2006至2013年英语专八听力mini-lecture真题及答案

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 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

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

author

works

ry trends

r,diction or uses of image

al codes

al

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.