专八听力minilecture真题及答案

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专业英语八级听力-试卷105_真题(含答案与解析)-交互

专业英语八级（听力）-试卷105(总分46, 做题时间90分钟)1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to themini-lecture, **plete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.What do you need to do in order to understand the lecture? Now there are four things that I'm going to talk about. The first thing is that you need to be aware of all of the【T1】______ that carry meaning. You all know that words carry meaning. So you've got to be aware of the 【T2】______, but there are【T3】______. For one thing, you need to be aware of【T4】______. Let me give you an example. "I went to the bar." "I went to the bar." It makes a difference. In the second example, I'm stressing the fact that【T5】______and not someone else so that this means stress has some meaning. Now the next thing you might want to listen for is【T6】______. For example, if I say "He came." "He came?" There are two different meanings. One is a【T7】______, the other one is a【T8】______. And another thing you need to listen for is【T9】______. For instance, "Can you see, Mary?" VS "Can you see Mary?" da da DA da... da da da DA da. Those two mean something different. In the first one, they are talking【T10】______ to Mary, while the second one means "Can you see Mary... over there?"SSS_FILL1.【T1】该题您未回答:х该问题分值: 2答案:正确答案：parts of the languageSSS_FILL2.【T2】该题您未回答:х该问题分值: 2答案:正确答案：vocabulary of the languageSSS_FILL3.【T3】该题您未回答:х该问题分值: 2答案:正确答案：some other featuresSSS_FILL4.【T4】该题您未回答:х该问题分值: 2答案:正确答案：stressSSS_FILL5.【T5】该题您未回答:х该问题分值: 2答案:正确答案：it was meSSS_FILL6.【T6】该题您未回答:х该问题分值: 2答案:正确答案：intonationSSS_FILL7.【T7】该题您未回答:х该问题分值: 2答案:正确答案：statementSSS_FILL8.【T8】该题您未回答:х该问题分值: 2答案:正确答案：questionSSS_FILL9.【T9】该题您未回答:х该问题分值: 2答案:正确答案：rhythmSSS_FILL10.【T10】该题您未回答:х该问题分值: 2答案:正确答案：directly【T1】______ are actually【T2】______. While they are, perhaps,【T3】______ to meaning in communication in the same way as grammar or vocabulary, they may, nevertheless, convey【T4】______ in some way. Let me give you some examples. The first is【T5】______, which indicates the need for【T6】______. The second is【T7】______. This is to show【T8】______. The third is【T9】______, which is to show【T10】______. The fourth is【T11】______. This, um, is to indicate 【T12】______. The last is extra lip rounding, which expresses greater 【T13】______, especially with babies, for example. So we can see that there are a number of ways of altering our tone of voice and when we do this consciously, we do it to create different effects in communication.SSS_FILL11.【T1】该题您未回答:х该问题分值: 2答案:正确答案：Vocal featuresSSS_FILL12.【T2】该题您未回答:х该问题分值: 2答案:正确答案：tones of voiceSSS_FILL13.【T3】该题您未回答:х该问题分值: 2答案:正确答案：not centralSSS_FILL14.【T4】该题您未回答:х该问题分值: 2答案:正确答案：attitude or intentionSSS_FILL15.【T5】该题您未回答:х该问题分值: 2答案:正确答案：whisperingSSS_FILL16.【T6】该题您未回答:х该问题分值: 2答案:正确答案：secrecySSS_FILL17.【T7】该题您未回答:х该问题分值: 2答案:正确答案：breathinessSSS_FILL18.【T8】该题您未回答:х该问题分值: 2答案:正确答案：deep emotionSSS_FILL19.【T9】该题您未回答:х该问题分值: 2答案:正确答案：huskinessSSS_FILL20.【T10】该题您未回答:х该问题分值: 2答案:正确答案：unimportanceSSS_FILL21.【T11】该题您未回答:х该问题分值: 2答案:正确答案：nasalitySSS_FILL22.【T12】该题您未回答:х该问题分值: 2答案:正确答案：anxietySSS_FILL23.【T13】该题您未回答:х该问题分值: 2答案:正确答案：intimacy1。

专业英语八级(听力)模拟试卷54(题后含答案及解析)

专业英语八级（听力）模拟试卷54(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：How to Build Your V ocabulary Effectively Good morning. In today’s lecture, we shall discuss the strategies of learning English vocabulary. When we talk about learning English, we usually mention the four basic skills—listening, reading, speaking and writing. However, all of these skills can not be sharpened without vocabulary. While there are not any magic shortcuts to learn words, the larger your vocabulary becomes, the easier it will be to connect a new word with words you already know, and thus remember its meaning. So your learning speed, or pace, should increase as your vocabulary grows. There are some basic steps to build your vocabulary effectively. (1)First of all, we need to be aware of words. Many people are surprised when they are told they have small vocabularies. They protest that they read all the time. This shows that reading alone may not be enough to make you learn new words. When we read a novel, for instance, there is usually a strong urge to get on with the story and skip over unfamiliar or perhaps vaguely known words. But it is obvious that when a word is totally unknown to you, you have to be especially aware of words that seem familiar to you but whose precise meanings you may not really know. Instead of avoiding these words, you need to take a closer look at them.(2)First, try to guess a word’s meaning from its context—that is, the sense of the passage in which it appears: if you focus on learning words in the context where you’re most likely to find them, you’re more likely to recognize them when you encounter them or need to use them again. Second,(3)if you have a dictionary with you, look up the word immediately. This may slow down your reading somewhat, but your improved understanding of each new word will eventually speed your learning of other words, making reading easier. Third, make a daily practice of noting words of interest to you for further study whenever you are reading, listening to the radio, talking to friends, or watching television. Second, it is easy to gain vocabulary through reading. When you have become more aware of words, reading is the next important step to increase your knowledge of words,(4)because that is how you will find most of the words you should be learning. It is also the best way to check on words you have already learned. When you come across a word you have recently studied, and you understand it, which proves you have learned its meaning.Then what should you read? Whatever interests you—whatever makes you want to read. If you like sports, read the sports page of the newspapers: read magazines like Sports Illustrated: read books about your favorite athletes. If you are interested in interior decorating, read a magazine like House Beautiful—read it, don’t just look at the photographs. Often people with very small vocabularies don’t enjoy reading at all. It’s more of a chore for them than a pleasure because they don’t understand many of the words. If this is the way you feel about reading, try reading easier things. Newspapers are usually easier than magazines: a magazine like Reader’s Digest is easier to read than The Atlantic Monthly.