2021年英语专八听力真题和原文答案

2021年英语专八听力真题和原文答案PARTILISTENINGCOMPREHENSION[25MIN]2021英语专八真

题音频.mp3SECTIONAMINI-LECTUREInthissection,youwillhearamini-lecture.YouwillhearthelectureONCEONLY.Whilelistening,pleasecompletethegap-fullingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWORDSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornotetaking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.Nowlistentothemini-lecture.Whenitisover,youwillbegivenTHREEminutestocheckyourwork.CurrentChallengesConfrontingU.S.HigherEducationThefirstChallenge:forceofthemarketplaceCurrentsituation:Presenceofthemarketplaceas(1) extremalforceGovernmentsupport:(2) Publicinstitutionaskingforlessgovernment(3) e.g.,newlegislationtoprovide(4) •Results:Higherinstitutionalprioritiesgivento(5) becauseoftheir(6) Waystogeneratemoremoneyforinstitutionscreatingnewprograms,e.g.,(7) addingnewunitsfocusingongenerating(8) building(9) Implicationsincreasingfocuson(10) inacademicresearchhighertuitionfeesforstudentsUniversityadministratorshavetorespondtothemarketplace.Thesecondchallenge:equalityin(11) lPostWarmassificationofU.S.highereducation:-(12)―•Reasons:Low(13) ofracialandethnicminoritiesInabilityoflow-incomeindividualsto(14) Governmentrole:-Mediatingthenegativeeffectsofcompetitioninorderto(15) ⑺ ⑼ SectionBInterviewThisistheendofPartTwooftheinterview.Questions6to10arebasedonwhatyouhavejustheard.Question6,whatdidMaureenthinkaboutsocializingwithwriters?Question7,whatwasMaureen'sviewaboutacommunityforpoets?Question8,whydidhersectionshaveconcludingstanzas?Question9,whatdidMaureenthinkaboutherwayofpoetryreading?Question10,whatistheinterviewmainlyabout?ThisistheendofPartOneoftheinterview.Questions1to5arebasedonwhatyouhavejustheard.Question1,whatisMaureenMcLean,accordingtotheinterviewer?Question2,whendidMaureenfirstbegintoreadpoetry?Question3,whowerethemostimportantteacherstoMaureen?Question4,whichofthefollowingdidMaureenfeelmorestronglyaboutwhenshereturnedtoteachatHarvard?Question5,whydidMaureenbringrecordingstoclass?答案解析和原文1、MINI-LECTURE录音原文CurrentChallengesConfrontingU.S.HigherEducationGoodmorning,everyone.Inourlastlecture,wediscussedchallengesthatfaceuniversitiesandcollegesworldwide.Today,we'lltakeaspeciallookatU.S.highereducationandseewhatchallengesU.S.highereducationisfacing.OK,let'sgetstarted.Thefirstchallengeweareexaminingintoday'slectureistheforceofthemarketplaceonhighereducation.Manypeoplebelievethatthemarketplacehasovertakenstategovernmentasthedominantexternalforce,shapingandreshapingAmericanhighereducation,evenforpubliccollegesanduniversities.Youmayask,whyisitso?Well,asisalwaysthecase,governmentsupportisnotkeepingpacewitheducationalexpenditures.So,inmanywaysthemarketishavingmorebearingonhighereducationthangovernment.Inordertocreatemoreflexibility,manypubliccollegesanduniversitiesarenowaskingforlessgovernmentregulationandsupervision.Insomeinstances,theyareevenaskingforlessstatemoneyinreturnformoreautonomy.And,theirargumentisthatthecurrentstructuresandaccountabilityrequirementshavehinderedtheircapacitytobeeffectiveandefficient.Theabilitytosettheirowntuitionfeesandsecurefreedomfromstatepoliciesandregulationsinareas,suchaspurchasingandbuilding,representjustsomeoftheadditionalautonomythatpublicinstitutionsareseeking.Andmanyarepressingfornewlegislationtoprovidethisfreedomthrougharangeofinnovations,includingpubliccorporations,chartercolleges,stateenterprisestatusandperformancecontracts.So,whatistheresultoftheseefforts?Well,theresultisthatactivitiesandresearchincertainfieldsanddisciplines,forexample,engineering,appliednaturalscienceandagriculturalsciencebecomehigherinstitutionalprioritiesbecausetheyhavestrongermarketvaluethanotherprogramssuchashumanitiesdo.So,whathashappenedisthatinstitutionscreatenewprograms,alteracademiccalendarsandpursuedifferentfinancialaidpoliciestocapturemoreandbetterstudents,inparticularthosewhocanaffordtopayhightuition.Forinstance,executiveMBAprogramsareincreasinglypopular.Also,institutionsseekcontractsandpartnershipagreementsandenhanceresearchprogramswithpracticalapplicationsthathavelargefinancialpayouts.Inordertodoso,theyarechangingtheirinstitutionalstructures.Andhowdotheydoit?Letmetellyou,institutionswouldaddnewunitsthatfocusongeneratingexternalgrantsandbringingnewtechnologytomarket.Theywouldbuildconferencecentersandcreateforprofitsubsidiaries.Allofthesearedonetogeneratemorerevenueforinstitutions.Whataretheimplicationsofthis?Well,theimplicationsarethatacademicresearchisincreasinglyfocusedonmarketableknowledge.Entrepreneurialprioritiesaretakingprecedence,servicesarebeingoutsourced,andstudentsarecarryinganincreasingburdentopayhighertuitionfeesfortheireducation.Thenhowdouniversityadministratorsviewthistrend?Thatis,themarketplaceisshowingstrongerimpactonhowinstitutionsarerun.Infact,universityadministratorsseelittleoptionexcepttorespondtothemarketplace.Thereasonisiftheirinstitutiondoesnotreacteffectively,itwillnothavethenecessaryresourcestoofferhighqualityanddiverseacademicprograms.Institutionsunabletocompetemayfacehardcircumstancesbecausegovernmentsupportcontinuestofall,studentsbecomebetterinformedconsumersandadvancesintechnologyalsowidenthenumberandreachofcompetitors.Inturn,theabilitytocompeteforstudents,resources,facultyandprestigebecomesadrivingstrategicforce.Atitsextreme,competitioncanovertakemoretraditionalacademicvalues.However,thedownsideofpursuingmarketgoalswithoutappropriatelybalancingthemagainstthepublicgoodis,isthatinstitutionswillnolongerbeabletofulfilltheirsocialresponsibilitytoproducewell-educatedcitizensandfacethethreatoflosingtheirprivilegedplaceinsocietyastheyresemblemorecloselyothermarketdrivenorganizations.Now,let'smoveontothesecondchallengefacingU.S.highereducation,thatisthetensionbetweencompetitionandequalityinadmissionsdecisions.SinceWorldWarTwo,U.S.highereducationhasbeenengagedinaprocessofmassification,thatisexpandingtoservestudentsfromallwalksoflife.Motivatingthiseffortisawidespreadbeliefinthepowerofeducationtocreatesocialandeconomicmobility,andabeliefinthemoralityandsocialvalueofmakinghighereducationaccessibletoeveryone.Researchdatabearoutpublicperceptions.Whenyoungpeoplefromlow-incomebackgroundscompleteabachelor'sdegree.Theirincomeandemploymentcharacteristicsaftergraduationareequivalenttotheirpeersfrommoreaffluentbackgrounds.So,educationcantrulybethegreatequalizer.Althoughthereiswidespreadpublicfaithinthevalueofhighereducation,theprogressofmassificationhasbeenslowanduneven.Andwhyisitslowanduneven?Well,one,highereducationdidnotadmitsignificantnumbersofracialandethnicminoritiesuntilafterthecivilrightsofthe1960sforcedchange.Second,despitesignificantexpendituresonfinancialaid,minorityandlow-incomeindividualsarestilllesslikelytoattendcollegethanwhitesorstudentsfrommiddleandupper-incomefamilies.Althoughaccessgapshavenowadaysnarrowedsomewhat,largegapsremainbetweencompletionrates.Low-incomestudentscometocollegelesspreparedandmustbalanceacademicdemandswithworkandfamilyresponsibilities.Findingwaystoincreasetheenrollmentratesoflow-incomestudentsandencouragetheirsuccessonceenrolledaretwoofthemostimportantproblemsfacingAmericanhighereducation.OneofthechallengestomeetthesegoalsisthattheycanconflictwiththeothercentraltenetsofAmericanhighereducation,thatis,marketcompetitionandresistancetogovernmentcontrol.AsIsaidbefore,forexample,institutionalcompetitionforthemostacademicallytalentedstudentsislikelytoencourageincreaseduseoftuitiondiscountingforstudentswhohavenofinancialneed.Andthiscoulddivertresourcesawayfromlow-incomestudentswhoneedfinancialaid.Similarly,institutionsmayseektodistinguishthemselvesintheacademicmarketplacebybecomingmoreselectiveinadmissionsdecisions,thusreducingthenumberoflow-incomestudentsadmitted.However,aprimaryroleofgovernmentistomediatethepotentiallynegativeeffectsofcompetitionbyinsistingthatinstitutionsadheretotheirmissions,andthatinstitutionsprovideneed-basedfinancialassistancetostudents.So,aconstantpreoccupationofAmericanhighereducationisthistensionbetweenthecompetitive,ambitiousnatureofinstitutionsandtheinterestsofgovernmentinpromotingimportantpublicgoals,primaryamongthem,broadaccessandwidespreadsuccessforallstudents.OK,fortoday'slecture,wehavebrieflydiscussedsomeofthemajorchallengesfacingU.S.highereducation,suchastheimpactofthemarketplaceoninstitutionsandthetensionbetweencompetitionandpromotingpublicgoals.2、MINI-LECTURE答案解析1.dominant/prevailing/governing等解析：美国高等教育所面临的两大挑战之一便是市场的力量。不少人人甚至认为市场已替代政府成为主导高等教育的力量。原文线索：Manypeoplebelievethatthemarketplacehasovertakenstategovernmentasthedominantexternalforce...所以我们应该填dominant，或者近义词prevailing、governing等，另外也要注意这些近义词与force的搭配合适。2.insufficient/notenough/inadequate解析：市场力量逐渐占主导也就意味着政府支持的不足。原文线索：…governmentsupportisnotkeepingpacewitheducationalexpenditures.So,inmanywaysthemarketishavingmorebearingonhighereducationthangovernment.政府的支持的不足，也就将大学的更多经费来源交给了市场去弥补。可以填写insufficient、notenough、inadequate等。regulationandsupervision或supervisionandfunding或regulation,supervision,funding解析：不少美国高校为了获得更多的灵活自主权，便请求政府减少监管。甚至以减少政府经费的投入，来换取更多的自主权。原文线索：Inordertocreatemoreflexibility,manypubliccollegesanduniversitiesarenowaskingforlessgovernmentregulationandsupervision.Insomeinstances,theyareevenaskingforlessstatemoneyinreturnformoreautonomy.可以填写regulationandsupervision,也可以填写supervisionand壮口4亩8，或者regulation,supervision,funding°m个要素(规章、监管、资金)，建议至少提到两个。moreautonomy或morefreedom解析：美国高校通过减少向政府要钱，来换取更多的自主权。可以填写：moreautonomy，或morefreedom。