1、专业英语八级（听力）模拟试卷 114及答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)
2、 you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 Effective Note-taking The difficulty of taking notes: Note-taking requires a high level of ability due to the【 T1】 _ of spoken
3、 language.【 T1】 _ I. Before taking notes: A. Be sure of the【 T2】 _of yours and the speakers.【 T2】 _ B. Review relevant background materials if【 T3】 _.【 T3】 _ II. While taking notes: A. Understand the new words by【 T4】 _the meanings from the context.【 T4】_ B. Study carefully the【 T5】 _, which usually
4、 implies【 T5】 _ the most important information. C. Catch the speakers【 T6】 _through tone, gesture, repetition and【 T6】 _ illustration on the board. D. Pay attention to the speakers indirect(7)to indicate what is important,【 T7】 _ like changes in speed, volume or【 T8】 _.【 T8】 _ E. While writing down
5、the main points, develop a system of mechanics: jotting down【 T9】 _: using shorthand, abbreviations and symbols:【 T9】 _ leaving out【 T10】 _ words.【 T10】 _ F. While selecting words to write down, pick those having the【 T11】 _【 T11】_ information, like nouns, verbs or【 T12】 _, and those indicating【 T12
6、】 _ the proceeding direction of the lecture, like【 T13】 _.【 T13】 _ III. After taking notes: A Review and【 T14】 _ them as soon as possible.【 T14】 _ B.【 T15】 _ notes with others to learn from them.【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12 【
7、 T12】 13 【 T13】 14 【 T14】 15 【 T15】 15 Learning How to Learn I. Views on learning A. Learning is something so natural we dont even【 T1】 _were doing it【 T1】 _ we get caught up in the process of it B. The preconditions of how much one will learn the absolute【 T2】 _: people have to learn【 T2】 _ the inf
8、inite【 T3】 _: people want to learn【 T3】 _ II. The basic and overall【 T4】 _ to learning【 T4】 _ A. choice of【 T5】 _【 T5】 _ B.【 T6】 _【 T6】 _ a)books, tapes and videos b)【 T7】 _: expert can help you to learn【 T7】 _ C. action a)【 T8】 _ of what people have learnt【 T8】 _ b)misunderstanding: know everything
9、 before taking actions D.【 T9】 _: the majority of learning occurs【 T9】 _ a)acting as a filter to tell people what they have to get again b)showing them what they need to know c)the【 T10】 _ of knowledge and experience【 T10】 _ d)determining whether people really learn or not III. Other factors crucial
10、 to learning A. A【 T11】 _ attitude【 T11】 _ acknowledgment of the fact that one knows little intention to learn 【 T12】 _【 T12】 _ gaining a lot of information about the subject B. Listening most people love to talk about what they are【 T13】 _【 T13】 _ you would learn a lot if you are truly listening C.
11、【 T14】 _【 T14】 _ not afraid of mixing up things when applying what one has learnt pointing to an area of refinement leading one to learning new things emphasis on the choice of【 T15】 _【 T15】 _ at the beginning of learning 16 【 T1】 17 【 T2】 18 【 T3】 19 【 T4】 20 【 T5】 21 【 T6】 22 【 T7】 23 【 T8】 24 【 T
12、9】 25 【 T10】 26 【 T11】 27 【 T12】 28 【 T13】 29 【 T14】 30 【 T15】 专业英语八级（听力）模 拟试卷 114答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and wri
13、te NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 【听力原文】 Effective Note-taking Good morning, everyone! Today Id l
14、ike to continue our series of talks about study skills in university. This morning Im going to discuss how to take notes effectively. As we all know, note-taking is difficult since spoken language is more diffuse than written language and its organization is not immediately apparent In addition, spo
15、ken language is quickly gone, which makes analysis difficult. So it can be seen that to achieve such a complex task as note-taking, a high level of ability in many separate skills is required. Now lets discuss these skills in details. Before taking notes, prepare yourself mentally. Be sure of your p
16、urpose and the speakers purpose. Review your notes and other background material if available because increased knowledge results in increased interest. Besides, a clear sense of purpose on your part will make the speakers content more relevant. Be ready to understand and remember. Anticipate what i
17、s to come, and later evaluate how well you were able to do this. While taking notes, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern. This puts the non-native speaker of Eng
