinguals and monitoring tasks.D. Reasons why bilinguals are smarter.PART III GENERAL KNOWLEDGE (10 MIN)31. Which of the following is the French-speaking city in Canada?A. VancouverB. OttawaC. MontrealD. Toronto32. Which of the following are natives of New Zealand?A. The MaorisB. The AboriginalsC.The Red IndiansD. The Eskimos33. The established or national church in England isA. the Roman Catholic ChurchB. the United Reformed ChurchC. the Anglican ChurchD. the Methodist Church34. The 13 former British colonies in North America declared independence from Great Britain inA. 1774B. 1775C. 1776D. 177735. “Grace under pressure” is an outstanding virtue of ____ heroes.A. Scott Fitzgerald’sB. Ernest Hemingway’sC. Eugene O’Neill’sD. William Faulkner’s36. Widowers’ House was written byA. William Butler YeatsB. George Bernard ShawC. John GalsworthyD. T. S. Eliot37. Who wrote The Canterbury Tales?A. William ShakespeareB. William BlakeC. Geoffrey ChaucerD. John Donne38. Which of the following pairs of words are homophones?A. wind (v.) / wind (n.)B. suspect (v.) / suspect (n.)C. convict (v.) / convict (n.)D. bare (adj.) / bear (v.)39. Which of the following sentences has the “S+V+O” structure?A. He died a hero.B. I went to London.C. Mary enjoyed parties.D. She became angry.40. Which of the following CAN NOT be used as an adverbial?A. The lion’s shareB. Heart and soul.C. Null and void.D. Hammer and tongs.PART IV PROOFREADING & ERROR CORRECTION (15 MIN)There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research from the late 1950s to early 1960s.There is a high level of agreement that the following questions (1) ______have possessed the most attention of researchers in this area: (2) ______l Is it possible to acquire an additional language in the same sense one acquires a first language? (3) ______l What is the explanation for the fact adults have (4) ______more difficulty in acquiring additional languages than children have?l What motivates people to acquire additional language?l What is the role of the language teaching in the (5) ______ acquisition of additional languages?l What social-cultural factors, if any, are relevant in studying thelearning of additional languages?From a check of the literature of the field it is clear that all (6) ______the approaches adopted to study the phenomena of SLA so far haveone thing in common: The perspective adopted to view the acquiringof an additional language is that of an individual attempts to do (7) ______so. Whether one labels it “learning” or “acquiring” an additionallanguage, it is an individual accomplishment or what is under (8) ______focus is the cognitive, psychological, and institutional status of anindividual. That is, the spotlight is on what mental capabilities areinvolving, what psychological factors play a role in the learning (9) ______or acquisition, and whether the target language is learnt in the。
历年专业英语八级考试真题及答案 (8)
2006年专业英语八级考试真题及答案Section A Mini-lectureSection 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 coloured 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. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department ofEmployment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn 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 coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.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. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner's voice.B. that it can remember a password.C. that it can identify the owner's voice.D. that it can remember the owner's PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.【阅读理解】In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University – a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content –or other dangers –will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believedthat child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, between –or even during – sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, somethinghe hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father’s study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.Text CCampaigning on the Indian frontier is an experience by itself.Neither the landscape nor the people find their counterparts in any other portion of the globe.Valley walls rise steeply five or six thousand feet on every side.The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass.Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment.Except at harvest?time,when self-preservation requires a temporary truce,the Pathan tribes are always engaged in private or public war.Every man is a warrior,a politician and a theologian.Every large house is a real feudal fortress made,it is true,only of sun-baked clay,butwith battlements,turrets,loopholes,drawbridges,plete.Every village has its defence.Every family cultivates its vendetta; every clan,its feud.The numerous tribes and combinations of tribes all have their accounts to settle with one another.Nothing is ever forgotten,and very few debts are left unpaid.For the purposes of social life,in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed.A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another.The slightest technical slip would,however,be fatal.The life of the Pathan is thus full of interest; and his valleys,nourished alike by endless sunshine and abundant water,are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts:the rifle and the British Government.The first was an enormous luxury and blessing; the second,an unmitigated nuisance.The convenience of the rifle was nowhere more appreciated than in the Indian highlands.A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it.One could actually remain in one’s own house and fire at one’s neighbour nearly a mile away.One could lie in wait on some high crag,and at hitherto unheard of ranges hit a horseman far below.Even villages could fire at each other without the trouble of going far from home.Fabulous prices were therefore offered for these glorious products of science.Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler.A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory.The great organizing,advancing,absorbing power to the southward seemed to be little better than a monstrous spoil-sport.If the Pathan made forays into the plains,not only were they driven back (which after all was no more than fair),but a whole series of subsequent interferences took place,followed at intervals by expeditions which toiled laboriously through the valleys,scolding the tribesmen and exacting fines for any damage which they had done.No one would have minded these expeditions if they had simply come,had a fight and then gone away again.In many cases this was their practice under what was called the “butcher and bolt policy” to which the Government of India long adhered.But towards the end of the nineteenth century these intruders began to make roads through many of the valleys,and in particular the great road to Chitral.They sought to ensure the safety of these roads by threats,by forts and by subsidies.There was no objection to the last method so far as it went.But the whole of this tendency to road-making was regarded by the Pathans with profound distaste.All along the road people were expected to keep quiet,not to shoot one another,and above all not to shoot at travellers along the road.It was too much to ask,and a whole series of quarrels took their origin from this source.20. The word debts in“very few debts are left unpaid”in the first paragraph meansA loans.B accounts.C killings.D bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A Melting snows.B Large population.C Steep hillsides.D Fertile valleys.22. According to the passage,the Pathans welcomedA the introduction of the rifle.B the spread of British rule.C the extension of luxuries.D the spread of trade.23. Building roads by the BritishA put an end to a whole series of quarrels.B prevented the Pathans from carrying on feuds.C lessened the subsidies paid to the Pathans.D gave the Pathans a much quieter life.24. A suitable title for the passage would beA Campaigning on the Indian Frontier.B Why the Pathans Resented the British Rule.C The Popularity of Rifles among the Pathans.D The Pathans at War.Text D“Museum”is a slippery word. It first meant (in Greek) anything consecrated to the Muses:a hill,a shrine,a garden,a festival or even a textbook.Both Platos Academy and Aristotles Lyceum had a mouseion, a muses shrine.Although the Greeks already collected detached works of art,many temples—notably that of Hera at Olympia (before which the Olympic flame is still lit)—had collections of objects,some of which were works of art by well known masters,while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples,as well as mineral specimens,exotic plants,animals; and they plundered sculptures and paintings (mostly Greek) for exhibition.Meanwhile,the Greek word had slipped into Latin by transliteration (though not to signify picture galleries,which were called pinacothecae) and museum still more or less meant“Muses- shrine”.The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries—which focused on the gold-enshrined,bejewelled relics of saints and martyrs.Princes,and later merchants,had similar collections,which became the deposits of natural curiosities:large lumps of amber or coral,irregular pearls,unicorn horns,ostrich eggs,fossil bones and so on.They also included coins and gems—often antique engraved ones—as wellas,increasingly,paintings and sculptures.As they multiplied and expanded,to supplement them,the skill of the fakers grew increasingly refined.At the same time,visitors could admire the very grandest paintings and sculptures in the churches,palaces and castles; they were not“collected”either,but “site-specific”,and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them—and most of the buildings were public ones.However,during the revival of antiquity in the fifteenth century,fragments of antique sculpture were given higher status than the work of any contemporary,so that displays of antiquities would inspire artists to imitation,or even better,to emulation; and so could be considered Muses- shrines in the former sense.The Medici garden near San Marco in Florence,the Belvedere and the Capitol in Rome were the most famous of such early“inspirational”collections.Soon they multiplied,and,gradually,exemplary “modern”works were also added to such galleries.In the seventeenth century,scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world.But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived:the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries,of which the Musee des Monuments Francais was the most famous.Then,in the first half of the nineteenth century,museum funding took off,allied to the rise of new wealth:London acquired the National Gallery and the British Museum,the Louvre was organized,the Museum-Insel was begun in Berlin,and the Munich galleries were built.In Vienna,the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure.Meanwhile,the decline of craftsmanship (and of public taste with it) inspired the creation of “improving”collections.The Victoria and Albert Museum in London was the most famous,as well as perhaps the largest of them.25. The sentence“Museum is a slippery word”in the first paragraph means thatA the meaning of the word didn’t change until after the 15th century.B the meaning of the word had changed over the years.C the Greeks held different concepts from the Romans.D princes and merchants added paintings to their collections.26. The idea that museum could mean a mountain or an object originates fromA the Romans.B Florence.C Olympia.D Greek.27. “...the skill of the fakers grew increasingly refined” in the third paragraph means thatA there was a great demand for fakers.B fakers grew rapidly in number.C fakers became more skillful.D fakers became more polite.28. Paintings and sculptures on display in churches in the 15th century wereA collected from elsewhere.B made part of the buildings.C donated by people.D bought by churches.29. Modern museums came into existence in order toA protect royal and church treasures.B improve existing collections.C stimulate public interest.D raise more funds.30. Which is the main idea of the passage?A Collection and collectors.B The evolution of museums.C Modern museums and their functionsD The birth of museums.