专八听力预测试题一.doc

<p>星期1 &nbsp;Monday 预测试题一
预测试题
Section A &nbsp; &nbsp; &nbsp; &nbsp;Mini-Lecture
In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. 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. Some of the gaps may require a maximum of THREE words. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking.

Suggestions of Reading Activities
I. There (1) &nbsp; &nbsp; phases of reading
—before reading
—in the course of reading
—after reading
II. Before reading activities
—finding (2) &nbsp; &nbsp; to make comprehension easier
—pre-reading discussion activities to ease cognition
—being aware of the (3) &nbsp; &nbsp; for reading skills:
skimming, scanning, extensive reading, (4) &nbsp; &nbsp;
—understanding the layout of te material
III. Suggestions for during-reading activities
A. Tips of active readings:
—summarizing; reacting; questioning; &nbsp; (5) &nbsp;; evaluating; involving own experiences
B. My suggestions
—making predictions
—making selections
—combining &nbsp; (6) &nbsp; to facilitate comprehension
—focusing on significant pieces of information
—making use of context or guessing
—breaking words into their &nbsp; (7) &nbsp;
—reading in chunk
—learning to pause
— &nbsp;(8) &nbsp;
IV. Post-reading suggestions
A. Depending on the goal of reading
—penetrating &nbsp; (9) &nbsp;
—meshing new information
B. &nbsp; (10) &nbsp;
—discussing
—summarizing
—giving question
—filling in forms and charts
—writing reading notes
—role-playing

(1)_______

(2)______
(3) ______

(4) ______

(5) ______

(6)______

(7) ______

(8) ______

(9) ______
(10) ______

Section B &nbsp; &nbsp; Interview
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO.
Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
1. What is the attitude of the woman towards the course?
[A] She takes a pleasure in it.
[B] She thinks it is almost flawless.
[C] She is content with the teaching staff.
[D] She hates some oddball students.
2. The only thing mentioned to the woman’s discontent with the course is
[A] the less dynamic teaching staff.
[B] content of the books and journals.
[C] too short learning time.
[D] heavy learning tasks.
3. Which of the following is NOT a part of the students’ learning in the course?
[A] Free online chatting.
[B] Thoughts interchange.
[C] Tough assignment.
[D] Figure analysis.
4. It can be seen that the course is all EXCEPT ______ to the woman.
[A] beneficial
[B] relevant
[C] difficult
[D] stressful
5. According to the woman, how should business change?
[A] To apply more technologies.
[B] To cater for more markets.
[C] To follow customers’ trends.
[D] To take the environment into account.

Section C &nbsp; News Broadcast
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO.
&nbsp; &nbsp;Question 6 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.
Now listen to the news.
6. Which of the following statements in not true about the three bottles of Scotch whisky?
[A] They had been covered in Antarctic ice since 1907.
[B] They are still in good condition.
[C] They were placed in the crates.
[D] They were returned to Scotland by private jet.
Question 7 and 8 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.
Now listen to the news.
7. The protesters insist that
[A] the governing party candidate should be dropped from the run-off vote.
[B] Michel Martelly should be put first in the election.
[C] Michel Martelly should be put second in the election.
[D] the OAS should review the vote count.
8. Who is more likely to come second after the former first lady?
[A] Jude Celestin.
[B] Michel Martelly.
[C] The governing party candidate.
[D] Unpredictable.
Question 9 and 10 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.
Now listen to the news.
9. The genetically modified chickens
[A] don’t infect bird flu.
[B] are immune to any viral disease.
[C] are less likely to spread bird flu.
[D] infect bird flu as easily as the normal ones.
10. Which of the following statements is INCORRECT?
[A] Genetic modification is a much better way of protecting against diseases than vaccination.
[B] Genetic modification works even if the virus mutates.
[C] Genetic modification is a great breakthrough in poultry industry.
[D] Genetic modification has been introduced into poultry breeding.

