2006至2013年英语专八听力mini-lecture真题及答案
2006专八真题及答案
2006年专业八级真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lectureSection B InterviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCAPART II READING COMPREHENSION(30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, s uch a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”3Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual cam puses on the Internet, between –or even during – sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people h ad been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, something he hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.5Soon, in less than an hour, he would be sitting in his father’s study, s ipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.Text CCampaigning on the Indian frontier is an experience by itself.Neither the landscape nor the people find their counterparts in any other portion of the globe.Valley walls rise steeply five or six thousand feet on every side.The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass.Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment.Except at harvest time,when self-preservation requires a temporary truce,the Pathan tribes are always engaged in private or public war.Every man is a warrior,a politician and a theologian.Every large house is a real feudal fortress made,it is true,only of sun-baked clay,but with battlements,turrets,loopholes,drawbridges,plete.Every village has its defence.Every family cultivates its vendetta; every clan,its feud.The numerous tribes and combinations of tribes all havetheir accounts to settle with one another.Nothing is ever forgotten,and very few debts are left unpaid.For the purposes of social life,in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed.A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another.The slightest technical slip would,however,be fatal.The life of the Pathan is thus full of interest; and his valleys,nourished alike by endless sunshine and abundant water,are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts:the rifle and the British Government.The first was an enormous luxury and blessing; the second,an unmitigated nuisance.The convenience of the rifle was nowhere more appreciated than in the Indian highlands.A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it.One could actually remain in one’s own house and fire at one’s neighbour nearly a mile away.One could lie in wait on some high crag,and at hitherto unheard of ranges hit a horseman far below.Even villages could fire at each other without the trouble of going far from home.Fabulous prices were therefore offered for these glorious products of science.Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler.A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory.The great organizing,advancing,absorbing power to the southward seemed to be little better than a monstrous spoil-sport.If the Pathan made forays into the plains,not only were they driven back (which after all was no more than fair),but a whole series of subsequent interferences took place,followed at intervals by expeditions which toiled laboriously through the valleys,scolding the tribesmen and exacting fines for any damage which they had done.No one would have minded these expeditions if they had simply come,had a fight and then gone away again.In many cases this was their practice under what was called the “butcher and bolt policy” to which the Government of India long adhered.But towards the end of the nineteenth century these intruders began to make roads through many of the valleys,and in particular the great road to Chitral.They sought to ensure the safety of these roads by threats,by forts and by subsidies.There was no objection to the last method so far as it went.But the whole of this tendency to road-making was regarded by the Pathans with profound distaste.All along the road people were expected to keep quiet,not to shoot one another,and above all not to shoot at travellers along the road.It was too much to ask,and a whole series of quarrels took their origin from this source.20. The word debts in“very few debts are left unpaid”in the first paragraph meansA loans.B accounts.C killings.D bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A Melting snows.B Large population.C Steep hillsides.D Fertile valleys.722. According to the passage,the Pathans welcomedA the introduction of the rifle.B the spread of British rule.C the extension of luxuries.D the spread of trade.23. Building roads by the BritishA put an end to a whole series of quarrels.B prevented the Pathans from carrying on feuds.C lessened the subsidies paid to the Pathans.D gave the Pathans a much quieter life.24. A suitable title for the passage would beA Campaigning on the Indian Frontier.B Why the Pathans Resented the British Rule.C The Popularity of Rifles among the Pathans.D The Pathans at WarText D“Museum”is a slippery word. It first meant (in Greek) anything consecrated to the Muses:a hill,a shrine,a garden,a festival or even a textbook.Both Platos Academy and Aristotles Lyceum had a mouseion, a muses shrine.Although the Greeks already collected detached works of art,many temples—notably that of Hera at Olympia (before which the Olympic flame is still lit)—had collections of objects,some of which were works of art by well known masters,while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples,as well as mineral specimens,exotic plants,animals; and they plundered sculptures and paintings (mostly Greek) for exhibition.Meanwhile,the Greek word had slipped into Latin by transliteration (though not to signify picture galleries,which were called pinacothecae) and museum still more or less meant“Muses- shrine”.The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries—which focused on the gold-enshrined,bejewelled relics of saints and martyrs.Princes,and later merchants,had similar collections,which became the deposits of natural curiosities:large lumps of amber or coral,irregular pearls,unicorn horns,ostrich eggs,fossil bones and so on.They also included coins and gems—often antique engraved ones—as well as,increasingly,paintings and sculptures.As they multiplied and expanded,to supplement them,the skill of the fakers grew increasingly refined.At the same time,visitors could admire the very grandest paintings and sculptures in the churches,palaces and castles; they were no t“collected”either,but“site-specific”,and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them—and most of the buildings were public ones.However,during the revival of antiquity in the fifteenth century,fragments of antique sculpture were given higher status than the work of any contemporary,so that displays of antiquities would inspire artists to imitation,or even better,toemulation; and so could be considered Muses- shrines in the former sense.The Medici garden near San Marco in Florence,the Belvedere and the Capitol in Rome were the most famous of such early“inspirational”collections.Soon they multiplied,and,gradually,exemplary “modern”works were also added to such galleries.In the seventeenth century,scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world.But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived:the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries,of which the Musee des Monuments Francais was the most famous.Then,in the first half of the nineteenth century,museum funding took off,allied to the rise of new wealth:London acquired the National Gallery and the British Museum,the Louvre was organized,the Museum-Insel was begun in Berlin,and the Munich galleries were built.In Vienna,the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure.Meanwhile,the decline of craftsmanship (and of public taste with it) inspired the creation of “improving”collections.The Victoria and Albert Museum in London was the most famous,as well as perhaps the largest of them.25. The sentence“Museum is a slippery word”in the first paragraph means thatA the meaning of the word didn’t change until after the 15th century.B the meaning of the word had changed over the years.C the Greeks held different concepts from the Romans.D princes and merchants added paintings to their collections.26. The idea that museum could mean a mountain or an object originates fromA the Romans.B Florence.C Olympia.D Greek.27. “...the skill of the fakers grew increasingly refined” in the third paragraph means thatA there was a great demand for fakers.B fakers grew rapidly in number.C fakers became more skillful.D fakers became more polite.28. Paintings and sculptures on display in churches in the 15th century wereA collected from elsewhere.B made part of the buildings.C donated by people.D bought by churches.29. Modern museums came into existence in order toA protect royal and church treasures.B improve existing collections.C stimulate public interest.D raise more funds.30. Which is the main idea of the passage?A Collection and collectors.9B The evolution of museums.C Modern museums and their functions.D The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBAB【人文知识】There are ten multiple-choice questions in this section.Choose the best answers to each question. Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案: 31-35BCADA 36-40 DBDBD【改错】We use language primarily as a means of communication withother human beings. Each of us shares with the community in which we live a store of words and meanings as well as agreeing conventions as ___1 to the way in which words should be arranged to convey a particular ___2 message: the English speaker has iii his disposal at vocabulary and a ___3 set of grammatical rules which enables him to communicate his ___4 thoughts and feelings, ill a variety of styles, to the other English ___5 speakers. His vocabulary, in particular, both that which he uses active-[y and that which he recognises, increases ill size as he growsold as a result of education and experience. ___6But, whether the language store is relatively small or large, the system remains no more, than a psychological reality for tike inpidual, unlesshe has a means of expressing it in terms able to be seen by another ___7 member of his linguistic community; he bas to give tile system a concrete transmission form. We take it for granted rice’ two most ___8 common forms of transmission-by means of sounds produced by our vocal organs (speech) or by visual signs (writing). And these are ___9 among most striking of human achievements. _____1011改错参考答案PART IV1. agreeing-agreed2. in which 可有可无3. in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievements汉译英及参考译文中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。
专8听力真题、答案及讲座原文精编版
SECTION A MINI-LECTUREModels for Arguments Three models for arguments●the first model for arguing is called (1) _________;—arguments are treated as war—there is much winning and losing—it is a (2) __________ model for arguing●the second model for arguing is arguments as proofs:—(3) warranted __________—valid inferences and conclusions—no (4) __________ in the adversarial sense●the third model for arguing is (5) _________:—the audience is (6) __________ in the arguments —arguments must (7) __________ the audience Traits of the argument as war●very dominant: it can shape (8) _________●strong arguments are needed●negative effects include:—(9) _________ are emphasized—winning is the only purpose—this type of arguments prevent (10) _________—the worst thing is (11) _________●implication from arguments as war: (12) _________—e.g., one providing reasons and the other raising (13) _________ —the other one is finally persuadedSuggestions on new ways to (14) _________ of arguments●think of new kinds of arguments●change roles in arguments●(15) _________SECTION B INTERVIEWNow, listen to the Part One of the interview. Questions 1 to 5 are based on Part One of the interview.1.What is the topic of the interview?A. Maggie’s university life.B. Her mom’s life at Harvard.C. Maggie’s view on studying with Mom.D. Maggie’s opinion on her mom’s major.2.Which of the following indicates that they have the same study schedule?A. They take exams in the same weeks.B. They have similar lecture notes.C. They apply for the same internship.D. They follow the same fashion.3.What do the mother and the daughter have in common as students?A. Having roommates.B. Practicing court trails.C. Studying together.D. Taking notes by hand.4.What is the biggest advantage of studying with Mom?A. Protection.B. Imagination.C. Excitement.D. Encouragement.5.What is the biggest disadvantage of studying with Mom?A. Thinking of ways to comfort Mom.B. Occasional interference from Mom.C. Ultimately calls when Maggie is busy.D. Frequent check on Maggie’s grades.Now, listen to the Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview.6.Why is parent and kid studying together a common case?A. Because parents need to be ready for new jobs.B. Because parents love to return to college.C. Because kids require their parents to do so.D. Because kids find it hard to adapt to college life.7.What would Maggie’s mom like to be after college?A. Real estate agent.B. Financier.C. Lawyer.D. Teacher.8.How does Maggie’s mom feel about sitting in class after 30 years?A. Delighted.B. Excited.C. Bored.D. Frustrated.9.What is most challenging for Maggie’s mom?A. How to make a cake.B. How to make omelets.C. To accept what is taught.D. To plan a future career.10.How does Maggie describe the process of thinking out one’s career path?A. Unsuccessful.B. Gradual.C. Frustrating.D. Passionate.1.the dialectical modelmon and fixed3.premises4.opposition / arguing5.arguments as performances / the rhetorical model6.participatory / participating / the participant / taking part7.be tailored to / cater for8.how we argue / our actual conduct9.tactics / strategies10.negotiation and collaboration11.ther e’s no solution / progress12.learning with losing13.questions / counter-considerations / counter-arguments / objections /arguments in opposition14.achieve positive effects15.support oneself / yourselfC AD D BA C D C BGood morning, everyone. My name is David and I am good at arguing. So welcome to our introductory lecture on argumentation. Why do we want to argue? Why do we try to convince other people to believe things that they don’t want to believe? And is that even a nice thing to do? Is that a nice way to treat other human being, try and make them think something they don’t want to think? Well, my answer is going to make reference to three models for arguments.(1) The first model —let’s call this the dialectical model—is that we think of arguments as war. And you know what that’s like. There is a lot of screaming and shouting and winning and losing. (2) And that’s not really a very helpful model arguing, but it’s a pretty common and fixed one. I guess you must have seen that type of arguing many times —in the street, on the bus or in the subway.Let’s move on to the second model. The second model for arguing regards arguments as proofs. Think of a mathematician’s argument. Here’s my argument. Does it work? Is it any good? (3) Are the premises（前提）warranted? Are the inferences（推论）) valid? Does the conclusion follow the premises? (4) No opposition, no adversariality（对抗）—not necessarily any arguing in the adversarial sense.(5) And there’s a third model to keep in mind that I think is going to be very helpful, and that is arguments as performances, arguments as being in front of an audience. We can think of a politician trying to present a position, trying to convince the audience of something.But there’s another twist（转折）on this model that I really think is important; namely, that when we argue before an audience, (6)sometimes the audience has a more participatory role in the argument; that is, you present you arguments in front of an audience who are like juries（陪审团）that make a judgment and decide the case.(5) Let’s call this model the rhetorical model, (7) where you have to tailor（迎合）your argument to the audience at hand.Of those three, the argument as war is the dominant one. It dominates how we talk about arguments, it dominates how we think about arguments, and because of that, (8) it shapes how we argue, our actual right on target.We want to have our defenses up and our strategies all in order. We want killer arguments. That’s the kind of argument we want. It is the dominant way of thinking about arguments. When I’m talking about arguments, that’s probably what you thought of, the adversarial model.But the war metaphor, the war paradigm（范例）or model for thinking about arguments, has, I think, negative effects on how we argue. (9) First, it elevates tactics over substance. You can take a class in logic argumentation. You learn all about the strategies that people use to try and win arguments and that makes arguing adversarial; it’s polarizing（分化的）. And the only foreseeable outcomes are triumph —glorious triumph —or disgraceful（可耻的）defeat. I think those are very destructive effects, and worst of all, (10) it seems to prevent things like negotiation and collaboration（合作）. Um, I think the argument-as-war metaphor inhibits（阻止）those other kinds of resolutions to argumentation.