08专八听力原文
【听力理解】
TEST FOR ENGLISH MAJORS(2008)
—GRADE EIGHT—
TIME LIMIT: 195MIN
PART I LISTENING COMPREHENSION (35 MIN)
SECTION A MINI -LECTURE
In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. You notes will not be market, but you will need them to complete a gap-filling task for after the mini- lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on
ANSWER SHEET ONE.
Use the blank sheet for note- tanking.
SECTION B INTERVIEW
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored answer sheet.
Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview
1. Mary doesn't seem to favour the idea of a new airport because
A. the existing airports are to be wasted
B. more people will be encouraged to travel.
C. more oil will be consumed.
D. more airplanes will be purchased.
2. Which of the following is NOT mentioned by Mary as a potential disadvantage?
A. More people in the area.
B. Noise and motorways.
C. Waste of land.
D. Unnecessary travel.
3. Freddy has cited the following advantages for a new airport EXCEPT
A. more job opportunities.
B. vitality to the local economy.
C. road construction,
D. presence of aircrew in the area.
4. Mary thinks that people dont need to do much travel nowadays as a result of
A. less emphasis on personal contact.
B. advances in modern telecommunications.
C. recent changes in peoples concepts.
D. more potential damage to the area
5. We learn from the conversation that Freddy is Marys ideas,
A. strongly in favour of
B. mildly in favour of
C. strongly against
D. mildly against
SECTION C NEWS BROADCAST
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.
Question 6 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.
6. What is the main idea of the news item?
A. A new government was formed after Sundays elections.
B. The new government intends to change the welfare system.
C. The Social Democratic Party founded the welfare system.
D. The Social Democratic Party was responsible for high unemployment.
Questions 7 and 8 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.
7. The tapes of the Apollo-11 mission were first stored in
A. a U.S. government archives warehouse.
B. a NASA ground tracking station.
C. the Goddard Space Flight Centre.
D. none of the above places.
8. What does the news item say about Richard Nafzger?
A. He is assigned the task to look for the https://www.360docs.net/doc/0d470029.html,
B. He believes that the tapes are probably lost.
C. He works in a NASA ground receiving site.
D. He had asked for the tapes in the 1970s.
Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.
9. The example in the news item is cited mainly to show
A. that doctors are sometimes professionally incompetent
B. that in cases like that hospitals have to pay huge compensations.
C. that language barriers might lower the quality of treatment.
D. that language barriers can result in fatal consequences.
10. According to Dr. Flores, hospitals and clinics
A. have seen the need for hiring trained interpreters.
B. have realized the problems of language barriers.
C. have begun training their staff to be bilinguals.
D. have taken steps to provide accurate diagnosis.
08专八听力原文
【听力理解】 TEST FOR ENGLISH MAJORS(2008) —GRADE EIGHT— TIME LIMIT: 195MIN PART I LISTENING COMPREHENSION (35 MIN) SECTION A MINI -LECTURE In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. You notes will not be market, but you will need them to complete a gap-filling task for after the mini- lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note- tanking. SECTION B INTERVIEW In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored answer sheet. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview 1. Mary doesn't seem to favour the idea of a new airport because A. the existing airports are to be wasted B. more people will be encouraged to travel. C. more oil will be consumed. D. more airplanes will be purchased.
