专八听力minilecture真题与答案doc

2015英语专业八级听力第一部分MINI-LECTURELISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREUnderstandingAcademicLecturesListeningtoacademiclecturesisanimportanttaskfrouniversitystudents.Then,howcanwecomprehendalectureefficiently?I.Understandall(1)______________words(2)______________-stress-intonation-(3)______________Addinginformationlecturers:sharinginformationwithaudiencelisteners:(4)______________sourcesofinformation-knowledgeof(5)______________-(6)______________oftheworldD.listeninginvolvingthreesteps:-hearing-(7)______________-adding(8)______________reasons:-overcomenoise-savetime(9)______________-content-organizationIV.Evaluatingwhilelisteninghelpstodecidethe(10)______________ofnoteshelpstorememberinformation：1.partsofmeanings2.sound/vocalfeatures3.rhythm4.absorbing5.subject6.experiencereinterpreting8.prediction9.whattolisten10.Importance20151/122014ANSWERSHEET1(TEM8)PARTILISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREHowtoReduceStressLifeisfullofthingsthatcauseusstress.Thoughwemaynotlikestress,wehavetolivewithit.I.DefinitionofstressA.(1)reaction(1)physicali.e.forceexertedbetweentwotouchingbodiesB.humanreactioni.e.responseto(2)onsomeone(2)ademande.g.increaseinbreathing,heartrate,(3)(3)bloodpressureormuscletensionII.(4)(4)CategoryofstressA.positivestress—whereitoccurs:Christmas,wedding,(5)(5)ajobB.negativestress—whereitoccurs:test-takingsituations,friend’sdeathIII.WaystocopewithstressA.recognitionofstresssignals—monitorfor(6)ofstress(6)signals—findwaystoprotectoneselfB.attentiontobodydemand—effectof(7)(7)exerciseandnutritionC.planningandactingappropriately—reasonforplanning—(8)ofplanning(8)resultD.learningto(9)(9)accept—e.g.delaycausedbytrafficE.pacingactivities—manageabletask—(10)(10)reasonablespeed2013SECTIONAMINI-LECTUREWhatDoActiveLearnersDo?Therearedifferencebetweenactivelearningandpassivelearning.Characteristicsofactivelearners:I.readingwithpurposesA.beforereading:settinggoalsB.whilereading:(1)________(2)______andcriticalinthinkingi.e.informationprocessing,e.g.connectionsbetweentheknownandthenewinformationidentificationof(3)______conceptsjudgmentonthevalueof(4)_____.III.activeinlisteningA.waysofnote-taking:(5)_______.B.beforenote-taking:listeningandthinkingIV.beingabletogetassistanceA.reason1:knowingcomprehensionproblemsbecauseof(6)______.2/12B.Reason2:beingabletopredictstudydifficultiesV.beingabletoquestioninformationA.questionwhattheyreadorhearB.evaluateand(7)______.VI.LastcharacteristicA.attitudetowardresponsibilityactivelearners:acceptpassivelearners:(8)_______B.attitudetoward(9)______activelearners:evaluateandchangebehaviourpassivelearners:nochangeinapproachRelationshipbetweenskillandwill:willismoreimportantin(10)______.Lackofwillleadstodifficultyincollegelearning.参考答案：checkingtheirunderstandingreflectiveoninformationincomprehensiblewhatyoureadorganizedmonitoringtheirunderstandingdifferentiateblameperformanceactivelearningSectionAMini-lecture或者1、checkingunderstanding。2、reflective3、puzzling/confusing4、whatisread5、comprehensiveandorganized6、constantunderstandingmonitoring//monitoringtheirunderstanding7、differ8、blameothers9、poorperformance10、schoolwork//studies2012ObservationPeopledoobservationindailylifecontextforsafetyorforproperbehaviour.However,therearedifferencesindailylifeobservationandresearchobservation.Differences----dailylifeobservation3/12--casual--(1)________--dependenceonmemory----researchobservation(2)_________carefulrecordkeepingWaystoselectsamplesinresearch----timesamplingsystematic:e.g.fixedintervalseveryhourrandom:fixedintervalsbut(3)_______Systematicsamplingandrandomsamplingareoftenusedincombination.