专八模拟题—听力原文
专业英语八级(听力)模拟试卷200(题后含答案及解析)
专业英语八级（听力）模拟试卷200(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文：Meaning in LiteratureGood morning, everyone. Today, we are going to talk about “meaning” in literature. “Meaning” is a difficult issue, and what I have to say today only scratches the surface of a complex and contested area. How do we know what a work of literature is “supposed” to mean, or what its “real” meaning is? There are three ways to approach this: that meaning is what is intended by the author; that meaning is created by and contained in the text itself; and that meaning is created by the reader.First of all, about the author. Does a work of literature mean what the author “intended” it to mean, and if so, how can we tell? If all the evidence we have is the text itself, we can only speculate on what the priorities and ideas of the author were from our set of interpretive practices and values. We can expand this:[1]by reading other works by the same author, by knowing more and more about what sort of meanings seem to be common to works in that particular tradition, time and genre, by knowing how the author and other writers and readers of that time read texts—what their interpretive practices were, and[2]by knowing what the cultural values and symbols of the time were.Any person or text can only “mean” within a set of preexisting, socially supported ideas, symbols, images, ways of thinking and values. In a sense there is no such thing as a “personal” meaning; although we have different experiences in our lives and different temperaments and interests,[3]we will interpret the world according to social norms and cultural meanings—there’s no other way to do it.We may have as evidence for meaning what the author said or wrote about the work, but this is not always reliable. Authorial intention is complicated not only by the fact that an author’s ways of meaning and of using literary conventions are cultural, but by the facts that the author’s work may very well have taken in directions she did not originally foresee and[4]have developed meanings which she did not intend and indeed may not recognize. The works may embody cultural or symbolic meanings which are not fully clear to the author herself and may emerge only through historical or other cultural perspective,[5]and persons may not be conscious of all of the motives that attend their work.Secondly, about the text. Does the meaning exist “in”the text?[6]There is an argument that the formal properties of the text—[7]the grammar, the language, the uses of image and so forth—contain and produce themeaning, so that any educated reader will inevitably come to essentially the same interpretation as any other. Of course, it becomes almost impossible to know whether the same interpretations are arrived at because the formal properties securely encode the meaning, or because all of the “competent” readers were taught to read the formal properties of texts in roughly the same way. As a text is in a sense only ink marks on a page, and as all meanings are culturally created and transferred, the argument that the meaning is “in” the text is not a particularly persuasive one.[8]The meaning might be more likely to be in the conventions of meaning, the traditions, the cultural codes which have been handed down, so that insofar as we and other readers might be said to agree on the meaning of the text,[9]that agreement would be created by common traditions and conventions of usage, practice and interpretation. In different time periods, with different cultural perspectives, or with different purposes for reading, no matter what the distance in time or cultural situation, competent readers can arrive at different readings of texts.[10]On the one hand, a text is a historical document, a material fact, and on the other hand, meaning is inevitably cultural and contextual. Therefore, the question of whether the text “really means”what it means to a particular reader, group or tradition can be a difficult and complex one.Finally, about the reader. Does the meaning then exist in the reader’s response, her processing or reception of the text? In a sense this is inescapable: meaning exists only insofar as it means to someone, and art is composed in order to evoke sets of responses in the reader. But this leads us to three essential issues.Meaning is “social”, that is,[11]language and conventions work only as shared meaning, and our way of viewing the world can exist only as shared. When we read a text, we are participating in social, or cultural, meaning.[12]Response is not merely an individual thing, but is part of culture and history.Meaning is contextual. Change the context, you often change the meaning. Texts constructed as literature or art, have their own codes and practices, and the more we know of them, the more we can decode the text, that is, understand it—[13]consequently, in regard to the question of meaning there is the matter of reader competency, as it is called, the experience and knowledge of decoding literary texts.As meanings are cultural and as art is artifact, you may see that this idea that meaning requires competency in reading can bring us back to different conventions and ways of reading and writing,[14]and to the historically situated understandings of the section on the author.[15]At the least, “meaning”requires a negotiation between cultural meanings across time, culture, gender and class.OK Let me recap my talk today. The point of this brief talk is that “meaning” is a phenomenon that is not easily ascribed or located, that it is historical, social, and derived from the traditions of reading and thinking and understanding the world that you are educated about and socialized in.Meaning in LiteratureI. AUTHOR—Interpret author’s intended meaning bya)Reading other works by【T1】_____【T1】______b)Knowing common meanings in a particular parameterc)Knowing how authors and readers of that time interpreted textsd)Knowing cultural【T2】_____ of that time【T2】______—Personal meaning are influenced by【T3】_____ and cultural meanings【T3】______—Authorial intention is complicateda)Cultural constraintsb)Develop meanings not originally【T4】_____by the author【T4】______c)Cultural or symbolic meanings unclear to authord)Not realise all of the【T5】_____ in the work【T5】______II. TEXT—【T6】_____ of the text【T6】______a)Grammarb)Languagec)Uses of【T7】_____【T7】______—Meanings are agreed upon based on the factors ofa)Conventions of meaningb)Traditionsc)【T8】_____【T8】______d)Conventions of usage, practice and 【T9】_____【T9】______—Meanings are complicateda)A text is a(n)【T10】_____【T10】______b)Meanings are cultural and contextual III. READER—Meaning is sociala)Language and conventions work as meanings are【T11】_____【T11】______b)Readers participate in social or cultural meaningc)【T12】_____ is part of culture and history【T12】______—Meaning is contextuala)Codes in literatureb)Reader competency:the experience and knowledge of【T13】_____texts 【T13】______—Meaning is culturala)Different conventions and ways of reading and writingb)Understand the【T14】_____ of the author【T14】______c)Negotiation across time,【T15】_____, etc.【T15】______1．【T1】正确答案：the same author解析：本题询问我们可以通过什么方式来诠释作者的作品。
how to do well in a job interview 专八听力原文