原文线索：Andmanyarepressingfornewlegislationtoprovidethisfreedomthrougharangeofinnovations,includingpubliccorporations,chartercolleges,stateenterprisestatusandperformancecontracts.certaindisciplines或certainprograms解析：美国高校争取更多自主权会带来怎么样的效果呢？这些高校会优先考虑设置市场前景更好的专业,比如工程、应用科学、农业科学等；因为他们比文科专业更能带来现实利益。原文线索：Well,theresultisthatactivitiesandresearchincertainfieldsanddisciplines,forexample,engineering,appliednaturalscienceandagriculturalsciencebecomehigherinstitutionalprioritiesbecausetheyhavestrongermarketvaluethanotherprogramssuchashumanitiesdo.strongermarketvalue或moreprofits或morefinancialadvantages等解析：基于第5题的分析,我们知道,设置那些实用专业是基于有利可图的考量。可以填写strongmarket丫2比©，或moreprofits等。原文线索：…becausetheyhavestrongermarketvaluethanotherprogramssuchashumanitiesdo.可以填写能表达“更加有利可图、更具有市场价值”这类意思的表达。executiveMBAprograms或executiveMBAcourses解析：具体到操作层面,美国高校的办法还真不少,比如搞一些能创收的好项目：高级工商管理硕士课程、学位班之类，也就是国内所称的EMBA。注意，executive不可缺，不然意思差别很大。externalgrants或externalfunding或externalfund解析：“创收”的办法不止于此,还可以增加一些能够带来经济效益的部门,来将科研成果或技术产业化,也就是国内的“技术转移”,这样做当然是为了获得更多外部收入。原文线索：Letmetellyou,institutionswouldaddnewunitsthatfocusongeneratingexternalgrantsandbringingnewtechnologytomarket.conferencecenters解析：技术转移算是有技术含量,还有一些技术含量不高的,比如直接搞地产,盖会议中心等，其实就等于搞起了酒店和餐饮业。原文线索：Theywouldbuildconferencecentersandcreateforprofitsubsidiaries.marketableknowledge解析：美国高校的上述做法意味着什么呢？意味着他们也会将突出科研的功利导向和市场导向，或者提高学费来增收。原文线索：Well,theimplicationsarethatacademicresearchisincreasinglyfocusedonmarketableknowledge.admissionsdecisions解析：美国高等教育所面临的第二个挑战是在录取时如何保持竞争和公平之间的平衡,原文线索：…thesecondchallengefacingU.S.highereducation,thatisthetensionbetweencompetitionandequalityinadmissionsdecisions.本质上也就是公平、均等问题。expandingadmission或accessibletoeveryone或expansionofenrollment解析：讲座简要回顾了二战之后美国高等教育的大众化(massification)历程，并认为大众化是促进教育机会均等的重要途径。大众化,顾名思义就是扩招、降低入学门槛。原文线索：SinceWorldWarTwo,U.S.highereducationhasbeenengagedinaprocessofmassification,thatisexpandingtoservestudentsfromallwalksoflife.mobility或upwardmobility或possibilityofupgrading解析：谈及上述“公平挑战”的原因，也就是那些妨碍高校教育大众化的因素：少数族裔的低流动性(社会阶层固化等)，还有低收入人群可能无法顺利完成学业。原文线索：one,highereducationdidnotadmitsignificantnumbersofracialandethnicminoritiesuntilafterthecivilrightsofthe1960sforcedchange.Second,despitesignificantexpendituresonfinancialaid,minorityandlow-incomeindividualsarestilllesslikelytoattendcollegethanwhitesorstudentsfrommiddle-andupper-incomepletetheirstudies或completethedegree等解析：见13题分析。另有原文线索：Althoughaccessgapshavenowadaysnarrowedsomewhat,largegapsremainbetweencompletionmotepublicgoals解析：市场的竞争本质和高等教育的公益性，如何平衡？政府应该扮演怎样的角色？作者认为，政府应该调保证教育的公益性或公共目标。原文线索：So,aconstantpreoccupationofAmericanhighereducationisthistensionbetweenthecompetitive,ambitiousnatureofinstitutionsandtheinterestsofgovernmentinpromotingimportantpublicgoals,primaryamongthem,broadaccessandwidespreadsuccessforallstudents.3、Interview录音原文SectionBInterviewInthissection,youwillhearoneinterview,theinterviewwillbedividedintotwopartsattheendofeachpart.Fivequestionswillbeaskedaboutwhatwassaid.Boththeinterviewandthequestionswillbespokenonceonlyaftereachquestion.Therewillbea10secondpause.Duringthepause,youshouldreadthefourchoicesofA,B,CandD.andmarkthebestanswertoeachquestiononanswersheettwo.Youhave30secondstopreviewthechoices.1)PartOneNow,listentopartoneoftheinterviewquestions,onetofivearebasedonpartoneoftheinterview.Host