----(4)_______--definition:selectionofdifferentlocations--reason:humans’oranimals’behaviour(5)acrosscircumstances(6)______:moreobjectiveobservationsC.Waystorecordbehaviour(7)_______----observationwithinterventionparticipantobservation:researcherasobserverandparticipantfieldexperiment:research(8)______overconditions----observationwithoutinterventionpurpose:describingbehaviour(9)______(10)______:nointerventionresearcher:apassiverecorder1:rarelyformalrecords2:systematicobjectivemanner3:variable4:situationsampling5:vary6:advantage7:asitoccurs8:havemorecontrol9:innaturalsetting10:methodInterview2011ClassificationsofCulturesAccordingtoEdwardHall,differentculturesresultindifferentideasabouttheworld.Hallisananthropologist.Heisinterestedinrelationsbetweencultures.I.High-contextcultureA.featurecontext:moreimportantthanthemessagemeaning:(1)__________i.e.moreattentionpaidto(2)___________thantothemessageitselfB.examplespersonalspacepreferencefor(3)__________lessrespectforprivacy/personalspaceattentionto(4)___________4/12conceptoftimebeliefin(5)____________interpretationoftimenoconcernforpunctualitynocontrolovertimeLow-contextcultureA.feature-message:separatefromcontextmeaning:(6)___________B.examplespersonalspacedesire/respectforindividuality/privacy-lessattentiontobodylanguagemoreconcernfor(7)___________attitudetowardtimeconceptoftime:(8)____________dislikeof(9)_____________timeseenascommodityIII.ConclusionAwarenessofdifferentculturalassumptions-relevanceinworkandlifee.g.business,negotiation,etc.-(10)_____________insuccessfulcommunicationapartfromthemessage2.whatishappening3.closeness4.bodylanguage5.multiple6.initself7.themessageitself8.punctualitymeanseverything9.lateness10.accounts1.andsignificance2.thecontext或whatisdoing3.closenesstopeople4.bodylanguage5.polychronic6.initself7.personalspace8.monochrome9.lateness10.multiculturalsituation2010ParalinguisticFeaturesofLanguageInface-to-facecommunicationspeakersoftenaltertheirtomesofvoiceorchangetheirphysicalposturesinordertoconveymessages.Thesemeansarecalledparalinguisticfeaturesoflanguage,whichfallintotwocategories.Firstcategory:vocalparalinguisticfeatures(1)__________:toexpressattitudeorintention(1)__________Examples1.whispering:needforsecrecy2.breathiness:deepemotion3.(2)_________:unimportance(2)__________4.nasality:anxiety5/12(10)___________5.extralip-rounding:greaterintimacySecondcategory:physicalparalinguisticfeaturesfacialexpressions(3)_______(3)__________-----smiling:signalofpleasureorwelcomelesscommonexpressions-----eyebrowraising:surpriseorinterest-----lipbiting:(4)________(4)_________gesturegesturesarerelatedtoculture.Britishculture-----shruggingshoulders:(5)________(5)__________-----scratchinghead:puzzlementothercultures-----placinghanduponheart:(6)_______(6)__________-----pointingatnose:secretproximity,postureandechoingproximity:physicaldistancebetweenspeakers-----closeness:intimacyorthreat-----(7)_______:formalityorabsenceofinterest(7)_________Proximityisperson-,culture-and(8)________-specific.