专八听力minilecture真题及答案

1、2015英语专业八级听力第一部分MINI-LECTURELISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREUnderstandingAcademicLecturesListeningtoacademiclecturesisanimportanttaskfrouniversitystudents.Then,howcanwecomprehendalectureefficiently?Understandall(1)words(2)-stress-intonation-A. Addinginformationlecturers:sharinginformationw

2、ithaudiencelisteners:(4)sourcesofinformation-knowledgeof(5)-(6)oftheworldlisteninginvolvingthreesteps:-hearing-addingI. (8)A. reasons:-overcomenoise-savetime(9)-content-organizationII. EvaluatingwhilelisteningA. helpstodecidethe(10)ofnoteshelpstorememberinformation答案：1.partsofmeanings2.sound/vocalfe

3、atures3.rhythm4.absorbing5.subject6.experiencereinterpreting8.prediction9.whattolisten10.Importance20152014ANSWERSHEET1(TEM8)PARTILISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREHowtoReduceStressLifeisfullofthingsthatcauseusstress.Thoughwemaynotlikestress,wehavetolivewithit.I.DefinitionofstressA.(1)reacti

4、on(1)physicali.e.forceexertedbetweentwotouchingbodiesB.humanreactioni.e.responseto(2)onsomeone(2)ademande.g.increaseinbreathing,heartrate,(3)(3)bloodpressureormuscletensionII.(4)positivestresswhereitoccurs:Christmas,wedding,(5)(4)Categoryof(5)ajobstressA.B.negativestresswhereitoccurs:test-takingsitu

5、ations,friend'sdeathIII.WaystocopewithstressA.recognitionofstresssignalsmonitorfor(6)ofstress(6)signalsfindwaystoprotectoneselfB.attentiontobodydemandeffectof(7)(7)exerciseandnutritionC.planningandactingappropriatelyreasonforplanning(8)ofplanning(8)resultD.learningto(9)(9)accepte.g.delaycausedby

6、trafficE.pacingactivitiesmanageabletask(10)(10)reasonablespeed2013SECTIONAMINI-LECTUREWhatDoActiveLearnersDo?Therearedifferencebetweenactivelearningandpassivelearning.Characteristicsofactivelearners:i. readingwithpurposesbeforereading:settinggoalswhilereading:(1)(2)rmation

7、processing,e.g.-connectionsbetweentheknownandthenewinformation-identificationof(3)concepts-judgmentonthevalueof(4).A. activeinlisteningwaysofnote-taking:(5).A. beforenote-taking:listeningandthinkingbeingabletogetassistancereason1:knowingcomprehensionproblemsbecauseof(6)Reason2:beingabletopredictstud

8、ydifficultiesbeingabletoquestioninformationquestionwhattheyreadorhearevaluateand(7).Lastcharacteristicattitudetowardresponsibility-activelearners:accept-passivelearners:(8)attitudetoward-activelearners:evaluateandchangebehaviour-passivelearners:nochangeinapproachRelationshipbetweenskillandwill:willi

9、smoreimportantin(10).Lackofwillleadstodifficultyincollegelearning.参考答案：checkingtheirunderstandingreflectiveoninformationincomprehensiblewhatyoureadorganizedmonitoringtheirunderstandingdifferentiateblameperformanceactivelearningSectionAMini-lecture或者1、checkingunderstanding。2、reflective3、puzzling/conf

10、using4、whatisread5、comprehensiveandorganized6、constantunderstandingmonitoring/monitoringtheirunderstanding7、differ8、blameothers9、poorperformance10、schoolwork/studies2012ObservationPeopledoobservationindailylifecontextforsafetyorforproperbehaviour.However,therearedifferencesindailylifeobservationandr

11、esearchobservation.Differencesdailylifeobservation-casual-(1)-dependenceonmemory-researchobservation-(2)-carefulrecordkeepingWaystoselectsamplesinresearchtimesampling-systematic:e.g.fixedintervalseveryhour-random:fixedintervalsbut(3)Systematicsamplingandrandomsamplingareoftenusedincombination.-(4)-d

12、efinition:selectionofdifferentlocations-reason:humans'oranimals'behaviour(acrosscircumstances-(6):moreobjectiveobservationsWaystorecordbehaviour(7)observationwithintervention-participantobservation:researcherasobserverandparticipant-fieldexperiment:research(8)overconditionsobservationwithout