答疑解惑
Section A &nbsp; &nbsp; &nbsp; &nbsp;Mini-Lecture
【听力原文】
Good morning, everyone. Last class we discussed some of the shifts and trends in theories relating to reading. This time we will examine tips which will help to develop our abilities as learners in reading classes.
[1]These tips can be viewed in three consecutive stages: before reading, during reading, and after reading. For instance, before starting to read a text it is natural to think of the purpose of reading the text. As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after-reading activity. These tasks and ideas can be used to enhance reading comprehension.
&nbsp; First of all, I will introduce to you some pre-reading tips. Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading easier. [2]It is necessary to provide the necessary background information to the reader to facilitate comprehension. In addition, pre-reading discussion activities can lighten students&#39; cognitive burden while reading because prior discussions will have been incorporated. Some key vocabulary and ideas in the text should be acquired beforehand, including key concepts, important vocabulary, and appropriate conceptual framework.
The teacher may lead a discussion in which he/she draws out the information students already have and interjects additional information deemed necessary to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. Therefore, involve yourselves in this part.
[3]It is also necessary for students to become aware of the purpose and goal for reading a certain piece of written material. At the beginning stages this can be done by the teacher, but as you become more mature, this purpose, i.e. awareness-raising strategy, can be left to the readers. For instance, the students may be guided to ask themselves, &quot;Why am I reading this text? What do I want to know or do after reading?&quot;
&nbsp; One of the most obvious, but unnoticed, points related to reading purpose is the consideration of the different types of reading skills. [4]Skimming is reading rapidly for the main points; scanning is reading rapidly to find a specific piece of information; extensive reading is reading a longer text, often for pleasure with emphasis on overall meaning; intensive reading is reading a short text for detailed information. However, the four skills are often subsumed into one – intensive reading. The most frequently encountered reason is that when you study a foreign language, you feel the urge to look up every word they don&#39;t understand and to pinpoint on every structural point they see unfamiliar. To be aware of the different types of reading, ask yourselves about the types of reading they do in your first language.
What’s more, you must become familiar with the fact that texts may take on different forms and hold certain pieces of information in different places. Thus, it is necessary to understand the layout of the material being read in order to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author.
The tips I mentioned in pre-reading will not take a very long time to carry out. The purpose is to remind you to overcome the common urge to start reading a text closely right away from the beginning.
&nbsp; After learning about the pre-reading tips, of course we will move to the during-reading tips.
&nbsp; [5]What follows are tips that encourage active reading. They consist of summarizing, reacting, questioning, arguing, evaluating, and placing a text within one&#39;s own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. The teacher may interrupt this routine and encourage you to talk about what you are reading. I suggest the following strategies. Make predictions as to what is going to happen next in the text to be able to integrate and combine what has come with what is to come. Readers who are more proficient read selectively, continually making decisions about their reading.[6] The prior knowledge that has been activated in the pre-reading section should be called upon to facilitate comprehension. Concentrate on significant pieces of information while skipping insignificant pieces. Make use of context or guessing. You are not encouraged to define and understand every single unknown word in a text. Instead they should learn to make use of context to guess the meaning of unknown words.[7] Break words into their component parts to keep the process of comprehension ongoing. Efficient readers break words into their affixes or bases. These parts can help readers guess the meaning of a word. Reading in chunks: to ensure reading speed, you should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. Learn to pause. Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information.[8] Paraphrase: while reading texts it may be necessary to paraphrase and interpret texts subvocally in order to verify what was comprehended.
Finally, I will give you several&nbsp;after-reading tips. It is necessary to state that post-reading activities almost always depend on the purpose of reading. Doing post-reading exercises first checks students&#39; comprehension and then leads you to a deeper analysis of the text. [9]In the real world the purpose of reading is not to memorize an author&#39;s point of view or to summarize text content, but rather to see into another mind, or to mesh new information into what one already knows. Group discussion will help students focus on information they did not comprehend, or did comprehend correctly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension. [10]Generally speaking, post-reading can take the form of various activities such as discussing the text, summarizing, making questions, filling in forms and charts, writing reading logs, role-playing and so on.
&nbsp; &nbsp; I hope these suggestions can be helpful during your reading. See you next week.
【答案解析】
1. consecutive
【解析】本讲座主要是给出阅读练习中的建议。讲座开头就提到建议将根据阅读的三个连续的阶段(three consecutive stages)给出，包括before-reading(阅读前)、during-reading(阅读中)、post-reading(阅读后)。因此本题答案为consecutive。
2. background information
【解析】本题所在处涉及before-reading阶段的第一条建议：It is necessary to provide the necessary background information to the reader to facilitate comprehension，即找出相关的背景知识来帮助理解是非常必要的。因此答案为background information。注意讲座中的facilitate comprehension同义转述为题干中的make comprehension easier。
3. purpose and goal
【解析】本题所在处涉及before-reading阶段的第三条建议：It is also necessary for students to become aware of the purpose and goal for reading a certain piece of written material，即意识到阅读的目的和目标对于阅读一篇文章也很必要。因此答案为purpose and goal。
4. intensive reading &nbsp;
【解析】本题所在处涉及before-reading阶段的第四条建议：consideration of the different types of reading skills，即使用一些不同种类的阅读技巧。讲座中列举了四种技巧，包括略读(skimming)、寻读(scanning)、泛读(extensive reading)、精读(intensive reading)。因此答案为intensive reading。
5. arguing &nbsp;
【解析】在during-reading阶段，演讲者首先给出了积极阅读(active reading)的一些技巧，包括总结(summarizing)、反应(reacting)、提问(questioning)、辩论(arguing)、评价(evaluating)、以及结合个人经历(placing a text within one&#39;s own experience)。因此本题答案为arguing。
6. prior knowledge &nbsp;
【解析】在介绍完积极阅读的技巧后，演讲者给出了during-reading这一阶段的九条建议。本题涉及第三条：The prior knowledge that has been activated in the pre-reading section should be called upon to facilitate comprehension，即在pre-reading阶段获得的相关知识应融入这一阶段以帮助理解。注意本题题干是对这一内容的简化，答案为prior knowledge。
7. component parts &nbsp;
【解析】本题所在处涉及during-reading阶段的第六条建议：Break words into their component parts to keep the process of comprehension ongoing，即对难词进行词形分解以帮助理解。因此答案为component parts。
8. paraphrasing
【解析】本题所在处涉及during-reading阶段的第九条即最后一条建议：Paraphrase: while reading texts it may be necessary to paraphrase and interpret texts subvocally in order to verify what was comprehended，即读的过程中对文章进行意译和解释来验证自己的理解。注意本题应填paraphrase的分词形式paraphrasing，以保证题干形式一致。
9. another mind &nbsp;
【解析】在post-reading阶段，演讲者首先提到了阅读的目的。其指出，目的不是memorize an author&#39;s point of view 或者 summarize text content，而是see into another mind(了解另一个人的思想)或者mesh new information into what one already knows(将信息融入自己的知识储备)。本题所在处针对第一个目的，因此答案为another mind。注意讲座中的see into同义替换为题干中的penetrate。
10. Various activities
【解析】在post-reading阶段的最后，演讲者介绍了post-reading的多种活动形式，包括讨论文章、总结概述、提问、填表填图、写阅读记录、角色表演等。因此本题答案为Various activities，注意various首字母大写。

Section B &nbsp; &nbsp; Interview
【听前预测】预览各题的题干和选项，由关键词course，discontent，part，business，change可以推测，该篇对话与一门课程有关，其中涉及女士对该课程的态度，不满意的地方，课程内容，女士对企业改变的观点等内容。
【听力原文】
M: Well, Katherine, I&#39;ve only been on the course for a few weeks, but you&#39;re in your third and final year.
W: Yes, there&#39;s light at the end of the tunnel. It&#39;s hard, doing it part-time.
M: [1.A]Have you enjoyed it?
W: Oh, on balance, yes, very much. [1.B]It&#39;s not perfect, of course. [1.C]The teaching staff vary in their commitment, but I think I&#39;ve been lucky in geeing the more dynamic ones. [1.D]And most of the students are fine - there are a few oddballs - and there&#39;s such a mix of backgrounds and expertise, which comes out in the really wide range of presentations we get. [2.D]One down side is the number of books and journals we&#39;re expected to get through ― some weeks it&#39;s just been too much.
M: Yes, I&#39;m finding that already. What have you particularly</p>