(8)_________posturehunchedshouldersorahanginghead:toindicate(9)_____(9)________directleveleyecontact:toexpressanopenorchallengingattitudeechoing-----definition:imitationofsimilarposture-----(10)______:aidincommunication-----consciousimitation:mockery1tonesofvoice2huskiness3universalsignal。4thoughtoruncertainty5indifference6honesty7distance。8situation。9mood。10unconsciouslysameposture2009WritingExperimentalReportsI.Contentofanexperimentalreport,e.g.studysubject/areastudypurpose____1____II.Presentationofanexperimentalreportprovidingdetailsregardingreadersas_____2_____III.Structureofanexperimentalreportfeature:highlystructuredand____3____6/12---sectionsandtheircontent:INTRODUCTION____4____。whyyoudiditMETHODhowyoudiditRESULTwhatyoufoundout____5____whatyouthinkitshowsIV.Senseofreadership____6____:readeristhemarker____7____:readerisanidealized,hypothetical,intelligentpersonwithlittleknowledgeofyourstudytaskstofulfillinanexperimentalreport:introductiontorelevantareanecessarybackgroundinformationdevelopmentofclearargumentsdefinitionoftechnicaltermsprecisedescriptionofdata____8____V.Demandsandexpectationsinreportwriting---earlystage:understandingofstudysubject/areaanditsimplicationsbasicgraspofthereport'sformat---laterstage:____9____onresearchsignificancethingstoavoidinwritingINTRODUCTION:Inadequatematerial____10____ofresearchjustificationforthestudyMINI-LECTURE1.Studyresult/findings2.Audience3.Disciplined4.whatyoudid5.DISCUSSION6.acommonmistake7.inreality8.obtained/thatyouobtained9.attention/foucs/emphasis10.暂无10.2008ThePopularityofEnglishI.PresentstatusofEnglishA.Englishasanative/firstlanguageB.Englishasalinguafranca:alanguageforcommunicationamongpeoplewhose(1)______aredifferent(1)_______C.NumberofpeoplespeakingEnglishasafirstorasecondlanguage:—320-380millionnativespeakers—250-(2)_____millionspeakersofEnglishasasecondlanguage(2)_______II.ReasonsforthepopularuseofEnglish7/12A.(3)____reasons(3)_______—thePilgrimFathersbroughtthelanguagetoAmerica。—BritishsettlersbroughtthelanguagetoAustralia。—Englishwasusedasameansofcontrolin(4)_____(4)_______B.Economicreasons—spreadof(5)_____(5)_______—languageofcommunicationiiitheinternationalbusinesscommunityC.(6)______ininternationaltravel(6)_______—useofEnglishintravelandtourism—signsinairports—languageofannouncement—languageof(7)______(7)_______D.Informationexchange—useofEnglishintheacademicworld—languageof(8)_____orjournalarticles(8)_______E.Popularculture—popmusicon(9)______(9)_______—filmsfromtheUSAIII.QuestionstothinkaboutA.statusofEnglishinthefutureB.(10)______ofdistinctvarietiesofEnglish(10)_______1.nativelanguage2.3503.Historical4.India5.commerce6.Boom7.seatravelcommunicationconference9.manyradios10.split2007WhatCanWeLearnfromArt?IntroductionDifferencesbetweengeneralhistoryandarthistory—Focus:—generalhistory:(1)_____—arthistory:politicalvalues,emotions,everydaylife,etc.SignificanceofstudyMoreinformationandbetterunderstandingofhumansocietyandcivilization8/12TypesofinformationInformationinhistorybooksis(2)_____—facts,butnoopinionsInformationinarthistoryissubjective—(3)_____andopinionse.g.