(11) And finally —this is really the worst thing —arguments don’t seem toget us anywhere; they’re dead ends（死胡同）. We don’t anywhere. Oh, and one more thing. (12) That is, if argument is war, then there’s also an implicit（绝对的）aspect of meaning —learning with losing.And let me explain what I mean. Suppose you and I have an argument. You believe a proposition（命题）and I don’t. And I say, “Well, why do you believe that?”And you give me your reasons. And I object and say, “Well, what about…？” And I have a question: “Well, what do you mean? How does it apply over here?” And you answer my question. Now, suppose at the end of the day, I’ve objected, I’ve questioned, (13)I’ve raised all sorts of questions from an opposite perspective and in every case you’ve responded to my satisfaction. And so at the end of the day, I say, “You know what? I guess you’re right.” Maybe finally I lost my argument. But isn’t it also a process of learning? So you see arguments may also have positive effects.(14) So, how can we find new ways to achieve those positive effects? We need to think of new kinds of arguments. Here I have some suggestion. If we want to think of new kinds of argument, what we need to do is think of new kinds of arguers —people who argue.So try this: Think of all the roles that people play in arguments. (1) (5) There’s the proponent and the opponent in an adversarial, dialectical argument（对话式论证）. There’s the audience in rhetorical arguments.There’s the reasoner in arguments as proofs. All these different roles. Now, can you imagine an argument in which you are the arguer, but you’re also in the audience, watching yourself argue? Can you imagine yourself watching yourself argue? (15) That means you need to be supportedby yourself. Even when you lose the argument, still, at the end of the argument, you could say, “Wow, that was a good argument!” Can you do that? I think you can. In this way, you’ve been supported by yourself.Up till now, I have lost a lot of arguments. It really takes practice to become a good arguer, in the sense of being able to benefit from losing, but fortunately, I’ve had many, many colleagues who have been willing to step up and provide that practice for me.Ok. To sum up, in today’s lecture, I have introduced three models of arguments.(1) The first model is called the dialectical model. The second one is the model of arguments as proofs. (5) And the last one is called the rhetorical model, the model of arguments as performances. I have also emphasized that, though the adversarial type of arguments is quite common, we can still make arguments produce some positive effects. Next time I will continue our discussion on the process of arguing.。
(完整版)2006至2014年英语专八听力mini-lecture真题及答案
2014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we h ave to live with it. I. Definition of stress A. (1) reaction (1) physical i.e. force exerted between two touching bodies B. human reactioni.e. response to (2) on someone (2) a demand e.g. increase in breathing, heart rate, (3) (3) blood pressure or muscle tension II. (4) (4) Category of stress A. positive stress —where it occurs: Christmas, wedding, (5) (5) a job B. negative stress —where it occurs: test-taking situations, friend’s death III. Ways to cope with stress A. recognition of stress signals—monitor for (6) of stress (6) signals —find ways to protect oneself B. attention to body demand—effect of (7) (7) exercise and nutrition C. planning and acting appropriate ly — reason for planning —(8) of planning (8) result D. lea rning to (9) (9) accept —e.g. delay caused by traffic E. pacing activities—manageable task —(10) (10) reasonable speed2013SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________II. (2) ______ and critical in thinkingi.e. information processing, e.g.-- connections between the known and the new information-- identification of (3) ______ concepts-- judgment on the value of (4) _____.III. active in listeningA. ways of note-taking: (5) _______.B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of (6) ______.B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______.VI. Last characteristicA. attitude toward responsibility-- active learners: accept-- passive learners: (8) _______B. attitude toward (9) ______-- active learners: evaluate and change behaviour-- passive learners: no change in approachRelationship between skill and will: will is more important in (10) ______.Lack of will leads to difficulty in college learning.参考答案：1. checking their understanding2. reflective on information3. incomprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture或者1、checking understanding。
06听力
PART I LISTENING COMPREHENSION (35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. Y ou. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Y our notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is TRUE about Miss Green's university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.8. The news is mainly about the city government's plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner's voice.B. that it can remember a password.C. that it can identify the owner's voice.D. that it can remember the owner's PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc. Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCA。
2006至2014年英语专八听力mini-lecture真题及答案
2014ANSWER SHEET1 (TEM8)PART I LISTEN ING COMPRE HENSI ON SECTIO N A MINI-LECTUR EHow to Reduce StressLife is full of things that causeus stress. Though we may not like stress, we h ave to live with it. I. Defini tionof stress A. (1) reacti on (1) physic al i.e. forceexerte d betwee n two touchi ng bodies B. humanreacti oni.e. respon se to (2) on someon e (2) a demand e.g. increa se in breath ing, heartrate, (3) (3) bloodpressu re or muscle tensio n II. (4) (4) Catego ry of stress A. positi ve stress —whereit occurs: Christ mas, weddin g, (5) (5) a job B. negati ve stress —whereit occurs: test-taking situat ions, friend’s deathIII. Ways to cope with stress A. recogn ition of stress signal s—monito r for (6) of stress (6) signal s —find ways to protec t onesel f B. attent ion to body demand—effect of (7) (7) exerci se and nutrit ion C. planni ng and acting approp riate ly — reason for planni ng —(8) of planni ng (8) result D. lea rni ng to (9) (9) accept—e.g. delaycaused by traffi c E. pacing activi ties—manage abletask —(10) (10) reason ablespeed2013SECTIO N A MINI-LECTUR EWhat Do Active Learne rs Do?Thereare differ encebetwee n active learni ng and passiv e learni ng.Charac teris ticsof active learne rs:I. readin g with purpos esA. before readin g: settin g goalsB. whilereadin g: (1) ________II. (2) ______ and critic al in thinki ngi.e. inform ation proces sing, e.g.-- connec tions betwee n the knownand the new inform ation-- identi ficat ion of (3) ______ concep ts-- judgme nt on the valueof (4) _____.III. active in listen ingA. ways of note-taking: (5) _______.B. before note-taking: listen ing and thinki ngIV. beingable to get assist anceA. reason 1: knowin g compre hensi on proble ms becaus e of (6) ______.B. Reason 2: beingable to predic t studydiffic ultie sV. beingable to questi on inform ationA. questi on what they read or hearB. evalua te and (7) ______.VI. Last charac teris ticA. attitu de toward respon sibil ity-- active learne rs: accept-- passiv e learne rs: (8) _______B. attitu de toward (9) ______-- active learne rs: evalua te and change behavi our-- passiv e learne rs: no change in approa chRelati onshi p betwee n skilland will: will is more import ant in (10) ______.Lack of will leadsto diffic ultyin colleg e learni ng.参考答案：1. checki ng theirunders tandi ng2. reflec tiveon inform ation3. incomp rehen sible4. what you read5. organi zed6. monito ringtheirunders tandi ng7. differ entia te8. blame9. perfor mance10. active learni ngSectio n A Mini-lectur e或者1、checki n g unders tanding。
2006年英语专业八级考试真题及答案-中大网校
2006年英语专业八级考试真题及答案总分：100分及格：60分考试时间：190分PART I LISTENING COMPREHENSION (35 MIN) SECTION A MINI-LECTURE(1)<A href="javascript:;"></A><Ahref="javascript:;"></A>(2)根据材料，请在（2）处填上最佳答案。
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(5)根据材料，请在（5）处填上最佳答案。
(6)根据材料，请在（6）处填上最佳答案。
(7)根据材料，请在（7）处填上最佳答案。
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(10)根据材料，请在（10）处填上最佳答案。
SECTION B INTERVIEW & SECTION C NEWS BROADCAST(1)<Ahref="javascript:;"></A>(2)Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplacB. Analyzing survey resultC. Designing questionnaireD. Taking a psychology cours(3)According to Miss Green，the main difference between the Department of Employment and the advertising agency lies inA. the nature of worB. office decoratioC. office locatioD. work procedure(4)Why did Miss Green want to leave the advertising agency?A. She felt unhappy inside the companB. She felt work there too demandinC. She was denied promotion in the companD. She longed for new opportunitie(5)How did Miss Green react to a heavier workload in the new job?A. She was willing and readB. She sounded mildly eageC. She was a bit surpriseD. She sounded very reluctan(6)<A href="javascript:;"></A><Ahref="javascript:;"></A>(7)Which of the following statements about the man is TRUE?A. He was a 31－year－old student from FrankfurB. He was piloting a two－seat helicopter he had stoleC. He had talked to air traffic controllers by radiD. He threatened to land on the European Central Ban(8)<Ahref="javascript:;"></A>(9)According to the news，what makes this credit card different from conventional ones isA. that it can hear the owner’s voicB. that it can remember a passworC. that it can identify the owner’s voicD. that it can remember the owner's PI(10)The newly developed credit card is said to have all the following EXCEPTA. switcB. batterC. speakeD. built－in chiPART ⅡREADING COMPREHENSION (30 MIN)(1)<Ahref="javascript:;"></A>(2)Which of the following is NOT seen as a potential danger of the Internet University?A. Internet based courses may be less costly than traditional oneB. Teachers in traditional institutions may lose their jobC. Internet-based courseware may lack variety in course contenD. The Internet University may produce teachers with a lot of publicit(3)According to the review，what is the fundamental mission of traditional university education?A. Knowledge learning and career buildinB. Learning how to solve existing social problemC. Researching into solutions to current world problemD. Combining research efforts of teachers and students in learnin(4)Judging from the three new roles envisioned for tomorrow’s university faculty，university teachersA. are required to conduct more independent researcB. are required to offer more courses to their studentC. are supposed to assume more demanding dutieD. are supposed to supervise more students in their specialt(5)Which category of writing does the review belong to?A. NarratioB. DescriptioC. PersuasioD. Expositio(6)<Ahref="javascript:;"></A><Ahref="javascript:;"></A>(7)Which of the following adjectives does NOT describe Ray’s hometown?A. LifelesB. ReligiouC. TraditionaD. Quie(8)From the passage we can infer that the relationship between Ray and his parents wasA. closeB. remotC. tensD. impossible to tel(9)It can be inferred from the passage that Ray’s father was all EXCEPTA. consideratB. punctuaC. thriftD. dominan(10)<Ahref="javascript:;"></A><Ahref="javascript:;"></A>(11)Which of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snowB. Large populatioC. Steep hillsideD. Fertile valley(12)According to the passage，the Pathans welcomedA. the introduction of the riflB. the spread of British rulC. the extension of luxurieD. the spread of trad(13)Building roads by the BritishA. put an end to a whole series of quarrelB. prevented the Pathans from carrying on feudC. lessened the subsidies paid to the PathanD. gave the Pathans a much quieter lif(14)A suitable title for the passage would beA. Campaigning on the Indian frontieB. Why the Pathans resented the British rulC. The popularity of rifles among the PathanD. The Pathans at wa(15)<Ahref="javascript:;"></A>The sentence “Museum is a slippery word” in the first paragraph means thatA. the meaning of the word didn’t change until after the l5th centurB. the meaning of the word had changed over the yearC. the Greeks held different concepts from the RomanD. princes and merchants added paintings to their collection(16)The idea that museum could mean a mountain or an object originates fromA. the RomanB. FlorencC. OlympiD. Gree(17)“．．．the skill of the fakers grew increasingly refined”in the third paragraph means thatA. there was a great demand for fakerB. fakers grew rapidly in numbeC. fakers became more skillfuD. fakers became more polit(18)Painting and sculptures on display in churches in the l5th century wereA. collected from elsewherB. made part of the buildingC. donated by peoplD. bought by churche(19)Modern museums came into existence in order toA. protect royal and church treasureB. improve existing collectionC. stimulate public interesD. raise more fund(20)Which is the main idea of the passage?A. Collection and collectorB. The evolution of museumC. Modern museums and their functionD. The birth of museumPART ⅢGENERAL KNOWLEDGE (10 MIN)(1)<Ahref="javascript:;"></A>(2)The capital of New Zealand isA. ChristchurcB. AucklanC. WellingtoD. Hamilto(3)Who were the natives of Australia before the arrival of the British settlers?A. The AborigineB. The MaorC. The IndianD. The Eskimo(4)The Prime Minister in Britain is head ofA. the Shadow CabineB. the ParliamenC. the OppositioD. the Cabine(5)Which of the following writers is a poet of the 20th century?A. ElioB. LawrencC. Theodore DreiseD. James Joyc(6)The novel For Whom the Bell Tolls is written byA. Scott FitzgeralB. William FaulkneC. Eugene O’NeilD. Ernest Hemingwa(7)__________is defined as an expression of human emotion which is condensed into fourteen lines.A. Free verseB. SonnetC. OdeD. Epigram(8)What essentially distinguishes semantics and pragmatics is the notion ofA. referencB. meaninC. antonymD. contex(9)The words “kid，child，off spring”are examples ofA. dialectal synonymB. stylistic synonymC. emotive synonymD. collocational synonym(10)The distinction between parole and langue was made byA. HallidaB. ChomskC. BloomfielD. SaussurPART ⅣPROOFREADING & ERROR CORRECTION (15MIN)(1)<Ahref="javascript:;"></ A><Ahref="javascript:;"></A>(2)根据材料，请在（2）处填上最佳答案。
2013年英语专八考试真题及答案