(5)There is no point in trying to read something you simply are not able to understand or are not interested in. The important idea is to find things to read you can enjoy, and to read as often and as much as possible, with the idea of learning new words always in mind. (6)Third, dictionary is a necessity to build your vocabulary. Keep it where you usually do your reading at home. You are more likely to use it if you do not have to get it from another room. At work, there may be a good dictionary available for your use. At home, most people do not have a big, unabridged dictionary: however, one of the smaller academic dictionaries would be fine to start with. Remember, words can have more than one meaning, and the meaning you need for the word you are looking up may not be the first one given in your dictionary. Even if it is so, the other meanings of the word will help you understand the different ways the word is used.(7)Also, the word’s history, usually given near the beginning of the entry, can often give a fascinating picture of the way the word has developed its current meaning. This will add to the pleasure of learning the word as well as help you remember it. Fourth, you should review the words regularly until you fix them in your memory.(8)This is best done by setting aside a specific amount of time each day for vocabulary study. During that time you can look up new words you have noted during the day and review old words you are in the process of learning.(9)Set a goal for the number of words you would like to learn and by what date, and arrange your schedule accordingly. In order to review words effectively, all the information on a word should be kept in one place—in a notebook, for example, or on an index card. Index cards are convenient because the words can be placed in alphabetical order, which makes them easy to find when reviewing: and the cards can be carried around with you, so you can study them anywhere. We have already discussed some external factors to assist us in vocabulary-building process.(10)Perhaps the most important factor in a successful vocabulary-building program is motivation. It will be very difficult for you to study words month after month without a strong feeling that it is worth doing, that a larger vocabulary will help you in school and on the job, and that it can well lead to a more exciting and fulfilling life. OK, this brings us to the end of our lecture. I hope after today’s lecture, you’ll understand better the strategies of learning vocabulary. Thanks for your attention.How to Build Your V ocabulary Effectively V ocabulary is the foundation of learning a language. Without it, none of the skills could be learned well. Here are some methods to build your vocabulary effectively:I. Be aware of【B1】______【B1】______—guess a word’s meaning from its【B2】______【B2】______—look up the word【B3】______【B3】______—write down words of interest to youII. Gain vocabulary through readingA. Reason:—【B4】______what to learn【B4】______—check on what you have learnedB. What to read:—what attract you—what are【B5】______for you【B5】______III. Use dictionary as a(n)【B6】______【B6】______—keep it at hand—use a good dictionary in your workplace—check up the various meanings of one word—get a(n)【B7】______of the way the word has developed from the word’s【B7】______historyIV. Review the words regularly—set aside a specific amount of【B8】______【B8】______—look up new words and review old words —set a goal for the【B9】______of words and by what date【B9】______—keep the information on a word in one placeV. The internal factor—【B10】______being the most vital factor【B10】______1．【B1】正确答案：words解析：本题设题点在分论点处。

Queen mary专八听力真题

Queen mary专八听力真题听力试题选项、听力原文、答案一、听力试题选项PARTI LISTENING COMPREHENSION[25 MIN]SECTION A MINI-LECTUREIn this section you will hear a mini-lecture.You will hear the mini-lecture ONCE ONLY.While listening to the mini-lecture,please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap.Make sure the word(s)you fill in is(are)both grammatically and semantically acceptable.You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture.When it is over,you will be given THREE minutes to check your work.Body Language and Mind I.Introduction Body language reveals who we are.II.Nonverbal expressions of(1)__________(1)__________ feeling powerful:(2)__________(2)__________—e.g.athletes with arms up in a V sign feeling powerless:(3)__________(3)__________—e.g.refusing to bump into the person nearby.people’s behavior tends tobecome(4)__________in(4)__________a high-and low-power situation.—e.g.refusing to bump into the person nearby.—people don’t mirror each other.people’s behavior tends to become MBA students exhibit the full range of power nonverbals.