2021年度专听力真题答案及讲座原文

SECTIONAMINI-LECTUREModelsforArgumentsThreemodelsforargumentsthefirstmodelforarguingiscalled(1)_________;argumentsaretreatedaswarthereismuchwinningandlosingitisa(2)__________modelforarguingthesecondmodelforarguingisargumentsasproofs:(3)warranted__________validinferencesandconclusionsno(4)__________intheadversarialsensethethirdmodelforarguingis(5)_________:theaudienceis(6)__________intheargumentsargumentsmust(7)__________theaudienceTraitsoftheargumentaswarverydominant：itcanshape(8)_________strongargumentsareneedednegativeeffectsinclude:(9)_________areemphasizedwinningistheonlypurposethistypeofargumentsprevent(10)_________theworstthingis(11)_________implicationfromargumentsaswar：(12)_________e.g.，oneprovidingreasonsandtheotherraising(13)_________theotheroneisfinallypersuadedSuggestionsonnewwaysto(14)_________ofargumentsthinkofnewkindsofargumentschangerolesinarguments(15)_________SECTIONBINTERVIEWNow，listentothePartOneoftheinterview.Questions1to5arebasedonPartOneoftheinterview.Whatisthetopicoftheinterview?A.Maggie’suniversitylife.B.Hermom’slifeatHarvard.C.Maggie’sviewonstudyingwithMom.D.Maggie’sopiniononhermom’smajor.Whichofthefollowingindicatesthattheyhavethesamestudyschedule?A.Theytakeexamsinthesameweeks.B.Theyhavesimilarlecturenotes.C.Theyapplyforthesameinternship.D.Theyfollowthesamefashion.Whatdothemotherandthedaughterhaveincommonasstudents?A.Havingroommates.B.Practicingcourttrails.C.Studyingtogether.D.Takingnotesbyhand.WhatisthebiggestadvantageofstudyingwithMom?A.Protection.B.Imagination.C.Excitement.D.Encouragement.WhatisthebiggestdisadvantageofstudyingwithMom?A.ThinkingofwaystocomfortMom.B.OccasionalinterferencefromMom.C.UltimatelycallswhenMaggieisbusy.D.FrequentcheckonMaggie’sgrades.Now，listentothePartTwooftheinterview.Questions6to10arebasedonPartTwooftheinterview.Whyisparentandkidstudyingtogetheracommoncase?A.Becauseparentsneedtobereadyfornewjobs.B.Becauseparentslovetoreturntocollege.C.Becausekidsrequiretheirparentstodoso.D.Becausekidsfindithardtoadapttocollegelife.WhatwouldMaggie’smomliketobeaftercollege?A.Realestateagent.B.Financier.C.Lawyer.D.Teacher.HowdoesMaggie’smomfeelaboutsittinginclassafter30years?A.Delighted.B.Excited.C.Bored.D.Frustrated.WhatismostchallengingforMaggie’smom?A.Howtomakeacake.B.Howtomakeomelets.C.Toacceptwhatistaught.D.Toplanafuturecareer.HowdoesMaggiedescribetheprocessofthinkingoutone’scareerpath?A.Unsuccessful.B.Gradual.C.Frustrating.D.Passionate.Keys:thedialecticalmodelcommonandfixedpremisesopposition/arguingargumentsasperformances/therhetoricalmodelparticipatory/participating/theparticipant/takingpartbetailoredto/caterforhowweargue/ouractualconducttactics/strategiesnegotiationandcollaborationthere’snosolution/progresslearningwithlosingquestions/counter-considerations/counter-arguments/objections/argumentsinoppositionachievepositiveeffectssupportoneself/yourselfCADDBACDCBScript:Goodmorning，everyone.MynameisDavidandIamgoodatarguing.Sowelcometoourintroductorylectureonargumentation.Whydowewanttoargue?Whydowetrytoconvinceotherpeopletobelievethingsthattheydon’twanttobelieve?Andisthatevenanicethingtodo?Isthatanicewaytotreatotherhumanbeing，tryandmakethemthinksomethingtheydon’twanttothink?Well，myanswerisgoingtomakereferencetothreemodelsforarguments.(1)Thefirstmodel—let’scallthisthedialecticalmodel—isthatwethinkofargumentsaswar.Andyouknowwhatthat’slike.Thereisalotofscreamingandshoutingandwinningandlosing.(2)Andthat’snotreallyaveryhelpfulmodelarguing，butit’saprettycommonandfixedone.Iguessyoumusthaveseenthattypeofarguingmanytimes—inthestreet，onthebusorinthesubway.Let’smoveontothesecondmodel.Thesecondmodelforarguingregardsargumentsasproofs.Thinkofamathematician’sargument.Here’smyargument.Doesitwork?Isitanygood?(3)Arethepremises（前提）warranted?Aretheinferences（推论）)valid?Doestheconclusionfollowthepremises?