专八听力minilecture真题及答案

2015英语专业八级听力第一部分MINI-LECTURELISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREUnderstandingAcademicLecturesListeningtoacademiclecturesisanimportanttaskfrouniversitystudents.Then,howcanwecomprehendalectureefficiently?I.Understandall(1)______________A.wordsB.(2)______________-stress-intonation-(3)______________II.AddinginformationA.lecturers:sharinginformationwithaudienceB.listeners:(4)______________C.sourcesofinformation-knowledgeof(5)______________-(6)______________oftheworldD.listeninginvolvingthreesteps:-hearing-(7)______________-addingIII.(8)______________A.reasons:-overcomenoise-savetimeB.(9)______________-content-organizationIV.EvaluatingwhilelisteningA.helpstodecidethe(10)______________ofnotesB.helpstorememberinformation 答案 八年级地理上册填图题岩土工程勘察试题省略号的作用及举例应急救援安全知识车间5s试题及答案 ：1.partsofmeanings2.sound/vocalfeatures3.rhythm4.absorbing5.subject6.experience7.reinterpreting8.prediction9.whattolisten10.Importance20152014ANSWERSHEET1(TEM8)PARTILISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREHowtoReduceStressLifeisfullofthingsthatcauseusstress.Thoughwemaynotlikestress,wehavetolivewithit.I.DefinitionofstressA.(1)reaction(1)physical.forceexertedbetweentwotouchingbodiesB.humanreaction.responseto(2)onsomeone(2)ademand.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—.delaycausedbytrafficE.pacingactivities—manageabletask—(10)(10)reasonablespeed2013SECTIONAMINI-LECTUREWhatDoActiveLearnersDo?Therearedifferencebetweenactivelearningandpassivelearning.Characteristicsofactivelearners:I.readingwithpurposesA.beforereading:settinggoalsB.whilereading:(1)________II.(2)______andcriticalinthinking.informationprocessing,.--connectionsbetweentheknownandthenewinformation--identificationof(3)______concepts--judgmentonthevalueof(4)_____.III.activeinlisteningA.waysofnote-taking:(5)_______.B.beforenote-taking:listeningandthinkingIV.beingabletogetassistanceA.reason1:knowingcomprehensionproblemsbecauseof(6)______.B.Reason2:beingabletopredictstudydifficultiesV.beingabletoquestioninformationA.questionwhattheyreadorhearB.evaluateand(7)______.VI.LastcharacteristicA.attitudetowardresponsibility--activelearners:accept--passivelearners:(8)_______B.attitudetoward(9)______--activelearners:evaluateandchangebehaviour--passivelearners:nochangeinapproachRelationshipbetweenskillandwill:willismoreimportantin(10)______.Lackofwillleadstodifficultyincollegelearning.参考答案：1.checkingtheirunderstanding2.reflectiveoninformation3.incomprehensible4.whatyouread5.organized6.monitoringtheirunderstanding7.differentiate8.blame9.performance10.activelearningSectionAMini-lecture或者1、checkingunderstanding。2、reflective3、puzzling/confusing4、whatisread5、comprehensiveandorganized6、constantunderstandingmonitoringHowever,therearedifferencesindailylifeobservationandresearchobservation.Differences----dailylifeobservation--casual--(1)________--dependenceonmemory----researchobservation--(2)_________--carefulrecordkeepingB.Waystoselectsamplesinresearch----timesampling--systematic:.fixedintervalseveryhour--random:fixedintervalsbut(3)_______Systematicsamplingandrandomsamplingareoftenusedincombination.----(4)_______--definition:selectionofdifferentlocations--reason:humans'oranimals'behaviour(5)______acrosscircumstances--(6)______:moreobjectiveobservationsC.Waystorecordbehaviour(7)_______----observationwithintervention--participantobservation:researcherasobserverandparticipant--fieldexperiment:research(8)______overconditions----observationwithoutintervention--purpose:describingbehaviour(9)______--(10)______:nointervention--researcher:apassiverecorder1:rarelyformalrecords2:systematicobjectivemanner3:variable4:situationsampling5:vary6:advantage7:asitoccurs8:havemorecontrol9:innaturalsetting10:methodInterview2011ClassificationsofCulturesAccordingtoEdwardHall,differentculturesresultindifferentideasabouttheworld.Hallisananthropologist.Heisinterestedinrelationsbetweencultures.I.High-contextcultureA.feature-context:moreimportantthanthemessage-meaning:(1)__________.moreattentionpaidto(2)___________thantothemessageitselfB.examples-personalspace-preferencefor(3)__________-lessrespectforprivacy/personalspace-attentionto(4)___________-conceptoftime-beliefin(5)____________interpretationoftime-noconcernforpunctuality-nocontrolovertimeII.Low-contextcultureA.feature-message:separatefromcontext-meaning:(6)___________B.examples-personalspace-desire/respectforindividuality/privacy-lessattentiontobodylanguage-moreconcernfor(7)___________-attitudetowardtime-conceptoftime:(8)____________-dislikeof(9)_____________-timeseenascommodityIII.ConclusionAwarenessofdifferentculturalassumptions-relevanceinworkandlife.business,negotiation,etc.