how to do well in a job interview 专八听力原文以下是一篇专八听力原文，详细解答了如何做好一份工作面试：How to do well in a Job InterviewJob interviews are a crucial part of finding a new job. You need to present yourself effectively to show the employer that you are the best candidate for the job. Here are some tips to help you do well in a job interview.1. Prepare yourself thoroughlyThe first step to doing well in a job interview is to be well-prepared. Know about the company, the job description and the industry. Research about the company's culture, values and work environment. This will help you understand what type of person they are looking for and how you can fit in.2. Dress appropriatelyDressing appropriately is essential for a job interview. Choose a professional outfit that fits your style and reflects yourpersonality, but also matches the company's culture and image. Avoid wearing too much jewelry or make-up, as it may distract from your main focus - the interview.3. Communicate effectivelyCommunication is key in a job interview. Be clear, confident and articulate when answering questions. Use appropriate language and avoid jargon if you don't understand it. Listen carefully to the questions and show that you understand them before answering. If you don't know the answer to a question, don't be afraid to say so. Show that you are honest and can learn new skills.4. Showcase your skills and experienceDuring the interview, highlight your skills and experience that match the job requirements. Talk about specific examples of how you have used these skills in previous jobs or projects. Also, show that you are passionate about the job and the company, as this will make you more attractive to the employer.5. Ask questionsFinally, don't forget to ask questions about the job, the company and the team. This shows that you are interested in the position and are thinking about more than just yourself. Choose relevant and thoughtful questions that show that you have done your research and are interested in the job.。
专业英语八级(听力)模拟试卷310(题后含答案及解析)
专业英语八级（听力）模拟试卷310(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文： A Short History of the Origins and Development of English Good morning, everyone. Today, I am going to talk about the origins and development of English language. The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders—mainly into what is now Wales, Scotland and Ireland. The Angles came from an angle-shaped land area and their language was called Englisc—from which the words England and English are derived. Generally speaking, the history of the language is divided in to three: Old English, Middle English, Modern English. In some books, Modern English is divided into two—Early Modern and Late Modem English. Old English did not sound or look like English today. Native English speakers now would have great difficulty understanding Old English. It had some sounds which we don’t have now. In grammar, Old English was much more highly inflected than Middle English because there were case endings for nouns, more person and number endings of words and a more complicated pronoun systems as well as various endings for adjectives. In vocabulary, Old English is also quite different from Middle English. Most of the Old English words are native English which weren’t borrowed from other languages. On the other hand, Old English contains borrowed words coming from Norse and Latin. Nevertheless, about half of the most commonly used words in Modern English have Old English roots. The words, be, strong and water, for example, derive from Old English. Old English was spoken until around 1100. Now let’s come to the Middle English. In 1066 William the Conqueror, the Duke of Normandy which is part of modern France, invaded and conquered England. The new conquerors called the Normans brought with them a kind of French, which became the language of the Royal Court, and the ruling and business classes. For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French wordsadded. This language is called Middle English. It was the language of the great poet Chaucer. Middle English was still a Germanic language but it is different from Old English in many ways. Grammar and the sound system changed a good deal. People started to rely more on word order and structure words to express their meaning rather than the use of case system. “This can be called as a simplification but it is not exactly. Languages don’t become simpler, they merely exchange one kind of complexity for another”, Clark and Eschholz says. Middle English would still be difficult for native English speakers to understand today. Following up is the early Modern English. Towards the end of Middle English, English underwent a couple of sound changes. One change was the elimination of a vowel sound in certain unstressed positions at the end of the words. The change was important because it effected thousands of words and gave a different aspect to the whole language. The other change is what is called the Great V owel Shift. This was a systematic shifting of half a dozen vowels and diphthongs in stressed syllables. These two changes produced the basic differences between Middle English and Modern English. But there are several other developments that effected the language. One was the invention of printing. It was introduced to England by William Caxton in 1475. The invention of printing meant that there was now a common language in print. Books became cheaper and more people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard. In 1604 the first English dictionary was published. From the 16th century the British had contact with many peoples from around the world. Many new words and phrases entered the language. The period of Early Modern English was also a period of English Renaissance, which means the development of the people. New ideas increased. English language had grown as a result of borrowing words from French, Latin, Greek. Next, let’s talk about the Late Modern English. The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words: secondly, the British Empire at its height covered one quarter of the earth’s surface, and the English language adopted foreign words from many countries. Now I’d like to briefly introduce to you varieties of English. From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words “froze”when they reached America. In some ways, American English is more like the English of Shakespeare than modern British English is. Some expressions that the British call “Americanisms”are in fact original British expressions that were preserved in the colonies while lost for a time in Britain. For example trash for rubbish, loan as a verb instead of lend, and fall for autumn: another example, frame-up was re-imported into Britain through Hollywood gangster movies. Spanish also had an influence on American English and subsequently British English, with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words through Louisiana and West African words through the slave trade also influenced American English and so, to anextent, British English. Today, American English is particularly influential, due to the USA’s dominance of cinema, television, popular music, trade and technology including the Internet. But there are many other varieties of English around the world, such as Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English. To conclude, English mainly underwent three periods of development. Hope all of you have enjoyed this lecture. Thank you.A Short History of the Origins and Development of EnglishI. Origins—dated back to【T1】______ of three Germanic tribes:【T1】______the Angles,【T2】______ and the Jutes.【T2】______II. Development of EnglishA. Old English1. much more highly inflected【T3】______ than Middle English【T3】______2. consists of most【T4】______ words and some borrowed ones【T4】______B. Middle English1. French words were【T5】______ the vocabulary【T5】______2. much change on grammar and【T6】______【T6】______C. Early Modern English1. elimination of a vowel sound in certain【T7】______positions【T7】______2. the Great V owel Shift3. invention of printing:1)common language appearing【T8】______【T8】______2)bringing【T9】______ to English【T9】______4. a period of English Renaissance: borrowing words from French ,Latin, GreekD. Late Modern Englishtwo principal factors【T10】______ more words:【T10】______1. the Industrial Revolution and technology2.【T11】______ foreign words from many countries【T11】______III. Main influencing factors on the varieties of EnglishA. the English【T12】______ of North America【T12】______example: trash for rubbish:【T13】______ for lend etc.【T13】______B.【T14】______ words like canyon, ranch, stampede etc.【T14】______C. French wordsD.【T15】______ words【T15】______1．【T1】正确答案：the arrival解析：这篇讲座的主题是“the origins and development of English(英语的起源与发展)”。
