专八听力minilecture真题及答案doc(辅导教育)
2006年2015年专八听力mini-lecture真题及标准答案doc
2015英语专业八级听力第一部分MINI-LECTURELISTENING COMPREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students.Then, how can we comprehend a lecture efficiently?I.Understand all (1) ______________A.wordsB.(2) ______________-stress-intonation-(3) ______________II. Adding informationA.lecturers: sharing information with audienceB.listeners: (4) ______________C.sources of information-knowledge of (5) ______________-(6) ______________ of the worldD. listening involving three steps:-hearing-(7) ______________-addingIII. (8) ______________A.reasons:-overcome noise-save timeB. (9) ______________-content-organizationIV. Evaluating while listeningA.helps to decide the (10) ______________ of notesB.helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. experience 7. reinterpreting 8. prediction 9. what to listen 10. Importance20152014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.I. Definition of stress A. (1) reaction (1) 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 tensionII. (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 appropriately —reason for planning —(8) of planning (8) result D. learning 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。
2006至2014年英语专八听力mini-lecture真题及答案
2014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.I. Definition of stressA. (1)______________reaction i.e. force exerted between two touching bodiesB. human reaction i.e. response to (2__________ on someone e.g. increasein breathing, heart rate, (3) ________________or muscle tension II. (4) ______________________A. positive stress—where it occurs: Christmas, wedding, (5) __________B. negative stress—where it occurs: test-taking situations, friend’s deathIII. Ways to cope with stressA. recognition of stress signals—monitor for (6) _____________of stress—find ways to protect oneselfB. attention to body demand—effect of (7)___________C. planning and acting appropriately—reason for planning—(8)____________ of planningD. learning to (9) _________—e.g. delay caused by traffic E. pacing activities—manageable task—(10) _________________2014key to minilecture(1) physical (2) a demand (3) blood pressure (4) Category of stress (5) a job (6) signals (7) exercise and nutrition (8) result(9) accept (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。
2021年英语专八听力真题和原文答案
2021年英语专八听力真题和原文答案PART I LISTENING COMPREHENSION [25 MIN]2021英语专八真题音频.mp3SECTION A MINI-LECTUREIn this section, you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, please complete the gap-fulling 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 grammaticallyand semanticallyacceptable.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.Current Challenges Confronting U.S. Higher EducationSection B InterviewThis is the end of Part Two of the interview. Questions 6 to 10 are based on what you have just heard. Question 6, what did Maureen think about socializing with writers?Question 7, what was Maureen's view about a community for poets?Question 8, why did her sections have concluding stanzas?Question 9, what did Maureen think about her way of poetry reading?Question 10, what is the interview mainly about?This is the end of Part One of the interview. Questions 1 to 5 are based on what you have just heard. Question 1, what is Maureen McLean, according to the interviewer?Question 2, when did Maureen first begin to read poetry?Question 3, who were the most important teachers to Maureen?Question 4, which of the following did Maureen feel more strongly about when she returned to teach at Harvard?Question 5, why did Maureen bring recordings to class?答案解析和原文1、MINI-LECTURE 录音原文Current Challenges Confronting U.S. Higher EducationGood morning, everyone. In our last lecture, we discussed challenges that face universities and colleges worldwide. Today, we'll take a special look at U.S. higher education and see what challenges U.S. higher education is facing. OK, let's get started.The first challenge we are examining in today's lecture is the force of the marketplace on higher education. Many people believe that the marketplace has overtaken state government as the dominant external force, shaping and reshaping American higher education, even for public colleges and universities. You may ask, why is it so? Well, as is always the case, government support is not keeping pace with educational expenditures. So, in many ways the market is having more bearing on higher education than government. In order to create more flexibility, many public colleges and universities are now asking for less government regulation and supervision. In some instances, they are even asking for less state money in return for more autonomy. And, their argument is that the current structures and accountability requirements have hindered their capacity to be effective and efficient. The ability to set their own tuition fees and secure freedom from state policies and regulations in areas, such as purchasing and building, represent just some of the additional autonomy that public institutions are seeking. And many are pressing for new legislation to provide this freedom through a range of innovations, including public corporations, charter colleges, state enterprise status and performance contracts.So, what is the result of these efforts? Well, the result is that activities and research in certain fields and disciplines, for example, engineering, applied natural science and agricultural science become higher institutional priorities because they have stronger market value than other programs such as humanities do. So, what has happened is that institutions create new programs, alter academic calendars and pursue differentfinancial aid policies to capture more and better students, in particular those who can afford to pay high tuition. For instance, executive MBA programs are increasingly popular. Also, institutions seek contracts and partnership agreements and enhance research programs with practical applications that have large financial payouts. In order to do so, they are changing their institutional structures. And how do they do it? Let me tell you, institutions would add new units that focus on generating external grants and bringing new technology to market. They would build conference centers and create for profit subsidiaries. All of these are done to generate more revenue for institutions. What are the implications of this? Well, the implications are that academic research is increasingly focused on marketable knowledge. Entrepreneurial priorities are taking precedence, services are being outsourced, and students are carrying an increasing burden to pay higher tuition fees for their education.Then how do university administrators view this trend? That is, the marketplace is showing stronger impact on how institutions are run. In fact, university administrators see little option except to respond to the marketplace. The reason is if their institution does not react effectively, it will not have the necessary resources to offer high quality and diverse academic programs. Institutions unable to compete may face hard circumstances because government support continues to fall, students become better informed consumers and advances in technology also widen the number and reach of competitors. In turn, the ability to compete for students, resources, faculty and prestige becomes a driving strategic force. At its extreme, competition can overtake more traditional academic values. However, the downside of pursuing market goals without appropriately balancing them against the public good is, is that institutions will no longer be able to fulfill their social responsibility to produce well-educated citizens and face the threat of losing their privileged place in society as they resemble more closely other market driven organizations.Now, let's move on to the second challenge facing U.S. higher education, that is the tension between competition and equality in admissions decisions. Since World War Two, U.S. higher education has been engaged in a process of massification, that is expanding to serve students from all walks of life. Motivating this effort is a widespread belief in the power of education to create social and economic mobility, and a belief in the morality and social value of making higher education accessible to everyone. Research data bear out public perceptions. When young people from low-income backgrounds complete a bachelor's degree. Their income and employment characteristics after graduation are equivalent to their peers from more affluent backgrounds. So, education can truly be the great equalizer.Although there is widespread public faith in the value of higher education, the progress of massification has been slow and uneven. And why is it slow and uneven? Well, one, higher education did not admit significant numbers of racial and ethnic minorities until after the civil rights of the 1960s forced change. Second, despite significant expenditures on financial aid, minority and low-income individuals are still less likely to attend college than whites or students from middleand upper-income families. Although access gaps have nowadays narrowed somewhat, large gaps remain between completion rates. Low-income students come to college less prepared and must balance academic demands with work and family responsibilities.Finding ways to increase the enrollment rates of low-income students and encourage their success once enrolled are two of the most important problems facing American higher education. One of the challenges to meet these goals is that they can conflict with the other central tenets of American higher education, that is, market competition and resistance to government control. As I said before, for example, institutional competition for the most academically talented students is likely to encourage increased use of tuition discounting for students who have no financial need. And this could divert resources away from low-income students who need financial aid. Similarly, institutions may seek to distinguish themselves in the academic marketplace by becoming more selective in admissions decisions, thus reducing the number of low-income students admitted. However, a primary role of government is to mediate the potentially negative effects of competition by insisting that institutions adhere to their missions, and that institutions provide need-based financial assistance to students. So, a constant preoccupation of American higher education is this tension between the competitive, ambitious natureof institutions and the interests of government in promoting important public goals, primary among them, broad access and widespread success for all students.OK, for today's lecture, we have briefly discussed some of the major challenges facing U.S. higher education, such as the impact of the marketplace on institutions and the tension between competition and promoting public goals.2、MINI-LECTURE 答案解析1. dominant / prevailing / governing 等解析：美国高等教育所面临的两大挑战之一便是市场的力量。