英语专业四级六级复习-2017年英语专八听力真题及听力原文
英语专业 四级/六级 真题解析
2017年英语专八听力原文 英语专八考生平时复习听力的时，候往年的英语专八真题听力原文是很好的复习资料，专八考生可以先根据听力做题之后再根据专八听力原文进行分析自己的错题点。下面是新东方在线英语专八频道为大家整理的2017年英语专八听力原文。 sectionA mini-lecture The Modes of Language 语言的模式 Good morning, everyone! 大家早上好! In our last lecture, I was talking about language as part of our semiotic system. 上次我们讲到，语言是符号系统的一部分。 And today I am going to move on to another topic, that is, the modes of language. 今天我们讲下一个话题，语言的模式。 As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. 大家都知道，人类语言中的信息通常以两种基本模式传递：“说”和“写”。 Well, you know, there is also a third mode, which is not that frequently used as speech and writing. 当然，还有第三种模式，但不如“说”和“写”那么常用。 The third mode is called signing, which is used by deaf people. 第三种模式叫作手势语，听障者经常用这种方式。 But in today's lecture, we will just focus on speech and writing, and the specific features of these two modes. 但是今天，我们主要讲“说”和“写”，以及这两种模式的特点。 In linguistics, it is commonly noted that speech is primary and writing secondary. 语言学上普遍认为，先有“说”，才有“写”。 Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent in written form. 语言学有这样的观点，是因为世界上说什么语言的人都有，除了那些已经废弃的语言，比如只以书面形式继续存在着的拉丁语。 All children will naturally acquire the spoken version of a language if they are exposed to it. 直接接触一种语言的话，所有儿童都会自然习得这种语言的口语。
2019专八真题讲座听力文本(20201004181125).docx
2019 专八真题听力练习Body language and mind Good morning, everyone. In today’s lecture, I‘d like to focus on how our body language reveals who we are. We ’re really fascinated with body language, and particularly interested in other people’s body language. You know, we’re someti interested in an awkward interaction, or a smile, or a contemptuous glance, or maybe very awkward wink, or handshake. So what kind of body language am I talking about? I am interested in 1___________________ — that is the nonverbal expressions of power and dominance. And what are nonverbal expressions of power and dominance? Well, this is what they are. In the animal kingdom, nonverbal expressions of power and dominance are about 2________. So you make yourself big, you stretch out, you take up space and you are basically opening up. And ?and humans do the same thing. So they do this when they ’re feeling powerful in the moment. And this one is especially interesting because it really shows us how universal and old these expressions of power are. For example, when athletes cross the finish line and they’ve won, it doesn’t matter if they’v seen anyone do it. They do this. So the arms are up in the V sign, the chin is slightly lifted. But what do we do when we feel powerless? We do exactly the opposite. 3_________________________. We make ourselves small. We don want’tto bump into the person next to us. And this is what happens when you put together high and low power. So what we tend to do when it comes to power is that we complement the other ’s nonverbals. What I mean is if someone is being really powerful with us, we tend to 4__________________________________.We don’5t________________. We do the opposite. I’mwatching this behavior in the classroom, and guess what I have noticed. I notice that MBA students really exhibit the full range of power nonverbals. They get right into the middle of the room before class even starts, like they really want to 6________________. When they sit down, they ’7re sort of . They raise their hands high. You have other people who are virtually collapsing when they come in. as soon as they, I mean other people, come in, you see it. You see it on their faces and their bodies, and they sit in their chair and they make themselves 8________, and they will not fully stretch their arms when they raise their hands. I
专八模拟题—听力原文
Model Test Section A Mini-Lecture Teaching Methods for Effective Communication Good evening, everyone. A few months later, you will start to teach international students. Today, we will talk about the teaching methods for effective communication, which are generally helpful for your future teaching career. Teaching methods can help increase communication effectiveness. (1) Clearly organizing ideas and writing an outline on the chalkboard that lists the main points to be covered during the class helps students follow along with the organization of ideas. (2) It is also very helpful for students when teachers write technical terms or theoretical concepts on the board as they are mentioned. Students need and appreciate this effort. When a teacher is unsure about the pronunciation of certain words, those words should also be written on the board. The importance of writing words on the board is illustrated in the following experience of an undergraduate student. “I had a biology professor from Latin America. He gave a lecture on hung trees. I had never heard about that kind of tree before…After class a bunch of us students were talking about the hung trees. The American teacher heard us and asked us what we were talking about. It was really funny. He said the lecture was about young trees, not hung trees!” (3) This example of miscommunication points out the necessity for student participation in the international teacher?s classroom. (4) By setting aside class time for students to explain and discuss their understanding of the course material and the teacher?s lecture or explanations, many communication errors can be corrected before they interfere with student learning. Of course, some difficulties may be assumed to result from language problems when in fact the problem lies elsewhere. “For the foreign teacher, we have a problem with the language. (5) When students don?t understand, it could be a language problem, but it also could be that the