—e.g.students with power have strong desire for(5)__________(5)__________power nonverbals are also related to(6)__________(6)__________III.Relationshipbetween(7)__________(7)__________the powerful aremore(8)__________(8)__________hormones differwith(9)__________(9)__________an experiment:—procedure:—adopting high-or low-power poses and completing items—beinggiven(10)__________(10)__________—having saliva tested—results:—(11)__________:much higher with high-power people(11)__________—an increase in(12)__________in low-power people(12)__________—hormonal changes:making brain(13)__________(13)__________IV.Conclusion behavior can(14)__________(14)__________before getting into stressful situations—get your brain ready to(15)__________(15)__________SECTIONB INTERVIEWIn this section you will hear ONE interview.The interview will be divided into TWO parts.At the end of each part,five questions will be asked about what was said.Both the interview and the questions will be spoken once only.After each question there will be a ten-second pause.During the pause,you should read the four choices of A,B,C and D,and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.Now listen to Part One of the interview.Questions I to 5 are based on Part One of the interview.1.A.Environmental issues.B.Endangered species.C.Global warming.D.Conservation.2.A.It is thoroughly proved.B.It is definitely very serious.C.It is just a temporary variation.D.It is changing our ways of living.3.A.Protection of endangered animals’habitats.B.Negative human impact on theenvironment.C.Frequent abnormal phenomena ontheearth.D.The woman's indifferent attitude to theearth.4.A.Nature should take its course.B.People take things for granted.C.Humans are damaging the earth.D.Animals should stay away from zoos.5.A.Objective B.Pessimistic.C.Skeptical.D.Subjective.Now,listen to the second interview.Questions 6 to 10 are based on the secondinterview.6.A.Teachers'resistance to change.B.Students'inadequate ability to read.C.Teachers'misunderstanding of suchliteracy.D.Students'indifference to the new method.7.A.Abilities to complete challengingtasks.B.Abilities to learn subject matter knowledge.C.Abilities to perform better in schoolwork.D.Abilities to perform disciplinary work.8.A.Recalling specificinformation.B.Understanding particular details.C.Examining,sources of information.D.Retelling a historical event.9.A.Engaging literacy and disciplinaryexperts in the program.B.Helping teachers understand what disciplinary literacy is.C.Teaching disciplinary discourse practices by literacy teachers.D.Designing learning strategies with experts from both sides.10.A.To argue for a case B.To discuss a dispute.C.To explain a problem.D.To present details.。

专业英语八级听力-试卷162_真题(含答案与解析)-交互

专业英语八级（听力）-试卷162(总分50, 做题时间90分钟)1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to themini-lecture, **plete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Teaching Methods for Effective CommunicationI . Introduction: some teaching approaches helpful to **munication—well-organized ideas and a(n)【T1】______【T1】______—writing on the board technical terms or 【T2】______【T2】______—writing down words about which the teacher is unsure II.【T3】______of communication【T3】______A. Correcting many【T4】______【T4】______B. Finding out where the problems lie:【T5】______or language problems【T5】______III. Advice for teachersA. Proper teaching【T6】______:【T6】______—state thepoint→make the point→summarize the point→notify studentsbefore【T7】______【T7】______B. Ways to guarantee students' comprehension—encouraging students to【T8】______【T8】______—asking【T9】______of students【T9】______—expressing one idea in【T10】______【T10】______C.【T11】______between students and teachers【T11】______—prompting students to help with **municatione.g. an Iranian teacher making his students at ease in the class by【T12】______and encouraging their questions【T12】______D.【T13】______of **fortable atmosphere【T13】______—students paying less attention to the teacher's【T14】______【T14】______—students being more voluntary to【T15】______the teacher【T15】______SSS_FILL1.【T1】分值: 2答案:正确答案：outline解析：本题考查重要细节。

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。

2023年英语专八听力原文及答案

The popularity of EnglishGoo.morning.everyone.Today'.lectur.i.abou.th.popularit.o.English.rges.numbe.o.nat ng municatio.be?nguage.ar.differen.fro.e nguag..Q1).in.English.the.Englis.i.th.lingu.franca.nguage.Som.re?searche.suggeste.tha.. nguage.An.anywa.betwee.2 nguag..Q...An.o.cours..i.w.includ.peopl.wh.ar.learnin.Englis.a..fore nguag.al.ove.th.world.tha.numbe.ma.increas.dramatically.The.w.ma.as..question.ho.di.Englis. ge.there.Tha.i.ho.di.Englis.gai.th.presen.statu.o.popularity?Ther.ar.i.fac..numbe.o.interlockin.reason.fo.th.popularit.o.Englis.a..lingu.franca.Man.o.th.reason.ar ngu age.Let'.g.throug.th.reason.on.b.one.First.it'nd e.o.th.Massachusett.coas.i.162.afte.thei.journe.fro.England.the.brough.wit.the.no.jus..se.o.religiou. ter.th.Amer nguag.o.Englis.remaine.an.stil.does.I.wa.th.sam.i.Austra mande.Philipp.plante.th.Britis.fla.i.Sydne.curv.o.th.26t.o.Januar.178..i.wa.no.jus..b nguage.I.othe.part.o.th.forme.Britis.Empire.Englis.ra pidl.becam..unifyin.o.dominatin.mean.o.control.Fo.example.i.becam..lingu.franc.i.Indi.wher..varie .o.an.on.o.the.a..whol.countr.syste.problemati..Q4).S.th.impositio nguag.o..ministratio.help.maintai.th.colonizers.contro.an.power.Thu.Englis.trav e.a nguag.i.countrie.a.fa.apar.a.Jamaic.an.Pakistan..Ugand.an.Ne.Zealand.Tha.i.th.firs.factor.merc.through?ou.th.world.Th.spr merc.ha.take.Englis.alon.wit.i..Q...Thi.i.th.2023.centur.phenomeno.o.globali zation.Therefore.on.o.th.firs.sight.man.traveler.se.whe.arrivin.i.countrie.a.divers.a.Brazil.Chin.fo.e xample.it'.th.yellow.twi.ar.sig.o..Macdonald'.fas.foo.restauran.o.som.othe.famou.brand'.outlets.An. munity. .o.Englis.i.th.boo.i.internationa.trave..Q6).An.yo.wil.fin.tha.mu c.trave.an.touris.i.carrie.o.aroun.th.worl.i.English.O.cours.thi.i.no.alway.th.case.A.th.multi-linguali s.o.man.touris.worker.i.differen.countrie.demonstrate.Bu..visi.t.mos.airport.o.th.glob.wil.sho.sign. nguag.o.tha.countr.bu.als.i.English.Jus.a.man.airlin.announcement.ar.broadcas.i.Engli nguag.o.air municatio..Q.).rmatio.exchang.aroun.th.world.A.w.al.know..grea.dea.o.ac ademi.discours.aroun.th.worl.take.plac.i.English.I.i.ofte..lingu.franc.o.conferences.fo.example.An. man.journa.article.i.field.a.divers.a.astronomy.tria.psycholog.an.zoolog.hav.Englis.a..kin.o.defaul.l anguag..Q8).nguag.i.po pula.culture.Po.musi.i.Englis.ca.b.hear.o.man.radio..Q9).Thu.man.peopl.wh.ar.no.Englis.speaker.ca.sin.word.fro.thei.favorit.Englis.mediu.songs.An.man.pe