-(10)_____________insuccessfulcommunication1.apartfromthemessageishappeninglanguageitselfmessageitselfmeanseverything1.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.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)_________posture-----hunchedshouldersorahanginghead:toindicate(9)_____(9)________-----directleveleyecontact:toexpressanopenorchallengingattitudeechoing-----definition:imitationofsimilarposture-----(10)______:aidincommunication(10)___________-----consciousimitation:mockery1tonesofvoice2huskiness3universalsignal。4thoughtoruncertainty5indifference6honesty7distance。8situation。9mood。10unconsciouslysameposture2009WritingExperimentalReportsI.Contentofanexperimentalreport,.---studysubject/area---studypurpose---____1____II.Presentationofanexperimentalreport---providingdetails---regardingreadersas_____2_____III.Structureofanexperimentalreport---feature:highlystructuredand____3____---sectionsandtheircontent:INTRODUCTION____4____。whyyoudiditMETHODhowyoudiditRESULTwhatyoufoundout____5____whatyouthinkitshowsIV.Senseofreadership---____6____:readeristhemarker---____7____:readerisanidealized,hypothetical,intelligentpersonwithlittleknowledgeofyourstudy---taskstofulfillinanexperimentalreport:introductiontorelevantareanecessarybackgroundinformationdevelopmentofclearargumentsdefinitionoftechnicaltermsprecisedescriptionofdata____8____V.Demandsandexpectationsinreportwriting---earlystage:understandingofstudysubject/areaanditsimplicationsbasicgraspofthereport'sformat---laterstage:____9____onresearchsignificance---thingstoavoidinwritingINTRODUCTION: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.ReasonsforthepopularuseofEnglishA.(3)____reasons(3)_______—thePilgrimFathersbroughtthelanguagetoAmerica。—BritishsettlersbroughtthelanguagetoAustralia。—Englishwasusedasameansofcontrolin(4)_____(4)_______B.Economicreasons—spreadof(5)_____(5)_______languageofcommunicationiiitheinternationalbusinesscommunity—．C.(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.seatravelcommunication8.conference9.manyradios10.split2007WhatCanWeLearnfromArt?I.IntroductionA.Differencesbetweengeneralhistoryandarthistory—Focus:—generalhistory:(1)_____—arthistory:politicalvalues,emotions,everydaylife,etc.B.SignificanceofstudyMoreinformationandbetterunderstandingofhumansocietyandcivilizationII.TypesofinformationA.Informationinhistorybooksis(2)_____—facts,butnoopinionsB.Informationinarthistoryissubjective—(3)_____andopinions.—Spanishpainter'sworks:misuseofgovernmentalpower—Mexicanartists'works:attitudestowardssocialproblemsIII.ArtasareflectionofreligiousbeliefsA.Europe:(4)_____inpicturesinchurchesB.MiddleEast:picturesofflowersandpatternsinmosques,palacesReason:humanand(5)_____arenotseenasholyC.AfricaandthePacificIslands:masks,headdressesandcostumesinspecialceremoniesPurpose:toseekthehelpof(6)_____toprotectcrops,animalsandpeople.IV.PerceptionsofArtHowpeopleseeartisrelatedtotheirculturalbackground.A.EuropeansandAmericans—(7)_____—expressionofideasB.Peopleinotherplaces—partofeverydaylife—(8)_____useV.ArtasareflectionofsocialchangesA.Causeofchanges:(9)_____ofdifferentcultures.B.Changestribalpeople:effectsof(10)_____onartforms——Europeanartists:influenceofAfricantraditionalartintheirworks—AmericanandCanadianartists:studyofJapanesepainting2006MeaninginliteratineInreadingliteraryworks,weareconcernedwiththemeaningofoneliterarypieceoranother.However,findingoutwhatsomethingreallymeansisadifficultissue.Therearethreewaystotacklemeaninginliterature.I.Meaningiswhatintendedby(1)______________________________isApartfromreadinganauthor'sworkinquestion,readersneedto1)read(2)_______bythesameauthor。2)getfamiliarwith(3)____atthetime。3)gettoknowculturalvaluesandsymbolsofthetime.II.Meaningexistsinthetextitself.1)somepeople'sview:meaningisproducedbytheformalpropertiesofthetextlike(4)_______,etc.2)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.7页：听力原文3SectionAMini-lectureauthorworkstrends,dictionorusesofimagecodesreadercompetency10.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.Thefirstobservationperiodcouldbeginat9am,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“observationwithoutintervention”.Observationwithinterventioncanbemadeinatleasttwoways,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.beforesamplingofdecisionsmaketohowonfocusedhavewelecture,today'sinOK,beginningourobservation,andwhatwecandoduringobservation.Ihopewhatwe'vediscussedwillhelpyouinyourfutureresearchdesign.