英语专八听力原文及答案
英语专八听力原文及答案The popularity of EnglishGood morning, everyone. T oday's lecture is about the popularity of English.As we all know, English is widely used in the world. Althpugh English is not the language with the largest number of native or first language speakers, it has really become a lingua franca. Then what is a lingua franca The term refers to a language which is widely adopted for communication between two speakers whose native languages are different from each others and where one or both speakers are using it as a second language ( Q1). For example, when an Indian talks to a Singaporean using English, then English is the lingua franca.Then actually how many people speak English as either a first or a second language Some researches suggested that a few years ago that between 320 , 000 , 000 to 380 , 000 , 000 people spoke English as a first language. And anyway between 250 , 000 , 000 to 350 , 000 , 000 as a second language ( Q2 ) . And of course , if we include people who are learning English as a foreign language all over the world, that number may increase dramatically. Then we may ask a question, how did English get there That is how did English gain the present status of popularity There are in fact a number of interlocking reasons for the popularity of English as a lingua franca. Many of the reasons are historical , but they also include economic and cultural factors that influenced and sustained this spread of the language. Let's go through the reasons one by one. First, it's the historical reason ( Q3) . This is related to the colonial history. As we know, when' the Pilgrim Fathers landed on the Massachusetts coast in 1620after their journey from England, they brought with them not just a set of religious beliefs, a pioneering spirit or a desire for colonization, but also their language. Although many years later, the Americans broke away from their colonial master, the language of English remained and still does. It was the same in Australia too. When Commander Philippe planted the British flag in Sydney curve on the 26th of January 1788 , it was not just a bunch of British convicts and their guardians but also a language. In other parts of the former British Empire, English rapidly became a unifying or dominating means of control. For example, it became a lingua franca in India where a variety of indigenous languages made the use of any one of them as a whole country system problematic ( Q4). So the imposition of English as the one language of a ministration helps maintain the colonizers' control and power. Thus English traveled around many parts of the world in those days and long after that colonial empire has faded away. It is too widely used as a main or at least an institutional language in countries as far apart as Jamaica and Pakistan, \ Uganda and New Zealand. That is the first factor. Now the second major factor. in the spread of English has been the spread of commerce throughout the world. The spread of international commerce has taken English along with it ( Q5 ) . This is the 20111 century phenomenon of globalization. Therefore, one of the first sights many travelers see when arriving in countries as diverse as Brazil, China for example, it's the yellow, twin art sign of a Macdonald's fast food restaurant or some other famous brand's outlets. And without doubt, English is used as the language of communication in the international business community.And the third factor related to the popular use of English is the boom in international travel ( Q6). And you will find thatmuch travel and tourism is carried on around the world in English. Of course this is not always the case. As the multi-lingualism of many tourism workers in different countries demonstrate. But a visit to most airports on the globe will show signs not only in the language of that country but also in English. Just as many airline announcements are broadcast in English too. Whatever the language of the country the airport is situated in. So far, English is also the preferred language of air-traffic control in many countries and it is used widely in sea travel communication ( Q7 ).Another factor has something to do with the information exchange around the world. As we all know, a great deal of academic discourse around the world takes place in English. It is often a lingua franca of conferences, for example. And many journal articles in fields as diverse as astronomy, trial psychology and zoology have English as a kind of default language ( Q8).The last factor I cite here concerns popular culture. In the western world at least, English is a dominating language in popular culture. Pop music in English can be heard on many radios ( Q9). Thus many people who are not English speakers can sing words from their favorite English medium songs. And many people who are regular cinema-goers or TV viewers can frequently hear English in sub-titled films coming out of the USA.\Now, to sum up, in today's lecture, we have reviewed some of the reasons or factors that lie behind the popular use of English as the NO. 1 world language. Before we finish, I would like to leave a few questions for you to think about. Is the status of English as the NO. 1 world language assured in the future Will it split into varieties that become less mutually intelligible Or some other language or languages take the place of English asthe world language in future ( Q1 ). These questions are not easy to answer, I know, but they are definitely worth pondering over after the lecture. OK, let's bring us to the end of today's lecture. Thank you for your attention. SECTION B CONVERSATION W Hello! Freddy.NI: Hello! Marry. How nice to see you again! How is everything goingW Fine. Busy these daysM : Yeah. With lots of things to do. Would you like to join me for a drinkW: Ok! Thanks!M: Any news recentlyW Oh! Well , I read in the local paper the other day that the government is planning to build an airport here. You knew that M Afraid not.】My real objection to this idea of a new airport is... is that the whole thing is so wasteful. I mean, we know we are currently in a fuel crisis. We know that we've got to conserve oil and fuel and allthe rest of it and yet here the government seems quite deliberately to be encouraging people to travel, to use. And these jets use a heck of a lot of oil. I mean it takes a ton of oil, a ton of petrol before one of this big jets even takes off (Q1).M: Hmmm.W: It seems so completely short-sighted to me, quite apart from all the waste of land and so on. I can't see, I can't see the rational