A.Now.t.su.up.i.today'.lecture.w.hav.reviewe.som.o.th.reason.o.factor.tha.li.be?.o.En nguage.Befor.w.finish..woul.lik.t.leav..fe.question.fo.yo.t.thin.about.I.th.statu. nguag.assure.i.th.future.Wil.i.spli.int.varietie.tha.becom.les.mutuall.intelli nguag.i.futur..Q.).Thes.question.ar.no.eas.t.answer..know.bu.the.ar.definitel.wort.ponderin.ove.afte.th.lecture.OK.let'.brin.u.t.th.en.o.today'.lecture.Than.yo.fo.you.attention.SECTION B CONVERSATIONW Hello! Freddy.NI.Hello.Marry.Ho.nic.t.se.yo.again.Ho.i.everythin.going?.. Fine.Bus.thes.days?..Yeah.Wit.lot.o.thing.t.do.Woul.yo.lik.t.joi.m.fo..drink?W: Ok! Thanks!M: Any news recently?ernmen.i.plannin.t.buil.a.air?por.here.Yo.kne.that? M Afraid not.M.rea.objectio.t.thi.ide.o..ne.airpor.is...i.tha.th.whol.thin.i.s.wasteful..mean.w.kno.w.ar.currentl.i..f ue.crisis.W.kno.tha.we'ernmen.seem.quit.de ..hec.o..lo.o.oil..mea.i.take..to.o.oil..to.o.p et?ro.befor.on.o.thi.bi.jet.eve.take.of.(Q1).M: Hmmm.n.an.s.on..can'.see..can'.se.th.rati ona.behin.reall.wantin.an...a.airpor.a.all.M.Well.surel.yo.mus.admi.th.existin.airpor.nearb.ar.becomin.swarmed..mean.wh.shoul.people... 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( Q2)M.But.th.airpor.infrastructur.relie.o.housin.an.othe.facilitie.fo.th.grea.numbe.o.peopl.wh.woul.b.e mploye.i.th.airport.th.pilo.even.th.stewardnesses.The.hav.t.liv.somewher.nea.th.airport.right?W.Yeah.bu.it's.it'.jus.s.damagin.t.th.whol.area..think.airports.fro.m.poin.o.view.th.whol.concep.i.outdate.really.Wit.moder.technology.we'r.goin.t.mak..lo.o.trave.unnecessary.reall. (Q4).Fo.example.i.won'.b.necessar.fo.businessma.t.fl.ou.t..foreig.countr.t.tal.t.somebody.The.ca.jus.lif.u. telephon.i.th.office.pres.th.but?to.an.se.th.perso.the.wan.t.d.busines.with.Yo.see.busines.deal.ca.b. mad.with?ou.havin.t.trave.bac.an.forth.right?M.Yes.you'r.right.But.fo..lo.o.people.'persona.contac.i.important.An.thi.mean.travel.an.mean.quic.travel.ai.'trave.an.w.jus.nee..ne.airpor.(Q5).SECTION C NEWS BROADCASTNews Item 1 (for question 6)ernmen.o.Monday.I.Sunday'.Election..th.Ne.Moderate.Part.defeate.th.Socia.Democrats.Th.Socia.Democrati.Part.ha.controlle.Swede.fo.al.bu.nin. year.sinc.193..buildin.u.th.country'.generou.welfar.state.Bu.th.Ne.Moderate.want.t.chang.it..Q..Sweden'.welfar.syste.i.fame.aroun.th.world.bu.th.syste.enco panie.whic.make.i.difficul.t.emplo.ne.people.News Item 2 (for questions 7 and 8)Much of the world was watching on television when the command of the Apollo-11 mission Neal Armstron.too.th.firs.step.o.th.moo.i.Jul.1969.Th.picture.o.tha.histori.footste.an.?nding.wer.recorde.o.magneti.tap.a.thre.NAS.gr oun.trackin.station.aroun.th.world.Th.tape.wer.the.shippe.t..NAS.operatio.centr.nea.Washington—t.196..th.spac.agenc.bega.transferrin.the.an.ten.o.thousand.o.ta ernmen.archive.warehouse.NAS.say.i.aske.fo.the.bac.i.th. 1970s.bu.no.doe.no.kno.wher.the.are.".probabl.a.overl.sensitiv.t.th.wor.`lost...di.no.fee.the.ar.lost..s ai.Richar.Nafzger..Goddar.Spac.Fligh.Centr.enginee.wh.wa.i.charg.o.televisio.processin.fro.al.o.N ASA'.groun.receivin.sites.Th.Spac.Agenc.ha.authorize.hi.t.se.a?sid.hi.othe.dutie.fo.th.foreseeabl.f utur.an.devot.hi.tim.t.th.hun.fo.th.tapes.Nafzge.says.the.ar.store.somewhere..Q.)News Item 3 (for questions 9 and 10)lio.peopl.wh.liv.i.th.Unit.Stat.don'.spea.o.understan.Englis.ver.wel.an.tha.ca.b.deadly ngu municatin.wit.health-car.provider.wit.seriou.consequences..Q.. Docto.Flore.record.on.inciden.i.whic.English-speakin.doctor.`though..Spanish-speakin.ma.wa.suff erin.fro..dru.over-doze."H.wa.i.th.hospita.basicall.fo.tw.day.bein.worke.u.fo.dru.abus...Flore.says.. The.finall.di..hea.C.sca.an.realize.h.ha.ha..majo.blee.int.hi.brain.H.ende.u.bein.paralyze.an.h.go..7. millio.dollar.settlemen.awar.fro.th.hospital..Docto.Flore...professo.a.th.Medica.Colleg.o.Wisconsin .say.tha.despit.example.lik.that.th.majorit.o.U.health-car.facilitie.stil.d.no.hav.traine.interpreter.o.si ght.bu.h.acknowledge.tha.increasin.number.o.healt.car.worker.ar.bilingua.an.tha.mor.clinic.an.hosp ital.d.mak.sur.thei.staf.an.patient.understan.eac.other..Q10)参考答案SECTION A MINI-LECTURE（1）native languages (2).350 (3).Historical (4).India (5).commerce (6).Boom (7).sea travel communication (8).conferences (9).many radios (10).splitSECTION B&C1.C2.A3.D4.B5.D6.B7.C8.A9.D 10.D。

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பைடு நூலகம்
PART I LISTENING COMPREHENSION
SECTION A MINI-LECTURE
1. power and dominance 2. make oneselfbig/ open up 3. make oneself small/ close up 4. the opposite/ complementary 5. occupymg space 6. gender/ sex 7. minds and bodies 8. assertive/ confident/ optimistic 9. different people 10. a gambling opportunity 11. dominance hormone 12. stress hormone 13. assertive or stress-reactive/ confident or stress-reactive 14. change our outcomes/ change the outcomes 15. do the best
And what are nonverbal expressions of power and dominance? Well, this is what they are. In the animal kingdom, nonverbal expressions of power and dominance are about expanding. So you make yourself big, you stretch out, you take up space and you're basically opening up. And… and humans do the same thing. So they do this when they're feeling powerful in the moment. And this one is especially interesting because it really shows us how universal and old these expressions of power are. For example, when athletes cross the finish line and they've won, it doesn't matter if they've never seen anyone do it. They do this. So the arms are up in the V sign, the chin is slightly lifted. But what do we do when we feel powerless? We do exactly the opposite. We close up. We make ourselves small. We don't want to bump into the person next to us. And this is what happens when you put together high and low power. So what we tend to do when it comes to power is that we complement the other's nonverbals. What I mean is if someone is being really powerful with us, we tend to make ourselves smaller. We don't mirror them. We do the opposite.