18、lish under a particularly severe strain. Often he may not be able to recognize words in speech which he understands straightaway in print Hell also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meanings from the context
19、, he wont always be able to do this successfully. He must not allow failure of this kind to discourage him, however. It is often possible to understand much of a lecture by concentrating solely on those points which are most important. But how does the student decide what is important? It is, in fac
20、t, the second skill I want to talk about today. Probably the most important piece of information in a lecture is the title itself. If this is printed beforehand, the student should study it carefully and make sure he is in no doubt about its meaning. Whatever happens he should make sure that he writ
21、es it down accurately and completely. A title often implies many of the major points that will later be covered in the lecture itself. Be alert to the speakers emphasis through tone, gesture, repetition and illustration on the board A good lecturer, of course, often signals what is important or unim
22、portant. He may give direct signals or indirect signals. Many lecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. It is worth remembering that most lecturers also give indirect signals to indicate what is important. They either
23、pause or speak slowly or speak loudly or use a greater range of intonation, or they employ a combination of these devices, when they say something important. Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with short or infrequent pauses when they a
24、re saying something which is incidental. It is, of course, helpful for the student to be aware of this and for him to focus his attention accordingly. Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. In order to write at
25、 speed, try to develop a suitable system of mechanics: jot down words or phrases, not entire sentences: develop some system of shorthand and be consistent in its use: leave out small service words: use contractions, abbreviations and symbols. Most students find it helpful to abbreviate. They also tr
26、y to select only those words which give maximum information. These are usually nouns, but sometimes verbs or adjectives. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write t
27、he notes. If a student chooses the wrong moment to write, he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it is a safe
28、 time to write. “Moreover“, “furthermore“, “also“, etc., are examples of this. Connectives such as “however“, “on the other hand“ or “nevertheless“ usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen. After
29、 taking notes, review and reword them as soon as possible. Dont just recopy or type without thought. Reminiscing may provide forgotten material later. Rewrite incomplete parts in greater detail. Fill in gaps as you remember points heard but not recorded. Arrange with another student to compare notes
30、. Sharpen your note-taking technique by looking at other students notes. How are they better than your own? How are your notes superior? Compare the information in your notes with your own experience. Dont swallow everything uncritically. Dont reject what seems strange or incorrect. Check it out. Be
31、 willing to hold some seeming inconsistencies in your mind over a period of time. Make meaningful associations. Memorize that which must be memorized. OK. In todays lecture, weve discussed several skills that can help one in taking notes effectively. In our next lecture, well explore how to read eff
32、ectively. 【知识模块】 听力填空 1 【正确答案】 diffusion 【试题解析】 讲座的主题为 “how to take notes effectively(如何有效地记笔记 )”。随后演讲人比较了口语与书面语的区别，其中提到口语要比书面语更加散 乱(diffuse)。根据题目要求，空格处应填名词，故用 diffuse的名词形式 diffusion。 【知识模块】 听力填空 2 【正确答案】 purpose(s) 【试题解析】 在谈到记笔记之前的准备时，演讲人认为，要确定 your purpose and the speakers purpose。对应题目，填入 purpose(
33、s)即可。 【知识模块】 听力填空 3 【正确答案】 available 【试题解析】 记笔记之前准备的另一个方面，就是 review your notes and other background material if available。空格考查的内容是讲座出现的原词。故填入available即可。 【知识模块】 听力填空 4 【正确答案】 inferring 【试题解析】 在谈到 new word和 unfamiliar sentence pattern时，演讲人并不提议立即查字典，而是建议 develop the ability to infer their meanings fro
34、m the context(培养从语境中推测词义的能 力 )。注意空格前的介词 by，空格处应用动名词 inferring。 【知识模块】 听力填空 5 【正确答案】 title 【试题解析】 为了解决 “学生如何确定重要信息 ”，演讲人提到了记笔记时的第二个要点：最重要的信息往往体现在标题 (title)上。随后演讲人进一步地说明了 title的重要性。故此空填 title。 【知识模块】 听力填空 6 【正确答案】 emphasis 【试题解析】 此题谈论记笔记过程中的第三个要点： be alert to the speakers emphasis through( 注意说话者通过 所进行