13、intervention-purpose:describingbehaviour(9)-(10):nointervention-researcher:apassiverecorder1:rarelyformalrecords2:systematicobjectivemanner3:variable4:situationsampling5:vary6:advantage7:asitoccurs8:havemorecontrol9:innaturalsetting10:methodInterview2011ClassificationsofCulturesAccordingtoEdwardHall

14、,differentculturesresultindifferentideasabouttheworld.Hallisananthropologist.Heisinterestedinrelationsbetweencultures.I. High-contextcultureA.feature-context:moreimportantthanthemessage-meaning:(1)i.e.moreattentionpaidto(2)thantothemessageitselfB.examples-personalspace-preferencefor(3)-lessrespectfo

15、rprivacy/personalspace-attentionto(4)-conceptoftime-beliefin(5)interpretationoftime-noconcernforpunctuality-nocontrolovertimeLow-contextculturefeature-message:separatefromcontext-meaning:(6)examples-personalspace-desire/respectforindividuality/privacy-lessattentiontobodylanguage-moreconcernfor(7)-at

16、titudetowardtime-conceptoftime:(8)-dislikeof(9)-timeseenascommodityConclusionAwarenessofdifferentculturalassumptions-relevanceinworkandlifee.g.business,negotiation,etc.-(10)insuccessfulcommunicationapartfromthemessage2.whatishappening3.closeness4.bodylanguage5.multiple6.initself7.themessageitself8.p

17、unctualitymeanseverything9.lateness10.accounts1.andsignificance1. thecontext或whatisdoing3.closenesstopeople4.bodylanguage5.polychronic6.initself7. personalspace8.monochrome9.latenessmulticulturalsituation2010ParalinguisticFeaturesofLanguageInface-to-facecommunicationspeakersoftenaltertheirtomesofvoi

18、ceorchangetheirphysicalposturesinordertoconveymessages.Thesemeansarecalledparalinguisticfeaturesoflanguage,whichfallintotwocategories.Firstcategory:vocalparalinguisticfeatures(1):toexpressattitudeorintention(1)1. Exampleswhispering:breathiness:3. (2)nasality:needforsecrecydeepemotionunimportanceanxi

19、ety(2)extralip-rounding:greaterintimacySecondcategory:physicalparalinguisticfeaturesfacialexpressionssmiling:signalofpleasureorwelcomelesscommonexpressionseyebrowraising:surpriseorinterestlipbiting:(4)gesturegesturesarerelatedtoculture.I. Britishcultureshruggingshoulders:(5)scratchinghead:puzzlement

20、otherculturesplacinghanduponheart:(6)pointingatnose:secretproximity,postureandechoingproximity:physicaldistancebetweenspeakerscloseness:intimacyorthreat(7):formalityorabsenceofinterestProximityisperson-,culture-and(8)-specific.(8)posturehunchedshouldersorahanginghead:toindicate(9)(9)directleveleyeco

21、ntact:toexpressanopenorchallengingattitudeechoingdefinition:imitationofsimilarposture(10)(10):aidincommunicationconsciousimitation:mockery1tonesofvoice2huskiness3universalsignal;4thoughtoruncertainty5indifference6honesty7distance;8situation;9mood;10unconsciouslysameposture2009WritingExperimentalRepo

22、rtsContentofanexperimentalreport,e.g.-studysubject/area-studypurpose-1Presentationofanexperimentalreport-providingdetails-regardingreadersas2Structureofanexperimentalreport-feature:highlystructuredand3-sectionsandtheircontent:II. INTRODUCTION4;whyyoudiditMETHODhowyoudiditRESULTwhatyoufoundout5whatyo

23、uthinkitshowsSenseofreadership-6:readeristhemarker-7:readerisanidealized,hypothetical,intelligentpersonwithlittleknowledgeofyourstudy-taskstofulfillinanexperimentalreport:introductiontorelevantareanecessarybackgroundinformationdevelopmentofclearargumentsdefinitionoftechnicaltermsprecisedescriptionof

24、data8Demandsandexpectationsinreportwriting-earlystage:understandingofstudysubject/areaanditsimplicationsbasicgraspofthereport'sformat-laterstage:9onresearchsignificance-thingstoavoidinwritingINTRODUCTION:Inadequatematerial10ofresearchjustificationforthestudyMINI-LECTURE1.Studyresult/findings2.Au