TEST FOR ENGLISH MAJORS (2013)GRADE EIGHTTIME LIMIT：195 MINPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture ． You will hear the lecture ONCE ONL Y. While listening, take notes on the important points ． Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture ． When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE, using no more than three words in each gap ．Make sure the word(s) you fill in is (are)both grammatically and semantically acceptable ． You may refer to your notes while completing the task ． Use the blank sheet for note-taking ．Now, listen to the mini-lecture ．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 andthinking IV. being able to get assistanceA.reason 1: knowing comprehension problems because of (6) ______.B.Reason 2: being able to predict study difficulties--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.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY . Listen carefully and then answer thequestions that follow ．Mark the best answer to each question on ANSWER SHEETTWO ． Questions 1 to 5 are based on an interview ． At the end of the interview you will be given 10 seconds to answer each of the following five questions ． Now listen to the interview ．1． According to the interviewer, which of the following best indicates the relationshipbetween choice and mobility?A ． Better education→ greater mobility → more choices．B ． Better education→ more choices → greater mobility ．C． Greater mobility→ better education → more choices．D ．Greater mobility→ more choices → better education．2．According to the interview ，which of the following details about the first poll is INCORRECT?A ． Shorter work hours was least chosen for being most important ．B ． Chances for advancement might have been favoured by young people ．C． High income failed to come on top for being most important．D ．Job security came second according to the poll results ．3． According to the interviewee ， which is the main difference between the first and the second poll?A ． The type of respondents who were invited ．B ． The way in which the questions were designed ．C． The content area of the questions．D ． The number of poll questions ．4． What can we learn from the respondents ’ answers to items 2， 4 and 7 in the second poll?A ． Recognition from colleagues should be given less importance ．B ． Workers are always willing and ready to learn more new skills．C．Psychological reward is more important than material one ．D ． Work will have to be made interesting to raise efficiency．5． According to the interviewee ， which of the following can offer both psychological and monetary benefits?A ． Contact with many people ．B ． Chances for advancement．C． Appreciation from coworkers ． D ． Chances to learn new skillsSECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY ． Listen carefully and then answer the questions that follow ．Mark the best answer to each question on ANSWER SHEETTWO ． Questions 6 and 7 are based on the following news, At the end of the news item, you will be given 20 seconds to answer the questions． Now listen to the news ．6． According to the news item ，“ sleep boxes” are designed to solve the problems ofA ． airports ．B． passengers．C． architects． D ．companies．7． Which of the following is NOT true with reference to the news?A ． Sleep boxes can be rented for different lengths of time ．B ． Renters of normal height can stand up inside ．C． Bedding can be automatically changed ．D ． Renters can take a shower inside the box．Question 8 is based on the following news．At the end of the news item，you will be given 10 seconds to answer the question．Now listen to the news ．8． What is the news item mainly about?A ． London ’S preparations for the Notting Hill Carnival．B ． Main features of the Notting Hill Carnival．C．Police's preventive measures for the carnival ．D ．Police participation in the carnival ．Questions 9 and 10 are based on the following news ． At the end of the news item, you will be given 20 seconds to answer the questions．Now listen to the news ．9． The news item reports on a research finding aboutA ． the Dutch famine and the Dutch women ．B ． early malnutrition and heart health ．C． the causes of death during the famine．D ． nutrition in childhood and adolescence ．10． When did the research team carry out the study?A ．At the end of World War II ．B ． Between 1944 and 1945．C． In the 1950s．D ． In 2007 ．PART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark the best answer to each question on ANSWER SHEETTWO ． TEXT AThree hundred years ago news travelled by word of mouth or 1etter, and circulated in taverns and coffee houses in the form of pamphlets and newsletters．“ The coffee houses particularly are． very roomy for a free conversation ， and for reading at an easier rate all manner of printed news，”noted one observer．Everything changed in 1833 when the first mass-audience newspaper, The New York Sun，pioneered the use of advertising to reduce the cost of news， thus giving advertisers access to a wider audience．The penny press，followed by radio and television ，turned news from a two-way conversation into a one — way broadcast， with a relatively small number of firms controlling the media ．Now, the news industry is returning to something closer to the coffee house．The internet is making news more participatory ，social and diverse，reviving the discursive characteristics of" the era before the mass media．That will have profound effects on society and politics．In much of the world ．the mass media are flourishing ．Newspaper circulation rose globally by 6% between 2005 and 2009． But those global figures mask a sharp decline in readership in rich countries ．Over the past decade，throughout the Western world ，people have been giving up newspapers and TV news and keeping up with events in profoundly different ways ． Most strikingly, ordinary people are increasingly involved in compiling ， sharing，filtering ， discussing and distributing news． Twitter lets people anywhere report what they are seeing． Classified documents are published in their thousands online ．Mobile · phone footage of Arab uprisings and American tornadoes is posted on social-networking sites and shown on television newscasts．Social-networking sites help people find， discuss and share news with their friends ．And it is not just readers who are challenging the media elite． Technology firms including Google ， Facebook and Twitter have become important conduits of news． Celebrities and world leaders publish updates directly via social networks ；many countries now make raw data available through “ open government” initiatives ． The internet lets people read newspapers or watchtelevision channels from around the world． The web has allowed new providers of news ， from individual bloggers to sites ， to rise to prominence in a very short space of time． And it has made possible entirely new approaches to journalism ， such as that practiced by WikiLeaks ，which provides an anonymous way for whistleblowers to publish documents． The news agenda is no longer controlled by a few press barons and state outlets ．In principle ， every liberal should celebrate this． A more participatory and social news environment ， with a remarkable diversity and range of news sources， is a good thing ． The transformation of the news business is unstoppable， and attempts to reverse it are doomed to failure ．As producers of new journalism ，individuals can be scrupulous with facts and transparent with their sources． As consumers， they can be general in their tastes and demanding in their standards．And although this transformation does raise concerns ，there is much to celebrate in the noisy, diverse， vociferous ， argumentative and stridently alive environment of the news business in the ages of the internet ． The coffee house is back． Enjoy it ．11． According to the passage， what initiated the transformation of coffee-house news to mass-media news?A ． The emergence of big mass media firms ．B ． The popularity of radio and television ．C． The appearance of advertising in newspapers ．D ． The increasing number of newspaper readers．12． Which of the following statements best supports“ Now, the Hews industry is returning to something closer to the coffee house”?A Newspaper circulation rose globally by 6 ％ between 2005 and 2009．B ．People in the Western world are giving up newspapers and TV news ．C． Classified documents are published in their thousands online ．D ． More people are involved in finding，discussing and distributing news．13． According to the passage， which is NOT a role played by information technology?A ． Challenging the traditional media ．B ．Planning the return to coffee-house news ．C．Providing people with access to classified files ．D ．Giving ordinary people the chance to provide news ．14． The author’ S tone in the last paragraph towards new journalism isA ． optimistic and cautious ．B． supportive and skeptical ．C． doubtful and reserved ．D． ambiguous and cautious．15． In“ The coffee house is back”， coffee house bestsymbolizes A ． the changing characteristics of news audience ．B ． the more diversified means of news distribution ．C． the participatory nature of news ．D. the more varied sources of news ．TEXT BParis is like pornography ．You respond even if you don ’t want to ．You turn a corner and see a vista，and your imagination bolts away 。
2006年英语专业八级考试试题原题及答案解析
PART I LISTENING COMPREHENSION(35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is TRUE about Miss Green's university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.8. The news is mainly about the city government's plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner's voice.B. that it can remember a password.C. that it can identify the owner's voice.D. that it can remember the owner's PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCAPART II READING COMPREHENSION(30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow's universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University - a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world's great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a "college education in a box" could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content - or other dangers - will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become "if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?"Co-editor Jennifer Gidley shows how tomorrow's university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today's faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley's view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups ofstudents/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be "enrolled" in courses offered at virtual campuses on the Internet, between -or even during - sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA, are required to conduct more independent research.B. are required to offer more course to their students……C.are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn't s singleempty or boarded-up building around the square - no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he'd never seen must have been buried in those graves. He parked and walked to his mother's grave, something he hadn't done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father's study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he'd climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he'd never visited since he'd left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray's hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray's father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five orsix thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy" to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20. The word debts in "very few debts are left unpaid" in the first paragraph meansA．loans. B．accounts C．killings D．bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomedA. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would beA. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's Academy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before which the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, which became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostrich eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of the nineteenth century, museum funding took off, allied to the rise of new wealth: London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence "Museum is a slippery word" in the first paragraph means thatA. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates fromA. the Romans.B. Florence.C. Olympia.D. Greek.27. "…… the skill of the fakers grew increasingly refined" in the third paragraph means thatA. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century wereA. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order toA. protect royal and church treasures.B. improve existing collections.C. stimulate public interest.D. raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBABPART III. 人文知识There are ten multiple-choice questions in this section.Choose the best answers to each question.Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案: 31-35BCADA 36-40 DBDBDPART IV 改错参考答案1. agreeing-agreed2. in which 可有可无3. in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievementsV. 汉译英及参考译文中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。
英语专八完整试题及答案
英语专八完整试题及答案一、听力理解（Part I Listening Comprehension）Section A: Mini-Lecture1. The speaker mentioned several benefits of learning a second language. What are they?- A. Improved cognitive abilities- B. Enhanced job prospects- C. Increased cultural understanding- D. All of the above2. According to the lecture, what is the most challenging aspect of learning a new language?- A. Vocabulary acquisition- B. Grammar rules- C. Pronunciation- D. Cultural nuancesSection B: Interview3. What is the main topic of the interview?- A. The impact of technology on education- B. The role of arts in society- C. The importance of environmental conservation- D. The future of space exploration4. What does the interviewee suggest as a solution to thediscussed issue?- A. Government intervention- B. Public awareness campaigns- C. International collaboration- D. Technological innovation二、阅读理解（Part II Reading Comprehension）Passage 15. What is the main idea of the passage?- A. The history of the English language- B. The evolution of English literature- C. The influence of English on global communication- D. The development of English as a global lingua franca6. The author uses which of the following to support their argument?- A. Historical events- B. Personal anecdotes- C. Scientific studies- D. Survey resultsPassage 27. What is the author's purpose in writing this passage?- A. To persuade readers to adopt a healthier lifestyle- B. To inform readers about the latest health trends- C. To critique the current state of healthcare- D. To provide a comprehensive review of a health-related topic8. What is the author's stance on the topic discussed?- A. Skeptical- B. Supportive- C. Neutral- D. Critical三、语言知识（Part III Language Knowledge）9. Which of the following is the correct form of the verb "to be" in the past tense for the third person singular?- A. am- B. is- C. are- D. was10. The word "irrespective" is closest in meaning to:- A. regardless- B. respective- C. perspective- D. prospective四、翻译（Part IV Translation）Section A: English to Chinese11. Translate the following sentence into Chinese:- "The rapid development of technology has brought about significant changes in our daily lives."Section B: Chinese to English12. Translate the following sentence into English:- "随着全球化的不断深入，跨文化交流变得越来越重要。
专业英语八级(听力)练习试卷8(题后含答案及解析)
专业英语八级（听力）练习试卷8(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：My Joy in Teaching and Learning Ladies and gentlemen, comrades and friends, I should like to share with you the joy I have in my teaching and learning. First I’ll talk about teaching. In recent two years, I have been engaged in teaching Intensive Reading Course to PhD candidates of Science and Technology in Sichuan University. Some friends shrugged their shoulders, saying, “They are not P.H.D.’s of yours. Why take the trouble to make dowery for others? After all, you are just teaching ABC.” But I believe this is a pleasure and honour for me. So I started from scratch, from wide reading and careful selection, to edit a text book and write a guide for Doctorate Intensive Reading. Many of the texts are selected from Nobel Laureates whose speeches give a wide scope of their fields as well as a wonderful summary of their painstaking efforts leading to success. So I brought it to the classroom to begin a new career. I find my 50 or more postgraduates young and energetic. They are academically keen and alert. With many years of disciplined trainings, they have built up an analytical and synthetic mind, some still holding a very good memory. What is very typical to them is their sense of social responsibility, and a sense of challenge and chance. They are ambitious to master English to speak in the international science conference for our motherland. They are eager to dedicate their knowledge, skills, youth and wisdom to China’s giant strides in the Twenty-first century. However. their English proficiency isn’t of the same level--Even for the same student, the four skills are developed in an unbalanced way. Most of them are weak in daily English conversation. No one has the experience of addressing a crowd in English. In my first lecture, I introduced Francis Bacon’s famous aphorism: “Reading makes a full man; conference a ready man; and writing an exact man.” I also added a line, “Listening makes a wise man.” These four skills should go together to form English proficiency. It is matched with another word “efficiency” namely, in the shortest possible time, to achieve the best possible results. Students find this idea quite convincing. With a high demanding, with conscientious work, with the inspiring Nobel Laureate’s speeches, with proper teaching and learning methods, they have really made dramatic progress. By the end of a term and a halt, every EHD. candidate could speak in the English conference about their research field,their topics including “On Passive Stabilization”, “Sediment Problems and Long-Term Use of the Three Gorges Reservoirs Rechargeable Lithium Battery”“Time Saving in Refueling Daya Bay Nuclear Power Station Green Chemistry and Sustainable Development of Leather Industry” Not only speaking, the students were also required to write detailed outline, make graphs and charts, write abstract, give report, answer questions, organize the conference or preside over the workshop meeting. Professors of English who were invited to ask questions in the workshops graded the students according to the same criteria fully discussed. When everything was smoothly done, when the PhDs spoke on their research work fluently and confidently in English, you might ask, “How do you feel at that moment?”I could frankly answer, “Superb” or I’d directly quote from Keats, “It’s not through envy of thy happy lot. But being too happy in thine happiness--.”Now let me come to my learning. I don’t think I was born terrifically brainy to be a good teacher. But I can assure you I am diligent in learning and good at learning. When studying at West China Union University, I was major in English Literature and minor in Music. Besides requirements such as Composition, Translation, Literature, Piano, Harmony, I also chose Physics as optional for 8 credits. I find them all very useful in my later life. After graduation, I learned Russian from the very beginning and taught college Russian for two years. In my mid-career I turned from an undergraduate English language teacher to be a rotor of post-graduates (M. A.) orientated in Contemporary English and American Literature. When I was forty I studied under the professors of British Council in Shanghai Foreign Language Institute for half a year. At fifty I became a student and visiting scholar in America for a month and got certificate at Sit (Student of International Training ) in Vermont. At sixty I studied and did cooperative research on Shakespeare in Oxford University. Right now, I hold the same enthusiasm in studying Einstein’s relativity, Plank’s quantum theory, Chaos theory and genetics engineering, Clones etc. Of course, my knowledge is rather superficial and it is dangerous to be a rolling stone. I think it is not the knowledge itself, but the satisfaction of knowing that something is known that makes me happy. 