专八听力minilecture真题及答案

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1、-2015英语专业八级听力第一局部MINI-LECTURELISTENING PREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students.Then, how can we prehend a lecture efficientlyI. Understand all (1) _A. wordsB. (2) _-stress-intonation-(3) _ II. Adding i

2、nformationA. lecturers: sharing information with audienceB. listeners: (4) _C. sources of information-knowledge of (5) _-(6) _ of the world D. listening involving three steps: -hearing-(7) _-addingIII. (8) _A. reasons:-overe noise-save time B. (9) _ -content -organization IV. Evaluating while listen

3、ingA. helps to decide the (10) _ of notesB. helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. e*perience 7. reinterpreting 8. prediction 9. what to listen 10. Importance20152014ANSWER SHEET 1 (TEM8) PART I LISTENING PREHENSION SECTION A

4、 MINI-LECTURE How to Reduce Stress Life is full of things that cause us stress. Though we may not like stress, we have to live with it. I. Definition of stress A. (1) reaction (1) physical i.e. force e*erted between two touching bodies B. human reaction i.e. response to (2) on someone (2) a demand e

5、.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, friends death III. Ways to cope with stress A. recognition

6、of stress signals monitor for (6) of stress (6) signals find ways to protect oneself B. attention to body demand effect of (7) (7) e*ercise and nutrition C. planning and acting appropriately reason for planning (8) of planning (8) result D. learning to (9) (9) accept e.g. delay caused by traffic E.

7、pacing activities manageable task (10) (10) reasonable speed 2013SECTION A MINI-LECTUREWhat Do Active Learners DoThere 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)

8、 _ 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 g

9、et assistanceA. reason 1: knowing prehension 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-

10、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. re

11、flective on information3. inprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture或者1、checking understanding。2、reflective3、puzzling/confusing4、what is read5、prehensive and organized6、constant understandi

12、ng monitoring/monitoring their understanding7、differ8、blame others9、poor performance10、school work/studies2012 Observation People do observation in daily life conte*t for safety or for proper behaviour. However, there are differences in daily life observation and research observation. Differences- d

13、aily life observation -casual -(1) _ -dependence on memory - research observation - (2) _ - careful record keeping B. Ways to select samples in research - time sampling - systematic: e.g. fi*ed intervals every hour - random: fi*ed intervals but (3) _ Systematic sampling and random sampling are often

14、 used in bination. - (4) _ - definition: selection of different locations - reason: humans or animals behaviour (5) _ across circumstances - (6) _: more objective observations C. Ways to record behaviour (7) _ - observation with intervention - participant observation: researcher as observer and part

15、icipant - field e*periment: 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

16、7: as it occurs 8: have more control 9: in natural setting 10: method Interview2011 Classifications of Cultures According 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-conte*t culture A

17、. feature - conte*t: more important than the message - meaning: (1)_ i.e. more attention paid to (2) _ than to the message itself B. e*amples - personal space - preference for (3)_ - less respect for privacy / personal space - attention to (4)_ - concept of time - belief in (5)_ interpretation of ti

18、me - no concern for punctuality - no control over time II. Low-conte*t culture A. feature - message: separate from conte*t - meaning: (6)_ B. e*amples - personal space - desire / respect for individuality / privacy - less attention to body language - more concern for (7)_ - attitude toward time - co

19、ncept of time: (8)_ - dislike of (9)_ - time seen as modity III. Conclusion Awareness of different cultural assumptions - relevance in work and life e.g. business, negotiation, etc. - (10)_ in successful munication1.apart from the message 2.what is happening 3.closeness 4.body language 5.multiple 6.

20、in itself 7.the message itself 8.punctuality means everything 9.lateness 10.accounts 1. and significance 2. the conte*t 或 what is doing 3. closeness to people 4. body language 5. polychronic 6. in itself 7. personal space 8. monochrome 9. lateness 10. multicultural situation 2010Paralinguistic Featu

21、res of LanguageIn face-to-face munication 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 e*press

22、attitude or intention (1)_E*amples1. whispering: need for secrecy2. breathiness: deep emotion3. (2)_: unimportance (2)_4. nasality: an*iety5. e*tra lip-rounding: greater intimacySecond category: physical paralinguistic featuresfacial e*pressions(3)_ (3)_- smiling: signal of pleasure or weleless mon

23、e*pressions- 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: secretpro*imity, posture and echoingpro*i

24、mity: physical distance between speakers- closeness: intimacy or threat- (7)_: formality or absence of interest (7)_Pro*imity is person-, culture- and (8)_ -specific. (8)_posture- hunched shoulders or a hanging head: to indicate(9)_ (9)_- direct level eye contact: to e*press an open or challenging a