25、dience3.Disciplined4.whatyoudid5.DISCUSSION6.acommonmistake7.inreality8.obtained/thatyouobtained9.attention/foucs/emphasis10.暂无10.A. 2008ThePopularityofEnglishI.PresentstatusofEnglishEnglishasanative/firstlanguageEnglishasalinguafranca:alanguageforcommunicationamongpeoplewhose(1)aredifferent(1)Numbe

26、rofpeoplespeakingEnglishasafirstorasecondlanguage:320-380millionnativespeakers250-(2)millionspeakersofEnglishasasecondlanguage(2)ReasonsforthepopularuseofEnglish(3)reasons(3)thePilgrimFathersbroughtthelanguagetoAmerica;BritishsettlersbroughtthelanguagetoAustralia;Englishwasusedasameansofcontrolin(4)

27、(4)Economicreasonsspreadof(5)(5)languageofcommunicationiiitheinternationalbusinesscommunity(6)ininternationaltravel(6)useofEnglishintravelandtourismsignsinairportslanguageofannouncementlanguageof(7)(7)InformationexchangeuseofEnglishintheacademicworldlanguageof(8)orjournalarticles(8)Popularculturepop

28、musicon(9)(9)filmsfromtheUSAQuestionstothinkaboutstatusofEnglishinthefuture(10)ofdistinctvarietiesofEnglish(10)1.nativelanguage2.3503.Historical4.Imerce6.Boom7.seatravelcommunicationconference9.manyradios10.split2007WhatCanWeLearnfromArt?I.IntroductionDifferencesbetweengeneralhistoryandarthistoryFoc

29、us:generalhistory:(1)arthistory:politicalvalues,emotions,everydaylife,etc.II. SignificanceofstudyMoreinformationandbetterunderstandingofhumansocietyandcivilizationTypesofinformationInformationinhistorybooksis(2)facts,butnoopinionsIII. Informationinarthistoryissubjective(3)andopinionse.g.Spanishpaint

30、er'sworks:misuseofgovernmentalpowerMexicanartists'works:attitudestowardssocialproblemsArtasareflectionofreligiousbeliefsA. Europe:(4)inpicturesinchurchesMiddleEast:picturesofflowersandpatternsinmosques,palacesReason:humanand(5)arenotseenasholyAfricaandthePacificIslands:masks,headdressesandco

31、stumesinspecialceremoniesPurpose:toseekthehelpof(6)toprotectcrops,animalsandpeople.PerceptionsofArtHowpeopleseeartisrelatedtotheirculturalbackground.EuropeansandAmericans-expressionofideasIV. Peopleinotherplacespartofeverydaylife(8)useArtasareflectionofsocialchangesA. Causeofchanges:(9)ofdifferentcu

32、ltures.Changestribalpeople:effectsof(10)onartformsEuropeanartists:influenceofAfricantraditionalartintheirworksAmericanandCanadianartists:studyofJapanesepainting2006MeaninginliteratineInreadingliteraryworks,weareconcernedwiththe"meaning"ofoneliterarypieceoranother.However,findingoutwhatsome

33、thingreallymeansisadifficultissue.Therearethreewaystotacklemeaninginliterature.2) Meaningiswhatintendedby(1)isApartfromreadinganauthor'sworkinquestion,readersneedto1)read(2)bythesameauthor;getfamiliarwith(3)atthetime;gettoknowculturalvaluesandsymbolsofthetime.I. Meaningexists"in"thetex

34、titself.1) somepeople'sview:meaningisproducedbytheformalpropertiesofthetextlike(4),etc.speaker'sview:meaningiscreatedbybothconventionsofmeaningand(5)Therefore,agreementonmeaningcouldbecreatedbycommontraditionsandconventionsofusage.Butdifferenttimeperiodsanddifferent(6)perspectivescouldleadto

35、differentinterpretationsofmeaninginatext.IIIMeaningiscreatedby(7)meaningis(8)meaningiscontextual;meaningrequires(9)practicingcompetencyinreadingpracticingothercompetenciesbackgroundresearch.in(10),etc.4. 7页：听力原文3SectionAMini-lecturel.theauthor2.otherworks3.literarytrendsgrammar,dictionorusesofimagec