专八满分听力Mini-lecture（1-4）
Mini-lecture 1Cultural UnderstandingLike learning a language，developing cultural understanding occurs step by step over time.Here are five stages of cultural understanding veduchina.Stage one：No understanding.一involves no awareness of the new culture：know nobody and few(1)Stage two：Sup erficial understanding.--awareness of (2) aspects of the foreign culture and stereotypes veduchina--stereotytres are(3)Stage three：Growing understanding and possible(4)--awareness of more subtle，less visible traits in foreign culture--unnecessarily bring acceptance veduchina.For anyone，the home culture is(5)Stage four：Greater(6)————understanding.一still(7) have little empathy veduchina一the(8) level is higherStage five：True empathy，and cultural (9)————.—to live in the foreign culture：the amount of time depends Oil(10)Mini-lecture 2 British Educational System1.Primary and secondary educationin Britain1)Children at the age of(1)________go to primary school.2)Students attend secondaryschool until age sixteen.3)Students enter higher education at age eighteen.2.Higher education in Britain1) In England and Wales：—Application for universities：through the UCCA；一Courses：“course”refers to a(2)_______ program，structured with a fixed program of classes；—Classes：a.classes are offered in the UK on a(3)________basis veduchina；b.more emphasi s i s placed on(4)________study；c.students write more essays and take fewer objective tests；d.classes often take the following forms：(5)______，tutorials，seminars.2) In Scotland：—A variety of tertiary level options are available：a.The colleges of further education provide vocational and (6)____education；b.Central institutions don’t directly validate degrees,but many have close ties to(7) .c.Teachers colleges veduchina；d.The standard university degree is a four—year(8)__________；parison between the US and the UK higher education1)Grading：一In the UK，(9)__________are the most common form of study assessment—The US professors grade less strictly than the UK professors veduchina2)Course levels：—Basic courses are not(10)____________at UK universities.Mini-lecture 3 Mass Media in AmericaMass media specifi cally refer to those publications and programs that attempt to serve most or all of the people in a given market.Three groups of mass media in America are briefly introduced.I. N ewspapersA.Reading newspaper is different from watching TV.—for one thing1.detailed(1)_______ of news items2.substantial treatment of news events3.interesting and stimulating opinions4.analysis over important events at home and abroac—for anotheras for the reading places, no(2)_______B.Newspapers are still a big business.—fact one: the large circulation of a number of important newspapers—fact two: the great (3)_______ of newspapers availableII. MagazinesA.great varietyB.wide range of topi csC.different target readers:the well-educated,well-informed,and(4)_____ peopleD.the top three:(5)_______ TV Guide and The Conde Nast SelectIII. Radio and TelevisionA.Radio:a first-class entertainment medium for most Americans一The future of the radio is still(6)___________B.Television--become popular after the invention of(7)_____ and videotape recorders—profound impact on society1.the socialization effect2.a(8)_________ a molder of new of new cultural trends and a molder of attitudes towards these new trends3.revolutionized the marketing of goods4.the enormous cultural impact of TV violent programs5.the impact of TV on(9)_______________To sum up，the mass media in Ameri ca has，to a great extent，changed and will still keep on changing Americans’(10)_________Mini-lecture 4 Government in Britain and the USThe focus of this lecture is different government systems in Britain and the US.Government in Britain:1. National government:the center of government in Britain iS Parliament.一Location of parliament:(1)__________.—Parliament includes the House of Common，the House of lords and the monarch.—the passage of bills:firstly brought to the House of Commons for discussion，then the house of Lords，finally(2)_________2. Local government in Britain，also known as(3)_________一make small laws,only applied in local area—got payment from(4)from national government--elected by people within each town,city or country areaGovernment in the US:1.The federal government—(5)________is the central law-making body in the US.1)the House of Representatives2)the Senate: the higher but less (6)________of the two houses of Congress.—The President has the power of (7)________a bill.—The Supreme Court: the final Court of Appeal in the US.2.The state government—Each state has its own written(8)________—The highest elected official of each state is the Governor.3.The local government—No law of local government can be(9)________with the United Constitution.To sum up，the government in each country is a (n) (10)________of its historicaland modern factors.参考答案：Mini-lecture1 (1)basi c facts (2)negative (3)offensive (4)conflict (5)much better(6)intellectual (7)emotionally (8)comfort (9)respect (10)the individualCulture understanding文化差异Today I will focus on the i ssue of culture understanding. With increasing globalization, the world becomes really small nowadays. As a member of the global, we get more chances to contact foreign cultures. And what if we want to understand foreign culture very well, what should we do? What kinds of process will we experience before we achieve that goal. The answer is not very difficult to imagine. Just like learning a language, developing culture understanding occurs steps by steps over time. Development of culture consciousness is a process that starts the stage no understanding and moves, in the best case, to the stage of true empathy移情作用,[心]神入and culture respect. So an order to make it a clearer explanation about the process, the five stages of culture understanding is presented here.Stage 1 no und erstanding This level involves no awareness of new culture. The point is quite easy to see. For a person who has few chances to get contact with other cultures, a new one sometimes might as well be like something from an unknown planet in outer space. The person does not know anyone from the culture, and has encountered few, if any, basi c facts about the culture; so naturally, the person certainly has no way to understand that culture at all.Stage 2 superficial understanding This level involves awareness of very superficial aspects of foreign culture, frequentl y negative aspects. At this stage of culture awareness, the person knows a few basic facts of new culture. These facts stand out and often serve as the basis of stereotypes 陈规,老套. However, the stereotypes are offensive because they imply that al l people from a certain culture have the same characteristi cs. At this stage of culture awareness, when stereotypes are keenly felt, the person is highly ethnocentric种族[民族]中心主义的,种族[民族, 集团]优越感的that means the person is just focused on his or her own culture as the norm of what is right and comparing the new culture with the better culture back home. Stage 3 growing und erstanding and possible conflict In this stage the learner begins to be aware of more subtle sometimes less visible traits in the foreign culture. I will give you an example here to illustrate this point. A student learned that a given culture focuses on family far more getting things accomplished. As a result, he or she begin to appreciate the huge importance of family value in this culture, so we can see thi s understanding helps the person to see why things operate the w ay they do. But such awareness doesn’t al ways bring acceptance. In this stage the person is still ethnocentri c home culture-oriented, comparing that culture that i s new to his/her old home culture and usually feel his/her home culture is much better. I think some of you, as English majors, may have the exactly same experiences when you come to be familiar with your foreign t eachers or friends. You do appreciate some of their cultures but you just can’t accept them from the bottom of your heart.Stage 4 great intellectual culture und erstanding At this stage the learner begins to comprehend intellectually the peopl e in the foreign culture yet they are still a little emotional empathy. The person can not feel what it is like to be a member of that culture, the learner thus starts to see things intellectually through the eye of culture bearers at the least part of the time, but they just can’t really feel the same way the members of foreign culture feel. The learner begins to shed ethnocentrism a little bi t and starts to understand new culture more deeply. The person knows why thing are done in the way they are done and accept these things with less irritation. So you can see now the learner obviously comprehend the briefs and actions of people in the culture, the comfort level is higher, and the person does not complain the extensively about the culture differences. That makes a big sense in the process of culture understanding.Stage 5 true empathy and culture resp ect This level is the highest one of culture awareness. To attain this level, the learner must actually live in the foreign culture for some time. As for how long the learner must live in such a culture so that they can reach stage five. The amount of time is variable, greatly depending on the individual. At the fifth stage, unlike the previous stages the learner does not just see things intellectually from the viewpoint of the culture some or most of the time, instead he/she actually feel the part of culture, respects the culture fully and emphasizes emotionally with those who have lived all their life in that culture. By doing so, the person, in real sense, achieves a true culture understanding.In summary, today’s lecture is centered on the stages and growth of culture consciousness. Altogether there are five. 1 no understanding means one does not know anyone from that culture knows few, if any, facts. 2 superficial understanding means one knows some superficial facts and stereotypes. 3 growing understanding and possible conflict means one is aware of moresubtle traits but may experience culture conflicts probably believes one’s own culture is superior. 