1 have got what Francis Bacon called “only by kindling a light in nature” and what Freud called “oceanic feeling”that’s why they are so helpful in my qualifications of being a teacher of English for the RH.D’s.My Joy in Teaching and Learning I have been engaged in teaching Intensive Reading Course to PhD【1】of Science and Technology in Sichuan University. I started from scratch, from widereading and careful selection, to【2】a text book and write a guide for Doctorate Intensive Reading. Many of the texts are selected from Nobel【3】whose speeches give a wide scope of their fields as well as a wonderful summary of their painstaking efforts leading to success. They are academically keen andalert. With many【4】of disciplined trainings, they have built up an【5】and synthetic mind, some still holding a very good memory. They are ambitious to【6】English to speak in the international science conference for our motherland. They are eager to【7】their knowledge, skills, youth and wisdom to China’s giant strides in the Twenty-first century. In my first lecture, I introduced Francis Bacon’famous aphorism: “【8】makes a full man; conference a ready man; and【9】an exactman.” I also added a line, “ Listening makes a wise man. With a high demanding, with conscientious work, with the【10】Nobel Laureate’s speeches, with proper teaching and learning methods, they have really made dramatic progress.1．【1】正确答案：candidates 涉及知识点：听力2．【2】正确答案：edit 涉及知识点：听力3．【3】正确答案：Laureates 涉及知识点：听力4．【4】正确答案：years 涉及知识点：听力5．【5】正确答案：analytical 涉及知识点：听力6．【6】正确答案：master 涉及知识点：听力7．【7】正确答案：dedicate 涉及知识点：听力8．【8】正确答案：Reading 涉及知识点：听力9．【9】正确答案：writing 涉及知识点：听力10．【10】正确答案：inspiring 涉及知识点：听力SECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.听力原文：Interviewer: It’s almost...uh...that there has been a feeling or an intent -- much like a sales pitch -- that it’s all fun... Miller: Uh-huh... Interviewer: ... and sort of... Miller: That’s right! That’s right... Interviewer: ... minimize that there’s any...uh boring. Miller: Work involve! That’s right. That’s right. And...-- and the kids, you know. You take that kind of an attitude, plus what they get on TV, you know, and it’s... -- and -- which is, tome...is...a...a medium that teaches you to be passive. And you sit back and watch these things and you expect to be entertained. And they bring those attitudes in the classroom, you know. And they sit down in the chair and, literally, if you’re not as good as “Batman,”... Interviewer: Right! Miller: ...you might as well hang it up! Interviewer: You’re competing with...uh... Miller: You are! You compete -- you’re competing with all that sound and light and motion and music -- all combined into one. Interviewer: Yeah. Miller: And if, you know, if you can’t beat. that, you don’t stand a chance. You’re almost forced into that role... Interviewer: ...being compared with a sort of commercial program on ler: That’s right! That’s right... Interviewer: To a certain extent, educational... Miller: That’s right... Interviewer: ...television, I suppose, or... Miller: Well, and too, you know...uh -- One of the classes that I teach is a class on minorities, you know. And we go on and on about -- for example, we do one unit on...on black Americans. And we talk about civil rights, and we talk about Martin Luther King, and we talk about the Emancipation Proclamation and all this good information -- much of which the kids don’t know, and so it’s intrinsically interesting because it’s new... Interviewer: Uhm... Miller: But, you know, they never get as excited, and, you know, this is just terrible -- I even hate to tell you -- They never get as excited as when we show the film of uh ...the Montgomery bus boycotts in...in 1955... Interviewer: Uh-huh. Miller: ...in ... in Sehna, Alabama, when they turned the dogs and the troopers... Interviewer: Right... Miller: ...on the black demonstrators. And the dogs are tearing up these black people -- I mean, I’m not kidding you, they literally, you know, come out of their chair and make noises! You know, like, “Oh, yeah! Yeah!” you know. Interviewer: Right... Miller: And that’s sick! Or like the film that we show on ...uh...on the Indians. It’s about buffalo hunting, and their way of life before the pioneer came and what happened to that civilization. The best part of the film -- it’s not the ...the hunting technique, or how they used all parts of the animal or were very ecologically minded. What is it? It’s when they stampeded a whole herd... Interviewer: Right... Miller: ...of buffalo off the cliff and that was one of their techniques -- and killed, you know, four or five hundred at a time! Interviewer: Uh-huh. Miller: And the all that blood and gore,and the buffalo screaming... Interviewer: That’s enough excitement at the stage of the game... Miller: But...but these are films that are chosen... Interviewer: But that’s what stands out in their minds! That’s the high point of it, you know..., boy, you ought to wait until you see this film... ! You won’t believe all the buffalo... Miller: ...you know, And you don’t know, of course, how much of the rest of it they retain. I’m sure something. But the fact that they...audibly react, and.., visibly react to that -- tome it’s just so sad... Interviewer: Right. Miller: (I)just... Interviewer: Right... Miller: ...every time it happens -- and it happens consistently every year we do it! Interviewer: Well, they’re...they’re conditioned...What do you think...uh...some of the most difficult things are for...for...uh...teachers?Miller: Oh, I think...well, for me, it’s having so many students and doing anything for, you know. And I...mean that very. Interviewer: Sort of... Miller: ...sincerely. Interviewer: ...not enough of you to go around! Miller: Exactly. You know, you come in...you come in your classroom, and there’s five minutes between periods you know and they’re like -- you know, it’s not unusual to have ten kids at your desk, right? You know, now these aren’t -- you know, like adults would do, they’s wait patiently -- I mean they’re all talking at one time and clamoring. Interviewer: Right. Miller: ...and pulling on your clothing, and...and you know, all that kind of thing... Interviewer: There’s just no way of dealing with that... Miller: And...and...and in the meantime, so you try to take care of that which is, you know, kind of a tempestuous thing... Interviewer: Uh-huh... Miller: ...and then there’s the kid back in the comer who sits in your class and never opens his mouth -- who probably needs you the most, right? And he gets the least. Interviewer: The least vocal... Miller: Okay, there’s that kind of kid. And then there’s the really bright kid who doesn’t get much of your time either, you know. If you look at it realistically, it’s kids who have trouble and who cause problems in class who get ninety percent of your attention! Interviewer: Uh-huh. Miller: And the kid who doesn’t say anything, or the one who’s very bright, gets the least amount of your attention... Interviewer: Uhm... Miller: ...because he demands the least amount. Interviewer: Right. Miller: And that...you know, that’s very discouraging sometimes when you stop and look at who...who you talk to? Or at the end of a period where, you know, you forget to take the roll, for example -- this happens sometimes -- You forget to take the roll, and then you remember as the kids go out that you didn’t take it, and you go back to do it... Interviewer: If you remember who... Miller: ...as of then. And you can’t remember if this kid was in your class or not. Interviewer: Uh -- huh... Miller: That’s scary tome! That’s really ... that’s frightening. And it’s...uh...you know, how do you combat that?11．Debbie Milk said that TV is a medium ______.A．that gives kids a lot of good informationB．that teaches kids to be passiveC．that gets kids so excited they literally come out of their chairsD．that gets kids so fascinated they are concentrated正确答案：C 涉及知识点：听力12．Debbie said that he uses a number of educational films ______.A．in a class he teaches on historyB．in a class he teaches on minoritiesC．in a class he teaches on ancient civilizationD．in a class he teaches on Indian cultures正确答案：B 涉及知识点：听力13．According to Debbie, when he shows films in class, the kids always seem to ______.A．miss the really important pointsB．catch the really important pointsC．understand the really important pointsD．take in the detailed information正确答案：A 涉及知识点：听力14．According to Debbie Miller, the most difficult problem for a teacher is ______.A．trying to deal with a group of kids crowing around your desk between class periodsB．having a kid in your class who sits in the corner of the room and never opens his or her mouthC．having so many students and not being able to do enough for themD．trying to get the students’ affection正确答案：C 涉及知识点：听力15．Debbie pointed out that because there are so many students in his class, the ones that get most of his attention are ______.A．the really bright kids who don’t cause problems in classB．the kids who sit at the back of the room and don’t open their mouthsC．the kids who have trouble and cause problems in classD．the kids who are absent-minded in class正确答案：C 涉及知识点：听力SECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.听力原文：V oice One: Children around the world know Sesame Street as the place to meet funny Muppets and learn the big and little lessons of life. Now, the television show’s creators are adding to the cast in shows specifically seen in South Africa. Jason Carroll reports on the children’s show that’s ready to tackle a major health issue. V oice Two: Can you tell me how to get, how to get to Sesame Street’? V oice Three: From the very beginning, the characters on this make-believe street taught children it’a just as important to know your ABCs as it is to know and respect people of different cultures-a groundbreaking idea for a children’s show in 1969.16．What is Sesame Street?A．A place that sells sesame.B．A place familiar to children.C．A place with all kinds of funny things.D．A place we can get lessons.正确答案：B 涉及知识点：听力17．Were there any sesame streets in 1969?A．Yes, they taught Children.B．No, they were imaginary.C．Yes, they were in the South Africa.D．No, they were in the future.正确答案：A 涉及知识点：听力听力原文：The Sierra de Aracena in the northwest of Andalucia boasts one of the most beautiful rural landscapes in the region. One of the greenest comers of the sun-baked south, the peaks and valleys here are rich in forests of sweet chestnuts and cork oaks. In spring, wild flowers carpet the meadows, attracting a wealth of bird and insect life. Despite its outstanding natural beauty, the Sierra de Aracena is barely touched by the tourist trail, and even Andalucians are largely unaware of its hidden treasures. But take time to explore this region, and you’re guaranteed not only space and tranquility, but the warmest of welcomes, particularly in the old-fashioned whitewashed villages, scattered throughout the highlands.18．Peaks and valleys in the Sierra de Aracena are rich in ______.A．forests of chestnuts and cork oaksB．wild flowersC．meadowsD．birds and insects正确答案：A 涉及知识点：听力19．To explore this region, yon are guaranteed ______.A．natural beautiful highlandsB．mysterious legends and hidden treasuresC．space, tranquility and welcomesD．old-fashioned humane lifestyle正确答案：C 涉及知识点：听力听力原文：Can this bird help alleviate the pain caused by some common ailments? Well, its bite certainly won’t help matters, but its oil just might. Emu oil, a legendary treatment first used by Australian aborigines hundreds of years ago, is produced by rendering fats from the bird. The aborigines used it to treat their wounds. Today, this folklore remedy is getting new attention from scientists. A team of researchers from Australia’s Adelaide Women’s and Children’s Hospital is trying to find out, once and for all, if the flightless bird truly possesses healing powers, and they’ve been encouraged by previous tests that have demonstrated the oil’s value, especially in the treatment of arthritis. Should be always careful and should be armed with technical know-how to lay bare the lies in ads. Otherwise any credulity will lead to financial and spiritual losses. Secondly, ads are a waste of time, for they wantonly interfere our recreational time without our agreement, which is especially unbearable when the fussy commercials repeatedly interrupt the exciting TV serials and programs. Last but not least, ads are a sort of pollution of both eyes and ears. Some people hold the view that the ads covering the walls and buses actually enrich the living environment. But I can’t help asking that why not a colorful painting instead of an ad on a blank wall which certainly will make this bustling world appear purer and more beautiful. Without ads, we will find the world pleasing to both the eye and the mind. I understand that ads have made positive contributions to modern economic development. However, if their creditability is out of control, I think that it’s not only a tragedy of ads but also of modern civilization.20．What is the passage primarily concerned with?A．The study of Emu oil.B．The use of Emu oil.C．The effect of Emu oil.D．Neither of above choices.正确答案：B 涉及知识点：听力。
历年专业英语八级考试真题及答案 (8)