【人文知识】There are ten multiple-choice questions in this section.Choose the best answers to each question.Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure【改错】We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as ___1 to the way in which words should be arranged to convey a particular ___2 message: the English speaker has iii his disposal at vocabulary and a ___3 set of grammatical rules which enables him to communicate his ___4thoughts and feelings, ill a variety of styles, to the other English ___5 speakers. His vocabulary, in particular, both that which he uses active- [y and that which he recognises, increases ill size as he growsold as a result of education and experience. ___6But, whether the language store is relatively small or large, the system remains no more, than a psychological reality for tike inpidual, unlesshe has a means of expressing it in terms able to be seen by another ___7 member of his linguistic community; he bas to give tile system aconcrete transmission form. We take it for granted rice’ two most ___8common forms of transmission-by means of sounds produced by ourvocal organs (speech) or by visual signs (writing). And these are ___9among most striking of human achievements. _____10【中译英】中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。
2006专八听力真题及答案
TEST FOR ENGLISH MAJORS (2006)2006年专业八级听力真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lecture听力原文Part 1, Listening ComprehensionSECTION A MINI-LECTUREGood morning! In today's lecture we shall discuss what meaning is in literary, works. When we read novels, poems, etc. , we invariably ask ourselves a question—that is, what does the writer mean here? In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean or what its real meaning is? I'd like to discuss three ways to explain what meaning is.No. 1, meaning is what is intended by the author. ( Q1)No. 2, meaning is created by and contained in the text itself.And No. 3 , meaning is created by the reader.Now, let's take a look at the first approach—that is, meaning is what is intended by the author. Does a work of literature mean what the author intended to mean? And if so, how can we tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author had according to our understanding of literature and world. In order to have a better idea of what one par¬ticular author means in one of his works; I suggest that you do the following:First, go to the library and read other works by the same author. ( Q2)Second get to know something about what sort of meanings seem to be common in literary works in that particular tradition and .at that time. In other words, we need to find out what the literary trends were in those days. ( Q3)And last, get to know what were the cultural values and symbols of the time. I guess you can understand the author's meaning much more clearly after you do the related background research.Now, let's move on to the second approach to meaning—that is, meaning is created by and con¬tained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal prop¬erties of the text like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, ( Q4) so that any educated or competent reader will inevitably come to more or less the same interpretation as any other. As. far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conventions of meaning but also in the cultural codes which have been handed down fromgeneration to generation. ( Q5) So when we and other readers, inclu¬ding the author as well, are said to come up with similar interpretations. That kind of agreement could be created by common traditions and conventions of usage, practice and interpretation. In other words, we have some kind of shared bases for the same interpretation, but that does not mean that readers agree on the meaning all the time. In different time periods, with different cultural perspec¬tives, including class, belief and world view, readers, I mean competent readers, can arrive at dif¬ferent interpretations of tdxts: ( Q6) So meaning in the text is determined by how readers see it. It is not contained in the text in a fixed way.Now, the third approach to meaning—that is, meaning is created by the reader. ( Q7) Does the meaning then exist in the reader's response? In a sense, this is inescapable. Meaning exists only in so far as it means to someone , and literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues.The first is—meaning is social—( Q8) that is, language and conventions work only a shared meaning and our way of viewing the world can exist only a shared or sharable. Similarly, when we read a text, we are participating in social or cultural meaning, so a response to a piece of literary work is not merely an individual thing but is part of culture and history. Second, meaning is contextual. If you change the context, you often change the meaning. And last, meaning requires reader competency. ( Q9) Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text. Consequently, there is in regard to the question of meaning; the matter of reader competency as it is called the experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the context of the whole work. But you may