4 great inte llectual culture understanding means one understands the culture intellectually but not emotionally. 5 true empathy and culture respect means one understands the culture both intellectually and emotionally, can feel what the people in the culture feel. Hope the lecture will be helpful in your nurturing of your culture awareness. Thanks for your patience.Mini-lecture2(1)five (2)degree (3)modular (4)independent/self-directed (5)lectures (6)technical(7)local businesses (8)Honors degree (9)written examinations (10) commonBritish Educational SystemToday I’ll talk about the British educational system, including the primary and secondary education and the higher education in Britain. Meanwhile, I’ll try to make a comparison between the US an d the UK higher education.First, I’ll briefly introduce the primary and secondary education in Britain. In England and Wales, students study in primary schools from age five until eleven. They attend secondary school until age sixteen. Before graduating, students usually take seven comprehensive exams, called the General Certificate of Secondary Education (GCSE) exams. After passing the GCSE exams, students choose to study two to four subjects intensely for the GCE Advanced Level exams, called "A levels." At eighteen, they enter higher education to focus on a parti cular subject, called a "course."Now let’s move on to the higher education in Britain. First I’ll talk about the general practi ces in England and Wales, and then the general practices in Scotland.In England and Wales, prospective university students apply for places through the Universities Central Council on Admissions (UCCA). Students do not apply directly to the universities themselves. Successful candidates are admitted directly into a specific degree "course." A degree course normally takes three or four years to complete. At most universities students study only one major subject. Each course i s structured with a fixed program of classes for the entire three years. Increasingly, universities in the United Kingdom are offering classes on a modular(课程教学)以单元为基础的basis, whi ch allows students to broaden their studies creating a more interdisciplinary program. This modularization, however, has not replaced the traditional British degree course with the American concept of credit accumulation. In addition, there is generally a sharp distinction between the arts and sciences and there is seldom any cross-over between the two.At a British university, more emphasis i s placed on independent, self-directed study than in the United States. Required texts and definite reading assignments are less common. More typi cally, an extensive reading list covering all topi cs to be discussed is di stributed at the start of the course to be used for independent research. British students typically consult a large number of sources from the library rather than intensively studying a few books purchased by everyone taking a course. In addition, students are required to write more essays and take fewer objective tests than at U.S. institutions. Classes often take the following forms: lectures, which are sometimes completely optional; tutorials, in whi ch a small number of students meet with the lecturer; and seminars, larger discussion classes often based upon seminar essays. Unlike the U.S. system of regular testing in a course, British students sit for final examinations that cover the full year's work and determine the grades for the class. With the growth of modularization, however, there has al so been an increase in the number and variety of modules offered on a semester basi s.In Scotland, there are a variety of tertiary第三的,第三位的level options available for students, the most important of whi ch are the colleges of further education, the central institutions, teachers colleges and the universities. The colleges of further education provide vocational and technical education, and enroll more students than all other tertiary institutions combined. Central institutions provide courses leading to the Higher National Diploma (HND), bachelor's degrees and some specialized master's degrees. These institutions do not have the authority to directly validate degrees and tend to offer a narrower range of subjects than the universities. Many have close ties to local businesses, offering cooperative work experiences that provide students a period of practical training.Scottish universities are quite di stinct from their British counterparts. In fact, they more closely resemble European or American universities. The standard Scottish university degree is a four-year Honors degree (BA Hons). Students are rarelyadmitted directly to a degree "course." Usually they are admitted to a faculty or simply admitted to the university as a whole. Scottish university students begin with a broad-based program during the first year and choose a specialization专门[业]化after the second or even the third year. Students may also elect to complete a three-year Ordinary degree. This i s a broad-based degree that (unlike in England) does not represent a "failed" Honors degree.Next, let’s compare the US and the UK highe r education from two aspects,]namely, grading and course levels.First, about the Grading. In the UK, assessment methods vary by institution and tend to reflect the UK teaching method and style. Written examinations, whi ch are held at the end of a year or, in some cases, in the final undergraduate year only, are the most common form of study assessment. There i s no official method of equating British and American educational qualifications. The educational systems are very different and attempts to compare them must be done on a strictly provisional basis. Many U.S. institutions have already developed systems of assessing their study abroad students or equating British grades to U.S. grades.Professors at UK institutions grade more stri ctly than their counterparts in the United States. As a result, American students studying in the UK often perceive that they have performed poorly in their classes, when they have not. Grades are given as percentages rather than letter grades. Forty percent is the minimum passing grade and high percentages are rarely awarded. A grade of seventy percent or higher is considered "with distinction."In general, percentages increase from forty rather than decrease from 100 percent, as they do in the United States.Second, about the Course Levels. A typi cal British course load will vary from 3 to 6 modules or classes per term. Most students take 4 to 5 modules per term. The number of hours in class per week will vary by institution. Students should note that general education or basi c courses are not as common at UK universities because they have already been covered at the GCSE level. Many faculties assume that a student has a basi c understanding of the concepts that will be addressed in the course. For this reason, it is common for third-year American students to take first-year and second-year courses at a UK university.With thi s, we’re coming to the end of today’s lecture. Next time, we’ll talk about university degrees.Mini-lecture3 (1)coverage (2) limitation/confinement (3) variety(4)public—conscious(5) Reader’s Digest (6) promising/bright (7)portable cameras (8) transmitter (9) religion (10)lifeMass Media in America美国媒体Good morning, everyone,today my topic i s mass media in America. By media, we refer to the variety of means by which technology transmits information and entertainment to us. Thus, in its broadest sense, the term media includes newspaper, television, movies, radio, books, and magazines. Mass media specifi cally refer to those publications and programs that attempt to serve most or all of the people in a given market. Here I would like to introduce the mass media in America by dividing them into three groups: newspaper; magazines; radio and television.First, let’s have a look at newspapers. For a long time, newspapers have been the chief means by whi ch people get themselves informed. While television has replaced newspapers as the primary source of news for most Americans, and while computer network is increasingly becoming a faster and easier way of obtaining news for many Americans, newspapers still remain as one of the most powerful means of communications in the United States. For one thing, reading newspapers i s different from watching TV. It gives detailed coverage报道范围of news items, and tends to provide substantial treatment of news events. And, sometimes it offers interesting and stimulating opinions as well as analysis over important events at home and abroad. For another, unlike watching TV, reading newspapers does not require one to be confined to his sitting-room. He can do it virtually anywhere he likes: in his car, at the breakfast table, sitting in the sun, waiting at the subway station, and believe it or not, in the restroom. So, for these and many other reasons, newspapers in the United States are still a big bus iness. And, this is borne out by two facts: (1) the large circulation of a number of important newspapers such as USA Today《今日美国》and The Wall Street Journal《华尔街日报》; (2) the great variety of newspapers available in the United States, big and small, local and national, special and general, radical and conservative, and so on. The top 3 daily newspapers in the United States are: Wall Street Journal, USA Today and New York Times《纽约时报》.Second, we’ll move to magazines. According to a statisti cal record in 1990, there were over 12,205 magazines being published in the United States. More than 4,000 of them appear monthly, and over 1,300 are published each week. They cover all topics and interests, from art and architecture to sports, from aviation航空学,飞机制造业and gardening to computers and book reviews, from fashion design and cooking to homemaking. Quite a few have international editors, are translated into other languages, or have “daughter” editions in foreign countries. Among the many internationals are National Geographic《国家地理》杂志, Reader’s Digest《读者文摘》杂志,Cosmopolitan《大都会》,Vogue《时尚》杂志,Time《时代》,Newsweek 《新闻周刊》, Scientific American and Psychology Today. The weekly newsmagazines —the best known are Time, Newsweek, and U.S. News & World Report《美国新闻与世界报道》—serve as a type of national press. Unlike newspapers, however, weekly newsmagazines tend to give extensive coverage and provide detailed, and sometimes in-depth, analysis. Also unlike newspapers, whi ch usually have the lowest common denominator in their appeal to the general reading public, weekly newsmagazines normally target at the well-educated, well-informed, and public-conscious people of the society. Many weekly