35、的强调 )。空格处待填内容为emphasis。 【知识模块】 听力填空 7 【正确答案】 signals 【试题解析】 在讲完 be alert to the speakers emphasis之后，讲座接着提到，一个好的演讲人，通常会对重点和非重点的地方发出直接或间接的信号 (signals)。因此，空格缺少的是 signals一词。 【知识模块】 听力填空 8 【正确答案】 intonation 【试题解析】 在谈到 indirect signals(间接信号 )时提到，演讲人要么放慢语速，要么提高音量，要么使用抑扬顿挫的语调。题目中的 speed对应原文的 slowly，volume对应
36、 loudly，因而填入 intonation。 【知识模块】 听力填空 9 【正确答案】 words or phrases 【试题解析】 在谈到如何记录时，讲座人列举了一些方法，其中第一个就是 jot down words or phrases(记下单词或短语 )。故此处填入 words or phrases。 【知识模块】 听力填空 10 【正确答案】 small service 【试题解析】 此处考查演讲人列举的另一个方法： leave out small service words(省略不重要的修饰语 )。空格处待填的是 small service。 【知识模块】 听力填空 11 【正
37、确答案】 maximum 【试题解析】 在谈到 abbreviation(缩写 )时，演讲人称许多学生选择使用那些能够提供最多信息的单词。空格处应填入修饰 information的形容词或名词，根据原文内容，填 maximum。 【知识 模块】 听力填空 12 【正确答案】 adjectives 【试题解析】 此题是上一题的具体例子。能够提供最多信息的单词通常是名词，有时候是动词或形容词。结合题目，这里缺少的是形容词，即 adjectives。 【知识模块】 听力填空 13 【正确答案】 connectives connecting words 【试题解析】 在谈到应记录的内容时，演讲人还建议
38、要注意 connecting words or connectives(连接词 )。文章中修饰 connectives的定语从句 which indicate that the argument is preceding in the same direction与题目内容相对应，因而填入connectives或 connecting words即可。 【知识模块】 听力填空 14 【正确答案】 reword 【试题解析】 此题考查记笔记之后的情况。其中讲座提到的第一个方面就是review and reword them as soon as possible(尽快回顾和改写所记录的内容 )。
39、题目已经给出了 review一词， 故填入 reword。 【知识模块】 听力填空 15 【正确答案】 Compare 【试题解析】 在 After taking notes方面，演讲人提到了两个方面： 尽快回顾和改写所记录的内容； 与其他同学对比笔记内容。题目考查第二个方面，即compare notes。 【知识模块】 听力填空 15 【听力原文】 Learning How to Learn Good evening. Todays lecture is about the phrase “learning how to learn“. I remember reading that lea
40、rning how to learn is one of the best skills you can develop. That phrase “learning how to learn“ got stuck in my head and I turned that concept over and over in my mind and asked myself: “Do we have to learn how to learn?“ After thinking about it, Ive realized that learning is something so natural
41、that we dont even recognize that were doing it because we get so caught up in the process of it. Most of us associate learning as something difficult, something reserved for extremely intelligent people, but that is not the case at all. I think the biggest indicator that will tell you how much you w
42、ill learn is what makes you want to learn in the first place. I know that sounds pretty obvious, but that single factor is very important as youll soon see. Take for example, learning the latest accounting rules because your job requires it as opposed to learning about cars because thats something y
43、ou like. If you have to learn something, youll only learn as much as youre required to in other words the absolute minimum, but if you want to learn something, the skys the limit. There are some basic overall methodologies to learning. It really begins first with choosing the right subject. This is
44、key. This choice alone can determine how much you are willing to learn. You have to develop a love for learning and that becomes really easy when you love the subject itself. After the right subject is chosen, then comes the education. When education comes to mind, we tend to think of books, tapes,
45、videos but theres one element that a lot of people seem to miss and that element is the human being. People who are experts in any particular subject can filter through everything and tell you the information you need to read, the actions you need to take, etc., and by doing so, can cut your learnin
46、g curve in half. Thats the whole logic behind mentors and their students. After the knowledge, comes action. You have to apply what youve learned. This stage is where most people fall into a trap. They want to know everything before they take any sort of action. Thats the wrong mentality to have bec
47、ause by doing so, you effectively block yourself from the most important stage of learning, that is refinement. The stage of refinement is where the majority of learning occurs because refinement acts as a filter to guide you to the knowledge you need to get again from books, tapes, videos, people,
48、etc., to further your learning experience. This puts you back to the second stage, education which then leads to the third stage application, which leads again to the fourth stage, refinement and on and on and on. This cycle is where the majority of learning takes place. After the action is taken, they want to learn how to do more so the refinement is showing them what they need to know and they go back to learning, applying what theyve learned, refining, in essence, loop the
