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
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) ______.
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
--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)___________
- 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 2.what is happening 3.closeness 4.body language 5.multiple 6.in itself 7.the message itself 8.punctuality means everything 9.lateness 10.accounts
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
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____
--- sections and their content:
INTRODUCTION ____4____。 why you did it
METHOD how you did it
RESULT what you found out
____5____ what you think it shows
IV. Sense of readership
--- ____6____: reader is the marker
--- ____7____: reader is an idealized, hypothetical, intelligent person with little knowledge of your study
--- tasks to fulfill in an experimental report:
introduction to relevant area
necessary background information
development of clear arguments
definition of technical terms
precise description of data ____8____
V. Demands and expectations in report writing
--- early stage:
understanding of study subject/area and its implications
basic grasp of the report's format
--- later stage:
____9____ on research significance
--- things to avoid in writing INTRODUCTION:
Inadequate material
____10____ of research justification for the study
MINI-LECTURE
1. Study result/ findings 2. Audience 3. Disciplined 4. what you did 5. DISCUSSION 6. a common mistake 7. in reality 8. obtained / that you obtained 9. attention / foucs / emphasis 10.暂无
10.
2008
The Popularity of English
I. Present status of English
A. English as a native/first language
B. English as a lingua franca: a language for communication among people
whose (1)______ are different (1)_______
C. Number of people speaking English as a first or a second language:
— 320-380 million native speakers
— 250- (2) _____ million speakers of English as a second language (2)_______
II. Reasons for the popular use of English
A. (3) ____ reasons (3)_______
— the Pilgrim Fathers brought the language to America。
— British settlers brought the language to Australia。
— English was used as a means of control in (4)_____ (4)_______
B. Economic reasons
— spread of (5) _____ (5)_______
— language of communication iii the international business community
C. (6)______ in international travel (6)_______
— use of English in travel and tourism
— signs in airports
— language of announcement
— language of (7) ______ (7)_______
D. Information exchange
— use of English in the academic world
— language of (8) _____ or journal articles (8)_______
E. Popular culture
— pop music on (9)______ (9)_______
— films from the USA
III. Questions to think about
A. status of English in the future
B. (10) ______ of distinct varieties of English (10)_______
1. native language 2. 350 3. Historical 4. India 5. commerce 6. Boom 7. sea travel communication 8. conference 9. many radios 10. split
2007
What Can We Learn from Art?
I. Introduction
A. Differences between general history and art history
— Focus:
— general history: (1)_____
— art history: political values, emotions, everyday life, etc.
B. Significance of study
More information and better understanding of human society and civilization
II. Types of information
A. Information in history books is (2)_____
— facts, but no opinions
B. Information in art history is subjective
— (3)_____ and opinions
e.g. — Spanish painter's works: misuse of governmental power
— Mexican artists' works: attitudes towards social problems
III. Art as a reflection of religious beliefs
A. Europe: (4)_____ in pictures in churches
B. Middle East: pictures of flowers and patterns in mosques, palaces
Reason: human and (5)_____ are not seen as holy
C. Africa and the Pacific Islands: masks, headdresses and costumes in special ceremonies
Purpose: to seek the help of (6)_____ to protect crops, animals and people.
IV. Perceptions of Art
How people see art is related to their cultural background.
A. Europeans and Americans
— (7)_____
— expression of ideas
B. People in other places
— part of everyday life
— (8)_____ use
V. Art as a reflection of social changes
A. Cause of changes: (9)_____ of different cultures.
B. Changes
— tribal people: effects of (10)_____ on art forms
— European artists: influence of African traditional art in their works
— American and Canadian artists: study of Japanese painting
2006
Meaning in literatine
In reading literary works, we are concerned with the "meaning" of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.
I. Meaning is what intended by (1) ______________________________ is
Apart from reading an author's work in question, readers need to
1 )read (2) _______ by the same author。
2) get familiar with (3) ____ at the time。
3) get to know cultural values and symbols of the time.
II. Meaning exists "in" the text itself.
1) some people's view: meaning is produced by the formal properties of the text like (4) _______ , etc.
2) speaker's view: meaning is created by both conventions of meaning and (5)__________________________
Therefore, agreement on meaning could be created by common traditions and conventions of usage. But different time periods and different (6) ________ perspectives could lead to different interpretations of meaning in a text.
III Meaning is created by (7) ____________________________________
1) meaning is (8) ___________________________________
2) meaning is contextual。
3) meaning requires (9)______________________________________
—practicing competency in reading
—practicing other competencies
—background research. in (10) _____________, etc.