newsmagazines also have considerable international impact, particularly Time and Newsweek. The top three magazines in America are: (1) Reader’s Digest; (2) TV Guide《电视导读》; (3) The Conde Nast Select.Third, I’ll say something about radio and television. In more than two generations, the two powerful mass media transformed much of American life.Radio, emerging at the same period when the Great Depression pervaded蔓延, 在…中盛行in America, provided free entertainment in the comforts of the home. Families that could no longer afford to go out for entertainment gathered together in their living rooms to escape reality by laughing, fantasizing梦想,幻想and dreaming of happier times. From then on, radio became a first-class entertainment medium for most Ameri cans. Up until now, in view of the popularity of radio programs in the United States, the future of radio as a form of medium continues to look bright.Then, with the rapid development of science and technology, TV came into being in 1920s. It primarily serves as a medium of entertainment, and then also has a big role to play as a news broadcasting agency. Networks began experimenting with news at locally owned stations as early as January 1940. But, early-day television news could not begin to compare with radio news. Only after the invention of portable cameras and videotape recorders had television been made a much more credible news medium because viewers saw pictures of the news events on the day they occurred. Consequently, access to news is made much easier, and the general public is getting better informed.Gradually, television’s impact on American society has been more and more profound. It has changed the life-styles of most Americans and become a major influence on American culture. It can be seen from 5 aspects.First and foremost is the socialization effect. Many studies have shown that TV’s dominance as household activi ty often reduces the level of communi cation among family members and, as a result, much of the culture being distributed to youngsters today in the United States comes from the tube rather than the family.Secondly, television programming has played an important role in shaping and reflecting for the masses the cultural changes that have been occurring in American Society. TV functions both as a transmitter传送[递]者of new cultural trends and as a molder造型者,模塑者of new attitudes towards these new trends.Thirdly, television has revolutionized the marketing of goods in the Ameri can economy. With TV marketing, people become vulnerable to the products, or in other words, to the commercials.Fourthly, the cultural impact of violent TV programs has been quite enormous. Needless to say, the question of violence on TV has been around nearly as long as the medium. Many critics claim that TV violence increases violence in American society.Fifthly, the impact of TV on religion has al so been an issue of great concern to many Americans. So far now, it is still an issue full of di sputes.To sum up, the mass media in Ameri ca includes so many different forms, and each of them plays a vital role in American people’s life not only in the past, but also at present and in the future. To know much about America, one must have a good knowledge about its mass media.Mini-lecture4 (1)Westminster (2)signed (3)Councils (4)local taxes (5)Congress (6)powerful(7)veto (8)Constitution (9)in di sagreement (10)embodimentGovernment in Britain and the US英美政府Today we will focus on the Government in Britain and the United States. Let’s have a look at them one after the other.Government in Britain can be divided into National government and Local government.The center of government in Britain is Parliament, which makes all the important laws for the country about crimes and punishment, taxation课税, etc. Parliament i s made up of the House of Commons, the House of Lords and the monarch. The Houses of Parliament are in Westminster in London and sometimes “Westminster” itself i s used to mean Parliament.The House of commons, or the Commons, is the lower but more powerful of the two Houses. It has 650 elected members, called Members of Parliament or MPs, each representing people in a parti cular area or constituency(议员所代表的)(全体)选民;选(举)区. The House of Lords上议院, or the Lords, is the higher but less powerful of the two Houses. It has over 1,000 members, none of whom is elected. These members include: people who have titles like Lord or Viscount子爵whi ch have been passed down to them on the death of their father; people who are given titles as a reward for their long servi ce in public life, but whose children do not inherit their title; and some important leaders of the Church of England, such as Archbishops and Bishops.The government brings bills to the House of Commons下议院, whi ch are discussed by MPs. The bills then go to the House of Lords to be di scussed. The House of Lords can suggest changes to a bill, but does not have the power to reject it. When bills come back to the Commons, MPs vote on them and if they are passed they are signed by the monarch and become Acts of Parliament.At present England, Scotland, Wales, and Northern Ireland are all governed by Parliament in Westminster. In Northern Ireland the political parties are different but their MPs still go to the House of Commons. In Scotland there is a lot of di scussion about whether Scotland should have some separate or partly separate form of government. The same is true in Wales. The Local government in Britain, also known as Councils, can make small laws, that i s bylaws, whi ch only apply in their area, but these are usually about small, local matters. For instance, they may be about fines that will be made for people who park in certain streets.Councils are paid for by local taxes and also by an amount of money given to them each year by the national government. Their main job is the organizing and providing of local services, e.g. hospitals, schools, libraries, public transport, street-cleaning, etc. They are also responsible for setting the amount of local tax that people must pay and for collecting thi s tax.Local councils are elected by people within each town, city, or county area. The people who are elected, known as councilors, usually represent one of the national political parties, but are often elected because of their policies on local issues rather than the national policies of their party.Now let’s move to the topi c of Government in the US. All levels of government in the US, including federal, state, and local, are elected by the people of the country.First, we’ll talk about the federal government. The constitution of the US specifi cally limits the power of the federal, or national, government mainly to defense, foreign affairs, printing money, controlling trade and relations between the states, and protecting human rights. The federal government is made up of the Congress , the President, and the Supreme Court. Congress, the central law-making body in the US, i s made up of the House of Representatives and the Senate. The House of Representatives is the lower but more important of the two houses of Congress. It has 435 members, called Representatives or Congressmen. The number of Representatives for each state depends on the size of the population of the state, with each state having at least one Representative. The Senate i s the higher but less powerful of the two houses of Congress. It has 100 members, called Senators, elected by their state. Each state has two Senators. Congress decides whether a BILL becomes law. If the Senate and the House of Representatives both agree to a bill, the President i s asked to agree. The President can veto the bill, but Congress can still make it a law if 2/3 of the members of each house agree to it.Second, we’ll learn something about the state government. The state government has the greatest influence in people’s daily lives. Each state has its own written Constitution, and among the states there are sometimes great differences in law on matters such as property, crime, health and education. The highest elected official of each state is the Governor. Each state also has one。
(完整版)2006至2014年英语专八听力mini-lecture真题及答案
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。
2006年2015年专八听力mini-lecture真题及答案doc
2015英语专业八级听力第一部分MINI-LECTURELISTENING COMPREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students.Then, how can we comprehend a lecture efficiently?I.Understand all (1) ______________A.wordsB.(2) ______________-stress-intonation-(3) ______________II. Adding informationA.lecturers: sharing information with audienceB.listeners: (4) ______________C.sources of information-knowledge of (5) ______________-(6) ______________ of the worldD. listening involving three steps:-hearing-(7) ______________-addingIII. (8) ______________A.reasons:-overcome noise-save timeB. (9) ______________-content-organizationIV. Evaluating while listeningA.helps to decide the (10) ______________ of notesB.helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. experience 7. reinterpreting 8. prediction 9. what to listen 10. Importance20152014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.I. Definition of stress A. (1) reaction (1) 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 tensionII. (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 appropriately —reason for planning —(8) of planning (8) result D. learning 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。
2006至2014年英语专八听力mini-lecture真题及答案