behind really wanting an... an airport at all.M: Well, surely you must admit the existing airport nearby are becoming swarmed. I mean, why should people...NV: Well, they are being swarmed.111: be treated like cattle when there's a chance of a new airport here.W: But, but really, people shouldn't be traveling as much. That's, that's why most of the journeys, I mean, they are swarmed, because there is far too much unnecessary tourism and so on. It isn't necessary for people to travel so fast, or still, even so often ( Q2).M: Well. You take the climate here in this country. Now, just before Christmas, there 'was this dreadful cold spell and there was a tremendous increase in the number of people who wanted to leave and spend Christmas and the New Year in a reasonable climate of sun and a certain mild climate. And in summer, the same situation occurs. It is unbearably hot here and people want go somewhere cool.W: Yes, I can sympathize with that. But it is still not really necessary to do or as it is necessary to conserve fuel and it is necessary to ... well not to waste land, I mean, land for new airport could be used for far more important things which would benefit the people here far more ( Q2). I mean, it could be used for farming, for instance.M: True./W: It could also be used for housing, or it could be used for parks, you know. People then, could come and enjoy themselves without having to travel far.Mi But, airports do bring some local advantages. They bring roads, there's obviously extra employment, for instance, new hotels, shops, restaurants will have to be built, this means, more jobs for the locals and it is good for local economy ( Q3).W: But, you ask the people, you ask those who are now living near the airports, for instance, whether they reckon that airports are bringing them advantages or the airport is bringing noise and vast motorways and the whole area is desolated, isn't it ( Q2) M: But, the airport infrastructure relies on housing and other facilities for the great number of people who would be employed in the airport, the pilot even, the stewardnesses. They have to live somewhere near the airport, rightW: Yeah, but it's, it's just so damaging to the whole area. I think, airports, from my point of view, the whole concept is outdated really. With modern technology, we're going to make a lot of travel unnecessary, really (Q4). For example, it won't be necessary for businessman to fly out toa foreign country to talk to somebody. They can just lift up telephone in the office, press the button and see the person they want to do business with. You see, business deals can be made without having to travel back and forth, rightM: Yes, you're right. But, for a lot of people, 'personal contact is important. And this means travel, and means quick travel, air 'travel and we just need a new airport (Q5).SECTION C NEWS BROADCASTNews Item 1 (for question 6)The New Moderates Party began forming the new Swedish government on Monday. In Sunday's Elections , the New Moderates Party defeated the Social Democrats. The Social Democratic Party has controlled Sweden for all but nine years since 1932 , building up the country's generous welfare state. But the New Moderates wants to change it. ( Q6 ) Sweden's welfare system is famed around the world, but the system encourages people to be lazy and unemployment is also high in Sweden. Onereason is the high tax on companies which makes it difficult to employ new people.News Item 2 (for questions 7 and 8)！Much of the world was watching on television when the command of the Apollo-11 mission Neal Armstrong took the first steps on the moon in July 1969. The pictures of that historic footstep and everything else about that and subsequent of Apollo moon landings were recorded on magnetic tape at three NASA ground tracking stations around the world. The tapes were then shipped to a NASA operation centre near Washington—the Goddard Space Flight Centre. ( Q7 ) In late 1969 , the space agency began transferring them and tens of thousands of tapes from other space missions to a nearby U. S. government archives warehouse: NASA says it asked for them back in the 1970s, but now does not know where they are. "I probably am overly sensitive to the word `lost' . I did not feel they are lost. " said Richard Nafzger, a Goddard Space Flight Centre engineer who was in charge of television processing from all of NASA's ground receiving sites. The Space Agency has authorized him to set aside his other duties for the foreseeable future and devote his time to the hunt for the tapes. Nafzger says- they are stored somewhere. ( Q8 )News Item 3 (for questions 9 and 10)More than 22 million people who live in the Unite State don't speak or understand English very well and that can be deadly. In a study published in the New England Journal of Medicine, Doctor Glan Flores highlights some cases where language barriers prevented patients from communicating with health-care providers with serious consequences. ( Q9 ) Doctor Floresrecords one incident in which English-speaking doctors `thought a Spanish-speaking man was suffering from a drug over-doze. "He was in the hospital basically for two days being worked up for drug abuse " , Flores says. " They finally did a head CT scan and realized he had had a major bleed into his brain. He ended up being paralyzed and he got a 71 million dollars settlement award from the hospital. " Doctor Flores , a professor at the Medical College of Wisconsin, saysthat despite examples like that, the majority of US health-care facilities still do not have trained interpreters on sight, but he acknowledges that increasing numbers of health care workers are bilingual and that more clinics and hospitals do make sure their staff and patients understand each other. ( Q10) 参考答案SECTION A MINI-LECTURE（1）native languages (2).350 (3).Historical (4).India (5)merce (6).Boom (7).sea travel communication (8).conferences (9).many radios (10).split…SECTION B&C。
专业英语八级(听力)模拟试卷70(题后含答案及解析)
专业英语八级（听力）模拟试卷70(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task 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-taking.听力原文：How to Succeed in Your Literature Class Good morning everyone, our topic today is about how to do well in your literature class in your college days. College literature classes often shock people with little or no experience closely analyzing literature. First year students and those pre-med students just fulfilling their lone literature requirement generally find themselves uncertain of how to approach the assigned readings, class discussions, and papers. The seemingly intimidating classes may further terrify students if language skills are not their strong points. Literature courses and assignments tend to be extremely different from those of any other discipline because of their extreme subjectivity. This aspect is what many people tend to find most surprising and challenging in an academic setting. (1)I am not saying that you can throw reason and fact out of the window in literature courses, but you are given much more intellectual freedom with your personal thoughts and ideas. And that is a feature that catches those accustomed to regimented rules and precise answers in experiments and problems sets slightly off guard. The most important pieces of advice I can offer those considering taking a literature course is to be ready and willing to read everything questioningly, closely, and in advance. Beginning with the “in advance” piece of wisdom: literature professors HATE when their students have not done the assigned reading. They assigned it for a reason, so have it finished when you get to class. For large lectures students often think it is not that important to do the readings since they will not be forced to speak up and offer opinions. This is completely wrong. Why attend a lecture on a piece of writing that the professor assumes you have read?