25、ttitudeechoing- definition: imitation of similar posture- (10)_: aid in munication (10)_- conscious imitation: mockery1 tones of voice 2 huskiness 3 universal signal。 4 thought or uncertainty 5 indifference 6 honesty 7 distance。 8 situation。 9 mood。 10 unconsciously same posture2009Writing E*perimen

26、tal ReportsI. Content of an e*perimental report, e.g.- study subject/ area- study purpose- _1_II. Presentation of an e*perimental report- providing details- regarding readers as _2_III. Structure of an e*perimental report- feature: highly structured and _3_- sections and their content:INTRODUCTION _

27、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 e*perimental report:introduction to

28、 relevant areanecessary background informationdevelopment of clear argumentsdefinition of technical termsprecise description of data _8_V. Demands and e*pectations in report writing- early stage:understanding of study subject/area and its implications basic grasp of the reports format- later stage:

29、_9_ on research significance- things to avoid in writing INTRODUCTION:Inadequate material _10_ of research justification for the studyMINI-LECTURE 1. Study result/ findings 2. Audience 3. Disciplined 4. what you did 5. DISCUSSION 6. a mon mistake 7. in reality 8. obtained / that you obtained 9. atte

30、ntion / 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 munication among peoplewhose (1)_ are different (1)_C. Number of people speaking English as a first or a second language: 320-3

31、80 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 i

32、n (4)_ (4)_B. Economic reasons spread of (5) _ (5)_ language of munication iii the international business munityC. (6)_ in international travel (6)_ use of English in travel and tourism signs in airports language of announcement language of (7) _ (7)_D. Information e*change use of English in the aca

33、demic 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 language 2. 350 3. Historical 4. India 5. merce 6. Boom 7. sea tr

34、avel munication 8. conference 9. many radios 10. split2007What Can We Learn from ArtI. Introduction A. Differences between general history and art history Focus: general history: (1)_ art history: political values, emotions, everyday life, etc. B. Significance of study More information and better un

35、derstanding of human society and civilizationII. Types of information A. Information in history books is (2)_ facts, but no opinions B. Information in art history is subjective (3)_ and opinions e.g. Spanish painters works: misuse of governmental power Me*ican artists works: attitudes towards social

36、 problemsIII. Art as a reflection of religious beliefs A. Europe: (4)_ in pictures in churches B. Middle East: pictures of flowers and patterns in mosques, palaces Reason: human and (5)_ are not seen as holy C. Africa and the Pacific Islands: masks, headdresses and costumes in special ceremonies Pur

37、pose: to seek the help of (6)_ to protect crops, animals and people.IV. Perceptions of Art How people see art is related to their cultural background. A. Europeans and Americans (7)_ e*pression of ideas B. People in other places part of everyday life (8)_ useV. Art as a reflection of social changes

38、A. 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

39、 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) _ is Apart from reading an authors work in question, readers need to1 )read (2) _ by the s

40、ame author。 2) get familiar with (3) _ at the time。 3) get to know cultural values and symbols of the time.II. Meaning e*ists in the te*t itself.1) some peoples view: meaning is produced by the formal properties of the te*t like (4) _ , etc. 2) speakers view: meaning is created by both conventions o

41、f meaning and (5)_ Therefore, agreement on meaning could be created by mon traditions and conventions of usage. But different time periods and different (6) _ perspectives could lead to different interpretations of meaning in a te*t. III Meaning is created by (7) _ 1) meaning is (8) _ 2) meaning is

42、conte*tual。3) meaning requires (9)_ practicing petency in readingpracticing other petenciesbackground research. in (10) _, etc.7 页：听力原文3Section A Mini-lecture1.the author 2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader petency10.

43、 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 e*traordinary. Yes, you may be right. All of us observe beha

44、viour every day. For e*ample, 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 peoples behaviour. Researchers too rely on their observations

45、 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. 2Observations in research on the other

46、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 remem

47、ber, the primary goal of observation is to describe behaviour, but it is in reality impossible to observe and describe all of a persons behaviour. So we have to rely on observing samples of peoples behaviour. Doing so, we must decide whether the samples represent peoples usual behaviour. Thus, we wi

48、ll 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, thats about when and where observations will be made. As Ive said before, the researcher cannot observe all behaviour. Only cert

49、ain 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 researcher

50、s 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 observ

51、ation period could begin at 9 am, the second at 10 am and so forth. 3However, 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 varysome longer others shorter. One point Id like to make

52、 is systematic and random time sampling are not always used in isolation. They are often bined in studies. For e*ample, 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

53、-second intervals that are randomly distributed within each 20-minute period. 4Now lets e 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 possib

54、le researchers can reduce the chance that their observation results will be peculiar to a certain set of circumstances and conditions. 5Why Because people or for that manner animals do not behave in e*actly the same way across all situations. For e*ample, children do not always behave the same way w

55、ith 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. 6So, by sampling different situations, a researcher can make more objective observations than he would in only a specific situation. 7Having 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 wheth