1、专业英语八级（听力）模拟试卷 291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 291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
25、ere ornamentation Probably when you took an English class, composition or even literature, you were encouraged to disregard everything except the words themselves. You were encouraged not to look at the words, but through them to the meaning. You were not encouraged to think about how the way the wo
26、rds were pronounced or the way they were laid out on the page might influence the meaning of the text. But today with the advent of computers, the prevalence of desktop publishing and the almost universal creation of web pages, people are starting to pay attention again to what had been ignored, nam
27、ely what accompanies the words themselves. Today being “literate“ no longer means just being proficient in the use of language. It is now important for us to know how to use graphics and other elements to reinforce the verbal meaning of a message or to contribute to a different meaning. It is becomi
28、ng common today to talk of the “rhetoric“ of visual art the means at its disposal to contribute to meaning. This doesnt mean that we can pay any less attention to language. In fact, since we will be using fewer words and coordinating those words with visual and other nonverbal elements, it is import
29、ant that we use language as effectively as possible. To sum up what we have discussed today, in this lecture, we mainly concentrated on the development and evolution of rhetoric. After that, we have presented you with the underlying reasons of why people are beginning to pay attention to rhetoric ag
30、ain nowadays. I hope at this time with the overwhelmed computer power, this would recall peoples attention on the correct use of language and the polishing of their words. One of the aims of this mini-lecture is to encourage you to pay attention to what surrounds, supports and modifies verbal meanin
31、g. 【知识模块】 听力填空 1 【正确答案】 effectively 【试题解析】 讲座的主题是关于修辞的基本介绍，录音首先提到修辞学在字典中的定义，即在说话时有效 (effectively)地使用词语的艺术，结合题目可知答案为effectively。 【知识模块】 听力填空 2 【正确答案】 reason emotions authority 【试题解析】 修辞学在课堂上被认为是 harnessing reason， emotions and authority的一种艺术。由于空格 后有 etc，那么只要填入 reason、 emotions、authority中任何一个即可。 【知识模块
32、】 听力填空 3 【正确答案】 pass judgment 【试题解析】 在提到讲座中对修辞的定义时，讲座人提到了 to convince this audience to act， to pass judgment ，结合题目可知答案为 pass judgment。 【知识模块】 听力填空 4 【正确答案】 Greece 【试题解析】 讲座紧接着提到我们对修辞的理解可上溯到古 希腊，因此答案为Greece。从题干可知，此题说的是修辞的历史，根据空白处前的 Ancient，可推知空白处要填的很可能是国家名或地名，听音时注意记下关键词。 【知识模块】 听力填空 5 【正确答案】 manipula
33、tion 【试题解析】 讲座提到，修辞这个字暗含了多文字的使用，甚至是对文字的操控。空格上一行给出了 a use of words，故空格填入 manipulation即可。 【知识模块】 听力填空 6 【正确答案】 persuasion 【试题解析】 讲座提到 Aristotle对修辞的理解与讨论，他认为，修辞是游说(persuasion)的一种可用的方法结合题目可知此处答案应为 persuasion。由题干可知，空白处和 Aristotle的观点有关，听音时要特别注意和 Aristotle有关的内容。 【知识模块】 听力填空 7 【正确答案】 emotions 【试题解析】 讲座提到，人们
34、也可以被情感吸引，也会被说话者的性格吸引。填入录音原词 emotions即可。 【知识模块】 听力填空 8 【正确答案】 curriculum 【试题解析】 此题说的是中世纪对于修辞的理解以及修辞的地位，录音提到，在中世纪修辞是课程 (curriculum)中的主要科目，因此答案应为 curriculum。 【知识模块】 听力填空 9 【正确答案】 written discourse 【试题解析】 录音紧接着提到了修辞发展中的最后一个阶段 文艺复兴时期，说明修辞原则被广泛应用到了文字表达中。因此答案为 written discourse。 【知识模块】 听力填空 10 【正确答案】 conno
35、tations implications 【试题解析】 在结束了对 rhetoric的历史回顾之后，讲座紧接着讲到了 rhetoric新进的发展，提出了三点并一一进行论述，录音提到修辞开始具有了贬义的意味(connotation)，因此应填入 connotations或其同义词 implications。 【知识模块】 听力填空 11 【正确答案】 disregard overlook 【试题解析】 修辞新进的发展第二点讲述的是在英语课堂上学生们被鼓励去忽略(disregard)除了单词本身之外的任何东西。因此答案应为 disregard或其同义词overlook。 【知识模块】 听力填空 1
36、2 【正确答案】 pronounced 【试题解析】 这里讲的是需要忽略的内容。其中讲座提到，要忽略词的发音。由于空格前给出了 were，填入 pronounced。 【知识模块】 听力填空 13 【正确答案】 influence 【试题解析】 本题为修辞学的现代定义内容之一。录音提到，学生可以不用去在意单词的形式会影响 (influence)文章的意思。因此应填入 influence。 【知识模块】 听力填空 14 【正确答案】 reinforce 【试题解析】 录音提到，我们要知道怎样利用图表和其他元素增强 (reinforce)信息的文字上的意义。因此应填入 reinforce。 【知识