2006年专业英语八级考试真题及答案Section A Mini-lectureSection B InterviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department ofEmployment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner's voice.B. that it can remember a password.C. that it can identify the owner's voice.D. that it can remember the owner's PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.【阅读理解】In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University – a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content –or other dangers –will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believedthat child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, between –or even during – sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, somethinghe hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father’s study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.Text CCampaigning on the Indian frontier is an experience by itself.Neither the landscape nor the people find their counterparts in any other portion of the globe.Valley walls rise steeply five or six thousand feet on every side.The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass.Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment.Except at harvest?time,when self-preservation requires a temporary truce,the Pathan tribes are always engaged in private or public war.Every man is a warrior,a politician and a theologian.Every large house is a real feudal fortress made,it is true,only of sun-baked clay,butwith battlements,turrets,loopholes,drawbridges,plete.Every village has its defence.Every family cultivates its vendetta; every clan,its feud.The numerous tribes and combinations of tribes all have their accounts to settle with one another.Nothing is ever forgotten,and very few debts are left unpaid.For the purposes of social life,in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed.A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another.The slightest technical slip would,however,be fatal.The life of the Pathan is thus full of interest; and his valleys,nourished alike by endless sunshine and abundant water,are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts:the rifle and the British Government.The first was an enormous luxury and blessing; the second,an unmitigated nuisance.The convenience of the rifle was nowhere more appreciated than in the Indian highlands.A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it.One could actually remain in one’s own house and fire at one’s neighbour nearly a mile away.One could lie in wait on some high crag,and at hitherto unheard of ranges hit a horseman far below.Even villages could fire at each other without the trouble of going far from home.Fabulous prices were therefore offered for these glorious products of science.Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler.A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory.The great organizing,advancing,absorbing power to the southward seemed to be little better than a monstrous spoil-sport.If the Pathan made forays into the plains,not only were they driven back (which after all was no more than fair),but a whole series of subsequent interferences took place,followed at intervals by expeditions which toiled laboriously through the valleys,scolding the tribesmen and exacting fines for any damage which they had done.No one would have minded these expeditions if they had simply come,had a fight and then gone away again.In many cases this was their practice under what was called the “butcher and bolt policy” to which the Government of India long adhered.But towards the end of the nineteenth century these intruders began to make roads through many of the valleys,and in particular the great road to Chitral.They sought to ensure the safety of these roads by threats,by forts and by subsidies.There was no objection to the last method so far as it went.But the whole of this tendency to road-making was regarded by the Pathans with profound distaste.All along the road people were expected to keep quiet,not to shoot one another,and above all not to shoot at travellers along the road.It was too much to ask,and a whole series of quarrels took their origin from this source.20. The word debts in“very few debts are left unpaid”in the first paragraph meansA loans.B accounts.C killings.D bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A Melting snows.B Large population.C Steep hillsides.D Fertile valleys.22. According to the passage,the Pathans welcomedA the introduction of the rifle.B the spread of British rule.C the extension of luxuries.D the spread of trade.23. Building roads by the BritishA put an end to a whole series of quarrels.B prevented the Pathans from carrying on feuds.C lessened the subsidies paid to the Pathans.D gave the Pathans a much quieter life.24. A suitable title for the passage would beA Campaigning on the Indian Frontier.B Why the Pathans Resented the British Rule.C The Popularity of Rifles among the Pathans.D The Pathans at War.Text D“Museum”is a slippery word. It first meant (in Greek) anything consecrated to the Muses:a hill,a shrine,a garden,a festival or even a textbook.Both Platos Academy and Aristotles Lyceum had a mouseion, a muses shrine.Although the Greeks already collected detached works of art,many temples—notably that of Hera at Olympia (before which the Olympic flame is still lit)—had collections of objects,some of which were works of art by well known masters,while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples,as well as mineral specimens,exotic plants,animals; and they plundered sculptures and paintings (mostly Greek) for exhibition.Meanwhile,the Greek word had slipped into Latin by transliteration (though not to signify picture galleries,which were called pinacothecae) and museum still more or less meant“Muses- shrine”.The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries—which focused on the gold-enshrined,bejewelled relics of saints and martyrs.Princes,and later merchants,had similar collections,which became the deposits of natural curiosities:large lumps of amber or coral,irregular pearls,unicorn horns,ostrich eggs,fossil bones and so on.They also included coins and gems—often antique engraved ones—as wellas,increasingly,paintings and sculptures.As they multiplied and expanded,to supplement them,the skill of the fakers grew increasingly refined.At the same time,visitors could admire the very grandest paintings and sculptures in the churches,palaces and castles; they were not“collected”either,but “site-specific”,and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them—and most of the buildings were public ones.However,during the revival of antiquity in the fifteenth century,fragments of antique sculpture were given higher status than the work of any contemporary,so that displays of antiquities would inspire artists to imitation,or even better,to emulation; and so could be considered Muses- shrines in the former sense.The Medici garden near San Marco in Florence,the Belvedere and the Capitol in Rome were the most famous of such early“inspirational”collections.Soon they multiplied,and,gradually,exemplary “modern”works were also added to such galleries.In the seventeenth century,scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world.But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived:the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries,of which the Musee des Monuments Francais was the most famous.Then,in the first half of the nineteenth century,museum funding took off,allied to the rise of new wealth:London acquired the National Gallery and the British Museum,the Louvre was organized,the Museum-Insel was begun in Berlin,and the Munich galleries were built.In Vienna,the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure.Meanwhile,the decline of craftsmanship (and of public taste with it) inspired the creation of “improving”collections.The Victoria and Albert Museum in London was the most famous,as well as perhaps the largest of them.25. The sentence“Museum is a slippery word”in the first paragraph means thatA the meaning of the word didn’t change until after the 15th century.B the meaning of the word had changed over the years.C the Greeks held different concepts from the Romans.D princes and merchants added paintings to their collections.26. The idea that museum could mean a mountain or an object originates fromA the Romans.B Florence.C Olympia.D Greek.27. “...the skill of the fakers grew increasingly refined” in the third paragraph means thatA there was a great demand for fakers.B fakers grew rapidly in number.C fakers became more skillful.D fakers became more polite.28. Paintings and sculptures on display in churches in the 15th century wereA collected from elsewhere.B made part of the buildings.C donated by people.D bought by churches.29. Modern museums came into existence in order toA protect royal and church treasures.B improve existing collections.C stimulate public interest.D raise more funds.30. Which is the main idea of the passage?A Collection and collectors.B The evolution of museums.C Modern museums and their functionsD The birth of museums.【人文知识】There are ten multiple-choice questions in this section.Choose the best answers to each question.Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure【改错】We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as ___1 to the way in which words should be arranged to convey a particular ___2 message: the English speaker has iii his disposal at vocabulary and a ___3 set of grammatical rules which enables him to communicate his ___4thoughts and feelings, ill a variety of styles, to the other English ___5 speakers. His vocabulary, in particular, both that which he uses active- [y and that which he recognises, increases ill size as he growsold as a result of education and experience. ___6But, whether the language store is relatively small or large, the system remains no more, than a psychological reality for tike inpidual, unlesshe has a means of expressing it in terms able to be seen by another ___7 member of his linguistic community; he bas to give tile system aconcrete transmission form. We take it for granted rice’ two most ___8common forms of transmission-by means of sounds produced by ourvocal organs (speech) or by visual signs (writing). And these are ___9among most striking of human achievements. _____10【中译英】中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。
2013专八真题及各种答案
免费2013专八真题及答案TEST FOR ENGLISH MAJORS (2013)GRADE EIGHTTIME LIMIT：195 MINPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture．You will hear the lecture ONCE ONL Y. While listening, take notes on the important points．Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture．When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE, using no more than three words in each gap．Make sure the word(s) you fill in is (are)both grammatically and semantically acceptable．You may refer to your notes while completing the task．Use the blank sheet for note-taking．Now, listen to the mini-lecture．What Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________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.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow．Mark the best answer to each question on ANSWER SHEET TWO．Questions 1 to 5 are based on an interview．At the end of the interview you will be given 10 seconds to answer each of the following five questions．Now listen to the interview．1．According to the interviewer, which of the following best indicates the relationship between choice and mobility?A．Better educatio n →greater mobility →more choices．B．Better education →more choices →greater mobility．C．Greater mobility →better education →more choices．D．Greater mobility →more choices →better education．2．According to the interview，which of the following details about the first poll is INCORRECT? A．Shorter work hours was least chosen for being most important．B．Chances for advancement might have been favoured by young people．C．High income failed to come on top for being most important．D．Job security came second according to the poll results．3．According to the interviewee，which is the main difference between the first and the second poll?A．The type of respondents who were invited．B．The way in which the questions were designed．C．The content area of the questions．D．The number of poll questions．4．What can we learn from the respondents’answers to items 2，4 and 7 in the second poll? A．Recognition from colleagues should be given less importance．B．Workers are always willing and ready to learn more new skills．C．Psychological reward is more important than material one．D．Work will have to be made interesting to raise efficiency．5．According to the interviewee，which of the following can offer both psychological and monetary benefits?A．Contact with many people．B．Chances for advancement．C．Appreciation from coworkers．D．Chances to learn new skillsSECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY．Listen carefully and then answer the questions that follow．Mark the best answer to each question on ANSWER SHEET TWO．Questions 6 and 7 are based on the following news, At the end of the news item, you will be given 20 seconds to answer the questions．Now listen to the news．6．According to the news item，“sleep boxes”are designed to solve the problems of A．airports．B．passengers．C．architects．D．companies．7．Which of the following is NOT true with reference to the news?A．Sleep boxes can be rented for different lengths of time．B．Renters of normal height can stand up inside．C．Bedding can be automatically changed．D．Renters can take a shower inside the box．Question 8 is based on the following news．At the end of the news item，you will be given 10 seconds to answer the question．Now listen to the news．8．What is the news item mainly about?A．London’S preparations for the Notting Hill Carnival．B．Main features of the Notting Hill Carnival．C．Police's preventive measures for the carnival．D．Police participation in the carnival．Questions 9 and 10 are based on the following news．At the end of the news item, you will be given 20 seconds to answer the questions．Now listen to the news．9．The news item reports on a research finding aboutA．the Dutch famine and the Dutch women．B．early malnutrition and heart health．C．the causes of death during the famine．D．nutrition in childhood and adolescence．10．When did the research team carry out the study?A．At the end of World War II．B．Between 1944 and 1945．C．In the 1950s．D．In 2007．PART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark the best answer to each question on ANSWER SHEET TWO．TEXT AThree hundred years ago news travelled by word of mouth or 1etter, and circulated in taverns and coffee houses in the form of pamphlets and newsletters．“The coffee houses particularly are．very roomy for a free conversation，and for reading at an easier rate all manner of printed news，”noted one observer．Everything changed in 1833 when the first mass-audience newspaper, The New York Sun，pioneered the use of advertising to reduce the cost of news，thus giving advertisers access to a wider audience．The penny press，followed by radio and television，turned news from a two-way conversation into a one—way broadcast，with a relatively small number of firms controlling the media．Now, the news industry is returning to something closer to the coffee house．The internet is making news more participatory，social and diverse，reviving the discursive characteristics of" the era before the mass media．That will have profound effects on society and politics．In much of the world．the mass media are flourishing．Newspaper circulation rose globally by 6% between 2005 and 2009．But those global figures mask a sharp decline in readership in rich countries．Over the past decade，throughout the Western world，people have been giving up newspapers and TV news and keeping up with events in profoundly different ways．Most strikingly, ordinary people are increasingly involved in compiling，sharing，filtering，discussing and distributing news．Twitter lets people anywhere report what they are seeing．Classified documents are published in their thousands online．Mobile·phone footage of Arab uprisings and American tornadoes is posted on social-networking sites and shown on television newscasts．Social-networking sites help people find，discuss and share news with their friends．And it is not just readers who are challenging the media elite．Technology firms including Google，Facebook and Twitter have become important conduits of news．Celebrities and world leaders publish updates directly via social networks；many countries now make raw data availablethrough“open government”initiatives．The internet lets people read newspapers or watch television channels from around the world．The web has allowed new providers of news，from individual bloggers to sites，to rise to prominence in a very short space of time．And it has made possible entirely new approaches to journalism，such as that practiced by WikiLeaks，which provides an anonymous way for whistleblowers to publish documents．The news agenda is no longer controlled by a few press barons and state outlets．In principle，every liberal should celebrate this．A more participatory and social news environment，with a remarkable diversity and range of news sources，is a good thing．The transformation of the news business is unstoppable，and attempts to reverse it are doomed to failure．As producers of new journalism，individuals can be scrupulous with facts and transparent with their sources．As consumers，they can be general in their tastes and demanding in their standards．And although this transformation does raise concerns，there is much to celebrate in the noisy, diverse，vociferous，argumentative and stridently alive environment of the news business in the ages of the internet．The coffee house is back．Enjoy it．11．According to the passage，what initiated the transformation of coffee-house news to mass-media news?A．The emergence of big mass media firms．B．The popularity of radio and television．C．The appearance of advertising in newspapers．D．The increasing number of newspaper readers．12．Which of the following statements best supports“Now, the Hews industry is returning to something closer to the coffee house”?A Newspaper circulation rose globally by 6％between 2005 and 2009．B．People in the Western world are giving up newspapers and TV news．C．Classified documents are published in their thousands online．D．More people are involved in finding，discussing and distributing news．13．According to the passage，which is NOT a role played by information technology? A．Challenging the traditional media．B．Planning the return to coffee-house news．C．Providing people with access to classified files．D．Giving ordinary people the chance to provide news．14．The author’S tone in the last paragraph towards new journalism isA．optimistic and cautious．B．supportive and skeptical．C．doubtful and reserved．D．ambiguous and cautious．15．In“The coffee house is back”，coffee house best symbolizesA．the changing characteristics of news audience．B．the more diversified means of news distribution．C．the participatory nature of news．D. the more varied sources of news．TEXT BParis is like pornography．You respond even if you don’t want to．You turn a corner and see a vista，and your imagination bolts away。