2010专八英语听力
Paralinguistic features of languages Good morning, everyone. Today we'll continue our discussion on describing language. Last week we examined such features of language as grammar, vocabulary, the sounds of language, etc. In this lecture, we'll look at another important aspect of language. Perhaps some of you may wonder what is this important aspect of language. Let me tell you. It refers to features of communication that takes place without the use of grammar and vocabulary.They are called ‘paralinguistic features of language'. These features fall into two broad categories: those that involve voice and those that involve the body. Now, the first category, is what we call vocal paralinguistic features. Vocal features are actually tones of voice. While they are, perhaps, not central to meaning in communication in the same way as grammar or vocabulary, they may, nevertheless, convey attitude or intention in some way. Let me give you some examples. The first is whispering, which indicates the needs for secrecy. The second is breathiness. This is to show deep emotion. The third is huskiness, which is to show unimportants. The fourth is nasality. This is to indicate anxiety. The last is extra lip-rounding, which expresses greater intimacy, expecially with babies, for example. So we can see that there are a number of ways of altering our tone of voice. And when we do this consciously, we do it to create different effects in communication. Now, let's come to the second category, physical paralinguistic features, which involves the body. In addition to convey meanings with tone of voice, we can also express our intentions through the ways in which we use our bodies. You may ask: what are the ways, then? Let me sight some brief examples. The expression on our face, the gestures we make and even proximity or way we sit, are some of the ways we send powerful messages. About how we feel, or what we mean. Let me explain some of these in more detail. First, facial expression. Facial expression is a powerful conveyer of meaning. We all know smiling is an almost universal signal of pleasure or welcome. But there are other facial expressions that may not be so common. For instance, raising eye-brows - suggest that you are surprised or interested in something. Other facial actions, such as biting your lip, which indicates that you are deep in thinking, or are uncertain about something;compressing the lips, which show that you are making decisions; and a visible clenching of the teeth, to show that you are angry, are all powerful conveyers of meaning, too. The second in this category is gesture. You see, we use gesture to indicate a wide range of meanings. Though I have to emphasize that the actual gestures we use may be specific to particular cultures. That is to say different cultures have their own favorite
(完整版)2018Mini-lecture专业八级真题听力原文
Language and Humanity Good morning, everyone. In today's lecture, we're going to discuss the relationship between language and humanity. As we all know, language is very powerful. It allows you to put a thought from your mind directly in someone else's mind. Languages are like genes talking, getting things they want. And you just imagine the sense of wonder in a baby when it first discovers that, merely by uttering a sound, it can get objects to move across a room as if by magic, and maybe even into its mouth. Now we need to explain how and why this remarkable trait, you know, human's ability to do things with language, has evolved, and why did this trait evolve only in our species? In order to get an answer to the question, we have to go to tool use in the chimpanzees. Chimpanzees can use tools, and we take that phenomenon as a sign of their intelligence. But if they really were intelligent, why would they crack open nuts with a rock? Why wouldn't they just go to a shop and buy a bag of nuts that somebody else had already cracked open for them? Why not? I mean, that's what we do. The reason the chimpanzees don't do that is that they lack what psychologists and anthropologists call social learning. That is, they seem to lack the ability to learn from others by copying or imitating or simply watching. As a result, they can't improve on others' ideas, learn from others' mistakes, or even benefit from others' wisdom. And so they just do the same thing over and over and over again.
