[外语类试卷]专业英语八级(听力)模拟试卷118及答案与解析.doc
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1、专业英语八级(听力)模拟试卷 118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 General Ideas about Rhetoric I. The definition & understanding of rhetoric A. Dictionary definition: the art of using words【 T
3、1】 _【 T1】 _ in speaking or writing B. The definition in this lecture: the art of harnessing【 T2】 _, etc., through language【 T2】 _ the persuasion and convincing of an audience a)to act b)to【 T3】 _【 T3】 _ c)to identify with given values C. Rhetoric in political events: to manipulate II. Rhetoric in hi
4、story A. In Ancient【 T4】 _【 T4】 _ a use of words a【 T5】 _ of words【 T5】 _ B. Aristotles discussion on rhetoric as a means of【 T6】 _【 T6】 _ an appeal to【 T7】 _【 T7】 _ an appeal to the character of the speaker C. In the Middle Ages: being one of the main subjects of the 【 T8】 _【 T8】 _ D. In the Renais
5、sance: the application of rhetorical principles to【 T9】 _【 T9】 _ III. Later development of rhetoric A Negative【 T10】 _ were taken on【 T10】 _ a focus on the words themselves ignore intonations or large, bold type B. In an English class, one is encouraged to【 T11】 _【 T11】 _ how the words were【 T12】 _【
6、 T12】 _ how the way they were laid out on the page might【 T13】 _the meaning of the text【 T13】 _ C. New definition of rhetoric today the proficiency in the use of language the knowledge of how to use graphic and other elements to【 T14】 _the verbal meaning of a message【 T14】 _ D. Rhetoric of【 T15】 _【
7、T15】 _ the coordination of words with other nonverbal elements purpose: the effective use of language 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 15 Conversational Skills People who usually make us feel comfortab
8、le in conversations are good talkers. And they have something in common, i.e. skills to put people at ease. I. Skill to ask questions 1)Be aware of the【 T1】 _: readiness to answer others【 T1】 _ questions regardless of【 T2】 _:【 T2】 _ 2)Start a conversation with some personal but【 T3】 _ questions,【 T3
9、】 _ e.g. questions about ones【 T4】 _job,【 T4】 _ questions about ones activities in the【 T5】 _:【 T5】 _ 3)Be able to spot signals for further talk. II. Skill to【 T6】 _for answers【 T6】 _ 1)Dont shift from subject to subject, sticking to the same subject: signs of【 T7】 _ in【 T7】 _ conversation: 2)Listen
10、 to【 T8】 _ of voice,【 T8】 _ if people sound unenthusiastic, then【 T9】 _:【 T9】 _ 3)Use【 T10】 _,【 T10】 _ steady your gaze while listening. III. Skill to laugh Effects of laughter ease peoples【 T11】 _:【 T11】 _ help start【 T12】 _.【 T12】 _ IV. Skill to【 T13】 _【 T13】 _ 1)Importance: open up possibilities
11、for future friendship or contact: 2)Ways: men: a smile, a【 T14】 _:【 T14】 _ women: same as【 T15】 _ now:【 T15】 _ how to express pleasure in meeting someone. 16 【 T1】 17 【 T2】 18 【 T3】 19 【 T4】 20 【 T5】 21 【 T6】 22 【 T7】 23 【 T8】 24 【 T9】 25 【 T10】 26 【 T11】 27 【 T12】 28 【 T13】 29 【 T14】 30 【 T15】 专业英语
12、八级(听力)模拟试卷 118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) you
13、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】 General Ideas about Rhetoric Good morning. Today our lecture will focus on the rhetoric. First of all, what is the rhetoric.
14、 According to the dictionary, rhetoric refers to the art of using words effectively in speaking or writing: especially, now, the art of prose composition. Although there are many different definitions about rhetoric, in this lecture we consider rhetoric as the art of harnessing reason, emotions and
15、authority, through language, with a view to persuade an audience and, by persuading, to convince this audience to act, to pass judgment or to identify with given values. However, nowadays, the word “rhetoric“ often has negative connotations. If we say of a politicians speech that it was just “rhetor
16、ic,“ we mean that it sounded good but it didnt really say anything important. We might even mean that it was manipulative it used language in a slick way to get us to agree with something we wouldnt otherwise agree with. But it wasnt always so. In fact, for much of Western history, “rhetoric“ was co
17、nsidered very important. From ancient Greece through the Middle Ages in Europe, rhetorical skill was prized as a way of succeeding in life. As with so many other founding principles of our culture, our understanding of rhetoric derives from the fifth century B.C. in Athens, Greece. Many thinkers tal
18、ked about and wrote about the importance of rhetoric. The word implied a use of words, even a manipulation of words. The emphasis was on oratory, that is public speaking, since at that time writing was difficult and limited mostly to public records. The primary mode of expression was oral. At this t
19、ime it was even common for people not to trust writing. Plato, for example, said that it gave people the appearance of knowing something when they didnt really know it. Aristotle was the philosopher who first discussed rhetoric in detail. Much of what he said is still useful today. According to him,
20、 rhetoric was one of the many available means of persuasion. People could also be persuaded by an appeal to emotions or to the character of the speaker, for example. The ancient Greeks discussed the different aspects of rhetoric such as how to find topics, how to organize the information, how to rem
21、ember the points of the speech, how to gesture, etc. In the Middle Ages rhetoric was one of the main subjects of the curriculum. Skill in public speaking or written discourse were the major ways for someone to get ahead in the courts, the forum and the church. In the Renaissance, after the invention
22、 of printing, rhetorical principles were applied on a large scale to written discourse. But since books were scarce, teaching was done by “lecture,“ which meant reading aloud from a book so that the students could make their own copies. Despite its beginnings, over time “rhetoric“ came to take on ne
23、gative connotations, as mere ornamentation or worse manipulation. As printed books became more common, people started looking at the printed language as somehow more trustworthy than spoken language. And teachers of “English“ tried to focus on the words themselves, without reference to how they migh
24、t be spoken or how they might be arranged on this page. It supposedly made no difference how the words were printed. The meaning was supposed to be the same. Whatever might have gone along with the words, whether it be gestures or intonations, or large, bold type, was largely ignored or treated as m
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