(2)You will take nothing away from the lecture and will not be able to make any sense of whatever notes you take, even if you read the material after the fact. Also professors tend to be plot spoilers, so if you are taking a class in which you are reading novels, if you do not want to find out who dies or gets arrested or falls in love or any other possible endings, I would highly recommend reading the book before class. (3)In small classes that have lots of open discussion, professors can always tell who has and who has not done the week’s reading. Don’t think it won’t affect your participation grade for the course. Also if you are a particularly shy individual who doesn’t often speak up in class anyway, you willbe even less likely to participate if you have no idea what the discussion is about. Come to class with your reading finished and you will certainly think of some way to contribute to the class dialogue.(4)The entire point of a literature class is to engross a student in the general aspects of important books, to explore many subtle differences of how stories are crafted, and to train the college scholar to read and digest huge amounts of information. You won’t do well in the course without making a sincere attempt to read and understand every assigned text. Next, make sure you read all material very closely.(5)Do not skim through seemingly unimportant passages of long novels, or read Spark Notes and think you know what happens in the reading.(6)These methods of “reading”leave you without any idea of the author’s style or deeper intentions: they merely give you plot or surface meanings. Reading things halfway will be of no benefit to you when it is time to write your papers. (7)Literature professors usually want papers that are very sharply focused and detailed. Often they will assign topics that include one of the phrases “pick one sentence from the novel” , or “choose a short passage” , or “discuss a single metaphor”. These exercises in close reading force students to unpack every word within their chosen section of the text and discuss many different possible meanings and implications. This is where a literature student’s freedom in thinking is clearly exhibited.(8)There is no single answer or interpretation to most pieces of literature, but students must be able to read closely enough to defend a case with textual evidence that will support their personal interpretation. Finally, do not feel defeated if you find a piece of evidence in the text that seems to contradict the line of thinking you had developed about the piece of literature.(9)Literature papers and discussions should question every theory by offering counterevidence. As I previously said, clear-cut answers do not exist in any form of literature, be it poetry, fiction, essays, or even nonfiction. You must read all genres with a discerning eye, and instead of avoiding possible conflicts in your papers, use them to show that you have fully thought through your arguments. Think of ways that they can fit in and support, or simply acknowledge that something seems unexplainable to your uncertainty is acceptable in literature courses: after all, you generally do not have access to the author’s personal thoughts. Just be sure that even your uncertainty delves into possible interpretations of a work, sentence, or word. Literature discussions and papers do not need to provide answers per say, but they MUST be thought provoking. So unpack single words, look up meanings and histories, analyze sentence structures for potential purposes, and never stop questioning your thoughts. (10)And the last piece of advice I have to offer: look at the reading lists of literature courses you are considering so you do not make yourself miserable by spending a semester reading literature you have no interest in. Literature courses should be enjoyable, and their readings stimulating, so find one that interests you and begin analyzing everything! Ok, today I’ve given several tips to you regarding the ways of succeeding your literature class. I hope they could help you get your hands on the class when you are ready to go. Thank you for listening.How to Succeed in Your Literature Class College literature class may seem difficult to beginners, especially with their language limits. What is most challenging is that literature class depends highly on subjectivity.I. Features ofliterature class—【B1】______freedom with personal ideas encouraged【B1】______—rules and accuracy off guardII. Three pieces of advice for literature class learnersA. The first piece of advice: in advance—assigned reading before class: necessary whether in large lectures or insmall ones —for large lectures:—greater progress and more【B2】______in the lecture【B2】______—avoidance of being told the plots before reading —for small lectures:—【B3】______in open discussion especially for shy students【B3】______—target of literature class:—general aspects of important books —subtle differences of how stories are crafted—drill in reading and【B4】______of huge amounts of information【B4】______B. The second piece of advice: closely —method:—reading all materials instead of【B5】______【B5】______—paying more attention to style and deeper intention instead of plotsor【B6】______【B6】______—requirement of literature papers: focused and【B7】______【B7】______—benefit to paper writing: —unpacking every word—exploring possible meanings and implications—learning to defend personal interpretations with【B8】______evidence 【B8】______C. The third piece of advice: questioningly —not afraid of possible contradictions—display of full thought in arguments with【B9】______【B9】______—consideration of suitable ways of arguments or simple embrace of uncertainty III. The additional tip—selection of a course with【B10】______【B10】______ 1．【B1】正确答案：intellectual解析：本题设题点在转折处。
专业英语八级(听力)模拟试卷300(题后含答案及解析)
专业英语八级（听力）模拟试卷300(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A] , [B] , [C] and [D] , and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.听力原文：W: Alexis Cruz may be young, but this up and coming actor has had a solid 20 years in show business. After attending the legendary “Fame” school, Alexis has landed one role after another in films starring actors such as Johnny Depp, Halle Berry, Vivica A Fox and Marlon Brando. I found Alexis to be not only enthusiastic about acting and enhancing his craft, but he is without a doubt, one of the kindest and warmest actors I’ve had the pleasure of interviewing. Hello, Alexis. How are you doing?M: Great Good to see you.W: When did you decide show business was the path you wanted to take?M: I started when I was 9 and it was something I had interest in and I was aware that I wanted to go further, I just didn’t know how. Even when I started at 9, when you’re that young, if you’ve got talent, you can read the lines and you’re cute, that’s enough. But, when I was about 13, I was auditioning for a role and I was up against Marc Anthony, the director sits me down and says, “You know, you’re not a very good actor, you’re a terrible actor, but I’m going to give you this part anyway.” It just stunned me! But some part of my brain clicked in that he was saying something to me