(4)Noopposition，noadversariality（对抗）—notnecessarilyanyarguingintheadversarialsense.(5)Andthere’sathirdmodeltokeepinmindthatIthinkisgoingtobeveryhelpful，andthatisargumentsasperformances，argumentsasbeinginfrontofanaudience.Wecanthinkofapoliticiantryingtopresentaposition，tryingtoconvincetheaudienceofsomething.Butthere’sanothertwist（转折）onthismodelthatIreallythinkisimportant；namely，thatwhenwearguebeforeanaudience，(6)sometimestheaudiencehasamoreparticipatoryroleintheargument；thatis，youpresentyouargumentsinfrontofanaudiencewhoarelikejuries（陪审团）thatmakeajudgmentanddecidethecase.(5)Let’scallthismodeltherhetoricalmodel，(7)whereyouhavetotailor（迎合）yourargumenttotheaudienceathand.Ofthosethree，theargumentaswaristhedominantone.Itdominateshowwetalkaboutarguments，itdominateshowwethinkaboutarguments，andbecauseofthat，(8)itshapeshowweargue，ouractualrightontarget.Wewanttohaveourdefensesupandourstrategiesallinorder.Wewantkillerarguments.That’sthekindofargumentwewant.Itisthedominantwayofthinkingaboutarguments.WhenI’mtalkingaboutarguments，that’sprobablywhatyouthoughtof，theadversarialmodel.Butthewarmetaphor，thewarparadigm（范例）ormodelforthinkingaboutarguments，has，Ithink，negativeeffectsonhowweargue.(9)First，itelevatestacticsoversubstance.Youcantakeaclassinlogicargumentation.Youlearnallaboutthestrategiesthatpeopleusetotryandwinargumentsandthatmakesarguingadversarial；it’spolarizing（分化）.Andtheonlyforeseeableoutcomesaretriumph—glorioustriumph—ordisgraceful（可耻）defeat.Ithinkthoseareverydestructiveeffects，andworstofall，(10)itseemstopreventthingslikenegotiationandcollaboration（合伙）.Um，Ithinktheargument-as-warmetaphorinhibits（制止）thoseotherkindsofresolutionstoargumentation.(11)Andfinally—thisisreallytheworstthing—argumentsdon’tseemtogetusanywhere；they’redeadends（死胡同）.Wedon’tanywhere.Oh，andonemorething.(12)Thatis，ifargumentiswar，thenthere’salsoanimplicit（绝对）aspectofmeaning—learningwithlosing.AndletmeexplainwhatImean.SupposeyouandIhaveanargument.Youbelieveaproposition（命题）andIdon’t.AndIsay，“Well，whydoyoubelievethat?”Andyougivemeyourreasons.AndIobjectandsay，“Well，whatabout…？”AndIhaveaquestion：“Well，whatdoyoumean?Howdoesitapplyoverhere?”Andyouanswermyquestion.Now，supposeattheendoftheday，I’veobjected，I’vequestioned，(13)I’veraisedallsortsofquestionsfromanoppositeperspectiveandineverycaseyou’verespondedtomysatisfaction.Andsoattheendoftheday，Isay，“Youknowwhat?Iguessyou’reright.”MaybefinallyIlostmyargument.Butisn’titalsoaprocessoflearning?Soyouseeargumentsmayalsohavepositiveeffects.(14)So，howcanwefindnewwaystoachievethosepositiveeffects?Weneedtothinkofnewkindsofarguments.HereIhavesomesuggestion.Ifwewanttothinkofnewkindsofargument，whatweneedtodoisthinkofnewkindsofarguers—peoplewhoargue.Sotrythis：Thinkofalltherolesthatpeopleplayinarguments.(1)(5)There’stheproponentandtheopponentinanadversarial，dialecticalargument（对话式论证）.There’stheaudienceinrhetoricalarguments.There’sthereasonerinargumentsasproofs.Allthesedifferentroles.Now，canyouimagineanargumentinwhichyouarethearguer，butyou’realsointheaudience，watchingyourselfargue?Canyouimagineyourselfwatchingyourselfargue?(15)Thatmeansyouneedtobesupportedbyyourself.Evenwhenyoulosetheargument，still，attheendoftheargument，youcouldsay，“Wow，thatwasagoodargument!”Canyoudothat?Ithinkyoucan.Inthisway，you’vebeensupportedbyyourself.Uptillnow，Ihavelostalotofarguments.Itreallytakespracticetobecomeagoodarguer，inthesenseofbeingabletobenefitfromlosing，butfortunately，I’vehadmany，manycolleagueswhohavebeenwillingtostepupandprovidethatpracticeforme.Ok.Tosumup，intoday’slecture，Ihaveintroducedthreemodelsofarguments.(1)Thefirstmodeliscalledthedialecticalmodel.Thesecondoneisthemodelofargumentsasproofs.(5)Andthelastoneiscalledtherhetoricalmodel，themodelofargumentsasperformances.Ihavealsoemphasizedthat，thoughtheadversarialtypeofargumentsisquitecommon，wecanstillmakeargumentsproducesomepositiveeffects.NexttimeIwillcontinueourdiscussionontheprocessofarguing.