2014ANSWER SHEET1 (TEM8)PART I LISTEN ING COMPRE HENSI ON SECTIO N A MINI-LECTUR EHow to Reduce StressLife is full of things that causeus stress. Though we may not like stress, we h ave to live with it. I. Defini tionof stress A. (1) reacti on (1) physic al i.e. forceexerte d betwee n two touchi ng bodies B. humanreacti oni.e. respon se to (2) on someon e (2) a demand e.g. increa se in breath ing, heartrate, (3) (3) bloodpressu re or muscle tensio n II. (4) (4) Catego ry of stress A. positi ve stress —whereit occurs: Christ mas, weddin g, (5) (5) a job B. negati ve stress —whereit occurs: test-taking situat ions, friend’s deathIII. Ways to cope with stress A. recogn ition of stress signal s—monito r for (6) of stress (6) signal s —find ways to protec t onesel f B. attent ion to body demand—effect of (7) (7) exerci se and nutrit ion C. planni ng and acting approp riate ly — reason for planni ng —(8) of planni ng (8) result D. lea rni ng to (9) (9) accept—e.g. delaycaused by traffi c E. pacing activi ties—manage abletask —(10) (10) reason ablespeed2013SECTIO N A MINI-LECTUR EWhat Do Active Learne rs Do?Thereare differ encebetwee n active learni ng and passiv e learni ng.Charac teris ticsof active learne rs:I. readin g with purpos esA. before readin g: settin g goalsB. whilereadin g: (1) ________II. (2) ______ and critic al in thinki ngi.e. inform ation proces sing, e.g.-- connec tions betwee n the knownand the new inform ation-- identi ficat ion of (3) ______ concep ts-- judgme nt on the valueof (4) _____.III. active in listen ingA. ways of note-taking: (5) _______.B. before note-taking: listen ing and thinki ngIV. beingable to get assist anceA. reason 1: knowin g compre hensi on proble ms becaus e of (6) ______.B. Reason 2: beingable to predic t studydiffic ultie sV. beingable to questi on inform ationA. questi on what they read or hearB. evalua te and (7) ______.VI. Last charac teris ticA. attitu de toward respon sibil ity-- active learne rs: accept-- passiv e learne rs: (8) _______B. attitu de toward (9) ______-- active learne rs: evalua te and change behavi our-- passiv e learne rs: no change in approa chRelati onshi p betwee n skilland will: will is more import ant in (10) ______.Lack of will leadsto diffic ultyin colleg e learni ng.参考答案：1. checki ng theirunders tandi ng2. reflec tiveon inform ation3. incomp rehen sible4. what you read5. organi zed6. monito ringtheirunders tandi ng7. differ entia te8. blame9. perfor mance10. active learni ngSectio n A Mini-lectur e或者1、checki n g unders tanding。
(完整版)2018年英语专业八级真题听力minilecture原题,答案以及原文
2018年英语专业八级真题听力Mini-lecture原文(1)Language and Humanity语言和人类Good morning, everyone.大家早上好。
In today's lecture, we're going to discuss the relationship between language and humanity. As we all know, language is very powerful.在今天的课上，我们将讨论语言和人类之间的关系。
众所周知，语言是非常强大的。
It allows you to put a thought from your mind directly in someone else's mind.它可以让你把你的想法直接放在别人的大脑里。
Languages are like genes talking, getting things they want.语言就像会说话的基因，得到他们想要的东西。
And you just imagine the sense of wonder in a baby when it first discovers that, merely by uttering a sound, it can get objects to move across a room as if by magic, and maybe even into its mouth.你可以想象，当一个婴儿第一次发现，仅仅通过发出一个声音，它就能让物体像中了魔法一样在房间里移动，甚至可能进入它的嘴里。
Now we need to explain how and why this remarkable trait, you know, human's ability to do things with language, has evolved, and why did this trait evolve only in our species?现在我们需要解释这个显著的特征，也就是人类用语言做事的能力，是如何进化的，为什么进化，为什么这个特征只在我们人类身上进化？In order to get an answer to the question, we have to go to tool use in the chimpanzees.为了得到这个问题的答案，我们必须研究黑猩猩的工具使用。
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。
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(MINI-LECTURE)强化练习试卷4(题后含答案及解析)
专业英语八级（MINI-LECTURE）强化练习试卷4(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：Subfields of Linguistics Good morning. We’ll continue with our talk on linguistics. Last time we have got a general concept about linguistics. The scientific study of language is concerned with as well as the two main branches of linguistics; descriptive linguistics and comparative linguistics. With these as workout, today’s focus is on the subfields of linguistics. As we know, the field of linguistics both borrows from and lends its own theories and methods to other disciplines. The many subfields of linguistics have expanded our understanding of languages. Linguistic theories and methods are also used in other fields of study. These overlapping interests have led to the creation of several cross-disciplinary fields, namely sociolinguistics, psycholinguistics, computational linguistics, applied linguistics, anthropological linguistics, philosophical linguistics and neurolinguistics. Let’s start with sociolinguistics. Sociolinguistics is the study of patterns and variations in language within a society or community. It focuses on the way people use language to express social class, group status, gender, or ethnicity, and it looks at how they make choices about the form of language they use. It also (2) examines the way people use language to negotiate their roles in society and to achieve positions of power. For example, sociolinguistic studies have found that the way a New Yorker pronounces the phoneme /r/ in an expression such as “ fourth floor” can indicate the person’s social class. According to one study, people aspiring to move from the lower middle class to the upper middle class attach prestige to pronouncing the /r/. Sometimes they even overcorrect their speech, pronouncing an /r/ where those whom they wish to copy may not. Some sociolinguists believe that analyzing such variables as the use of a particular phoneme can predict the direction of language change. Change, they say, moves toward the variable associated with power, prestige, or other quality having high social value. Other sociolinguists focus on what happens when speakers of different languages interact. This approach to language change emphasizes the way languages mix rather than the direction of change within a community. The goal of sociolinguistics is to understand communicative competence—what people need to know to use the appropriate language for a given social setting. Next comes psycholinguistics, which merges the fields of psychology and (3) linguistics to study how people process language and how language use is related to underlying mental processes. Studies of children’s language acquisition and of second-language acquisition are psycholinguistic in nature. Psycholinguists work to develop models for how language is processed and understood, using evidence from studies of what happens when these processes go awry. Thirdly, computational linguistics. Computational linguistics involves the use of computers to compile linguistic data, analyze languages, translate from one language to another, and develop and test models of language processing. Linguists use computers and large samples of actual language to analyze the relatedness and the structure of languages and to look for patterns and similarities. (4) Computers also aid in stylistic studies, information retrieval, various forms of textual analysis, and the construction of dictionaries and concordances. (5) Applying computers to language studies has resulted in machine translation systems and machines that recognize and produce speech and text. Such machines facilitate communication with humans, including those who are perceptually or linguistically impaired. The fourth subfield is called applied linguistics. (6) Applied linguistics employs linguistic theory and methods to improve overall efficacy in teaching and learning a second language. Linguists look at the errors people make as they learn another language and at their strategies for communicating in the new language at different degrees of competence.(7) In seeking to understand what happens in the mind of the learner, applied linguists recognize that motivation, attitude, learning style, and personality affect how well a person learns another language. The fifth is anthropological linguistics. It is also known as linguistic anthropology, which uses linguistic approaches to analyze culture. Anthropological linguists examine the relationship between a culture and its language, the way cultures and languages have changed over time, and how different cultures and languages are related to one another. For example, the present English use of family and given names arose in the late 13th and early 14th centuries when the laws concerning registration, tenure, and inheritance of property were changed. Coming up next is philosophical linguistics. Philosophical linguistics examines the philosophy of language. Philosophers of language search for the grammatical principles and tendencies that all human languages share. (9) Among the concerns of linguistic philosophers is the range of possible word order combinations throughout the world. One finding is that 95 percent of the world’s languages use a subject-verb-object (SVO) order as English does (like”She pushed the table. “). Only 5 percent use a subject-object-verb (SOV) order or the verb-subject-object (VSO) order. Finally, let’s refer to the neurolinguistics. (10) Neurolinguistics is the study of how language is processed and represented in the brain. Neurolinguists seek to identify the parts of the brain involved with the production and understanding of language and to determine where the components of language (phonemes, morphemes, and structure or syntax) are stored. In doing so, they make use of techniques for analyzing the structure of the brain and the effects of brain damage on language. With that, we come to the end of today’s lecture. Hopefully you have all got a clearidea of these subfields of linguistics, including their different focuses and functions. Next time we’ll specifically target at applied linguistics and find out how this branch benefits SLA learners. Thank you for your attention.Subfields of LinguisticsThe overlapping interests between the field of linguistics and other disciplines create several cross-disciplinary fields of linguistics.1. SociolinguisticsFocusing on patterns and (1)______ in languagewithin a society or community.Examining the way people use language to negotiate their roles in society and to achieve (2)______.2. PsycholinguisticsStudying language processing and its interactionwith (3)______mental processes, for instance, studiesof children’s language acquisition and SLA.3. Computational LinguisticsUsing computers in analyzing languages, stylisticstudies, (4)______, bringing forth machine translationsystems and machines that (‘ 5) ______ and producespeech and text, which may help those with perceptual or linguistical impairment.4. Applied LinguisticsEmploying linguistic theory and methods to improveSLA (6)______, especially focusing on motivation, (7)______, learning style, and personality.5.(8)______LinguisticsExamining the relationship between a culture and its language, the way cultures and languages have changed over time.6. Philosophical LinguisticsExamining the philosophy of language, with onemajor concern to analyze the (9)______ of possibleword order combinations.7. NeurolinguisticsStudying how language is (10) ______ andrepresented in the brain.1．正确答案：variations解析：演讲的主题是语言学的分支，演讲者首先谈论了社会语言学，根据句(1)可知，社会语言学研究某一社会或团体中语言的模式和变异，故空白处应填variations。
2006至2014年英语专八听力mini-lecture真题及答案
2014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it. I. Definition of stress A. (1) reaction (1) physicali.e. force exerted between two touching bodies B. human reactioni.e. response to (2) on someone (2) a demand e.g. increasein 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 —death III. Ways to cope with stress where it occurs: test-taking situations, friend’ｓA. 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 appropriately — 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。