and that I need to take acting classes. So I decided to listen to him and that same year I started training at the School for Performing Arts, the Fame school. It turned out to be the biggest turning point of my life. That’s where I learned to become an actor.W: You attended the infamous Fame school, what “extra something” did you have that scored a spot in the school?M: It wasn’t anything. When I was auditioning, their standards were really strict. I went through two days of the auditioning process with various exercises, tests and monologues to gauge your talent. There’s really no way to prepare for it.W: You have starred in films with some of the biggest names in the business. Which celebrity has given you the best advice through the years?M: I learned from Anthony Quinn about working my knowledge. I learned from him what it meant to learn my knowledge. Many, many, many years later, I learned from James Woods a combination of what I had learned... not to be a jerk.1. What do we learn from the beginning of the interview?2. According to Alexis Cruz, what is enough for a 9-year-old actor?3. According to the interview, what impels Alexis Cruz to take acting classes?4. What can the auditioning process of the Fameschool be summarized as?5. What can we learn from the interview?1．A．Alexis engaged in show business when he was 20.B．Alexis plays a leading role in every film he acts.C．Alexis is an easy-going and passionate actor.D．Alexis’s craft in acting needs to be improved.正确答案：C解析：由关键语句kindest and warmest，enthusiastic about acting and enhancing his craft可推知Alexis很随和，工作中是富有激情的，故C项为正确答案。
专业英语八级(听力)模拟试卷19(题后含答案及解析)
专业英语八级（听力）模拟试卷19(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. 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.听力原文：M: I’m really scared about this talk I’ve got to give next week. Do you think you could help me? You’ve had loads more experience of that kind of thing than I have.W: Yes, yeah, sure. If I can help, I will. What’s it about and why’ve you got to give a talk, anyway?M: Well, I’ve applied for this job. You see, it’s with an advertising company and they’ve asked all the applicants to give a talk as part of the selection process. I do want the job, so I’ve got to try and do something good.W: Well, what’ve you got to talk about?M: We can choose our own subject. I think that makes it harder. We just have to talk for twenty minutes. And we can use an overhead projector if we want. W: Right, then the first thing to do is to decide what you’re going to talk about. Pick something that you feel strongly about. That’ll make it easier for you to sound enthusiastic and interested yourself which is very important if you want to hold your audience’s attention.M: So how on earth do I manage to sound enthusiastic and interested when I’m feeling scared out of my mind?W: Well, I suppose the first thing to do is to prepare your talk well so that you know exactly what you want to say and in what order. Do not just read a script, that’s very dull for the listeners. Talk from brief notes—you can write them on cards, perhaps—so that it sounds a bit more spontaneous than reading a prepared script and your eyes are free to make contact with the audience. If you feel really scared just before the talk, take a deep breath; that should be enough to calm you down.M: Anything else about how I should speak? I mean, slowly or fast?W: Well, you must talk clearly of course and not too fast, though, mind you, a bit of variety of pace is a good idea. It’s also important that your voice goes up and down and doesn’t sound too flat. You don’t want them to fall asleep while you’re talking. And it goes without saying that you must project your voice well—you know how irritating it can be if you have to strain to hear someone speaks.M: It certainly is. And what about the overhead projector? Do you think I should use it?W: Well, yes, you do. Carefully prepared overhead projector transparencies will make you feel more confident and will help your audience to understand the points you’re making. Any visual aids you use will interest the audience and will provide some welcome variety to your presentation. Perhaps you could take something else with you to illustrate your talk too.M: I’ll think about that —once I’ve made up my mind about what I’m going to talk about! What about thetalk itself? Any tips there?W: Well, it’s difficult when you don’t know what you’ve going to talk about yet but I suppose some things are relevant whatever the subject. Make sure you get off to a good start. Outline for your audience what you’re planning to talk about. Also try to say something interesting or amusing or striking in some way at the very outset so that you capture their attention at the start. Then it’s almost as important to finish on a high with a clear and memorable conclusion. In other words, remember that first and last impressions are particularly significant.M: And what about the middle?W: Well, the middle part of what you say can take care of itself in a way. Just remember make the structure and point of what you’re saying obvious to the audience. Don’t be afraid to rephrase and summaries your main points to make sure you get them across. But make it enjoyable for the audience too by being amusing, if appropriate, or by, perhaps, illustrating points you make with an anecdote or an analogy. Something that is too abstract and theoretical can be a bit tedious to listen to for too long. Anyway we can discuss that more when you’ve got your subject chosen.M: Yes, when I’m a bit more prepared would you listen to me having a go at it and give me more advice?W: Course, I will. Oh, it’d be great if you get that job!1．According to the conversation, which of the following statements is INCORRECT?A．The talk serves as a part of selecting applicants.B．The time limit of the talk is twenty minutes.C．The applicant prefers a free topic to a given one.D．The applicant is free to use overhead projector.正确答案：C解析：对话一开始便提到面试要求应聘者进行一个20分钟的演讲，这是其中的一个筛选环节，应聘者可以自由选择是否用投影仪。
专业英语八级(听力)模拟试卷80(题后含答案及解析)
专业英语八级（听力）模拟试卷80(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task 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-taking.听力原文：Chinese Americans Good morning. We’ll continue with our introduction to American minorities. Today’s focus is on Chinese Americans.(1)For many years it was common in the United States to associate Chinese Americans with restaurants and laundries. People did not realize that the Chinese had been driven into these occupations by the prejudice and discrimination that used to face them in this country. The first group of Chinese came during the California Gold Rush of 1849. Like most of the other people, they had come to search for gold. In that largely unoccupied land, they stated a claim for themselves by placing markers in the ground.(2)However, either because the Chinese were so different from the others or because they worked so patiently that they sometimes succeeded in turning a seemingly worthless mining claim into a profitable one, they became the scapegoats of their envious competitors. They were harassed in many ways. Often they were prevented from working on their claims: some localities even passed regulations for bidding them to own claims. Therefore, these Chinese had to seek out other ways of earning a living. Some of them began to do the laundry for the white miners: others set up small restaurants. There were few women in California in those days, and the Chinese filled a real need by doing this “woman’s work”. Some others went to work as farmhands or as fishermen. In the early 1860s, a second group of Chinese arrived in California.