—Spanishpainter'sworks:misuseofgovernmentalpower—Mexicanartists'works:attitudestowardssocialproblemsArtasareflectionofreligiousbeliefsEurope:(4)_____inpicturesinchurchesMiddleEast:picturesofflowersandpatternsinmosques,palacesReason:humanand(5)_____arenotseenasholyC.AfricaandthePacificIslands:masks,headdressesandcostumesinspecialceremoniesPurpose:toseekthehelpof(6)_____toprotectcrops,animalsandpeople.IV.PerceptionsofArtHowpeopleseeartisrelatedtotheirculturalbackground.A.EuropeansandAmericans—(7)_____—expressionofideasPeopleinotherplaces—partofeverydaylife—(8)_____useV.Artasareflectionofsocialchanges9/12A.Causeofchanges:(9)_____ofdifferentcultures.Changes—tribalpeople:effectsof(10)_____onartforms—Europeanartists:influenceofAfricantraditionalartintheirworks—AmericanandCanadianartists:studyofJapanesepainting2006MeaninginliteratineInreadingliteraryworks,weareconcernedwiththe"meaning"ofoneliterarypieceoranother.However,findingoutwhatsomethingreallymeansisadifficultissue.Therearethreewaystotacklemeaninginliterature.Meaningiswhatintendedby(1)______________________________isApartfromreadinganauthor'sworkinquestion,readersneedto1)read(2)_______bythesameauthor。2)getfamiliarwith(3)____atthetime。3)gettoknowculturalvaluesandsymbolsofthetime.II.Meaningexists"in"thetextitself.somepeople'sview:meaningisproducedbytheformalpropertiesofthetextlike(4)_______,etc.speaker'sview:meaningiscreatedbybothconventionsofmeaningand(5)__________________________Therefore,agreementonmeaningcouldbecreatedbycommontraditionsandconventionsofusage.Butdifferenttimeperiodsanddifferent(6)________perspectivescouldleadtodifferentinterpretationsofmeaninginatext.IIIMeaningiscreatedby(7)____________________________________1)meaningis(8)___________________________________2)meaningiscontextual。3)meaningrequires(9)______________________________________—practicingcompetencyinreading—practicingothercompetencies—backgroundresearch.in(10)_____________,etc.10/127页：听力原文3SectionAMini-lecture1.theauthor2.otherworks3.literarytrends4.grammar,dictionorusesofimage5.culturalcodes6.cultural7.thereader8.social9.readercompetency10.socialstructure,traditionsofwritingorpoliticalculturalinfluences,etc.2012ObservingBehaviourGoodmorning,everyone.Todaywewilllookathowtoobservebehaviourinresearch.Perhapsyouwouldsayitiseasyandthereisnothingextraordinary.Yes,youmayberight.Allofusobservebehavioureveryday.Forexample,whentravelinginanothercountry,wecanavoidembarrassmentbyobservinghowpeoplebehaveinthatculture.Andfailingtobeobservingwhilewalkingordrivingcanbelife-threatening.Welearnbyobservingpeople'sbehaviour.Researcherstoorelyontheirobservationstolearnaboutbehaviour,buttherearedifferences.Forinstance,whenweobservecasually,wemaynotbeawareoffactorsthatbiasourobservations,and,[1]andwhenwerarelykeepformalrecordsofourobservations.Instead,werelyonourmemoryofevents.[2]Observationsinresearchontheotherhandaremadeunderpreciselydefinedconditions,thatis,inasystematicandobjectivemanner,andwithcarefulrecordkeeping.Thenhowarewegoingtoconductobservationsinourresearchstudies,andwhatdoweneedtodoinordertomakeascientificandobjectiveobservation?Now,asyouremember,theprimarygoalofobservationistodescribebehaviour,butitisinrealityimpossibletoobserveanddescribeallofaperson'sbehaviour.Sowehavetorelyonobservingsamplesofpeople'sbehaviour.Doingso,wemustdecidewhetherthesamplesrepresentpeople'susualbehaviour.Thus,wewillfirsttakeabrieflookathowresearchersselectsamplesofbehaviour.Beforeconductinganobservationalstudy,researchersmustmakeanumberofimportantdecisions,that'saboutwhenandwhereobservationswillbemade.AsI'vesaidbefore,theresearchercannotobserveallbehaviour.Onlycertainbehavioursoccurringatparticulartimes,inspecificsettingscanbeobserved.Inotherwords,behaviourmustbesampled.Inthislecture,Iwillbrieflyintroducetwokindsofsampling,thatis,timesamplingandsituationsampling.Nowfirst,timesampling.Timesamplingmeansthatresearcherschoosevarioustimeintervalsfortheirobservation.Intervalsmaybeselectedsystematicallyorrandomly.Supposewewanttoobservestudents'classroombehaviour.Theninsystematictimesampling,ourobservationsmightbemadeduringfive20-minuteperiods,beginningeveryhour.Thefirstobservationperiodcould11/12beginat9am,thesecondat10amandsoforth.