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During the pause, you should read the fourchoices 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 Part One of the interxiew. Questions 1 to 5 are based on Part One of the interview.Now, listen to Part Two of the inten'iew. Questions 6 to 10 are based on Part Two of the inten'iew.6. A. Continuity between writing and social life was a gift.B. Link between writing and social life was necessary.C. She preferred to stay away from other poets.D. She thought socializing experience helped a lot. 7. A. Its members could be anyone.C. It should be professional.8. A. To express stronger emotions.C. To avoid readers' misunderstanding.9. A. It was innovative. B. It was emotional.10. A. Maureen's teaching and writing experience.C. Maureen's views on socializing fbr poets. PART ILISTENING COMPREHENSION [25MIN]1. A. A publisher. B. A broadcaster.2. A. During her childhood.C. During high school.3. A. Historians.C.Professor of music.4. A. The environment.mcrcialization.5. A. To help students to better remember poems.C. To activate one's inner ear automatically.C. An anchorwoman.D. An academic. B. During elementary school. D. During nursery. B. Writers and poets. D. Professor of English. B. Academic work. D.Local history. B. To facilitate the process of composing poems. D. To better appreciate the poems. B. Its members had to be poets. D. It had a networking role. B. To allow for flexibility in expression. D. To signal the end of a section. C. It was different. D. It was ordinary. B. Maureen's experience as a student and poet. D. Maureen's works of criticism and poems.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. 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Carl Akeley, the American naturalist, led two expeditions to Uganda in the 1920s and now lies buried there among the animals he loved so well; but even he was unable to discover how long the gorilla lives, or how or why it dies, nor was he able to define the exact social pattern of the family groups, or indicate the final extent of their intelligence. All this and many other things remain almost as much a mystery as they were when the French explorer Du Chaillu first described the animal to the civilized world a century ago. The Abominable Snowman who haunts the imagination of climbers in the Himalayas is hardly more elusive.(3)The little that is known about gorillas certainly makes you want to know more. Sir Julian Huxley has recorded that thrice in the London Zoo he saw an eighteen-month-old specimen trace the outline of its own shadow with its finger. **No similar artistic initiative," he writes, “has been recorded for any other anthropoid (类人猿)，though we all know now that young chimpanzees will paint 'pictures' if provided with the necessary materials." Huxley speaks too of a traveler seeing a male gorilla help a female up a steep rockstep, and gallantry of that kind is certainly not normal among animals. It is this “human-ness" of the gorilla that is so beguiling. According to some observers he courts and makes love the same way as humans do. Once the family is established it clings together. It feeds in a group in the thick bamboo jungles on the mountainside in the daytime . each animal making a tidy pile of its food 一wild celery, bamboo shoots, and other leaves - and squatting down to eat it; and by night each member of the family makes its own bed by bending over and interlacing the bamboo fronds so as to form a kind of oval-shaped nest which is as comfortable and springy as a mattress. The father tends to make his bed just a foot or two from the ground, the mother a little higher, and the children are safely lodged in the branches up above.(4)When he walks the gorilla takes the main weight on his short legs and rests lightly on the knuckles of his hands at the end of his very long arms. When he stands upright a full-grown male rises to six feet, but with that immense chest he is far heavier than any normal man could ever be. Six hundred pounds is not uncommon. His strength is incredible — certainly great enough to take a man in his arms and wrench his head off.(5)Gorillas appear to talk to one another in high-pitched voices, not unlike those of women, or by smacking their lips or striking their cheeks, and the female, if alarmed, will scream. The male is capable of making a frightening demonstration in the face of danger. He stays behind while his family gets away, rising to his feet and uttering a terrifying roar. Sometimes he will drum on his chest and shake the trees around him with every appearance of uncontrollable fury. In extremity he will charge.(6)But all this is no more than shadow boxing as a general rule, fbr the gorilla is a gentle, kindly creature, a most forgiving ape who lives at peace with all the other animals, and his reputation fbr savagery and belligerence is nothing but a myth. When the animal charges, the thing to do is to stand your ground and look him in the eye. Then he will turn aside and slip away through the undergrowth.11.Which of the following facts about gorillas docs mankind know?A Lifespan. B. Causes of death. C. Family structure. D. Bone structure.12.Which of the following words is closer to the meaning of'mystcry" in Para. 2?A. Myth.B. Elusive.C. Horror.D. Stereotyped.13.What docs the author mean by saying “But all this is no more than shadow boxing,.. (Para. 6)?A.When facing danger, gorillas seldom intend to attack others.B.When gorillas get into fiiry. they usually attack others.C.When the family is in danger, the male gorilla protects them.D.When alarmed, the male gorilla is more likely to show fury.14.We can learn from the passage that the author's attitude towards gorillas is .A. ambiguousB. hostileC. sympatheticD. nonchalantPASSAGE TWO(1)In the town there were two mutes, and they were always together. Early every morning they would come out from the house where they lived and walk arm in arm down the street to work . The one who always steered the way was an obese and dreamy Greek. In the summer he would come out wearing a yellow or green polo shirt stuffed sloppily into his trousers in front and hanging loose behind. When it was colder he wore over this a shapeless gray sweater. His face was round and oily, with halAcloscd eyelids and lips that curved in a gentle, stupid smile. The other mute was tall. His eyes had a quick, intelligent expression. He was always immaculate and very soberly dressed. Every morning the two friends walked silently together until they reached the main street of lhe town. Then when they came to a certain fruit and candy store they paused for a moment on the sidewalk outside. The Greek. Spiros Antonapoulos,worked fbr his cousin, who owned this fruit store. His job was to make candies and sweets, uncrate lhe fruits, and keep the place clean The thin mute. John Singe, nearly always put