2024年英语专八真题及参考答案
TEST FOR ENGLISH MAJORS(2024)-GRADE EIGHT-TIME LIMIT: 150MINLISTENING COMPREHENSION PART ISECTION A (25MIN)MINI-LECTUREIn this section you will hear a mini-lecture.You will hear the mini-lecture ONCE ONLY.While listening to the mini-lecture,complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is 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.SECTION B INTERVIEWIn this section you will hear TWO interviews.At the end of each interview,five questions will be asked about what was said.Both the interviews and the questions will be read ONCE ONLY.After each question there will be a ten-second pause. During the pause,you should read the four choices of A,B,C and D,and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.Now,listen to the first interview.Questions1to5are based on the first interview1. A.It is more demanding.C.It is too theoretical.2. A.It is more memorable.C.It is limited to the time of writing.3. A.Readership. B.It is quite relaxing.D.It is more aesthetic.B.It focuses on aesthetic issues.D.It has different themes and subjects.B.Viewpoint.D.Theme.B.Minor novels.D.Novels of CentralC.Purpose.4. A.Gothic novels.Europe.C.Science fiction.5. A.There will still be a few options.B.Confusion will continue among readers.C.Novels will certainly become a rarity.D.People will go on buying literary books.Now,listen to the second interview.Questions6to10are based on the second interview.6. A.Three feet.C.Six inches.7. A.Number of satellites. B.Eight inches.D.Six feetB.Height of ice surface.D.Gravity in Antarctica.B.Changes in height. D.Increase inC.Amount of snowfall.8. A.Decrease in ice sheet.snowfall.C.Changes in gravitational pull.9. A.Eliminating carbon in the atmosphere.B.Reducing climate pollution emissions.C.Continuing height measurement.D.Producing more accurate predictions.10.A.Climate change and its consequences.B.Effects of climate change on coastal areas.C.New findings from satellite data.D.Proposals to slow down climate change.PART II READING COMPREHENSION(45MIN) SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions.For each multiple choice question,there are four suggested answers marked A,B,C and D.Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1)If the properties of human language make it such a unique communication system,quite different from the communication systems of other creatures,then it would seem extremely unlikely that other creatures would be able to understand it.Some humans,however,do not behave as if this is the case.There is,after all,a lot of spoken language directed by humans to animals,apparently under the impression that the animal follows what is being said. Riders can say Whoa to horses and they stop.Should we treat these examples as evidence that non-humans can understand human language?Probably not.The standard explanation is that the animal produces a particular behavior in response to a particular sound-stimulus or noise,but does not actually“understand”what the words in the noise mean.(2)In an early attempt to teach a chimpanzee to use human language,in the1930s,two scientists(Luella and Winthrop Kellogg)raised an infant chimpanzee together with their baby son.The chimpanzee,called Gua,was reported to be able to understand about a hundred words,but did not“say”any of them.In the1940s,a chimpanzee named Viki was reared by another scientist couple(Catherine and Keith Hayes)in their own home,exactly as if she were a human child.These foster parents spent five years attempting to get Viki to“say”English words by trying to shape her mouth as she produced sounds.Viki eventually managed to produce some words,rather poorly articulated versions of“mama”,“papa”and“cup”.In retrospect,this was a remarkable achievement since it has become clear that non-human primates do not actually have a physically structured vocal tract which is suitable for articulating the sounds used in speech.(3)Recognizing that a chimpanzee was a poor candidate for spoken language learning,another scientist couple (Beatrix and Allen Gardner)set out to teach a female chimpanzee called Washoe to use a version of American Sign Language.This sign language has all the essential properties of human language and is learned by many congenitally deaf children as their natural first language.From the beginning,the Gardner’s and their research assistants raised Washoe like a human child in a comfortable domestic environment.Sign language was always used when Washoe was around and she was encouraged to use signs.In a period of three and a half years,Washoe came to use signs for more than a hundred words.Even more impressive was Washoe’s ability to take these forms and combine them to produce“sentences”of the type“gimme tickle”,“more fruit”and“open food drink”.Some of the forms appear to have been inventions by Washoe,as in her novel sign for“bib”and in the combination“water bird”(referring to a swan),which would seem to indicate that her communication system had the potential for productivity.(4)At the same time as Washoe was learning sign language,another chimpanzee named Sarah was being taught (by Ann and David Premack)to use a set of plastic shapes for the purpose of communicating with humans.These plastic shapes represented“words”that could be arranged in sequence to build“sentences”.The basic approach was quite different from that of the Gardner’s.Sarah was systematically trained to associate these shapes with objects or actions.She remained an animal in a cage,being trained with food rewards to manipulate a set of symbols.Once she had learned to use a large number of these plastic shapes,Sarah was capable of getting an apple by selecting the correct plastic shape(a blue triangle)from a large array.Sarah was also capable of producing“sentences”such as “Mary give chocolate Sarah”and had the impressive capacity to understand complex structures such as“If Sarah put red on green,Mary give Sarah chocolate”.(5)A psychologist Herbert Terrace argued that chimpanzees simply produce signs in response to the demands of people and tend to repeat signs those people use,yet they are treated as if they are taking part in a“conversation”.As in many critical studies of animal learning,the chimpanzees’behavior is viewed as a type of conditioned response to cues provided by human trainers.(6)Important lessons have been learned from attempts to teach chimpanzees how to use forms of language.We have answered some questions.Were Washoe and Sarah capable of taking part in interaction with humans by using asymbol system chosen by humans and not chimpanzees?The answer is clearly“Yes.”Could Washoe and Sarah go on to perform linguistically on a level comparable to a two-year-old child?The answer is just as clearly“No.”In arriving at these answers,we have also had to face the fact that,even with our list of key properties,we still don’t seem to have a non-controversial definition of what counts as“using language”.It has to be fair to say that,in both cases,we observe the participants“using language”.However,there is a difference.Underlying the two-year-old’s communicative activity is the capacity to develop a highly complex system of sounds and structures,plus a set of computational procedures,which will allow the child to produce extended discourse containing a potentially infinite number of novel utterances.No other creature has been observed“using language”in this sense.It is in this more fundamental or abstract sense that we say that language is uniquely human.11.What can we learn from the two attempts in Para.2?A.Being raised with a human child is essential.B.Mouth shaping is crucial in language learning.C.Time length is an important factor in experiments.D.Non-human creatures are different in vocal tracts.12.Which of the following statements about Washoe and Sarah is INCORRECT?A.They were taught in different approaches.B.They were raised in similar environments.C.They were somewhat innovative in expression.D.They were non-human primates for experiments.13.Which of the following is a conditioned response to human cues?A.“Mama”and“cup”(Viki).C.“Water bird”(Washoe).14.What is the topic of the B.“Open food drink”(Washoe).D.“Mary give chocolate Sarah”(Sarah).passage?A.Animal behavior and language.C.Animals and human language.B.Animal communication system.D.Animals and human behavior. PASSAGE TWO(1)It was well past midnight this past July and the round-the-clock Arctic sun was shining on Mercy Bay. Exhausted Parks Canada archaeologist Ryan Harris was experiencing a rare moment of rest on the rocky beach, looking out over the bay’s dark,ice-studded water.Around him,a dozen red-and-yellow tents lined the shoreline—the only signs of life.Every day for the previous two weeks,work had started by mid-morning and continued nonstop for16hours.Night and day had little relevance in the murky,near-freezing waters.Along with Parks Canada’s chief of underwater archaeology,Marc-Andre Bernier,Harris has overseen more than100dives at this remote inlet of Banks Island in Aulavik National Park,exploring the wreck of HMS Investigator,a British vessel that has sat on the bottom of the bay for more than160years.(2)Harris and a small team of archaeologists had discovered Investigator in2010and returned in2011with a larger team to dive,study,and document the wreck,which holds a critical place in the history of Arctic exploration. Twenty-five feet below the surface,Investigator sits upright,intact,and remarkably well preserved.Silt covers everything below the main deck,entombing the officers’cabins,the ship’s galley,and a full library.The archaeologists had intended to leave the wreck and its artifacts where they had lain since the polar ship was abandoned, trapped in ice,on June3,1853.Artifact recovery was not part of their original plan,but that plan changed after their first few dives.(3)The team was instantly surprised by the number of artifacts they saw—muskets(火枪),shoes,and hunks of copper sheathing rested on Investigator’s upper deck,dangled off the hull,or lay haphazardly on the sediment. Leaving these artifacts behind in Mercy Bay would have made them vulnerable to the icebergs that regularly scour the bay’s floor,including the ones the six-man dive team had been dodging since their arrival.