have to learn other compe¬tencies too. For instance, inreading Mulk Raj Anand's The Untouchables' you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and personal influences Mulk Raj Anand cameun¬der when constructing the imaginative world of the short novel. ( Q10) Ok , you may see that this i¬dea that meaning requires competency in reading in fact brings us back to the historically situated un¬derstandings of an author and his works as we mentioned earlier in this lecture, to different conven¬tions and ways of reading and writing and to the point that meaning requires a negotiation between cultural meanings across time, culture, class, etc. As readers, you have in fact acquired a good deal of competency already but you should acquire more. The essential point of this lecture is that mean¬ing in literature is a phenomenon that is not easily located, that meaning is historical, social and de¬rived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCA。
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2014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we h ave to live with it. I. Definition of stress A. (1) reaction (1) physical i.e. force exerted between two touching bodies B. human reactioni.e. response to (2) on someone (2) a demand e.g. increase in breathing, heart rate, (3) (3) blood pressure or muscle tension II. (4) (4) Category of stress A. positive stress —where it occurs: Christmas, wedding, (5) (5) a job B. negative stress —where it occurs: test-taking situations, friend’s death III. Ways to cope with stress A. recognition of stress signals—monitor for (6) of stress (6) signals —find ways to protect oneself B. attention to body demand—effect of (7) (7) exercise and nutrition C. planning and acting appropriate ly — reason for planning —(8) of planning (8) result D. lea rning to (9) (9) accept —e.g. delay caused by traffic E. pacing activities—manageable task —(10) (10) reasonable speed2013SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________II. (2) ______ and critical in thinkingi.e. information processing, e.g.-- connections between the known and the new information-- identification of (3) ______ concepts-- judgment on the value of (4) _____.III. active in listeningA. ways of note-taking: (5) _______.B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of (6) ______.B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______.VI. Last characteristicA. attitude toward responsibility-- active learners: accept-- passive learners: (8) _______B. attitude toward (9) ______-- active learners: evaluate and change behaviour-- passive learners: no change in approachRelationship between skill and will: will is more important in (10) ______.Lack of will leads to difficulty in college learning.参考答案：1. checking their understanding2. reflective on information3. incomprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture或者1、checking understanding。
2、reflective3、puzzling/confusing4、what is read5、comprehensive and organized6、constant understanding monitoring//monitoring their understanding7、differ8、blame others9、poor performance10、school work//studies2012ObservationPeople do observation in daily life context for safety or for proper behaviour. However, there are differences in daily life observation and research observation.Differences---- daily life observation--casual--(1) ________--dependence on memory---- research observation-- (2) _________-- careful record keepingB. Ways to select samples in research---- time sampling-- systematic: e.g. fixed intervals every hour-- random: fixed intervals but (3) _______Systematic sampling and random sampling are often used in combination.---- (4) _______-- definition: selection of different locations-- reason: humans’ or animals’ behaviour (5) ______ across circumstances-- (6) ______: more objective observationsC. Ways to record behaviour (7) _______---- observation with intervention-- participant observation: researcher as observer and participant-- field experiment: research (8) ______ over conditions---- observation without intervention-- purpose: describing behaviour (9) ______-- (10) ______ : no intervention-- researcher: a passive recorder1: rarely formal records 2: systematic objective manner 3: variable4: situation sampling 5: vary 6: advantage 7: as it occurs 8: have more control 9: in natural setting 10: method Interview2011Classifications of CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures.I. High-context culture A. feature- context: more important than the message- meaning: (1)__________i.e. more attention paid to (2) ___________ than to the message itselfB. examples- personal space- preference for (3)__________- less respect for privacy / personal space- attention to (4)___________- concept of time- belief in (5)____________ interpretation of time- no concern for punctuality- no control over timeII. Low-context cultureA. feature- message: separate from context- meaning: (6)___________B. examples- personal space- desire / respect for individuality / privacy- less attention to body language- more concern for (7)___________- attitude toward time- concept of time: (8)____________- dislike of (9)_____________- time seen as commodityIII. ConclusionAwareness of different cultural assumptions- relevance in work and lifee.g. business, negotiation, etc.- (10)_____________ in successful communication1. apart from the message2.what is happening3.closeness4.body language5.multiple6.in itself7.the message itself8.punctuality means everythingteness 10.accounts1. and significance2. the context 或what is doing3. closeness to people4. body language5. polychronic6. in itself7. personal space 8. monochrome 9. lateness10. multicultural situation2010Paralinguistic Features of LanguageIn face-to-face communication speakers often alter their tomes of voice or change 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. breathiness: deep emotion3. (2)_________: unimportance (2)__________4. 