(H):MaureenMcLane(M)isapoetandcritic.AfterherundergraduatestudiesinAmericanhistoryandliterature,shestudiedEnglishliteratureonascholarshipbeforeearningherPh.D.attheUniversityofChicago.InadditiontoacademicpublicationsonBritishRomanticism,MaureenMcLeanhaswrittenanumberofmemoirandcriticism.Oneofthem,MyPoets,becameafinalistforthe2012NationalBookCriticsCircleAwardinautobiographyandhermostrecentcollectionofpoetry,ThisBlue,wasafinalistforthe2014NationalBookAward.TodaywehaveMaureenMcLain,nowprofessorofEnglishatNewYorkUniversity,withusontheradioshow.Goodevening,Maureen.M:Goodevening.H:Now,canyoutelluswhenyoufirstbegantoreadpoetry?M:Iwouldprobablysayinmyhighschooldays,ofcourse,therehadbeensomeotherthingsintheenvironmentinmychildhoodbeforehighschool,likenurseryrhymes,hymns,mymother'splayingpianoandguitar,poemsmyfathermightcomeoutwith—butintermsofreadingpoetry,itreallycameaboutthroughhighschool,literatureclassesingeneralwereverystimulatingtome.H:YoubeginonesectionofMyPoetsbytalkingaboutthelecturecourseyoutookinyourfreshmanyearwithHelenVendlerandthepoetrysectionyouhadwithWilliamCorbitt.Werethereotherteacherswhowereimportanttoyou?M:Well,therewereseveralpeopleimportanttomewhoweren'tpoetrypeopleatall.Theywerehistoriansorprofessorsofmusic.H:Oh,that'sinteresting.M:Ihadawonderfultutor,nowaprofessorofEnglishattheUniversityofChicago,JaniceKnight.JanicewasandisascholarofcolonialAmerica.ButshealsoknewalotaboutacertainlineinAmericanpoetry.SheintroducedmetoSusanHowe'swork?Imean,thosepeoplebecameimportanttomeinvariousways.Ialmostfeelasifintheend,thepoetsthemselvesarethemostimportantteachers.Idothinkthatifyoubendtowardsbecomingawriter,attheendoftheday,it'swritingthatteachesyouImean,otherwriters’works.H:YouwereanundergraduateatHarvardandthenyoureturnedtoteachthere.Whatwasthatlike?M:WhenIreturned,Iwasataverydifferentphaseoflife.BeingbackasaprofessoratCambridge,whereHarvardUniversityis,wasverydifferent.ItwasmuchmorecommercializedandcleanedupthanwhenIwasanundergrad.IlikedbeingnearFreshPondandgoingtoWalden.IfeltlikeIwasgettingtoknowNewEnglandalittlebitbetterinawaythatwasverydifferentfromwhenIwas18.IlikedthatandIwasmoreawareoftheenvironment.H:YouwriteinMyPoetsaboutthepoweroflisteningto"poetryfansreadthosepoemsorworkstheyarecommittedto".Isthisanimportantteachingtoolforyou?M:Idefinitelybringrecordingstoclass.Recordingsofferagreatwaytorefocusone'sattentiononthepoem.Ifeellikeit'sdefinitelyazoneforencounter,azonethat'sreallypowerful.Ialsothinkthereisaninnerearwhichismuchmorerelevanttomysenseofpoetrythanactualvocalization.Somepeopleareveryattunedtothisear.Forexample,theycomposeintheirminds,mayberecitingaloudandonlyattheenddotheywritethingsdown.So,Idothinkthere'saninnerearthatisactivatedwhenonewrites,oratleastforme.Andthatisasloudasaudibleasourconversationrightnow.2)ParttwoNow,listentoPartTwooftheintervie.Questions6to10arebasedonparttwooftheinterviewH:InMyPoets,youwriteaboutattendingreadingsandsocializingwithwritersandtheenergyortensionofthoseface-to-faceencounters.Butininterviews,you'vealsosaidthatyouthinkthatit'satremendousgifttobelonelyinpoetry.Couldyoutalkaboutthat?M:Ireallythinkthiscomesdowntoone'stemperament.Otherwritersaremuchmorereadilysociablecreatures.Theyfeelthere'sakindofcontinuitybetweentheirwritinglifeandtheirsociallife.Ineverexperiencedthingsthatwayatall.H:Couldyoutelluswhy?M:Forme,poetrywasnotazoneaboutprofessionalizationornetworking.Therearemany,manydifferentkindsofwriterlyengagement,butIfeelthatpeopleshouldbegivenpermissionnottoengage.There'ssomuchpressuretofindacommunityandonewantsacommunity.Butcommunitymaynotcomefromthepeopleorganizingthepoetryreading.Itmightbefoundamongthefolkmusiciansplayingdownthereinthestreet.Acommunityforpoetsisnotnecessarilyotherlivingpoets.H:Anotherquestion.Howdoyouarrangethepoetryinyourbooks?Inoticethatthey'realldividedintosectionsandallendwiththeconcludingpart.M:Mylasttwobooks,forinstance,ThisBluehaveessentialsectionsthatspeaktoacomplexsetofassociationswithparticularplaces.It'salsothecasethatsomeofthepoemsaresostronglyvoicedthatifIweretobeginwiththem,peoplemightthinktheentirebookisinthatonemode.AndIwantedtoavoidthat.AndIoftenwritesequences,soIalmostthinkofthesectionsmoremusically.H:Mmhmm.M:AndI'minterestedinusheringpeoplethroughaseriesofmentalandtonallandscapesofsoundandthoughtworlds.Forgoodorill,mybookshavenottendedtobethatnarrative.H:Isthisthereasonthateachsectionhasaconcludingpart?M:Ithinkaconcludingstanzamarksakindofsendingforthofthebooktotheworld.Italsoallowsyoutobackawayfromsomethingtomodulateoutofcertainkindsofintensitiesandtogesturemaybetosomethinginthefuture.Itcaneitherrestateanoteoritcanrefertosomethingmorebroadly.H:Doyouhaveaparticularapproachtoreadingyourownpoetryaloud?M:Well,youcangetlockedintoyourownsenseofthings,andyourwaymaynotbethebestwaytoreadthatpoem.Youcangetalittlemuscularcontractiononyourface.Onedoesn'twanttohavefacialtics.Onedoesn'twantthingstoberoutinized.AndIthinkaboutthat.Sometimespeoplearesurprisedbymyreading.Irememberapoetsaidtome,Oh,yourpoemsarealotfunnierthanIthoughttheywere.Hewasbeingverynice,butIdidn'tknowhowtotakethat.H:Ok,Maureen,thankyousomuchforbeingwithustoday.M:Pleasure.ThisistheendofSectionB,Interview.ThisistheendofPartOne,ListeningComprehension.4、Interview答案详解A.Apublisher.Abroadcaster.Ananchorwoman.Anacademic.提问：WhatisMaureenMcLean,accordingtotheinterviewer?答案：D原文线索：主持人在开头部分介绍了Maureen的职业背景和诗作获奖情况。Maureen的职业不是诗人，而是学者，“TodaywehaveMaureenMcLain,nowprofessorofEnglishatNewYorkUniversity,withusontheradioshow”。A.Duringherchildhood.Duringelementaryschool.Duringhighschool.Duringnursery.提问：WhendidMaureenfirstbegintoreadpoetry?答案：C原文线索：Iwouldprobablysayinmyhighschooldays,ofcourse,therehadbeensomeotherthingsintheenvironmentinmychildhoodbeforehighschool.A.Historians.B.Writersandpoets.C.Professorofmusic.D.ProfessorofEnglish.提问：WhowerethemostimportantteacherstoMaureen?答案：B原文线索：听到这里时，先别急着下判断：Well,therewereseveralpeopleimportanttomewhoweren'tpoetrypeopleatall.Theywerehistoriansorprofessorsofmusic.再细听：Imean,thosepeoplebecameimportanttomeinvariousways.Ialmostfeelasifintheend,thepoetsthemselvesarethemostimportantteachers.Idothinkthatifyoubendtowardsbecomingawriter,attheendoftheday,it'swritingthatteachesyouImean,otherwriters’works.4.A.Theenvironment.B.Academicwork.C.Commercialization.D.Localhistory.提问：WhichofthefollowingdidMaureenfeelmorestronglyaboutwhens