-
2015
英语专业八级听力第一部分
MINI-
LECTURE
LISTENING
COMPREHENSION
SECTION A MINI-LECTURE
Understanding Academic
Lectures
Listening to
academic lectures is an important task fro
university students.
Then, how can we
comprehend a lecture efficiently?
I.
Understand all
(1) ______________
A.
words
B.
(2) ______________
-stress
-intonation
-(3)
______________
II. Adding information
A.
lecturers:
sharing information with audience
B.
listeners: (4)
______________
C.
sources of information
-knowledge of (5) ______________
-(6) ______________ of the world
D. listening
involving three steps:
-hearing
-(7) ______________
-adding
III. (8)
______________
A.
reasons:
-overcome noise
-save time
B. (9) ______________
-content
-organization
IV
.
Evaluating while listening
A.
helps to
decide the (10) ______________ of notes
B.
helps to
remember information
答案：
1. parts of meanings 2.
sound/vocal features 3. rhythm 4. absorbing 5.
subject 6. experience
7. reinterpreting
8. prediction 9. what to listen 10. Importance
2015
1 / 12
2014
ANSWER SHEET 1 (TEM8)
PART I
LISTENING
COMPREHENSION SECTION A
MINI-LECTURE
How
to Reduce Stress
Life is
full of things that cause us stress. Though we may
not like stress,
we have to
live with it.
I.
Definition
of
stress
A.
(1)
reaction
(1)
physical
i.e.
force
exerted between two touching bodies B. human
reaction
i.e.
response
to
(2)
on
someone
(2)
a
demand
e.g.
increase
in
breathing,
heart
rate,
(3)
(3)
blood
pressure
or
muscle
tension
II.
(4)
(4)
Category
of
stress
A.
positive stress
—
where it occurs: Christmas,
wedding, (5)
(5)
a
job
B.
negative stress
—
where it occurs:
test-
taking situations, friend’s death
III. Ways to cope with stress A.
recognition of stress signals
—
monitor
for
(6)
of
stress
(6)
signals
—
find
ways to
protect oneself B. attention to body demand
—
effect
of
(7)
(7)
exercise
and
nutrition
C.
planning
and
acting
appropriately
—
reason
for
planning
—
(8)
of
planning
(8)
result
D.
learning
to
(9)
(9)
accept
—
e.g. delay caused by
traffic E. pacing activities
—
manageable
task
—
(10)
(10)
reasonable
speed
2013
SECTION A
MINI-LECTURE
What Do Active Learners
Do?
There are difference between active
learning and passive learning.
Characteristics of active learners:
I. reading with purposes
A.
before reading: setting goals
B. while
reading: (1) ________
II. (2) ______
and critical in thinking
i.e.
information processing, e.g.
--
connections between the known and the new
information
-- identification of (3)
______ concepts
-- judgment on the
value of (4) _____.
III. active in
listening
A. ways of note-taking: (5)
_______.
B. before note-taking:
listening and thinking
IV
.
being able to get assistance
A. reason
1: knowing comprehension problems because of (6)
______.
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B. Reason 2:
being able to predict study difficulties
V
. being able to question
information
A. question what they read
or hear
B. evaluate and (7) ______.
VI. Last characteristic
A.
attitude toward responsibility
--
active learners: accept
-- passive
learners: (8) _______
B. attitude
toward (9) ______
-- active learners:
evaluate and change behaviour
--
passive learners: no change in approach
Relationship between skill and will:
will is more important in (10) ______.
Lack of will leads to difficulty in
college learning.
参考答案：
1. checking
their understanding
2. reflective on
information
3. incomprehensible
4. what you read
5.
organized
6. monitoring their
understanding
7. differentiate
8. blame
9. performance
10. active learning
Section
A Mini-lecture
或者
1
、
checking
understanding
。
2
、
reflective
3
、
puzzling/confusing
4
、
what is read
5
、
comprehensive
and organized
6
、
constant
understanding monitoring//monitoring their
understanding
7
、
differ
8
、
blame others
9
、
poor
performance
10
、
school
work//studies
2012
Observation
People do observation in daily life
context for safety or for proper behaviour.
However, there are
differences in daily
life observation and research observation.
Differences
---- daily life
observation
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--casual
--(1) ________
--dependence on memory
---- research
observation
-- (2)
_________
--
careful record keeping
B.