his hand on his friend's arm and looked for a second into his face before leaving him. Then after this goodbye Singer crossed the street and walked on alone to the jewelry store where he worked as a silvenvare engraver. In the late afternoon the friends would meet again. Singer came back to the fruit store and waited until Antonapoulos was ready to go home. The Greek would be lazily unpacking a case of peaches or melons, or perhaps looking at the funny paper in the kitchen behind (he store where he cooked. Before their departure Antonapoulocs always opened a paper sack he kept hidden during the day on one of the kitchen shelves. Inside were stored various bits of food he had collected 一a piece of fruit or samples of candy. Usually before leaving Antonapoulocs waddled gently lo the gassed case in the front of the store where some meats and cheeses were kept. He glided open the back of the ease and his fat hand groped lovingly for some particular dainty inside which he had wanted. Sometimes his cousin who owned the place did not see him. But if he noticed he stared at his cousin with a warning in his tight, pale face. Sadly Antonapoulos would shuffle the morsel from one comer of the case to the other. During these times Singer stood very straight with his hands in his pockets and looked in another direction. He did not like to watch this little scene between the two Greeks. For, except drinking and a certain solitary secret pleasure, Antonapoulos loved to eat more than anything else in the world.(2)In the dusk the two mutes walked slowly home together. At home Singer was always talking to Antonapoulos. His hands shaped the words in a swift series of designs. His face was eager and his graygreen eyes sparkled brightly. With his thin, strong hands he told Antonapoulos all that had happened during the day.(3)When back at home. Antonapoulos sat back lazily and looked at Singer. It was seldom that he ever moved his hands to speak at all • and then it was to say that he wanted to cat or to sleep or to drink .These three things he always said with the same vague, fumbling signs. At night, if he were not too drunk, he would kneel down before his bed and pray awhile Then his plump hands shaped the words Holy Jesus.or God. or Darling Mary, These were the only words Antonapoulos ever said. Singer never knew just how much his friend understood of all the things he told him. But it did not matter.(4)They shared the upstairs of a small house near the business section of the town. There were two rooms. On the oil stove in the kitchen Antonapoulos cooked all of their meals. There were straight, plain kitchen chairs fbr Singer and an overstuffed sofa for Antonapoulos. The bedroom was furnished mainly with a large double bed covered with an eiderdown comforter for lhe big Greek and a narrow iron cot fbr Singer.(5)Dinncr always took a long time, because Antonapoulos loved food and he was very slow. After they had eaten, the big Greek would lie beck on his sofa and slowly lick over each one of his teeth with his tongue, either from a certain delicacy or because he did not wish to lose the savor or the meal - while Singer washed the dishes.(6)Somctimcs in the evening the mutes would play chess. Singer had always greatly enjoyed this game, and years before he had tied to teach it to Antonapoulos At first his fiend could not be interested in the reasons fbr moving the various pieces about on the board.Then Singer began to keep a bottle of something good under lhe table to be taken out after each lesson The Greek never got on to the erratic movements of the knights and the sweeping mobility of the queens, but he learned to make a few set, opening moves. He preferred the white pieces and would not play if the black men were given him. After the first moves Singer worked out the game by himself while his friend looked on drowsily. If Singer made brilliant attacks on his own men so that in the end the black king waskilled. Antonapoulos was always very proud and pleased(7)The two mutes had no other friends, and except when they worked they were alone together. Each day was very much like any other day, because they were alone so much that nothing ever disturbed them. Once a week they would go to the library fbr Singer to withdraw a mystery book and on Friday night they attended a movie. Then on payday they always went to the tcn-ccnt photograph shop above the Army and Navy Store so that Antonapoulos could have his picture taken. These were the only places where they made customary visits. There were many parts tn the town that they had never even seen. The town was in the middle of the deep South. The summers were long and the months of winter cold were very few. Nearly always the sky was a glassy, brilliant azure and the sun burned down riotously bright. Then the light, chill rains of November would come, and perhaps later there would be frost and some short months of cold. The winters were changeable, but the summers always were burning hot. The town was a fairly large one. On the main street there were several blocks oftwo- and three-story shops and business offices. But the largest buildings in the town were the factories, which employed a large percentage of the population. These cotton mills were big and flourishing and most of the workers in the town were very poor. Often in the faces along the streets there was the desperate look of hunger and of loneliness. But the two mutes were not lonely at all. At home they were content to cat and drink, and Singer would talk with his hands eagerly to his friend about all that was in his mind. So the years passed in this quiet way until Singer reached (he age of thirty-two and had been in the town with Antonapoulos fbr ten years.15.Which of the following pairs of words does NOT indicate contrast?A "yell ow or green" and“soberly dressed" (Para I).B."burning hot" and "a glassy, brilliant azure" (Para 7C."gentle, stupid smile" and "quick, intelligent expression" (Para 1).D.