37、模块】 听力填空 15 【正确答案】 visual art 【试题解析】 讲座最后讲到的是视觉艺术的修辞学，填入录音原词 visual art。 【知识模块】 听力填空 15 【听力原文】 Conversational Skills Good morning. Todays lecture will focus on how to make people feel at ease in conversations. I guess all of you sitting here can recall certain people who just seem to make you feel c
38、omfortable when they are around. You spend an hour with them and feel as if youve known them half your life. These people who have that certain something that makes us feel comfortable have something in common, and once we know what that is, we can go about getting some of that something for ourselv
39、es. How is it done? Here are some of the skills that good talkers have. If you follow the skills, they will help you put people at their ease, make them feel secure, and comfortable, and turn acquaintances into friends. First of all, good talkers ask questions. Almost anyone, no matter how shy, will
40、 answer a question. In fact, according to my observation, very shy persons are often more willing to answer questions than extroverts. They are more concerned that someone will think them impolite if they dont respond to the questions. So most skillful conversationalists recommend starting with a qu
41、estion that is personal, but not harmful. For example, once a famous American TV presenter got a long and fascinating interview from a notoriously private billionaire by asking him about his first job. Another example, one prominent woman executive confesses that at business lunches, “I always ask p
42、eople what they did that morning. Its a dull question, but it gets things going.“ From there, you can move on to other matters, sometimes to really personal questions. Moreover, how your responder answers will let you know how far you can go. A few simple catchwords like “Really?“ “Yes?“ are clear i
43、nvitations to continue talking. Second, once good talkers have asked questions, they listen for answers. This point seems obvious, but isnt in fact. Making people feel comfortable isnt simply a matter of making idle conversation. Your questions have a point. Youre really asking, “What sort of person
44、 are you?“ and to find out, you have to really listen. There are at least three components of real listening. For one thing, real listening means not changing the subject. If someone sticks to the topic, you can assume that he or she is really interested in it. Another component of real listening is
45、 listening not to just words but to tones of voice. I once mentioned D. H. Lawrence to a friend. To my astonishment, she launched into an academic discussion of the imagery in Lawrences works. Midway through, I listened to her voice. It was, to put it mildly, unanimated, and it seemed obvious that t
46、he imagery monologue was intended solely for my benefit, and I quickly changed the subject. At last, real listening means using your eyes as well as your ears. When your gaze wanders, it makes people think theyre boring you, or what they are saying is not interesting. Of course, you dont have to sta
47、re, or glare at them. Simply looking attentive will make most people think that you think theyre fascinating. Next, good talkers are not afraid to laugh. If you think of all the people you know who make you feel comfortable, you may notice that all of them laugh a lot. Laughter is not only warming a
48、nd friendly, its also a good way to ease other peoples discomfort. I have a friend who I enjoy watching in gatherings of other people who do not know each other well. The first few minutes of talk are a bit uneasy and hesitant, for the people involved do not yet have a sense of each other. Invariably, a light comment or joke is made, and my friends easy laughter appears like sunshine in the conversation. There is always then a visible softening that takes place