Ways to
select samples in research
---- time sampling
-- systematic:
e.g. fixed intervals every hour
-- random: fixed intervals but (3)
_______
Systematic sampling and random sampling
are often used in combination.
---- (4) _______
-- definition:
selection of different locations
--
reason:
humans’ or animals’ behaviour (5)
______ across circumstances
-- (6) ______: more objective
observations
C. Ways to
record behaviour (7) _______
---- observation with
intervention
--
participant observation: researcher as observer
and participant
-- field
experiment: research (8) ______ over conditions
----
observation without intervention
-- purpose: describing
behaviour (9) ______
--
(10) ______ : no intervention
--
researcher: a passive recorder
1: rarely formal records
2:
systematic objective manner
3: variable
4:
situation
sampling
5:
vary
6:
advantage
7:
as
it
occurs
8:
have
more
control
9: in natural setting
10: method
Interview
2011
Classifications
of Cultures
According to Edward Hall, different
cultures result in different ideas about the
world. Hall is an
anthropologist. He is
interested in relations between cultures.
I. High-context culture
A.
feature
- context: more important
than the message
- meaning: (1)__________
i.e. more
attention paid to (2) ___________ than to the
message itself
B. examples
-
personal space
-
preference for (3)__________
- less respect for privacy
/ personal space
-
attention to (4)___________
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- concept of time
- belief in
(5)____________ interpretation of time
- no concern for punctuality
- no control over time
II. Low-context culture
A. feature
- message: separate from context
- meaning: (6)___________
B. examples
- personal space
- desire /
respect for individuality / privacy
- less attention to body language
- more concern for
(7)___________
- attitude
toward time
-
concept of time: (8)____________
- dislike of (9)_____________
- time seen as commodity
III. Conclusion
Awareness of different
cultural assumptions
-
relevance in work and life
e.g. business,
negotiation, etc.
- (10)_____________ in successful
communication
1.
apart
from
the
message
is
happening
ess
language
le
itself
message itself
ality means everything
ss
ts
1. and
significance
2.
the
context
或
what
is
doing
3.
closeness
to
people
4.
body
language
5.
polychronic
6. in itself
7. personal
space
8.
monochrome
9.
lateness
10.
multicultural situation
2010
Paralinguistic Features of Language
In face-to-face communication speakers
often alter their tomes of voice or change their
physical
postures in order to convey
messages. These means are called paralinguistic
features of language,
which fall into
two categories.
First category: vocal
paralinguistic features
(1)__________:
to express attitude or intention
(1)__________
Examples
1. whispering:
need for secrecy
2. breathiness:
deep emotion
3.
(2)_________:
unimportance
(2)__________
4. nasality:
anxiety
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5. extra lip-
rounding: greater intimacy
Second
category: physical paralinguistic features
facial expressions
(3)_______
(3)__________
----- smiling: signal of pleasure or
welcome
less common expressions
----- eye brow raising: surprise or
interest
----- lip biting: (4)________
(4)_________
gesture
gestures are related to culture.
British culture
-----
shrugging shoulders: (5) ________
(5)__________
-----
scratching head: puzzlement
other
cultures
----- placing hand upon
heart:(6)_______
(6)__________
----- pointing at nose: secret
proximity, posture and echoing
proximity: physical distance between
speakers
----- closeness: intimacy or
threat
----- (7)_______: formality or
absence of interest
(7)_________
Proximity is person-, culture- and
(8)________ -specific.
(8)_________
posture
----- hunched
shoulders or a hanging head: to indicate(9)_____
(9)________
----- direct level eye
contact: to express an open or challenging
attitude
echoing
-----
definition: imitation of similar posture
----- (10)______: aid in communication
(10)___________
-----
conscious imitation: mockery
1 tones of voice 2
huskiness 3 universal
signal
。
4 thought
or uncertainty 5 indifference 6 honesty
7 distance
。
8 situation
。
9 mood
。
10 unconsciously same posture
2009
Writing
Experimental Reports
I. Content of an
experimental report, e.g.
--- study
subject/ area
--- study purpose
--- ____1____
II.
Presentation of an experimental report
--- providing details
---
regarding readers as _____2_____
III.
Structure of an experimental report
---
feature: highly structured and ____3____
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