36、ulturalcodesculturalthereadersocialreadercompetencysocialstructure,traditionsofwritingorpoliticalculturalinfluences,etc.2012ObservingBehaviourGoodmorning,everyone.Todaywewilllookathowtoobservebehaviourinresearch.Perhapsyouwouldsayitiseasyandthereisnothingextraordinary.Yes,youmayberight.Allofusobserv

37、ebehavioureveryday.Forexample,whentravelinginanothercountry,wecanavoidembarrassmentbyobservinghowpeoplebehaveinthatculture.Andfailingtobeobservingwhilewalkingordrivingcanbelife-threatening.Welearnbyobservingpeople'sbehaviour.Researcherstoorelyontheirobservationstolearnaboutbehaviour,butthereared

38、ifferences.Forinstance,whenweobservecasually,wemaynotbeawareoffactorsthatbiasourobservations,and,1andwhenwerarelykeepformalrecordsofourobservations.Instead,werelyonourmemoryofevents.2Observationsinresearchontheotherhandaremadeunderpreciselydefinedconditions,thatis,inasystematicandobjectivemanner,and

39、withcarefulrecordkeeping.Thenhowarewegoingtoconductobservationsinourresearchstudies,andwhatdoweneedtodoinordertomakeascientificandobjectiveobservation?Now,asyouremember,theprimarygoalofobservationistodescribebehaviour,butitisinrealityimpossibletoobserveanddescribeallofaperson'sbehaviour.Sowehave

40、torelyonobservingsamplesofpeople'sbehaviour.Doingso,wemustdecidewhetherthesamplesrepresentpeople'susualbehaviour.Thus,wewillfirsttakeabrieflookathowresearchersselectsamplesofbehaviour.Beforeconductinganobservationalstudy,researchersmustmakeanumberofimportantdecisions,that'saboutwhenandwh

41、ereobservationswillbemade.AsI'vesaidbefore,theresearchercannotobserveallbehaviour.Onlycertainbehavioursoccurringatparticulartimes,inspecificsettingscanbeobserved.Inotherwords,behaviourmustbesampled.Inthislecture,Iwillbrieflyintroducetwokindsofsampling,thatis,timesamplingandsituationsampling.Nowf

42、irst,timesampling.Timesamplingmeansthatresearcherschoosevarioustimeintervalsfortheirobservation.Intervalsmaybeselectedsystematicallyorrandomly.Supposewewanttoobservestudents'classroombehaviour.Theninsystematictimesampling,ourobservationsmightbemadeduringfive20-minuteperiods,beginningeveryhour.Th

43、efirstobservationperiodcouldbeginat9am,thesecondat10amandsoforth.3However,inrandomsampling,thesefive20-minuteperiodsmaybedistributedrandomlyoverthecourseoftheday.Thatistosay,intervalsbetweenobservationperiodscouldvarysomelongerothersshorter.OnepointI'dliketomakeissystematicandrandomtimesamplinga

44、renotalwaysusedinisolation.Theyareoftencombinedinstudies.Forexample,whileobservationintervalsarescheduledsystematically,observationswithinanintervalaremadeatrandomtimes.Thatmeanstheresearchermightdecidetoobserveonlyduring15-secondintervalsthatarerandomlydistributedwithineach20-minuteperiod.4Nowlet&#

45、39;scometosituationsampling.Then,whatissituationsampling?Itinvolvesstudyingbehaviourindifferentlocationsandunderdifferentcircumstancesandconditions.Bysamplingasmanydifferentsituationsaspossibleresearcherscanreducethechancethattheirobservationresultswillbepeculiartoacertainsetofcircumstancesandcondit

46、ions.5Why?Becausepeopleorforthatmanneranimalsdonotbehaveinexactlythesamewayacrossallsituations.Forexample,childrendonotalwaysbehavethesamewaywithoneparentastheydowiththeotherparent,andanimalsdonotbehavethesamewayinzoosastheydointhewild.6So,bysamplingdifferentsituations,aresearchercanmakemoreobjectiv

47、eobservationsthanhewouldinonlyaspecificsituation.Havingdiscussedwaystosamplebehaviourinresearch,wearenowmovingontoanotherissue,thatis,whatresearchersshoulddotorecordbehaviourasitoccurs,thatiswhetherresearchersareactiveorpassiveinrecordingbehaviour.Thisreferstothemethodsofobservation.Observationalmethodscanbecla