2017Mini-lecture专业八级真题听力原文
The Modes of Language Good morning, everyone! In our last lecture, I was talking about language as part of our semiotic system. And today I am going to move on to another topic, that is, the modes of language. As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. Well, you know, there is also a third mode, which is not that frequently used as speech and writing.（1）The third mode is called signing, which is used by deaf people. But in today's lecture, we will just focus on speech and writing, and the specific features of these two modes. （2）In linguistics, it is commonly noted that speech is primary and writing secondary. Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent in written form.All children will naturally acquire the spoken version of a language if they are exposed to it. They acquire the spoken form of their mother tongue during the formative period of language acquisition. （3）However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we might call speech "primary" and writing "secondary". It implies that writing has a second-class status when compared with speech. （4）In fact, it is more accurate to view the two modes as having different but complementary roles. For instance, in most legal systems, while an oral contract is legally binding, a written contract is preferred. The reason is simple—unlike speech, writing provides a permanent record of the contract.（5）Thus, if the terms of the contract are disputed, the written record of the contract can be consulted and interpreted. Disputes over an oral contract will involve one person's recollection of the contract versus another person's. （6）While writing may be the preferred mode for a contract, in many other contexts, speech will be more appropriate. Because the most common type of speech—face-to-face conversation—is highly interactive. This mode
专业八级考试听力的应对方法(2)
专业八级考试听力的应对方法(2) 与此同时，我们还应通过“读”帮助“听”，特别是在听新闻方面。与其他听力材料相比，新闻具有其鲜明的特点。新闻的内容特别广泛，几乎覆盖我们生活的各个方面。听英语新闻的一个障碍是对新闻词汇的生疏。因此，在学习听新闻的初级阶段，我们可以阅读一些大众媒体文献，如报纸、刊物，从中积累一些新闻用语，一些重要组织的名称如EEC （European Economic Community）欧洲经济共同体、IMF（International Monetary Fund）国际货币基金会、OPEC（Organization of Petroleum Exporting Countries）石油输出国组织、NASA （National Aeronautics and Space Administration）国家航空和航天局；单词如upsurge （高涨）、 manoeuvre（策略）、escalation（升级）、allegation（断言）等等。对现实生活各个领域的词汇都略知一二是听懂新闻的基础。新闻作为一种语言测试题型也是语言在现实生活中真实运用的体现。在TEM-8考试中，新闻的内容均为考生所熟悉的一般性政治、经济、娱乐等方面的信息，在题材上不会给考生造成障碍，其目的只是测试考生从VOA或BBC获取新闻的能力。与其他听力练习一样，提高听英语新闻的能力的途径也是多听。在英语新闻听力训练初级阶段，考生可借助有文字稿的教材帮助训练。考生在训练时应提倡首先在不看文字材料的情况下直接听录音答题，在多次不能听懂时再看文字稿。经过一段时间这样的训练后，多数同学的听力能力都能有明显提高。在达到完全脱稿就能基本听懂新闻的要求后，考生可过渡到定时定量收听英语新闻的练习。练习时还要注意我们在前面提到的一个问题，即听懂是一个方面，如果能做到在听懂后能将一则新闻的重要细节和大意在脑海里回顾一遍或复述一遍，这对我们听力能力达到质的飞跃有极大的帮助。倘若坚持“听”与“复述”相结合的练习，对大家的听力及用英语进行思维的能力有很大的提高。TEM-8听力第四部分是一个将听力和做笔记填空结合的题型。该项目是一个700字左右的讲座，考生边听边做笔记，然后完成填空练习。听讲座记笔记是学生学习生活不可缺少的环节，这一题型正是考察学生根据听力材料做笔记并整理笔记完成工作的能力。TEM-8听力第四部分这一题型实际上分为理解、找出要点、笔录和填空等步骤。值得注意的是考试中考生所需要填空的单词均是有关讲座内容的实词，而不是语法功能词，因为该项目的测试目的是考察考生对讲座内容的理解。考生在平时训练时可选择听一些就某一问题进行探讨、有一定深度的录音材料，一边听一边就重要的情节做笔记，然后根据笔记写出一篇摘要。考生如果能成功地做到这一点，就无须担心考试中的这一题型，因为考试中考生用于填空的文字材料也就是基于听力录音的一篇内容摘要。 以上谈到的是考生必须在平时打下牢固的语言基础，下面我们来看看考试过程中应注意的一些技巧。没有扎实的语言基础，谈论技巧是毫无意义的，这里所谈的技巧是以平时坚实的语言训练为基础的。 （1.）预读考题 听力与语法、阅读不同，语法、阅读可以读完再回读，但听力的内容是暂时、一次性的，因此学会抓要点、关键词，以意群为单位理解全文，就变得相当重要。在八级考试的听力部分中，问题都已印在考卷上，同时在各部分题目前试题上都印有一段题目指令，磁带上也录有相应指令，由于每年考试这部分指令都基本相同，考生只要熟悉这些内容，就可以利用播放指令的这段时间，或利用两道题目之间的10秒停顿间隙，快速浏览一下已印在试卷上的问题和四个选择项，从而获取听音前的思考线索和对听音内容的背景提示，这样在听的过程中，就可以有针对性地有选择地听原文，从而抓住相关信息，滤除不相关的内容，减轻听的负担和记忆的负荷，以提高听的有效性，同时，通过阅读干扰项，多些背景提示，再分析四个选择项的异同，以此作为线索，听的时候，做到有的放矢。例如看到下面一题时，我们即可知道整个录音很可能与抢劫有关。