7 页：听力原文3
Section A Mini-lecture
1.the author
2.other works
3.literary trends
4.grammar,diction or uses of image
5.cultural codes
6.cultural
7.the reader
8.social
9.reader competency
10. social structure, traditions of writing or political cultural influences, etc.
2012
Observing Behaviour
Good morning, everyone. Today we will look at how to observe behaviour in research. Perhaps you would say it is easy and there is nothing extraordinary. Yes, you may be right. All of us observe behaviour every day. For example, when traveling in another country, we can avoid embarrassment by observing how people behave in that culture. And failing to be observing while walking or driving can be life-threatening.
We learn by observing people's behaviour. Researchers too rely on their observations to learn about behaviour,but there are differences. For instance, when we observe casually, we may not be aware of factors that bias our observations, and, [1] and when we rarely keep formal records of our observations. Instead, we rely on our memory of events. [2]Observations in research on the other hand are made under precisely defined conditions, that is, in a systematic and objective manner, and with careful record keeping.
Then how are we going to conduct observations in our research studies, and what do we need to do in order to make a scientific and objective observation? Now, as you remember, the primary goal of observation is to describe behaviour, but it is in reality impossible to observe and describe all of a person's behaviour. So we have to rely on observing samples of people's behaviour. Doing so, we must decide whether the samples represent people's usual behaviour. Thus, we will first take a brief look at how researchers select samples of behaviour.
Before conducting an observational study, researchers must make a number of important decisions, that's about when and where observations will be made. As I've said before, the researcher cannot observe all behaviour. Only certain behaviours occurring at particular times, in specific settings can be observed. In other words, behaviour must be sampled. In this lecture, I will briefly introduce two kinds of sampling, that is, time sampling and situation sampling.
Now first, time sampling. Time sampling means that researchers choose various time intervals for their observation. Intervals may be selected systematically or randomly. Suppose we want to observe students' classroom behaviour. Then in systematic time sampling, our observations might be made during five 20-minute periods, beginning every hour. The first observation period could begin at 9 am, the second at 10 am and so forth. [3]However, in random sampling, these five 20-minute periods may be distributed randomly over the course of the day. That is to say, intervals between observation periods could vary—some longer others shorter. One point I'd like to make is systematic and random time sampling are not always used in isolation. They are often combined in studies. For example, while observation intervals are scheduled systematically, observations within an interval are made at random times. That means the researcher might decide to observe only during 15-second intervals that are randomly distributed within each 20-minute period.
[4]Now let's come to situation sampling. Then, what is situation sampling? It involves studying behaviour in different locations and under different circumstances and conditions. By sampling as many different situations as possible researchers can reduce the chance that their observation results will be peculiar to a certain set of circumstances and conditions. [5]Why? Because people or for that manner animals do not behave in exactly the same way across all situations. For example, children do not always behave the same way with one parent as they do with the other parent, and animals do not behave the same way in zoos as they do in the wild. [6]So, by sampling different situations, a researcher can make more objective observations than he would in only a specific situation.
[7]Having discussed ways to sample behaviour in research, we are now moving onto another issue, that is, what researchers should do to record behaviour as it occurs, that is whether researchers are active or passive in recording behaviour. This refers to the methods of observation. Observational methods can be classified as “observation with intervention” or “observation without intervention”. Observation with intervention can be made in at least two ways, participant observation and field experiment. In participant observation, observers, that is researchers, play a dual role: They observe people's behaviour and they participate actively in the situation they are observing. If individuals who are being observed know that the observer is present to collect information about their behaviour, this is undisguised participant observation. But in disguised participant observation, those who are being observed do not know that they are being observed.
[8]Another method of observation with intervention is field experiment. What is a field experiment? When an observer controls one or more conditions in a natural setting in order to determine the effect on behaviour, this procedure is called field experiment. The field experiment represents the most extreme form of intervention in observational methods. The essential difference between field experiments and other observational methods is that researchers have more control in field experiments.
Now let's take a look at observation without intervention. [9]Observation without intervention is also called naturalistic observation because its main purpose is to describe behaviour as it normally occurs, that is, in a natural setting, [10] without any attempt by the observer to intervene. An observer using this method of observation acts as a passive recorder of what occurs. The events occur naturally and are not controlled by the observer.
OK, in today's lecture, we have focused on how to make decisions of sampling before beginning our observation, and what we can do during observation. I hope what we've discussed will help you in your future research design.
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