(4)Each piece fished from the water was a clue to life at sea aboard a ship during a period of British fervor for Arctic exploration.The captain of Investigator,Robert McClure,was originally sent to find and rescue two ships, HIMS Erebus and HMS Terror,that Sir John Franklin had led into the Arctic in1845to discover the long-sought Northwest Passage connecting the Atlantic and Pacific oceans.Investigator’s voyage ended,without sight or word of Franklin’s ships or crew,when it was set upon by ice in Mercy Bay.After39months at sea,the listing ship sat,slowly being crushed on all sides,for three frigid years—with no Inuit encounters,no British search parties,and no relief. For much of that time,McClure and his crew of60were desperate and under constant threat of starvation,until a surprising rescue in the spring of1853.Fifty-five men survived the ordeal.(5)In July2010,after months of study to pinpoint Investigator’s resting place,the actual discovery of the wreck took just a few minutes.Harris was in the bay in an inflatable boat testing sonar equipment when the wreck came into range.The four hours of video gathered on that trip showed that the ship was,in essence,frozen in time,protected by the cold water and opaque,light-blocking ice cover.It would be a year before they could return with cold-water diving equipment to have a closer,more detailed look.Over that year,the Parks Canada team pored over photographs and examined glowing gold ultrasound images that showed timber from the wreck scattered across the upper deck like matchsticks.They sought and received the blessing for a more intensive exploration of the wreck site from the136 residents of Sachs Harbour,an Inuvialuit(Inuit from the western Arctic)community on the southwestern tip of Banks Island,the closest permanent community,some125miles away.In addition to the underwater work to document the wreck,archaeologist Henry Cary led a land-based survey and excavation team of Inuvialuit archaeologists, conservation officers,and park staff.It fell upon Cary to shuttle the8,820pounds of equipment up to the74th parallel, including tents,a three-week supply of food,two boats,diving gear,compressors,recording equipment,surveying tools,and20barrels for collecting fresh drinking water.(6)The archaeologists came prepared for delays,nasty weather,and polar bears—but they weren’t prepared for the number of artifacts that needed recovery.Harris,Bernier,Cary,and their crews had packed cameras,lasers,and measuring tapes to document the sites but fewer items to help them retrieve,excavate,or transfer artifacts.Recovering the wreck’s finds quickly used up their small toolkit for stabilizing artifacts:foam padding,tongue depressors,and gauze bandages.(7)“We had not really envisioned the number of artifacts that were visible and exposed on the deck.So,basically, we had to improvise,”says Bernier.(8)Someone ripped the lid of a large black storage case off its hinges to use as a cradle to lift a bent and corroded musket from the frigid waters.A large food cooler was loaded with a shredded,twisted,oxidized sample of the copper sheathing used by the British navy to reinforce their Arctic fleet for contact with icebergs.To protect a fragile rectangle of encrusted felt—a novel addition to Investigator that was intended to keep the ship watertight—Harris fashioned a cover out of absorbent chamois(鹿皮),ripped up an old black T-shirt to place underneath it,and sandwiched the artifact between floorboards taken from the boat that had shuttled them between land and the wreck. The artifacts then made a more than4,000-mile journey,by helicopter and commercial airliner,to the Parks Canada conservation lab in Ottawa,where they are being conserved and studied today.15.Which of the following details about the underwater exploration is CORRECT?A.Work started on the ship wreck during the team’s second trip.B.The original plan was to explore the ship and retrieve the artifacts.C.The team spent their nights near a local residents’community.D.The team began exploring the ship wreck soon after its discovery.16.What can we learn about Investigator?A.It was sent to discover a new sea passage.B.Its actual discovery was time-consuming.C.It got in touch with Erebus and Terror.D.It got stuck in ice and was later abandoned.17.Why did Bernier say that they had to improvise(Para.7)?A.They had to fight against the treacherous weather.B.They had little time to pack and stabilize those artifacts.C.They did not have proper tools to excavate so many artifacts.D.They had no idea what those artifacts were used for on board.18.Which of the following words best describes the archaeologists’way of protecting the retrieved artifacts?A.Incredible.B.Innovative.C.Imaginable.D.Inefficient.19.The last paragraph mentions all the following EXCEPT______A.who made the artifacts.C.what artifacts were recovered.B.where the artifacts were sent.D.how the artifacts were protected. PASSAGE THREE(1)My father was,I am sure,intended by nature to be a cheerful,kindly man.Until he was thirty-four years oldhe worked as a farmhand for a man named Thomas Butterworth whose place lay near the town of Bidwell.He had then a horse of his own and on Saturday evenings drove into town to spend a few hours in social intercourse with other farmhands.In town he drank several glasses of beer and stood about in Ben Head’s saloon—crowded on Saturday evenings with visiting farmhands.Songs were sung and glasses thumped on the bar.At ten o’clock father drove home along a lonely country road,made his horse comfortable for the night and himself went to bed,quite happy in his position in life.He had at that time no notion of trying to rise in the world.(2)It was in the spring of his thirty-fifth year that father married my mother,then a country school teacher,and inthe following spring I came wriggling and crying into the world.Something happened to the two people.They became ambitious.The passion for getting up in the world took possession of them.(3)It may have been that mother was responsible.Being a school teacher she had no doubt read books andmagazines.She had,I presume,read of how some people rose from poverty to fame and greatness and as I lay beside her—in the days of her lying-in—she may have dreamed that I would someday rule men and cities.At any rate she induced father to give up his place as a farmhand,sell his horse and embark on an independent enterprise of his own.She was a tall silent woman with a long nose and troubled grey eyes.For herself she wanted nothing.For father and myself she was incurably ambitious.(4)The first venture into which the two people went turned out badly.They rented ten acres of poor stony landon Griggs’s Road,eight miles from Bidwell,and launched into chicken raising.I grew into boyhood on the place and got my first impressions of life there.From the beginning they were impressions of disaster and if,in my turn,I am a gloomy man inclined to see the darker side of life,I attribute it to the fact that what should have been for me the happy joyous days of childhood were spent on a chicken farm.(5)One unversed in such matters can have no notion of the many and tragic things that can happen to a chicken.It is born out of an egg,lives for a few weeks as a tiny fluffy thing such as you will see pictured on Easter cards,then becomes hideously naked,eats quantities of corn and meal bought by the sweat of your father’s brow,gets diseases called pip,cholera,and other names,stands looking with stupid eyes at the sun,becomes sick and dies.A few hens and now and then a rooster,intended to serve God’s mysterious ends,struggle through to maturity.The hens lay eggs out of which come other chickens and the dreadful cycle is thus made complete.It is all unbelievably complex.Most philosophers must have been raised on chicken farms.One hopes for so much from a chicken and is so dreadfully disillusioned.Small chickens,just setting out on the journey of life,look so bright and alert and they are in fact so dreadfully stupid.They are so much like people they mix one up in one’s judgments of life.If disease does not kill them they wait until your expectations are thoroughly aroused and then walk under the wheels of a wagon—to go squashed and dead back to their maker.Vermin infest their youth,and fortunes must be spent for curative powders.(6)For ten years my father and mother struggled to make our chicken farm pay and then they gave up thatstruggle and began another.They decided to move into the town of Bidwell,and embarked in the restaurant business. 5After ten years of worry with incubators that did not hatch,and with tiny—and in their own way lovely—balls of fluff that passed on into semi-naked pullethood and from that into dead henhood,we threw all aside,packed our belongings on a wagon and drove down Griggs’s Road toward Bidwell,a tiny caravan of hope looking for a new place from which to start on our upward journey through life.(7)We must have been a sad looking lot,not,I fancy,unlike refugees fleeing from a battlefield.Mother and I walked in the road.The wagon that contained our goods had been borrowed for the day from Mr.Albert Griggs,a neighbor.Out of its sides stuck the legs of cheap chairs and at the back of the pile of beds,tables,and boxes filled with kitchen utensils was a crate of live chickens,and on top of that the baby carriage in which I had been wheeled about in my infancy.Why we stuck to the baby carriage I don’t know.It was unlikely other children would be born and the wheels were broken.People who have few possessions cling tightly to those they have.That is one of the facts that make life so discouraging.(8)Father rode on top of the wagon.He was then a bald-headed man of forty-five,a little fat and from long association with mother and the chickens he had become habitually silent and discouraged.All during our ten years on the chicken farm he had worked as a laborer on neighboring farms and most of the money he had earned had been spent for remedies to cure chicken diseases.There were two little patches of hair on father’s head just above his ears.I remember that as a child I used to sit looking at him when he had gone to sleep in a chair before the stove on Sunday afternoons in the winter.I had at that time already begun to read books and have notions of my own and the bald path that led over the top of his head was,I fancied,something like a broad road,such a road as Caesar might have made on which to lead his legions out of Rome and into the wonders of an unknown world.