专八听力minilecture真题及答案

1、2021英语专业八级听力第一局部 MINI-LECTURELISTENING COMPREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students.Then, how can we comprehend a lecture efficiently?I. Understand all (1)A. wordsB. (2)-stress-intonation-II. Adding info

2、rmationA. lecturers: sharing information with audienceB. listeners: (4)C. sources of information-knowledge of (5)-(6)of the worldD. listening involving three steps:-hearing-addingIII. (8)A. reasons:-overcome noise-save timeB.(9)-content-organizationIV. Evaluating while listeningA. helps to decide th

3、e (10)of notesB. helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. experience7. reinterpreting 8. prediction 9. what to listen 10. Importance20212021ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce

4、 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.reaction(1)physicali.e.force exerted between two touching bodies B. human reactioni.e. response to (2) increase in breathing, heart rate, (3) muscle tensionon someone(

5、2)a demandblood pressuree.g.or11. (4)positive stresswhere it occurs: Christmas, wedding, (5) negative stress where it occurs: test- taking situations, friend recognition of stress signals(4) Category of(5) a jobstress A.B.s death III. Ways to cope with stress A.monitor for (6)of stress(6)signals fin

6、dways to protect oneself B. attention to body demand effect of (7)(7) exercise and nutritionacting appropriately(8)result reason for planningD. learning to (9) (8)C. planning and of planning (9) accept e.g. delay caused by traffic E. pacing activities manageable task-(10)(10) reasonablespeed2021SECT

7、ION 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.- - connectio

8、ns 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. Re

9、ason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and .VI. Last characteristicA. attitude toward responsibility- active learners: accept-passive learners: (8)B. attitude toward (9)- active learners: evaluate and change

10、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 thei

11、r understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture或者1、checking understanding.2、 reflective3、 puzzling/confusing4、 what is read5、 comprehensive and organized6、 constant understanding monitoring/monitoring their understanding7、 differ8、 blame others9、 poor p

12、erformance10、 school work/studies2021ObservationPeople do observation in daily life context for safety or for proper behaviour. However, there are differences in daily life observation and research observation.Differencesdaily life observation-casual-dependence on memory- - research observation- -(2

13、)- -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 

14、9; or animals ' behaviour (5)cross 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- -p

15、urpose: 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 Interview2021Classifications o

16、f CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures.1. High-context culture A. feature-context: more important than the message-meaning: (1)i.e. more attention paid to (2)than to t

17、he 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-meanin

18、g: (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

19、 life e.g. business, negotiation, etc.-(10)in successful communication1. apart from the message 2.what is happening 3.closeness 4.body language 5.multiple6.in itself 7.the message itself 8.punctuality means everything 9.lateness 10.accounts1. and significance2. the context 或 what is doing 3. closene

20、ss to people 4. body language 5. polychronic 6. in itself7. personal space 8. monochrome 9. lateness10. multicultural situation2021Paralinguistic Features of LanguageIn face-to-face communication speakers often alter their tomes of voice or change their physical postures in order to convey messages.

21、 These means are called paralinguistic features of language, which fall into two categories.First category: vocal paralinguistic featuresExamples1. whispering:2. breathiness: to express attitude or intention(1)3. (2)4. nasality:need for secrecy deep emotion unimportance anxiety(2)5. extra lip-roundi

22、ng: greater intimacySecond category: physical paralinguistic features facial expressions smiling: signal of pleasure or welcome less common expressionseye brow raising: surprise or interestlip biting: (4)gesturegestures are related to culture.British cultureshrugging shoulders: (5) scratching head:

23、puzzlementother culturesplacing hand upon heart:(6) pointing at nose: secret proximity, posture and echoing proximity: physical distance between speakers closeness: intimacy or threat : formality or absence of interest(3)(4)(6)Proximity is person-, culture- and (8)-specific. (8) posturehunched shoul

24、ders or a hanging head: to indicate(9)(9)direct level eye contact: to express an open or challenging attitude echoingdefinition: imitation of similar posture(10)(10): aid in communicationconscious imitation: mockery1 tones of voice 2 huskiness 3 universal signal . 4 thought or uncertainty 5 indiffer

25、ence 6 honesty7 distance.8 situation .9 mood .10 unconsciously same posture2021Writing Experimental ReportsI. Content of an experimental report, e.g.- -study subject/ area- - study purpose- 1II. Presentation of an experimental report- providing details-regarding readers as 2III. Structure of an expe

26、rimental report-feature: highly structured and 3-sections and their content:INTRODUCTION 4 . why you did itMETHOD how you did itRESULT what you found out5 what you think it showsIV. Sense of readership- -6: reader is the marker- -7: reader is an idealized, hypothetical, intelligent person with littl

27、e 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 8V. Demands and expectations in report writingVI. early stage:understanding of s

28、tudy subject/area and its implicationsbasic grasp of the report's formatVII. later stage:9 on research significance-things to avoid in writing INTRODUCTION:Inadequate material10 of research justification for the studyMINI-LECTURE1. Study result/ findings 2. Audience 3. Disciplined 4. what you di

29、d 5. DISCUSSION 6. a common mistake 7. in reality 8. obtained / that you obtained 9. attention / foucs / emphasis 10. 暂无10.2021The Popularity of EnglishI. Present status of EnglishA. English as a native/first languageB. English as a lingua franca: a language for communication among people whose are

30、differentC. 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)11. Reasons for the popular use of EnglishA. (3)reasons(3)- the Pilgrim Fathers brought the language to America .- British settler

31、s 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 announ

32、cement- 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)一films from the USA111. Questions to think aboutA. status of English in the futureB. (10)of distinct varieties of English(10)1. native l

33、anguage 2. 350 3. Historical 4. India 5. commerce 6. Boom 7. sea travel communication8. conference 9. many radios 10. split2007What Can We Learn from Art?I. IntroductionA. Differences between general history and art historyFocus:-general history: (1)art history: political values, emotions, everyday

34、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 gove

35、rnmental powerMexican 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:

36、 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 lif

37、e(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 literatineI

38、n 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

39、work in question, readers need to1) )read (2)by the same author o2) get familiar with (3)at the time .3) get to know cultural values and symbols of the time.11. Meaning exists "in" the text itself.1) some people's view: meaning is produced by the formal properties of the text like (4),

40、 etc.2) speaker's view: meaning is created by both conventions of meaning and 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 differentinterpretations of meaning in a text.III

41、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-lecturel.the author2.other works3.literary trends4 .grammar,diction or uses of image5 .c

42、ultural codes6 .cultural7 .the reader8.social9 .reader competency10 . social structure, traditions of writing or political cultural influences, etc.2021Observing BehaviourGood morning, everyone. Today we will look at how to observe behaviour in research. Perhaps you would say it is easy and there is

43、 nothing extraordinary. Yes, you may be right. All of us observe behaviour every day. For example, when traveling in another country, we can avoid embarrassment by observing how people behave in that culture. And failing to be observing while walking or driving can be life-threatening.We learn by ob

44、serving 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

45、, we rely on our memory of events. 2Observations 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

46、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 s

47、o, 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 observat

48、ions 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, t

49、ime 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

50、, 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. 3However, in random sampling, these five 20-minute periods may be distributed randomly over the course of the day. That is to say,

51、 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, observation

52、s 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.4Now let's come to situation sampling. Then, what is situation sampling? It involves studying behaviour in d

53、ifferent 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. 5Why? Because people or for that manner animal

54、s 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. 6So, by sampling different situations, a researcher can make

55、 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 whether researchers are active or passive in recording behaviour. This refers to the methods of observation. Observational method