“straight, plain kitchen chairs" and "an overstuffed sofa" (Para 4).16.From the passage we know that Singer seems to .A.like to play chess lessB.like to eat more thingsC.be more sympatheticD.be more talkative"17.We learn from the narration in Para 6 thatA Singer usually had to finish a game of chess by himselfB.both were interested in playing chess in the eveningC.Antonapoulos was quick in learning how to play chessD.Antonapoulos was pleased when white pieces were attacked18.Which of the following groups of words BEST sums 叩the message in Para. 7?A.Booming business and poverty-stricken population.B.After-work leisure and desperate attempt fbr survival.C.Self-contentment and omnipresent desperation.D.Changeable short winter and hot long summer.PASSAGE THREE(1)Like many historical Glms.Amadeus is far from a faithful account of what is known about the period and the people thatit portrays. Events arc exaggerated, condensed and simplified, and the complexity of real characters is reduced to suit the needs ofa dramatic contrast between good and evil. Such historical liberties are often bemoaned by experts, but few have seemed to mindthe wayward story points of Amadeus. This is no doubt partly attributable to the film's high entertainment value: it is an unusually lively and fiinny historical film. It revels in the boyish humor and high spirits of its main character, the composer Wolfgang Amadeus Mozart (1756 -1791). played with jubilant gusto by Tom Hulce. But the film's appeal is also attributable to Mozart's music. The composer's vulgar hijinks (狂欢作乐)serve as a contrast to the transcendent beauty of his music, beautifully performed on the soundtrack by the Academy of St Martin in the Fields. Thus,even the most stringeni historical purists couldn't help but find something to enjoy in Amadeus.(2)For all its liberties, the story is actually based on a real rumor that circulated in Vienna in the 1820s. While gravely ill,the rival composer Antonio Salicni (1750-1825) confessed he had murdered Mozart decades earlier by poisoning him. Salieri was suffering from dementia (痴呆)at the time of this confcssion.and he later withdrew it, but some — including Mozart's widow Constanze —chose to believe the claim. More than 150 years later, the English playwright Peter Shaffer based the story of Amadeus not just on Salieri's confession but also the idea that Saleri had suffered from a deep and bitter jealousy of Mozart throughout the ten years that they both lived and worked as composers in Vienna. In the fun-loving Mozart.thc story goes, Salieri saw a true genius —one who made his own talent and accomplishments appear mediocre 一and this drove him on a vendetta (宿怨) that ultimately culminated in murder.(3)Shafter's story makes for great drama, but it is, of course, biased against Salieri. In fact, at the time, Salieri was regarded as the more accomplished musician and composer. From the 1770s through the 1790s. he composed dozens of operas, many of them proving popular and considered innovative. A mark of his prominence was his appointment to the influential post of Kapellmeister, or musical director, to the court of Holy Roman Emperor Joseph II Salieri was also a teacher whose pupils included Ludwig Van Beethoven. Franz Liszt and Franz Schubert. In his private life, he may not have had Mozart's exuberance but nor was he the lonely and celibate man played with such convincing severity by F. Murray Abraham in Amadeus. Salieri was married al the time he knew Mozart, and he fathered no fewer than eight children.(4)If Salieri had little reason to fear or resent Mozart's success, there was naturally a degree of rivalry between two men working in the same profession and in the same city. Salieri (bom near Verona) and Mozart (bom in Salzburg) belonged to separate musical groups, and Italian and German opera fell into and out of favor during this period. The composers were therefore vying fbr work, including the prestigious post of musical tutor to the Princess of Wurttemberg, which Salieri successfully attained. As composersjhey saw their operas' debut side by side, yet there is little evidence of any animosity between them. Mozart did complain in a letter to his father that Joseph II favored Salieri over all other composers, but that observation was an accurate one. Both Mozart and his father suspected that, behind the scenes, Salieri tried to undermine Mozart's success, but these were hardly unusual suspicions in a field so reliant on patronage. In public, fellow composers reported that Mozart and Salieri were friendly with another. Shortly after the premiere of Mozart's The Magic Flute. Salieri attended a performance with Mozart, and applauded warmly and vigorously. Thus, any ill feeling between Mozart and Salieri was borne by the former rather than the latter - contrary to what is strongly depicted in Amadeus- and it stemmed from Salieri's status and success rather than his perceived mediocrity.(5)Mozart's resentments were those of a younger man struggling for position in the world. Although he had talent, he spent many years struggling to find a suitable post or patronage. He and his father travelled widely during his youth, seeking a distinguished appointment but finding mainly low pay and occasionally humiliating circumstances. It was in the period alter 1781, when Mozart defied his father and decided to live and workindependently in Vienna that his career nourished. In the space of ten years, he found great success with the operas. The Abduction from Seraglio (1782), The Marriage of Figaro (1786), Don Giovanni (1787) and The Magic Flute (1791). These were composed alongside his piano concertos, symphonies and chamber music, and together with his work as a performer and teacher, his success brought a high income. Mozart's money troubles were the result of excessive spending, and his volatile temperament, rather than any malicious schemes against him. His death, at the age of 35, was not considered suspicious at the time as he had been ill for weeks with a fever. While it is true that he had a commoner's funeral, in 18th-century Vienna this was not unusual fbr a man of non-aristocratic standing. It certainly was not a mark of his downfall or ignominy, as implied by the film. At his death, Mozart was second in stature only to Salieri as Vienna's most prominent musician and composer.(6)The drama of Amadeus stems not from historical accuracies, but from our contemporary knowledge that Mozart's music and reputation have survived for centuries 一and continued to find new, zesty audiences 一while Salieri's name and work quickly faded. Mozart's secondary status during his own lifetime thus appears unjust and unwarranted, and he is invested with the role of the struggling artist and unappreciated genius. This may be shaky history, but the film has enough laughter, conflict, romance and tragedy to please any opera lover, except perhaps fbr Salieri himself, who undoubtedly would have told the talc in an altogether different key.19.According to the author. Amadeus's appeal comes from the following EXCEPT .A depiction of Mozart's characterB. a storyline true to historyC.actors' excellent performanceD.Mozart's music in the film20.According to the author, which of the following is INCORRECT about the real Salieri?A.He remained single throughout his life.B.Some of his pupils later became famous.C.He was a talented musician and composer,D.He was once assigned to an important post.21.There was some rivalry between Mozart and Salieri mainly because theyA.lived in the same cityB.joined diflerent musical groupspeted fbr musical work and postD.suspected each other on some occasions22.What does the author think of the cause of i feeling between the two men (Para 4)?A Mozart's experience of breaking up with his father.B.Salieri's attempt to undermine Mozart's success.C.Mozart's success and status as a musical talent.D.Salieri's success and status in the musical circle.23.Which of the following statements BEST supports " .............. .... the complexity of real characters is reduced to suit the needs ofa dramatic contrast between good and evil" (Para. 1)?A.It certainly was not a mark of his downfall or ignominy ..................