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----- (10)______: aid in communication (10)___________----- conscious imitation: mockery1 tones of voice2 huskiness3 universal signal;4 thought or uncertainty5 indifference6 honesty7 distance;8 situation;9 mood; 10 unconsciously same posture2009Writing Experimental ReportsI. Content of an experimental report, e.g.--- study subject/ area--- study purpose--- ____1____II. Presentation of an experimental report--- providing details--- regarding readers as _____2_____III. Structure of an experimental report--- feature: highly structured and ____3____--- sections and their content:INTRODUCTION ____4____; why you did itMETHOD how you did itRESULT what you found out____5____ what you think it showsIV. Sense of readership--- ____6____: reader is the marker--- ____7____: reader is an idealized, hypothetical, intelligent person with little knowledge of your study--- tasks to fulfill in an experimental report:introduction to relevant areanecessary background informationdevelopment of clear argumentsdefinition of technical termsprecise description of data ____8____V. Demands and expectations in report writing--- early stage:understanding of study subject/area and its implicationsbasic grasp of the report's format--- later stage:____9____ on research significance--- things to avoid in writing INTRODUCTION:Inadequate material____10____ of research justification for the studyMINI-LECTURE1. Study result/ findings2. Audience3. Disciplined4. what you did5. DISCUSSION6. a common mistake7. in reality8. obtained / that you obtained9. attention / foucs / emphasis 10.暂无10.2008The Popularity of EnglishI. Present status of EnglishA. English as a native/first languageB. English as a lingua franca: a language for communication among peoplewhose (1)______ are different (1)_______C. Number of people speaking English as a first or a second language:—320-380 million native speakers—250- (2) _____ million speakers of English as a second language (2)_______ II. Reasons for the popular use of EnglishA. (3) ____ reasons (3)_______—the Pilgrim Fathers brought the language to America;—British settlers brought the language to Australia;—English was used as a means of control in (4)_____ (4)_______B. Economic reasons—spread of (5) _____ (5)_______—language of communication iii the international business communityC. (6)______ in international travel (6)_______—use of English in travel and tourism—signs in airports—language of announcement—language of (7) ______ (7)_______D. Information exchange—use of English in the academic world—language of (8) _____ or journal articles (8)_______E. Popular culture—pop music on (9)______ (9)_______—films from the USAIII. Questions to think aboutA. status of English in the futureB. (10) ______ of distinct varieties of English (10)_______1. native language2. 3503. Historical4. India5. commerce6. Boom7. sea travel communication8. conference9. many radios 10. split2007What Can We Learn from Art?I. IntroductionA. Differences between general history and art history— Focus:— general history: (1)_____— art history: political values, emotions, everyday life, etc.B. Significance of studyMore information and better understanding of human society and civilizationII. Types of informationA. Information in history books is (2)_____— facts, but no opinionsB. Information in art history is subjective— (3)_____ and opinionse.g. — Spanish painter's works: misuse of governmental power— Mexican artists' works: attitudes towards social problemsIII. Art as a reflection of religious beliefsA. Europe: (4)_____ in pictures in churchesB. Middle East: pictures of flowers and patterns in mosques, palacesReason: human and (5)_____ are not seen as holyC. Africa and the Pacific Islands: masks, headdresses and costumes in special ceremoniesPurpose: to seek the help of (6)_____ to protect crops, animals and people.IV. Perceptions of ArtHow people see art is related to their cultural background.A. Europeans and Americans— (7)_____— expression of ideasB. People in other places— part of everyday life— (8)_____ useV. Art as a reflection of social changesA. Cause of changes: (9)_____ of different cultures.B. Changes— tribal people: effects of (10)_____ on art forms— European artists: influence of African traditional art in their works— American and Canadian artists: study of Japanese painting2006Meaning in literatineIn reading literary works, we are concerned with the "meaning" of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.I. Meaning is what intended by (1) ______________________________ isApart from reading an author's work in question, readers need to1 )read (2) _______ by the same author;2) get familiar with (3) ____ at the time;3) get to know cultural values and symbols of the time.II. Meaning exists "in" the text itself.1) some people's view: meaning is produced by the formal properties of the text like (4) _______ , etc.2) speaker's view: meaning is created by both conventions of meaning and(5)__________________________Therefore, agreement on meaning could be created by common traditions and conventions of usage. But different time periods and different (6) ________ perspectives could lead to different interpretations of meaning in a text.III Meaning is created by (7) ____________________________________1) meaning is (8) ___________________________________2) meaning is contextual;3) meaning requires (9)______________________________________—practicing competency in reading—practicing other competencies—background research. in (10) _____________, etc.7 页：听力原文3Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social structure, traditions of writing or political cultural influences, etc.2012Observing BehaviourGood morning, everyone. Today we