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。
2013年最新专八真题及答案
2013年TEM8真题及答案TEST FOR ENGLISH MAJORS (2013)-GRADE EIGHT-TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE, using no more than three words in each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking.Now listen to the mini-lecture.What Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________ (1) ________II. (2) ______ and critical in thinking (2) ________i.e. information processing, e.g.— connections between the known and the new information— identification of (3) ______ concepts (3) ________— judgment on the value of (4) _____. (4) ________III. active in listeningA. ways of note-taking: (5) _______. (5) ________B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of(6) ______. (6) ________B. reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______. (7) ________VI. last characteristicA. attitude toward responsibility— active learners: accept— passive learners: (8) _______ (8) ________B. attitude toward (9) ______ (9) ________— active learners: evaluate and change behaviour— passive learners: no change in approachRelationship between skill and will: will is more important in(10) ______. (10) ________Lack of will leads to difficulty in college learning.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.•According to the interviewer, which of the following best indicates the relationship between choice and mobility?•Better education →greater mobility →more choices.•Better education →more choices →greater mobility.•Greater mobility →better education →more choices.•Greater mobility →more choices →better education.•According to the interview, which of the following details about the first poll is INCORRECT?•Shorter work hours was least chosen for being most important.•Choices for advancement might have been favored by young people.•High income failed to come on top for being most important.•Job security came second according to the poll results.•According to the interviewee, which is the main difference between the first and the second poll?•The type of respondents who were invited.•The way in which the questions were designed.•The content area of the questions.•The number of poll questions.•What can we learn from the respondents’ answers to items 2, 4, and 7 in the second poll?•Recognition from colleagues should be given less importance.•Workers are always willing and ready to learn more new skills.•Psychological reward is more important than material one.•Work will have to be made interesting to raise efficiency.•According to the interviewee, which of the following can offer both psychological and monetary benefits?•Contact with many people.•Chances for advancement.•Appreciation from coworkers.•Chances to learn new skills.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on your answer sheet.Questions 6 and 7 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.•According to the news item, “sleepboxes” are designed to solve the problems of _________.•airports•passengers•architects•companies•Which of the following is NOT true with reference to the news?•Sleepboxes can be rented for different lengths of the time.•Renters of normal height can stand up inside.•Bedding can be automatically changed.•Renters can take a shower inside the box.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.•What is the news item mainly about?•London’s preparations for the Notting Hill Carnival.•Main features of the Notting Hill Carnival.•Police’s preventive measures for the carnival.•Police participation in the carnival.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.•The news item reports on a research finding about _________.•the Dutch famine and the Dutch women•early malnutrition and heart health•the causes of death during the famine•nutrition in childhood and adolescence•When did the research team carry out the study?•At the end of World War II.•Between 1944 and 1945.•In the 1950s.•In 2007.PART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark the best answer to each question on your answer sheet.TEXT AThree hundred years ago news travelled by word of mouth or letter, and circulated in taverns and coffee houses in the form of pamphlets and newsletters. “The coffee houses particularly are very roomy for a free conversation, and for reading at an easier rate a ll manner of printed news,” noted one observer. Everything changed in 1833 when the first mass-audience newspaper, The New York Sun, pioneered the use of advertising to reduce the cost of news, thus giving advertisers access to a wider audience. The penny press, followed by radio and television, turned news from a two-way conversation into a one-way broadcast, with a relatively small number of firms controlling the media.Now, the news industry is returning to something closer to the coffee house. The internet is making news more participatory, social and diverse, reviving the distinctive characteristic of the era before the mass media. That will have profound effects on society and politics. In much of the world,the mass media are flourishing. Newspaper circulation rose globally by 6% between 2005 and 2009. But those global figures mask a sharp decline in readership in rich countries.Over the past decade, throughout the Western world, people have been giving up newspapers and TV news and keeping up with events in profoundly different ways. Most strikingly, ordinary people are increasingly involved in compiling, sharing, filtering, discussing and distributing news. Twitter lets people anywhere report what they are seeing. Classified documents are published in their thousands online. Mobile-phone footage of Arab uprisings and American tornadoes is posted on social-networking sites and shown on television newscasts. Social-networking sites help people find, discuss and share news with their friends.And it is not just readers who are challenging the media elite. Technology firms including Google, Facebook and Twitter have become important conduits of news. Celebrities and world leaders publish updates directly via social networks; many countries now make raw data available through “open government” initiatives. The internet lets people read newspapers or watch television channels from around the world. The web has allowed new providers of news, from individual bloggers to sites, to rise to prominence in a very short space of time. And it has made possible entirely new approaches to journalism, such as that practiced by WikiLeaks, which provides an anonymous way for whistleblowers to publish documents. The news agenda is no longer controlled by a few press barons and state outlets.In principle, every liberal should celebrate this. A more participatory and social news environment, with a remarkable diversity and range of news sources, is a good thing. The transformation of the news business is unstoppable, and attempts to reverse it are doomed to failure. As producers of new journalism, individuals can be scrupulous with facts and transparent with their sources. As consumers, they can be general in their tastes and demanding in their standards. And although this transformation does raise concerns, there is much to celebrate in the noisy, diverse, vociferous, argumentative and stridently alive environment of the news business in the ages of the internet. The coffee house is back. Enjoy it.•According to the passage, what initiated the transformation of coffee-house news to mass-media news?•The emergence of big mass media firms.•The popularity of radio and television.•The appearance of advertising in newspapers.•The increasing numbers of newspaper readers.•Which of the following statements best supports “Now, the news industry is returning to something closer to the coffee house”?•Newspaper circulation rose globally by 6% between 2005 and 2009.•People in the Western world are giving up newspapers and TV news.•Classified documents are published in their thousands online.•More people are involved in finding, discussing and distributing news.•According to the passage, which is NOT a role played by information technology?•Challenging the traditional media.•Planning the return to coffee-house news.•Providing people with access to classified files.•Giving ordinary people the chance to provide news.•The author’s tone in the last paragraph towards new journalism is _________.•optimistic and cautious•supportive and skeptical•doubtful and reserved•ambiguous and cautious•In “The coffee house is back”, coffee house best symbolizes _________.•the changing characteristics of news audience•the more diversified means of news distribution•the participatory nature of news•the more varied sources of newsTEXT BParis is like pornography. You respond even if you don’t want to. You turn a corner and see a vista, and your imagination bolts away. Suddenly you are thinking about what it would be like to live in Paris, and then you think about all the lives you have not lived. Sometimes, though, when you are lucky, you only think about how many pleasures the day ahead holds. Then, you feel privileged.The lobby of the hotel is decorated in red and gold. It gives off a whiff of 19th. century decadence. Probably as much as any hotel in Paris, this hotel is sexy. I was standing facing the revolving doors and the driveway beyond. A car with a woman in the back seat — a woman in a short skirt and black —leather jacket —pulled up before the hotel door. She swung off and she was wearing high heels. Normally, my mind would have leaped and imagined a story for this woman. Now it didn’t I stood there and told myself. Cheer up. You’re in Paris.In many ways, Paris is best visited in winter. The tourist crowds are at a minimum, and one is not being jammed off the narrow sidewalks along the Rue Dauphine. More than this. Paris is like many other European cities in that the season of blockbuster cultural events tends to begin in mid-to late fall and so, by the time of winter, most of the cultural treasures of the city are laid out to be admired.The other great reason why Paris in winter is so much better than Paris in spring and fall is that after the end of the August holidays and the return of chic Parisian women to their city, the restaurant-opening season truly begins hopping. By winter, many of the new restaurants have worked out their kinks(不足；困难) and, once the hype has died down, it is possible to see which restaurants are actually good and which are merely noisy and crowded.Most people are about as happy as they set their mind to being, Lincoln said. In Paris it doesn’t take much to be happy. Outside the hotel, the sky was pale and felt very high up. I walked the few blocks to the Seine and began running along the blue-green river toward the Eiffel Tower. The tower in the distance was black, and felt strange and beautiful the way that many things built for the joy of building do. As I ran toward it, because of its lattice structure, the tower seemed obviously delicate. Seeing it, I felt a sense of protectiveness.I think it was this moment of protectiveness that marked the change in my mood and my slowly becoming thrilled with being in Paris.During winter evenings, Paris’s streetlamps have a halo and resemble dandelions. In winter, when one leaves the Paris street and enters a cafe or restaurant, the light and temperature change suddenly and dramatically, there is the sense of having discovered something secret. In winter, because the days are short, there is an urgency to the choices one makes. There is the sense that life is short and so let us decide on what matters.16. According to the passage, once in Paris one might experience all the following feelings EXCEPT _________.•regret•condescension•expectation•impulse•Winter is the best season to visit Paris. Which of the following does NOT support this statement?•Fashionable Parisian women return to Paris.•More entertainment activities are staged.•There are more good restaurants to choose from.•There are fewer tourists in Paris.•“Most people are about as happy as they set their mind to being.” This statement means that most people _________.•expect to be happy•hope to be as happy as others•would be happier if they wanted•can be happy if they want•In the eyes of the author, winter in Paris is significant because of _________.•the atmosphere of its evenings•its implications for life•the contrast it brings•the discovery one makes•At the end of the passage, the author found himself in a mood of _________.•excitement•thoughtfulness•loneliness•joyfulnessTEXT CIf you want to know why Denmark is the world’s leader in wind power, start with a three-hour car trip from the capital Copenhagen — mind the bicyclists — to the small town of Lem on the far west coast of Jutland. You’ll feel it as you cross the 6.8 km-long Great Belt Bridge: Denmark’s bountiful wind, so fierce even on a calm summer’s day that it threatens to shove your car into the waves below. But wind itself is only part of the reason. In Lem, workers in factories the size of aircraft hangars build the wind turbines sold by Vestas, the Danish company that has emerged as the industry’s top manufacturer around the globe. The work is both gross and fine; employees weld together massive curved sheets of steel to make central shafts as tall as a 14-story building, and assemble engine housings (机器外罩) that hold some 18, 000 separate parts. Most impressive are the turbine’s blades, which scoop the wind with each sweeping revolution. As smooth as an Olympic swimsuit and honed to aerodynamic perfection, each blade weighs in at 7,000 kg, and they’re what help make Vestas’turbines the best in the world. “The blade is where the secret is,”says Erik Therkelsen, a Vestas executive. “If we can make a turbine, it’s sold.”But technology, like the wind itself, is just one more part of the reason for Denmark’s dominance. In the end, it happened because Denmark had the political and public will to decide that it wanted to be a leader —and to follow through. Beginning in 1979, the government began a determined programme of subsidies and loan guarantees to build up its wind industry. Copenhagen covered 30% of investment costs, and guaranteed loans for large turbine exporters such as Vestas. It also mandated that utilities purchase wind energy at a preferential price — thus guaranteeing investors a customer base. Energy taxes were channeled into research centres, where engineers crafted designs that would eventually produce cutting-edge giants like Vestas’ 3-magawatt (MW) V90 turbine.As a result, wind turbines now dot Denmark. The country gets more than 19% of its electricity from the breeze (Spain and Portugal, the next highest countries, get about 10%) and Danish companies control one-third of the global wind market, earning billions in exports and creating a national champion from scratch. “They were out early in driving renewables, and that gave them the chance to be a technology leader and a job-creation leader,” says Jake Schmidt, international climate policy director for the New York City-based Natural Resources Defense Council. “They have always been one or two steps ahead of others.”The challenge now for Denmark is to help the rest of the world catch up. Beyond wind, the country (pop.5.5 million) is a world leader in energy efficiency, getting more GDP per watt than any other member of the E.U. Carbon emissions are down 13.3% from 1990 levels and total energy consumption has barely moved, even as Denmark’s economy continued to grow at a healthy clip. With Copenhagen set to host all-important U.N. climate change talks in December — where the world hopes for a successor to the expiring Kyoto Protocol —and the global recession beginning to hit environmental plans in capitals everywhere, Denmark’s example couldn’t be more timely.