英语专八10套标准听力听力原文
Test 1听力原文 SECTION A MINI-LECTURE How Practice Can Damage Your English Good morning, everyone. Today, I am going to talk about the negative role of practice in English learning. If you ask “How can I learn to speak English better?”, many people will tell you “Practice, practice, practice”. “Speak and write in English whenever you can”—they will say. All English classes are full of activities which involve speaking and writing which are supposed to help you with your English. We agree that practice can be very useful. It’s even necessary to learn English well. So what’s the problem? The problem is that for many learners, “speaking” or “writing” means “making a lot of mistakes”. Some people make a mistake in every sentence! If you don’t make many mistakes, then you can speak or write in English and it can only help. [1]But if you make many mistakes, then every time you write or speak, you reinforce your mistakes. As you write or speak, you repeat your mistakes constantly and your incorrect habits become stronger. Imagine this situation: You are writing an e-mail message in English. Your English is not perfect and you want to write the message quickly. You write incorrectly: “I want speak English.” When you write a sentence, you also read it. So the incorrect sentence goes into your head. The next time you write a message, you will be more likely to write “I want finish” or “I want be happy”. Why? Because “I want speak English” is fresh in your head—you’ve just used it! And when you write “I want do something” the second time, you’ve got a “bad habit”, or a reinforced mistake. Now do you see our point? You write—you make mistakes—those mistakes become your habit, they become your way of writing in English. [2]So, the more you write, the worse your English becomes. We have said that you need practice to learn English. We have also said that when you practice, you reinforce your mistakes. Michal suggests a simple solution to this paradox: Never make mistakes! According to what he says, it is close to the truth that you have never written an incorrect English sentence. You knew many grammatical structures and you used only those that you knew. Your sentences were similar to sentences which you knew to be correct. You followed good examples, so all your sentences were good. In the beginning, you could write only very simple sentences, but all the simple sentences were correct. [3]Then as you advanced, you added more and more complicated structures, and again all your sentences were correct. Because of this approach, you were never reinforcing bad habits. You never had any bad habits! From the beginning, you copied only correct sentences. With every sentence that you wrote, you reinforced your good habits. [4]On the other side, if you make many mistakes, speaking and writing is not the way to eliminate them! On the contrary, it reinforces them, as we have shown earlier. You have to realize that speaking does not improve your grammar or your vocabulary. It’s really very simple. Can you learn a new word from yourself? If you don’t know how to say “Good bye” in English, can you invent it by yourself? No, you can’t. You can only learn it by reading or listening to English. So what you should do if you can’t help but make mistakes in your English