will look at how to observe behaviour in research. Perhaps you would say it is easy and there is nothing extraordinary. Yes, you may be right. All of us observe behaviour every day. For example, when traveling in another country, we can avoid embarrassment by observing how people behave in that culture. And failing to be observing while walking or driving can be life-threatening.We learn by observing people's behaviour. Researchers too rely on their observations to learn about behaviour,but there are differences. For instance, when we observe casually, we may not be aware of factors that bias our observations, and, [1] and when we rarely keep formal records of our observations. Instead, we rely on our memory of events. [2]Observations in research on the other hand are made under precisely defined conditions, that is, in a systematic and objective manner, and with careful record keeping.Then how are we going to conduct observations in our research studies, and what do we need to do in order to make a scientific and objective observation? Now, as you remember, the primary goal of observation is to describe behaviour, but it is in reality impossible to observe and describe all of a person's behaviour. So we have to rely on observing samples of people's behaviour. Doing so, we must decide whether the samples represent people's usual behaviour. Thus, we will first take a brief look at how researchers select samples of behaviour.Before conducting an observational study, researchers must make a number of important decisions, that's about when and where observations will be made. As I've said before, the researcher cannot observe all behaviour. Only certain behaviours occurring at particular times, inspecific settings can be observed. In other words, behaviour must be sampled. In this lecture, I will briefly introduce two kinds of sampling, that is, time sampling and situation sampling.Now first, time sampling. Time sampling means that researchers choose various time intervals for their observation. Intervals may be selected systematically or randomly. Suppose we want to observe students' classroom behaviour. Then in systematic time sampling, our observations might be made during five 20-minute periods, beginning every hour. The first observation period could begin at 9 am, the second at 10 am and so forth. [3]However, in random sampling, these five 20-minute periods may be distributed randomly over the course of the day. That is to say, intervals between observation periods could vary—some longer others shorter. One point I'd like to make is systematic and random time sampling are not always used in isolation. They are often combined in studies. For example, while observation intervals are scheduled systematically, observations within an interval are made at random times. That means the researcher might decide to observe only during 15-second intervals that are randomly distributed within each 20-minute period.[4]Now let's come to situation sampling. Then, what is situation sampling? It involves studying behaviour in different locations and under different circumstances and conditions. By sampling as many different situations as possible researchers can reduce the chance that their observation results will be peculiar to a certain set of circumstances and conditions. [5]Why? Because people or for that manner animals do not behave in exactly the same way across all situations. For example, children do not always behave the same way with one parent as they do with the other parent, and animals do not behave the same way in zoos as they do in the wild.[6]So, by sampling different situations, a researcher can make more objective observations than he would in only a specific situation.[7]Having discussed ways to sample behaviour in research, we are now moving onto another issue, that is, what researchers should do to record behaviour as it occurs, that is whether researchers are active or passive in recording behaviour. This refers to the methods of observation. Observational methods can be classified as “observation with intervention” or “observation without intervention”. Observation with intervention can be made in at least two ways, participant observation and field experiment. In participant observation, observers, that is researchers, play a dual role: They observe people's behaviour and they participate actively in the situation they are observing. If individuals who are being observed know that the observer is present to collect information about their behaviour, this is undisguised participant observation. But in disguised participant observation, those who are being observed do not know that they are being observed.[8]Another method of observation with intervention is field experiment. What is a field experiment? When an observer controls one or more conditions in a natural setting in order to determine the effect on behaviour, this procedure is called field experiment. The field experiment represents the most extreme form of intervention in observational methods. The essential difference between field experiments and other observational methods is that researchers have more control in field experiments.Now let's take a look at observation without intervention. [9]Observation without intervention is also called naturalistic observation because its main purpose is to describe behaviour as it normally occurs, that is, in a natural setting, [10] without any attempt by the observer to intervene. An observer using this method of observation acts as a passive recorder ofwhat occurs. The events occur naturally and are not controlled by the observer.OK, in today's lecture, we have focused on how to make decisions of sampling before beginning our observation, and what we can do during observation. I hope what we've discussed will help you in your future research design.。