“We’ll try to make Denmark a showroom,” says Prime Minister Anders Fogh Rasmussen. “You can reduce energy use and carbon emissi ons, and achieve economic growth.”It’s tempting to assume that Denmark is innately green, with the kind of Scandinavian good conscience that has made it such a pleasant global citizen since, oh, the whole Viking thing. But the country’s policies were actually born from a different emotion, one now in common currency: fear. When the 1973 oil crisis hit, 90% of Denmark’s energy came from petroleum, almost all of it imported. Buffeted by the same supply shocks that hit the rest of the developed world, Denmark launched a rapid drive for energy conservation, to the point of introducing car-free Sundays and asking businesses to switch off lights during closing hours. Eventually the Mideast oil started flowing again, and the Danes themselves began enjoying the benefits of the petroleum and natural gas in their slice of the North Sea. It was enough to make them more than self-sufficient. But unlike most other countries, Denmark never forgot the lessons of l973, and kept driving for greater energy efficiency and a more diversified energy supply. The Danish parliament raised taxes on energy to encourage conservation and established subsidies and standards to support more efficient buildings. “It all started out without any regard for the climate or the environment,” says Svend Auken, the former head of Denmark’s opposition Social Democrat Party and the architect of the country’s environmental policies in the 1990s. “But today there’s a consensus that we need to build renewable power.”To the rest of the world, Denmark has the power of its example, showing that you can stay rich and grow green at the same time. “Denmark has proven that acting on climate can be a positive experience, not just painful,” says NRDC’s Schmidt. The real pain could come from failing to follow in their footsteps.•Which of the following is NOT cited as a main reason for Denmark’s world leadership in wind power?•Technology.•Wind.•Government drive.•Geographical location.•The author has detailed some of the efforts of the Danish Government in promoting the wind industry in order to show _________.•the government’s determination•the country’s subsidy and loan policies•the importance of export to the country•the role of taxation to the economy•What does the author mean by “Denmark’s example couldn’t be more timely”?•Denmark’s energy-saving efforts cannot be followed by other countries.•Denmark can manufacture more wind turbines for other countries.•Denmark’s energy-saving success offers the world a useful model.•Denmark aims to show the world that it can develop even faster.•According to the passage, Denmark’s energy-saving policies originated from _________.•the country’s long tradition of environmental awareness•the country’s previous experience of oil shortage•the country’s grave shortage of natural resources•the country’s abundant wind resources•Which of the following is NOT implied in the passage?•Not to save energy could lead to serious consequences.•Energy saving cannot go together with economic growth.•Energy saving efforts can be painful but positive.•Denmark is a powerful leader in the global wind market.TEXT DThe first clue came when I got my hair cut. The stylist offered not just usual coffee or tea but a complementary nail-polish change while I waited for my hair to dry. Maybe she hoped this little amenity would slow the growing inclination of women to stretch each haircut to last four monthswhile nursing our hair back to whatever natural colour we long ago forgot.Then there was the appliance salesman who offered to carry my bags as we toured the microwave aisle. When I called my husband to ask him to check some specs online, the salesman offered a pre-emptive discount, lest the surfing turn up the same model cheaper in another store. That night, for the first time, I saw the Hyundai ad promising shoppers that if they buy a car and then lose their job in the next year, they can return it.Suddenly everything’s on sale. The upside to the economic downturn is the immense incentive it gives retailers to treat you like a queen for a day. During the flush times, salespeople were surly, waiters snobby. But now the customer rules, just for showing up. There’s more room to stretch out on the flight, even in a coach. The malls have that serene aura of undisturbed wilderness, with scarcely a shopper in sight. Every conversation with anyone selling anything is a pantomime of pain and bluff. Finger the scarf, then start to walk away, and its price floats silkily downward. When the mechanic calls to tell you that brakes and a timing belt and other services will run close to $2,000,it’s time to break out the newly perfected art of the considered pause. You really don’t even have to say anything pitiful before he’ll offer to knock a few hundred dollars off.Restaurants are also caught in a fit of ardent hospitality, especially around Wall Street. Trinity Place offers $3 drinks at happy hour any day the market goes down, with the slogan “Market tanked? Get tanked!” — which ensures a lively crowd for the closing bell. The “21” Club has decided that men no longer need to wear ties, so long as they bring their wallets. Food itself is friendlier: you notice more comfort food, a truce between chef and patron that is easier to enjoy now that you can get a table practically anywhere. New York Times restaurant critic Frank Bruni characterizes the new restaurant demeanor as “extreme solicitousness tinged with outright desperation.” “You need to hug the customer,” one owner told him.There’s a chance that eventually we’ll return all this kindness with the extravagant spending that was once decried but now everyone is hoping will restart the economy. But human nature is funny that way. In dangerous times, we clench and squint at the deal that looks too good to miss, suspecting that it must be too good to be true. Is the store with the supercheap flat screens going to go bust and thus not be there to honor the “free” extended warranty? Is there something wrong with that free cheese? Store owners will tell you horror stories about shoppers with attitude, who walk in demanding discounts and flaunt their new power at every turn. They wince as they sense bad habits forming: Will people expect discounts forever? Will their hard-won brand luster be forever cheapened, especially for items whose allure depends on their being ridiculously priced?There will surely come a day when things go back to “normal”; retail sales even inched up in January after sinking for the six months. But I wonder what it will take for us to see those $545 Sigerson Morrison studded toe-ring sandals as reasonable? Bargain-hunting can be addictive regardless of the state of the markets, and haggling is a low-risk, high-value contact sport. Trauma digs deep into habits, like my 85-year-old mother still calling her canned-goods cabinet “the bomb shelter.” The children of the First Depression were saving string and preaching sacrifice long after the skies cleared. They came to be called the “greatest generation.” As we learn to be decent stewards of our resources, who knows what might come of it? We have lived in an age of wanton waste, and there is value in practicing conservation that goes far beyond our own bottom line.•According to the passage, what does “the first clue” suggest?•Shops try all kinds of means to please customers.•Shops, large or small, are offering big discounts.•Women tend to have their hair cut less frequently.•Customers refrain from buying things impulsively.•Which of the following best depicts the retailers now?•Bad-tempered.•Highly motivated.•Over-friendly.•Deeply frustrated.•What does the author mean by “the newly perfected art of the considered pause”?•Customers now rush to buy things on sale.•Customers have got a sense of superiority.•Customers have learned how to bargain.•Customers have higher demands for service.•According to the passage, “shoppers...flaunt their new power at every turn” means that shoppers would _________.•keep asking for more discounts•like to show that they are powerful•like to show off their wealth•have more doubts or suspicion•What is the author’s main message in the last two paragraphs?•Extravagant spending would boost economic growth.•One’s life experience would turn into lifelong habits.•Customers should expect discounts for luxury goods.•The practice of frugality is of great importance.PART III GENERAL KNOWLEDGE (10 MIN)There are ten multiple-choice questions in this section. Mark the best answer to each question on your answer sheet.•The full official name of Australia is _________.•The Republic of Australia.•The Commonwealth of Australia.•The Federation of Australia.•The Union of Australia.•Canada is well known for all the following EXCEPT _________.•its mineral resources•its forest resources•its fertile and arable land•its heavy industries•In the United States community colleges offer _________.•two-year programmes•four-year programmes•postgraduate studies• B.A. or B.S. degrees•In _________, referenda in Scotland and Wales set up a Scottish parliament and a Wales assembly.•2000•1946•1997•1990•Which of the following clusters of words is an example of alliteration?• A weak seal.•Safe and sound.•Knock and kick.•Coat and boat.•Who wrote Mrs. Warren’s Profession?•John Galsworthy•William Butler Yeats•T.S. Eliot•George Bernard Shaw•Sister Carrie by Theodore Dreiser is a(n) _________.•novel•short story•poem•autobiography•Which of the following italicized parts is an inflectional morpheme?•Un lock.•Govern ment.•Go es.•Off-stage.•_________ is a language phenomenon in which words sound like what they refer to.•Onomatopoeia•Collocation•Denotation•Assimilation•The sentence “Close your book and listen to me carefully!” performs a(n) _________ function.•interrogative•informative•performative•directivePART IV PROOFREADING & ERROR CORRECTION (15 MIN)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blankprovided at the end of the line.For a missing word, mark the position of the missing word with a “∧” sign and write theword you believe to be missing in the blank provided at the end of theline.For an unnecessary word, cross the unnecessary word with a slash “/” and put the word in theblank provided at the end of the line.EXAMPLEWhen ∧art museum wants a new exhibit, (1) anit never buys things in finished form and hangs (2) neverthem on the wall. When a natural history museumwants an exhibition, it must often build it. (3) exhibitProofread the given passage on your answer sheet as instructed.Psycho-linguistics is the name given to the study of the psychological processesinvolved in language. Psycholinguistics study understanding,production and remembering language, and hence are concerned with (1) _____listening, reading, speaking, writing, and memory for language.。
2006专八听力真题及答案
TEST FOR ENGLISH MAJORS (2006)2006年专业八级听力真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lecture听力原文Part 1, Listening ComprehensionSECTION A MINI-LECTUREGood morning! In today's lecture we shall discuss what meaning is in literary, works. When we read novels, poems, etc. , we invariably ask ourselves a question—that is, what does the writer mean here? In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean or what its real meaning is? I'd like to discuss three ways to explain what meaning is.No. 1, meaning is what is intended by the author. ( Q1)No. 2, meaning is created by and contained in the text itself.And No. 3 , meaning is created by the reader.Now, let's take a look at the first approach—that is, meaning is what is intended by the author. Does a work of literature mean what the author intended to mean? And if so, how can we tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author had according to our understanding of literature and world. In order to have a better idea of what one par¬ticular author means in one of his works; I suggest that you do the following:First, go to the library and read other works by the same author. ( Q2)Second get to know something about what sort of meanings seem to be common in literary works in that particular tradition and .at that time. In other words, we need to find out what the literary trends were in those days. ( Q3)And last, get to know what were the cultural values and symbols of the time. I guess you can understand the author's meaning much more clearly after you do the related background research.Now, let's move on to the second approach to meaning—that is, meaning is created by and con¬tained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal prop¬erties of the text like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, ( Q4) so that any educated or competent reader will inevitably come to more or less the same interpretation as any other. As. far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conventions of meaning but also in the cultural codes which have been handed down fromgeneration to generation. ( Q5) So when we and other readers, inclu¬ding the author as well, are said to come up with similar interpretations. That kind of agreement could be created by common traditions and conventions of usage, practice and interpretation. In other words, we have some kind of shared bases for the same interpretation, but that does not mean that readers agree on the meaning all the time. In different time periods, with different cultural perspec¬tives, including class, belief and world view, readers, I mean competent readers, can arrive at dif¬ferent interpretations of tdxts: ( Q6) So meaning in the text is determined by how readers see it. It is not contained in the text in a fixed way.Now, the third approach to meaning—that is, meaning is created by the reader. ( Q7) Does the meaning then exist in the reader's response? In a sense, this is inescapable. Meaning exists only in so far as it means to someone , and literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues.The first is—meaning is social—( Q8) that is, language and conventions work only a shared meaning and our way of viewing the world can exist only a shared or sharable. Similarly, when we read a text, we are participating in social or cultural meaning, so a response to a piece of literary work is not merely an individual thing but is part of culture and history. Second, meaning is contextual. If you change the context, you often change the meaning. And last, meaning requires reader competency. ( Q9) Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text. Consequently, there is in regard to the question of meaning; the matter of reader competency as it is called the experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the context of the whole work. But you may have to learn other compe¬tencies too. For instance, inreading Mulk Raj Anand's The Untouchables' you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and personal influences Mulk Raj Anand cameun¬der when constructing the imaginative world of the short novel. ( Q10) Ok , you may see that this i¬dea that meaning requires competency in reading in fact brings us back to the historically situated un¬derstandings of an author and his works as we mentioned earlier in this lecture, to different conven¬tions and ways of reading and writing and to the point that meaning requires a negotiation between cultural meanings across time, culture, class, etc. As readers, you have in fact acquired a good deal of competency already but you should acquire more. The essential point of this lecture is that mean¬ing in literature is a phenomenon that is not easily located, that meaning is historical, social and de¬rived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCA。