(3)This time, they were imported as work crews to construct the first transcontinental railroad. The work was so strenuous and dangerous, and it was carried on in such a remote part of the country, that the railroad company could not find other laborers for the job. As in the case of their predecessors, these Chinese were almost all males and they encountered a great deal of prejudice. The hostility grew especially strong after the railroad project was completed, and the imported laborers returned to California, all out of work. Because there were so many more of them this time, these Chinese drew even more attention than the earlier group did.(4)They were so different in every aspect: in their physical appearance, in their language, and in their religion. They were contemptuously called “heathen Chinese”. When times were hard, they were blamed for working for lower wages and taking jobs away from white men. And these white men were actually recent immigrantsthemselves. Anti-Chinese riots broke out in many cities. Some even developed into arson and bloodshed.(5)The Chinese were not allowed to make legal appeals and they were not accepted as American citizens. Californians began to demand that no more Chinese be permitted to enter their state. Finally, in 1882, the Congress passed the Chinese Exclusion Act, which stopped the immigration of Chinese laborers.(6)Many Chinese returned to their homeland, and their numbers declined sharply in the early part of the last century. However, during WW II, when China was an ally of the United States, the Exclusion laws were ended: a small number of Chinese were allowed to immigrate each year, and Chinese could become American citizens. In 1965, in a general revision of immigration laws, many more Chinese were permitted to settle here. (7 -1)From the start, the Chinese had lived apart in their own separate neighborhoods, which came to be known as “ Chinatowns “. In each of them the residents organized an unofficial government to make rules for the community and to settle disputes.(7-2)Many people couldn’t find jods on the outside, and they went into business for themselves, primarily to serve their own neighborhood. As for laundries and restaurants, some of them soon spread in the city, since such services continued to be in demand among non-Chinese, too. To this day, certain Chinatowns, especially those of San Francisco and New York, are very busy, thriving communities. They have become great attractions for tourists and for those who enjoy Chinese food.(8)Most of today’s Chinese Americans are the descendants of some of the early miners and railroad workers. Those immigrants had been uneducated farm laborers in the vicinity of Canton in Southeast China before they came to America. Even after having lived here for several generations, Chinese Americans retain many aspects of their ancient culture. For example, their family ties continue to be remarkably strong. Members of the family lend each other moral support and also practical help when necessary. From a very young age children are taught with the old values and attitudes, including respect for their elders and a feeling of responsibility to the family. This helps to explain why there is so little juvenile delinquency among them. (9)The high regard for education, and the willingness to work very hard to gain advancement, are another noteworthy characteristics of them. This explains why so many descendants of uneducated laborers have succeeded in becoming doctors, lawyers and other professionals. By the way, many of the most outstanding Chinese American scholars, scientists, and artists are more recent arrivals. They come from China’s former upper class and they represent its high cultural traditions. Chinese Americans make up only a tiny fraction of the American population. They live chiefly in California, New York, and Hawaii. As American attitudes toward minorities and toward ethnic differences have changed in recent years, the long-hated Chinese have gained wide acceptance. Today, they are generally admired for many remarkable characteristics, and are often held up as an example worth following.(10)And their numerous contributions to their adopted land are much appreciated. Now, we are coming to the end of our lecture. Today we’ve talked about what Chinese Americans have undergone since the California Gold Rush. Our focus for the next week will be on African Americans. Thank you for your attention.Chinese AmericansIntroduction: Americans used to associate ChineseAmericans with【B1】______【B1】______I. Early immigrationA. The first group of Chinese immigrants—Being bullied because other people were jealous of their【B2】______in【B2】______the Gold Rush —Being prevented from working on their own claims —Being made a living by doing laundry, running small restaurants,farming or fishingB. The second group of Chinese immigrants—imported as workers for the construction of the first【B3】______【B3】______—called “ heathen Chinese” because of differences in appearance,language and【B4】______【B4】______—Chinese being deprived of【B5】______【B5】______—the Congress banned Chinese immigration in 1882—【B6】______population of Chinese Americans in early 20th century【B6】______II. Changes since WW II—China and the US became allies and Chinese immigration being permitted—Chinese Americans’ life and occupations being【B7】______Chinatowns【B7】______III. Introduction of current Chinese Americans—most descend from【B8】______immigrants【B8】______—tradition being well-preserved —emphasis on education and【B9】______making Chinese Americans【B9】______distinguish themselves —appreciated by their【B10】______to the US【B10】______1．【B1】正确答案：restaurants and laundries解析：本题考查重要细节。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Model TestSection A Mini-LectureTeaching 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 theteacher doesn’t have good teaching skills. So it’s important to communicate with students to find out what the problem is.”Using effective teaching methods does facilitate classroom communication. (6) As teachers with teaching experience in their native countries already know, when lecturing, it is important to clearly state each point before speaking about it, make the point and then summarize what has been said. (7) Before beginning another idea or point, it’s necessary to inform students of this change or transition.