(Para 5).B.For all its liberties, the story is actually based on a real rumor. (Para 2).C.Mozart's secondary status during his own lifetime thus appears unjust... (Para 6).D.In his private life, he may not have had Mozart's exuberance.... (Para. 3).24.Throughout the passage, the author attempts mainly toA examine how the film appeals to modem audienceB.correct some distorted personal details in the filmC.highlight the entertainment value of the film AmadeusD.provide an account of Mozart as a talented musicianSECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in Section A. Answer each question inNO MORE THAN TEN WORDS in the space provided on ANSWER SHEET two.PASSAGE ONE25. Why docs the author call the gorilla "a paradox" (Para. I)?26. Mention TWO characteristics of gorillas which resemble those of humans.PASSAGE TWO27. Mention at least TWO differences between the mutes (Para. 1).28. What does,*Sadly Antonapoulos would shuffle the morsel from one comer of the case to the other" tell us (Para. 1)?29. How did the two mutes share cooking and washing?PASSAGE THREE30. What does "such historical liberties" refer to according to the context (Para 1)?31. Why docs the author say that "Shaffer's story makes fbr great drama" (Para 3)?32. What does the author imply by saying,*who undoubtedly would have told the talc in an altogether different key" (Para. 6)? PART HI LANGUAGE USAGE |15 MIN|The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONEword is involved. You should proofread the passage and correct it in the following way: For a wrong word,underline the wrong word and write the correct one in the blank provided at the end of the line. For a missing word.mark the position of the missing word with a**A" sign and write the word you believe to be missing in the blank provided at the end of the line. For an unnecessary word. cross the unnecessary word with a slash V and put the word in the blank provided at theend of the line.ExampleWhen A art museum wants a new exhibit, it buys things in finished form and hangsthem on the wall. When a natural history museum wants an exhibition, it must often build it. Proofread the given passage on ANSWER SHEET THREE as instructed.PART IV TRANSLATION |20 MIN|Translate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.你的青春就是一场远行，一场离自己的童年，离自己的少年，越来越远的远行。

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 are differences in daily life observation and research observation.Differences---- daily life observation--casual--(1) ________--dependence on memory---- research observation-- (2) _________-- careful record keepingB. Ways to select samples in research---- time sampling-- systematic: e.g. fixed intervals every hour-- random: fixed intervals but (3) _______Systematic sampling and random sampling are often used in combination.---- (4) _______-- definition: selection of different locations-- reason: humans’ or animals’ behaviour (5) ______ across circumstances-- (6) ______: more objective observationsC. Ways to record behaviour (7) _______---- observation with intervention-- participant observation: researcher as observer and participant-- field experiment: research (8) ______ over conditions---- observation without intervention-- purpose: describing behaviour (9) ______-- (10) ______ : no intervention-- researcher: a passive recorder1: rarely formal records 2: systematic objective manner 3: variable4: situation sampling 5: vary 6: advantage 7: as it occurs 8: have more control 9: in natural setting 10: method Interview2011Classifications of CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures.I. High-context culture A. feature- context: more important than the message- meaning: (1)__________i.e. more attention paid to (2) ___________ than to the message itselfB. examples- personal space- preference for (3)__________- less respect for privacy / personal space- attention to (4)___________- concept of time- belief in (5)____________ interpretation of time- no concern for punctuality- no control over timeII. Low-context cultureA. feature- message: separate from context- meaning: (6)___________B. examples- personal space- desire / respect for individuality / privacy- less attention to body language- more concern for (7)___________- attitude toward time- concept of time: (8)____________- dislike of (9)_____________- time seen as commodityIII. ConclusionAwareness of different cultural assumptions- relevance in work and lifee.g. business, negotiation, etc.- (10)_____________ in successful communication1. apart from the message2.what is happening3.closeness4.body language5.multiple6.in itself7.the message itself8.punctuality means everythingteness 10.accounts1. and significance2. the context 或what is doing3. closeness to people4. body language5. polychronic6. in itself7. personal space 8. monochrome 9. lateness10. multicultural situation2010Paralinguistic Features of LanguageIn face-to-face communication speakers often alter their tomes of voice or change their physical postures in order to convey messages. These means are called paralinguistic features of language, which fall into two categories.First category: vocal paralinguistic features(1)__________: to express attitude or intention (1)__________Examples1. whispering: need for secrecy2. breathiness: deep emotion3. (2)_________: unimportance (2)__________4. nasality: anxiety5. extra lip-rounding: greater intimacySecond category: physical paralinguistic featuresfacial expressions(3)_______ (3)__________----- smiling: signal of pleasure or welcomeless common expressions----- eye brow raising: surprise or interest----- lip biting: (4)________ (4)_________gesturegestures are related to culture.British culture----- shrugging shoulders: (5) ________ (5)__________----- scratching head: puzzlementother cultures----- placing hand upon heart:(6)_______ (6)__________----- pointing at nose: secretproximity, posture and echoingproximity: physical distance between speakers----- closeness: intimacy or threat----- (7)_______: formality or absence of interest (7)_________Proximity is person-, culture- and (8)________ -specific. (8)_________posture----- hunched shoulders or a hanging head: to indicate(9)_____ (9)________----- direct level eye contact: to express an open or challenging attitudeechoing----- definition: imitation of similar posture----- (10)______: aid in communication (10)___________----- conscious imitation: mockery1 tones of voice2 huskiness3 universal signal。