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SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning. Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________II. (2) ______ and critical in thinkingi.e. information processing, e.g.-- connections between the known and the new information-- identification of (3) ______ concepts-- judgment on the value of (4) _____.III. active in listeningA. ways of note-taking: (5) _______.B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of (6) ______.B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______.VI. Last characteristicA. attitude toward responsibility-- active learners: accept-- passive learners: (8) _______B. attitude toward (9) ______-- active learners: evaluate and change behaviour-- passive learners: no change in approachRelationship between skill and will: will is more important in (10) ______. Lack of will leads to difficulty in college learning.参考答案：1. checking their understanding2. reflective on information3. incomprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture1、checking understanding。
2、reflective3、puzzling/confusing4、what is read5、comprehensive and organized6、constant understanding monitoring//monitoring their understanding7、differ8、blame others9、poor performance10、school work//studies2012ObservationPeople do observation in daily life context for safety or for proper behaviour. However, there are differences in daily life observation and research observation.Differences---- daily life observation--casual--(1) ________--dependence on memory---- research observation-- (2) _________-- careful record keepingB. Ways to select samples in research---- time sampling-- systematic: e.g. fixed intervals every hour-- random: fixed intervals but (3) _______Systematic sampling and random sampling are often used in combination.---- (4) _______-- definition: selection of different locations-- reason: humans’ or animals’ behaviour (5) ______ across circumstances -- (6) ______: more objective observationsC. Ways to record behaviour (7) _______---- observation with intervention-- participant observation: researcher as observer and participant-- field experiment: research (8) ______ over conditions---- observation without intervention-- purpose: describing behaviour (9) ______-- (10) ______ : no intervention-- researcher: a passive recorder1: rarely formal records 2: systematic objective manner 3: variable4: situation sampling 5: vary 6: advantage 7: as it occurs 8: have more control 9: in natural setting 10: method Interview2011Classifications of CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures.I. High-context culture A. feature- context: more important than the message- meaning: (1)__________i.e. more attention paid to (2) ___________ than to the message itselfB. examples- personal space- preference for (3)__________- less respect for privacy / personal space- attention to (4)___________- concept of time- belief in (5)____________ interpretation of time- no concern for punctuality- no control over timeII. Low-context cultureA. feature- message: separate from context- meaning: (6)___________B. examples- personal space- desire / respect for individuality / privacy- less attention to body language- more concern for (7)___________- attitude toward time- concept of time: (8)____________- dislike of (9)_____________- time seen as commodityIII. ConclusionAwareness of different cultural assumptions- relevance in work and lifee.g. business, negotiation, etc.- (10)_____________ in successful communication1. apart from the message2.what is happening3.closeness4.body language5.multiple6.in itself7.the message itself8.punctuality means everythingteness 10.accounts1. and significance2. the context 或what is doing3. closeness to people4. body language5. polychronic6. in itself7. personal space 8. monochrome 9. lateness10. multicultural situation2010Paralinguistic Features of LanguageIn face-to-face communication speakers often alter their tomes of voice or change their physical postures in order to convey messages. These means are called paralinguistic features of language, which fall into two categories.First category: vocal paralinguistic features(1)__________: to express attitude or intention (1)__________Examples1. whispering: need for secrecy2. breathiness: deep emotion3. (2)_________: unimportance (2)__________4. nasality: anxiety5. extra lip-rounding: greater intimacySecond category: physical paralinguistic featuresfacial expressions(3)_______ (3)__________----- smiling: signal of pleasure or welcomeless common expressions----- eye brow raising: surprise or interest----- lip biting: (4)________ (4)_________gesturegestures are related to culture.British culture----- shrugging shoulders: (5) ________ (5)__________----- scratching head: puzzlementother cultures----- placing hand upon heart:(6)_______ (6)__________----- pointing at nose: secretproximity, posture and echoingproximity: physical distance between speakers----- closeness: intimacy or threat----- (7)_______: formality or absence of interest (7)_________Proximity is person-, culture- and (8)________ -specific. (8)_________posture----- hunched shoulders or a hanging head: to indicate(9)_____ (9)________----- direct level eye contact: to express an open or challenging attitudeechoing----- definition: imitation of similar posture----- (10)______: aid in communication (10)___________----- conscious imitation: mockery1 tones of voice2 huskiness3 universal signal;4 thought or uncertainty5 indifference6 honesty7 distance;8 situation;9 mood; 10 unconsciously same posture2009Writing Experimental ReportsI. Content of an experimental report, e.g.--- study subject/ area--- study purpose--- ____1____II. Presentation of an experimental report--- providing details--- regarding readers as _____2_____III. Structure of an experimental report--- feature: highly structured and ____3____--- sections and their content:INTRODUCTION ____4____; why you did itMETHOD how you did itRESULT what you found out____5____ what you think it showsIV. Sense of readership--- ____6____: reader is the marker--- ____7____: reader is an idealized, hypothetical, intelligent person with little knowledge of your study--- tasks to fulfill in an experimental report:introduction to relevant areanecessary background informationdevelopment of clear argumentsdefinition of technical termsprecise description of data ____8____V. Demands and expectations in report writing--- early stage:understanding of study subject/area and its implicationsbasic grasp of the report's format--- later stage:____9____ on research significance--- things to avoid in writing INTRODUCTION:Inadequate material____10____ of research justification for the studyMINI-LECTURE1. Study result/ findings2. Audience3. Disciplined4. what you did5. DISCUSSION6. a common mistake7. in reality8. obtained / that you obtained9. attention / foucs / emphasis 10.暂无10.2008The Popularity of EnglishI. Present status of EnglishA. English as a native/first languageB. English as a lingua franca: a language for communication among peoplewhose (1)______ are different (1)_______C. Number of people speaking English as a first or a second language:—320-380 million native speakers—250- (2) _____ million speakers of English as a second language (2)_______ II. Reasons for the popular use of EnglishA. (3) ____ reasons (3)_______—the Pilgrim Fathers brought the language to America;—British settlers brought the language to Australia;—English was used as a means of control in (4)_____ (4)_______B. Economic reasons—spread of (5) _____ (5)_______—language of communication iii the international business communityC. (6)______ in international travel (6)_______—use of English in travel and tourism—signs in airports—language of announcement—language of (7) ______ (7)_______D. Information exchange—use of English in the academic world—language of (8) _____ or journal articles (8)_______E. Popular culture—pop music on (9)______ (9)_______—films from the USAIII. Questions to think aboutA. status of English in the futureB. (10) ______ of distinct varieties of English (10)_______1. native language2. 3503. Historical4. India5. commerce6. Boom7. sea travel communication8. conference9. many radios 10. split2007What Can We Learn from Art?I. IntroductionA. Differences between general history and art history— Focus:— general history: (1)_____— art history: political values, emotions, everyday life, etc.B. Significance of studyMore information and better understanding of human society and civilizationII. Types of informationA. Information in history books is (2)_____— facts, but no opinionsB. Information in art history is subjective— (3)_____ and opinionse.g. — Spanish painter's works: misuse of governmental power— Mexican artists' works: attitudes towards social problemsIII. Art as a reflection of religious beliefsA. Europe: (4)_____ in pictures in churchesB. Middle East: pictures of flowers and patterns in mosques, palacesReason: human and (5)_____ are not seen as holyC. Africa and the Pacific Islands: masks, headdresses and costumes in special ceremoniesPurpose: to seek the help of (6)_____ to protect crops, animals and people.IV. Perceptions of ArtHow people see art is related to their cultural background.A. Europeans and Americans— (7)_____— expression of ideasB. People in other places— part of everyday life— (8)_____ useV. Art as a reflection of social changesA. Cause of changes: (9)_____ of different cultures.B. Changes— tribal people: effects of (10)_____ on art forms— European artists: influence of African traditional art in their works— American and Canadian artists: study of Japanese painting2006Meaning in literatineIn reading literary works, we are concerned with the "meaning" of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.I. Meaning is what intended by (1) ______________________________ isApart from reading an author's work in question, readers need to1 )read (2) _______ by the same author;2) get familiar with (3) ____ at the time;3) get to know cultural values and symbols of the time.II. Meaning exists "in" the text itself.1) some people's view: meaning is produced by the formal properties of the text like (4) _______ , etc.2) speaker's view: meaning is created by both conventions of meaning and(5)__________________________Therefore, agreement on meaning could be created by common traditions and conventions of usage. But different time periods and different (6) ________ perspectives could lead to different interpretations of meaning in a text.III Meaning is created by (7) ____________________________________1) meaning is (8) ___________________________________2) meaning is contextual;3) meaning requires (9)______________________________________—practicing competency in reading—practicing other competencies—background research. in (10) _____________, etc.7 页：听力原文3Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social structure, traditions of writing or political cultural influences, etc.2012Observing BehaviourGood morning, everyone. Today we will look at how to observe behaviour in research. Perhaps you would say it is easy and there is nothing extraordinary. Yes, you may be right. All ofus observe behaviour every day. For example, when traveling in another country, we can avoid embarrassment by observing how people behave in that culture. And failing to be observing while walking or driving can be life-threatening.We learn by observing people's behaviour. Researchers too rely on their observations to learn about behaviour,but there are differences. For instance, when we observe casually, we may not be aware of factors that bias our observations, and, [1] and when we rarely keep formal records of our observations. Instead, we rely on our memory of events. [2]Observations in research on the other hand are made under precisely defined conditions, that is, in a systematic and objective manner, and with careful record keeping.Then how are we going to conduct observations in our research studies, and what do we need to do in order to make a scientific and objective observation? Now, as you remember, the primary goal of observation is to describe behaviour, but it is in reality impossible to observe and describe all of a person's behaviour. So we have to rely on observing samples of people's behaviour. Doing so, we must decide whether the samples represent people's usual behaviour. Thus, we will first take a brief look at how researchers select samples of behaviour.Before conducting an observational study, researchers must make a number of important decisions, that's about when and where observations will be made. As I've said before, the researcher cannot observe all behaviour. Only certain behaviours occurring at particular times, in specific settings can be observed. In other words, behaviour must be sampled. In this lecture, I will briefly introduce two kinds of sampling, that is, time sampling and situation sampling.Now first, time sampling. Time sampling means that researchers choose various time intervals for their observation. Intervals may be selected systematically or randomly. Suppose we want to observe students' classroom behaviour. Then in systematic time sampling, our observations might be made during five 20-minute periods, beginning every hour. The first observation period could begin at 9 am, the second at 10 am and so forth. [3]However, in random sampling, these five 20-minute periods may be distributed randomly over the course of the day. That is to say, intervals between observation periods could vary—some longer others shorter. One point I'd like to make is systematic and random time sampling are not always used in isolation. They are often combined in studies. For example, while observation intervals are scheduled systematically, observations within an interval are made at random times. That means the researcher might decide to observe only during 15-second intervals that are randomly distributed within each 20-minute period.[4]Now let's come to situation sampling. Then, what is situation sampling? It involves studying behaviour in different locations and under different circumstances and conditions. By sampling as many different situations as possible researchers can reduce the chance that their observation results will be peculiar to a certain set of circumstances and conditions. [5]Why? Because people or for that manner animals do not behave in exactly the same way across all situations. For example, children do not always behave the same way with one parent as they do with the other parent, and animals do not behave the same way in zoos as they do in the wild.[6]So, by sampling different situations, a researcher can make more objective observations than he would in only a specific situation.[7]Having discussed ways to sample behaviour in research, we are now moving onto another issue, that is, what researchers should do to record behaviour as it occurs, that is whether researchers are active or passive in recording behaviour. This refers to the methods ofobservation. Observational methods can be classified as “observation with intervention” or “observation without intervention”. Observation with intervention can be made in at least two ways, participant observation and field experiment. In participant observation, observers, that is researchers, play a dual role: They observe people's behaviour and they participate actively in the situation they are observing. If individuals who are being observed know that the observer is present to collect information about their behaviour, this is undisguised participant observation. But in disguised participant observation, those who are being observed do not know that they are being observed.[8]Another method of observation with intervention is field experiment. What is a field experiment? When an observer controls one or more conditions in a natural setting in order to determine the effect on behaviour, this procedure is called field experiment. The field experiment represents the most extreme form of intervention in observational methods. The essential difference between field experiments and other observational methods is that researchers have more control in field experiments.Now let's take a look at observation without intervention. [9]Observation without intervention is also called naturalistic observation because its main purpose is to describe behaviour as it normally occurs, that is, in a natural setting, [10] without any attempt by the observer to intervene. An observer using this method of observation acts as a passive recorder of what occurs. The events occur naturally and are not controlled by the observer.OK, in today's lecture, we have focused on how to make decisions of sampling before beginning our observation, and what we can do during observation. I hope what we've discussed will help you in your future research design.。