[3]However,inrandomsampling,thesefive20-minuteperiodsmaybedistributedrandomlyoverthecourseoftheday.Thatistosay,intervalsbetweenobservationperiodscouldvary—somelongerothersshorter.OnepointI'dliketomakeissystematicandrandomtimesamplingarenotalwaysusedinisolation.Theyareoftencombinedinstudies.Forexample,whileobservationintervalsarescheduledsystematically,observationswithinanintervalaremadeatrandomtimes.Thatmeanstheresearchermightdecidetoobserveonlyduring15-secondintervalsthatarerandomlydistributedwithineach20-minuteperiod.[4]Nowlet'scometosituationsampling.Then,whatissituationsampling?Itinvolvesstudyingbehaviourindifferentlocationsandunderdifferentcircumstancesandconditions.Bysamplingasmanydifferentsituationsaspossibleresearcherscanreducethechancethattheirobservationresultswillbepeculiartoacertainsetofcircumstancesandconditions.[5]Why?Becausepeopleorforthatmanneranimalsdonotbehaveinexactlythesamewayacrossallsituations.Forexample,childrendonotalwaysbehavethesamewaywithoneparentastheydowiththeotherparent,andanimalsdonotbehavethesamewayinzoosastheydointhewild.[6]So,bysamplingdifferentsituations,aresearchercanmakemoreobjectiveobservationsthanhewouldinonlyaspecificsituation.[7]Havingdiscussedwaystosamplebehaviourinresearch,wearenowmovingontoanotherissue,thatis,whatresearchersshoulddotorecordbehaviourasitoccurs,thatiswhetherresearchersareactiveorpassiveinrecordingbehaviour.Thisreferstothemethodsofobservation.Observationalmethodscanbeclassifiedas“observationwithintervention”or“observationwithoutinterventiObservationwithinterventioncanbemadeinatleasttwoways,participantobservationandfieldexperiment.Inparticipantobservation,observers,thatisresearchers,playadualrole:Theyobservepeople'sbehaviourandtheyparticipateactivelyinthesituationtheyareobserving.Ifindividualswhoarebeingobservedknowthattheobserverispresenttocollectinformationabouttheirbehaviour,thisisundisguisedparticipantobservation.Butindisguisedparticipantobservation,thosewhoarebeingobserveddonotknowthattheyarebeingobserved.[8]Anothermethodofobservationwithinterventionisfieldexperiment.Whatisafieldexperiment?Whenanobservercontrolsoneormoreconditionsinanaturalsettinginordertodeterminetheeffectonbehaviour,thisprocedureiscalledfieldexperiment.Thefieldexperimentrepresentsthemostextremeformofinterventioninobservationalmethods.Theessentialdifferencebetweenfieldexperimentsandotherobservationalmethodsisthatresearchershavemorecontrolinfieldexperiments.Nowlet'stakealookatobservationwithoutintervention.[9]Observationwithoutinterventionisalsocallednaturalisticobservationbecauseitsmainpurposeistodescribebehaviourasitnormallyoccurs,thatis,inanaturalsetting,[10]withoutanyattemptbytheobservertointervene.Anobserverusingthismethodofobservationactsasapassiverecorderofwhatoccurs.Theeventsoccurnaturallyandarenotcontrolledbytheobserver.OK,intoday'slecture,wehavefocusedonhowtomakedecisionsofsamplingbeforebeginningourobservation,andwhatwecandoduringobservation.Ihopewhatwe'vediscussedwillhelpyouinyourfutureresearchdesign.12/12