(9)One might write a book concerning our flight from the chicken farm into town.Mother and I walked the entire eight miles—she to be sure that nothing fell from the wagon and I to see the wonders of the world.20.The author describes his mother as______A.knowledgeable.B.responsible.C.imaginative.D.aspiring.21.What is Para.5intended to show?A.The specific steps of chicken raising.B.The difficulties of chicken raising.C.The excitement of the family.D.The expectations of the family.22.What does“our upward journey”in Para.6indicate?A.Their worries.B.Their struggle.C.Their ambition.D.Their resourcefulness.23.What is the relation between the two italicized sentences in Para.7?A.Temporal.B.Causal.C.Illustrative.D.Additive.24.Which of the following sentences in Paras.8and9indicates the author’s sense of hope?A.“...I to see the wonders of the world”.B.“I had at that time already begun to read books...”.C.“I walked the entire eight miles...”.D.“...a book concerning our flight from the chicken farm into town”.SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in Section A.Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE25.What does“this”in Para.1refer to?26.How did Washoe demonstrate the potential of productivity(Para.3)?PASSAGE TWO27.What does the word “ones”in Para.3refer to?28.What was Sir John Franklin’s mission?29.List two preparations the team made for their trip (Para.5). PASSAGE THREE30.Describe in your own words the personality of the author’s father before marriage (Para.1).31.Describe in your own words the author’s childhood on a chicken farm (Para.4).32.What does the chickens’fate imply about the author’s family?PART IIILANGUAGE USAGE (15MIN) The passage contains TEN errors.Each indicated line contains a maximum of ONE error.In each cas e,onlyONE word is involved.You shouldproofread the passage and correct it in thefollowing way:For a wrong word,underline the wrong word and write the correct one in the blank provided at the end of the line. mark the position of the missing word with a “/\”sign and write the word you believe to be missing in the blank provided at the end ofthe For a missingword,line.For an unnecessary word, cross the unnecessary word with a slash “/”and put the wordin the blank provided at the end of the line.EXAMPLE When /\art museum wants a new exhibit, (1)it never an buys things in finished form and hangs (2)neverthem on the wall.When a natural history museum wants an exhibition,it must often build it. (3)exhibitProofread the given passage on ANSWER SHEET THREE as instructed.PART IV TRANSLATION(20MIN) Translate the underlined part of the following text from Chinese into English.Write your translation onANSWER SHEET THREE.中国科幻小说在国际上越来越受欢迎，已成为一种新的国际交流方式。
专业英语八级(讲座听力)模拟试卷4(题后含答案及解析)
专业英语八级（讲座听力）模拟试卷4(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：Agriculture in Britain Good morning, everybody. I’m Elizabeth Reed. I hope that this first session, which I’ve called An Introduction to British Agriculture, will provide a helpful background to the farm visits you’ll be doing next week. With more of us living in urban environments, far removed from the countryside, it is easy to loose touch with the origins of the rural environments that surround our towns and cities. I think I should start by emphasizing that agriculture still accounts for a very important part of this country’s economy. You might have a doubt about it, as we are so used to hearing the UK’s society and economy described as being “industrial” or even “post-industrial”. (1) But we mustn’t let this blind us to the fact that agriculture and its supporting industries still account for around 26% of our Gross National Product. This figure is especially impressive, I think, when you bear in mind how very small a percentage of the UK workforce is employed in agriculture. This is not a recent development—you would have to go back to 1750 or so to find a majority of the workforce in this country working in agriculture. By the middle of the next century, in 1850 that is, it had fallen sharply to 10%, and then to 3% by the middle of the twentieth century. And now just 2% of the workforce contribute 20% of GNP. How is this efficiency achieved? Well, my own view is that it owes a great deal to a history, over the last 50 or 60 years, of intelligent support by the state, mainly taking the form of helping farmers to plan ahead. (2) Then the two other factors I should mention, both very important, are the high level of training amongst the agricultural workforce. (3) And secondly, the recognition by farmers of the value of investing in technology is also a remarkable factor. Since World War II farming has largely remained on a secure footing to become a true business —“agribusiness”. It has brought visible changes to the British countryside; the most noticeable being the removal of hedges to enlarge fields so that large-scale mechanised planting and harvesting can take place, aided by pesticides and fertilizers. A field that would once has taken days to prepare, or sow, or harvest by hand, can now be achieved in hours. Such is the sophistication at the top end of the agricultural industry that computer aided technologies can “map”fields; allowing farmers to deliver extra fertiliser, nutrients or seed depending on the soilquality in different parts of the terrain, and thereby optimize output. Now, although the UK is a fairly small country, the geology and climate vary a good deal from region to region. For our purpose today we can divide the country broadly into three. The region you will get to know the best, of course, is the north, where we are at present. (5) The land here is generally hilly, and the soil thin. The climate up here, and you’ve already had evidence of this, is generally cool and wet. As you will see next week, the typical farm here in the North is a small, family-run concern, producing mainly wool and timber for the market. In some areas such as Scotland and northern England an “infield-outfield” system of land use occurred. Fields nearest to a village were permanently used for cropping while those beyond were grazed. Beyond the “outfields”there would be waste land for common pasture, or moorland in the case of upland areas. These waste lands in both highland and lowland situations, were the only source of new lands and were frequently reclaimed to form new enclosed farm holdings. If we contrast that with the Eastern region, the east is flatter and more low-lying, with fertile soils and a mixed climate. Average farm-size is much bigger in the east, and farms are likely to be managed strictly on commercial lines. As for crops, well, the east is the UK’s great cereal-producing region. However, increasingly significant areas are now also given over to high quality vegetables for supply direct to the supermarkets. The third broad region is the west, where it’s a different story again. The climate is warmer than that in the north and (7) much wetter than that in the east. The resulting rich soils in the west (8) provide excellent pasture, and the farms there are quite large, typically around 800 hectares. The main products are milk, cheese and meat. So, clearly, there are marked differences between regions. (9) But this does not prevent quite a strong sense of solidarity amongst the farming community as a whole, right across the country. This solidarity comes in part from the need to present a united front in dealing with other powerful interest-groups, such as government or the media. (10) It also owes something to the close cooperation between all the agricultural training colleges, through which the great majority of farmers pass at the beginning of their careers. And a third factor making for solidarity is the national structure of the Farmers’Union, of which virtually all farmers are members. Finally, I’d like to sum up this talk. I first emphasized the importance of agriculture in British economy and the factors that stablise its firm status, then I moved on to detail its current situations by dividing the country into three regions, in the end, I explained the common phenomenon between regions. All right, that is all for today. I wish you would enjoy your farm visits next week.Agriculture in BritainI. British agriculture and its supporting areas:account for around (1)______of GNP.II. Small percentage of the UK workforce in agriculture:1705 or so: a majority of workforce1850 or so: 10% of workforce1950 or so: 3% of workforce only2000 or so: 2% of workforce contributes to 20% of GNPIII. Two important (2)______to achieve efficiency:1) the high level of training amongst the agricultural workforce.2) the recognition by farmers of the value of investing in (3)______:The “agribusiness” after WWII has brought visible changes.a) large-scale mechanized planting and harvesting, aided by pesticides and fertilizers;b) computer aided technologies to “map” fields.IV. A small country but rich variety in (4)______:1)North region:a) (5)______land, thin soil and cool and wet climate.b) A small, family-run farm concern, producing mainly wool and timber.2) (6)______region:a) Flatter land with fertile soils and a mixed climate.b) UK’s great cereal-producing region and quality vegetable supply.3) West region:a) Warmer climate than in the north and (7)______than in the east.b) The rich soils provide excellent (8)______.c) The main products are milk, cheese and meat.V. A strong sense of (9)______among regions:1) A united front is presented in dealing with other interest-groups, such as government or the media.2) The (10)______is established between all the agriculturaltraining colleges.3) The national structure of the Farmers’ Union.1．正确答案：26%解析：细节题。
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2015英语专业八级听力第一部分MINI-LECTURELISTENING COMPREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students.Then, how can we comprehend a lecture efficiently?I.Understand all (1) ______________A.wordsB.(2) ______________-stress-intonation-(3) ______________II. Adding informationA.lecturers: sharing information with audienceB.listeners: (4) ______________C.sources of information-knowledge of (5) ______________-(6) ______________ of the worldD. listening involving three steps:-hearing-(7) ______________-addingIII. (8) ______________A.reasons:-overcome noise-save timeB. (9) ______________-content-organizationIV. Evaluating while listeningA.helps to decide the (10) ______________ of notesB.helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. experience 7. reinterpreting 8. prediction 9. what to listen 10. Importance20152014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.I. Definition of stress A. (1) reaction (1) 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 tensionII. (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 appropriately —reason for planning —(8) of planning (8) result D. learning 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 aredifferences 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。