(8) Students are reluctant to continually ask teachers to repeat what they’ve said, even when they haven’t completely understood the teacher. Thus, it is important for teachers to frequently stop to ask if students have any questions. (9) An even better method is to ask questions of the students in order to check their understanding before going on to another topic. (10) Another method often uses by both international and American teachers is presenting the same idea in more than one way.One teacher from France says “As a foreigner and since I don’t speak the language as well as an American, I repeat very often the same thing in different ways. So they may pick it up the way they want during the many times I say it in different ways. It’s a technique I am spontaneously using. I guess it helps them to understand me as a foreigner speaking. And certainly it’s useful for understanding certain things that are very hard to understand…If you say it one time, it’s not enough, so repeating it several ways from different aspects—even making some language mistakes—will help them to pick up the idea.”When giving multiple explanations or examples of the same idea, the teacher should preface each explanation to indicate that the same idea is being explained, only in a different way. Common phrases used to indicate that a different explanation of the same idea is about to be given are:1)“Stated another way…”2)“A simpler explanation of the same idea is…”3)“Said another way…”4)“Let me present another way of understanding this…”5)“The same idea can be explained in this way…”6)“Another example of this is…”7)“I’ll repeat that in a different way…”Although teachers who have had extensive lecture experience in their home countries may already use the lecture techniques described here, it may be necessary to exaggerate these methods to ensure adequate communication.Many effective teachers learn to elicit the help of their students. (11) If the teacher and students have a friendly relationship, students usually are more willing to help facilitate communication in the classroom. In the following statement a teacher from Iran described how he uses certain teaching methods to be sure his students understand him.“I’ve been trying hard to be clear, to say the words separate so that students can understand. (12) Once in a while I stop and ask, ‘Do you follow?’ or ‘Am I clear?’ and pretty much make them feel that any time they can stop me. Anytime they want they can stop me and say, ‘I didn’t get that point’. Then I explain. You have to encourage their questions, say, ‘Good question’, ‘Interesting’, or ‘Who else has a question?’ You have to make them feel comfortable in the class…”(13) Getting students to participate in the class by being friendly and supportive of their comments, ideas, and questions can help both the teacher and the students feel more comfortable in the classroom. (14) When students feel comfortable enough to participate in class, they may be more tolerant of the teacher’s language difficulties and (15) be willing to cooperate with the teacher in solving communication problems.Today, we’ve talked about ways for you, future international teachers, to enhance communication in the classroom. The suggestions are offered as a starting point. By endeavoring to understand communication problems that can occur in the international teacher’s classroom, you can take action to minimize these problems. I hope you would have a good time.Section B ConversationMiriam (W) Frank (M)Now, listen to Part One of the conversation.W: Hello, Frank.M: Hello, Miriam. How nice to see you again. How’s everything going?W: Fine. Busy these days?M: Yeah. With lots of things to do. Would you like to join me for a drink?W: OK, thanks.M: Any news recently?W: Oh, well, yesterday I read the newspaper and got very shocking news. You know, (1/2-1) it’s not the federal government that sets the calendar for our public schools. Public school calendars are set by individual states and districts. (2-2) According to the news, instead of a long summer break, our local school decided to keep students in class year-round with shorter breaks throughout, offering about 20 additional school days.M:(2-3) The students must feel very sad when hearing this news.W: Yeah, I think so. (3) And this idea is gaining increasing popularity. It’s a strategy school districts across the country are experimenting with. Perhaps the most closely watched is in Massachusetts, which has extended class time for 26 of its low-performing schools. The idea has even won the endorsement of both President Obama and his education chief.M: Mm…, (4)I heard that the education chief said in an interview that our current school calendar was based upon the agrarian economy and the vast majority of the students in our country weren’t working the fields in the summers. So he—he thought it was really an outdated, outmoded model. It needed to be changed.W: I don’t agree with him.(5-1)Extending school year seems so completely short-sighted to me. More time is no silver bullet for reform. Take Miami-Dade County Schools in Florida for example, it used an extended day program for three years, but dropped it because they didn’t see improvement in test scores. (5-2) Besides, it—it disrupts family life.This is the end of Part One of the conversation.Question 1to 5 are based on what you have just heard.1.Who set(s) the public school calendars?2.Which of the following statements is NOT the change made to public schoolcalendars?3.Which state experimented with the new public school calendars has gainedthe closest attention?4.Why does the education chief support extending school year?5.According to Miriam, which of the following statements is INCORRECT?Now, listen to Part Two of the conversation.M: Well, surely you must have to admit that we have a significantly shorter school year. I’m worried—er—our students are at a competitive disadvantage with their peers in India and China. Students in those other countries are going to school 210, 220, 230 days a year. Our students are going to school 180 days a year, generally. And I think our students are absolutely smart, absolutely committed, can do extraordinary things. But we have to level the playing field. And if in a sports contest, one team is practicing three days a week and one team is practicing five days a week, the team that is practicing more is going to do better.W:(6) But simply extending school time in and of itself will not produce the desired results. Larry Cuban, a Stanford University professor of education, has argued that what matters most is not the quantity but the quality of time students and teachers spend together in the classroom.M: Well, yes. Mm…, but, extending school time does bring some advantages. (7-1) It gives the students learning experiences that they might not be able to get over the summertime.W: But you ask the teachers and students whether, whether they reckon that extending school time brings them advantages. I think goes without saying that no one wants to extend bad time. The teachers are fatigued at the end of the day, and the students are fatigued and unmotivated. The students need summer break to have a good rest.M: Yes, you are right. (7-2) But without those camps and other stimulating activities, something called summer learning loss occurs. (8)Researchers estimate thatlow-income students can lose two months of math and reading achievement owing to a lack of reinforcement during the summer break. It’s particularly true for low-income kids who don’t have the opportunities that other kids have during those big breaks. W: But have you considered this? Extending the school day is very very expensive. (9) The Miami-Dade program cost more than $100 million.M: Yes, you are right. Really it can result in increased cost because more teachers, specialists, paraprofessionals, and other staff are deployed. (10)But I think it can bring some—some benefits to students and teachers as well, for example, umm, it allows teachers to delve into subject matter in more depth; (7-3) it builds in time for more teacher-to-student interaction; and, it makes it possible for students to spend more time on task.This is the end of Part Two of the conversation.Question 6 to 10 are based on what you have just heard.6.What does Larry Cuban think of extending school year?7.Which of the following has not been cited as the advantage for extendingschool year by Frank?8.What effect may summer vacation have on poor students in researchers’estimation?9.How much does the Miami-Dade program cost?10.What’s Frank’s attitude towards Miriam’s ideas?。