2019英语专八听力mini lecture训练mp3音频附文本（八）

2019英语专八听力mini lecture训练mp3音频附文本（八）

　　2019英语专八听力mini lecture题型旨在考查考生归纳总结、信息提炼、边听边记的能力。对考生的基本功要求非常高。考生既要听懂录音，还要从中提炼出有用的信息，更需要对所提炼的信息在语法和语义上进行再加工，以匹配已经给出的语境，同时对单词拼写也有较高的要求。单词拼写、时态、语态等完全正确才会得分，另外每个空格所填的词数不能超过三个，超过了也要扣分。下面新东方在线英语专八频道为大家准备了2019英语专八听力mini lecture训练mp3音频并附有文本，希望大家每日多听多练。

2019英语专八听力mini lecture训练mp3音频附文本十二篇

　　[00:25.04]MINI-LECTURE 8

　　[00:26.79]In this section

　　[00:27.77]you will hear a mini-lecture.

　　[00:29.72]You will hear

　　[00:30.62]the mini-lecture ONCE ONLY.

　　[00:32.80]While listening to the mini-lecture,

　　[00:34.62]please complete the gap-filling task

　　[00:36.83]on ANSWER SHEET ONE and write

　　[00:39.91]NO MORE THAN THREE WORDS

　　[00:41.22]for each gap.

　　[00:42.34]Make sure the word(s) you fill in

　　[00:46.23]is (are) both grammatically

　　[00:48.52]and semantically acceptable.

　　[00:50.81]You may use the blank sheet

　　[00:52.95]for note-taking.

　　[00:54.23]You have THIRTY seconds

　　[00:55.81]to preview the gap-filling task.

　　[01:28.13]Now listen to the mini-lecture.

　　[01:29.81]When it is over,

　　[01:31.27]you will be given THREE minutes

　　[01:32.90]to check your work.

　　[01:35.21]Suggestopedia

　　[01:36.94]Good morning, everyone.

　　[01:38.46]As a learner of foreign languages

　　[01:41.18]and a language teacher

　　[01:42.60]in the future,

　　[01:43.42]you might have tried

　　[01:44.52]many approaches

　　[01:45.54]to language learning

　　[01:46.72]and teaching

　　[01:47.62]but were finally depressed

　　[01:49.51]that none of them

　　[01:50.86]would make a difference.

　　[01:52.28]So in today's lecture,

　　[01:54.35]we will introduce

　　[01:55.50]an excellent method

　　[01:57.02]called suggestopedia

　　[01:58.58]to help you learn and teach

　　[02:01.03]foreign languages.

　　[02:02.38]It is a teaching method

　　[02:04.06]developed by

　　[02:04.74]a Bulgarian psychotherapist,

　　[02:06.90]Georgi Lozanov,

　　[02:08.26]based on a modern understanding

　　[02:10.60]of how the human brain works

　　[02:12.68]and how we learn most effectively.

　　[02:15.02]The term "suggestopedia",

　　[02:17.56]derived from suggestion

　　[02:19.76]and pedagogy,

　　[02:20.93]is often used loosely

　　[02:22.31]to refer to similar accelerated

　　[02:24.94]learning approaches.

　　[02:26.23]It is often claimed

　　[02:27.68]that it can teach languages

　　[02:29.82]approximately three times

　　[02:31.38]as quickly as

　　[02:32.36]conventional methods.

　　[02:33.67]The intended purpose

　　[02:35.15]of suggestopedia

　　[02:36.76]was to enhance learning

　　[02:38.61]by lowering

　　[02:39.58]the affective filter of learners.

　　[02:41.49]It is a system for liberation—

　　[02:44.84]liberation from the preliminary

　　[02:46.94]negative concept

　　[02:47.88]regarding the difficulties

　　[02:49.48]in the process of learning;

　　[02:51.19]liberation of previously

　　[02:53.39]suggested programs

　　[02:54.83]to restrict intelligence

　　[02:56.64]and spontaneous acquisition

　　[02:58.70]of knowledge,

　　[02:59.55]skills and habits.

　　[03:01.02]The method implements this

　　[03:03.46]by working not only

　　[03:04.89]on the conscious

　　[03:05.67]level of human mind

　　[03:06.87]but also

　　[03:07.80]on the subconscious level,

　　[03:09.20]the mind's reserves.

　　[03:10.94]Since it works on the reserves

　　[03:13.84]in human mind and brain,

　　[03:15.50]which are said

　　[03:16.40]to have unlimited capacities,

　　[03:18.29]one can teach

　　[03:20.04]more than one method

　　[03:21.21]in the same amount of time.

　　[03:23.36]Some of the key elements

　　[03:25.22]of suggestopedia

　　[03:26.17]include a rich sensory

　　[03:27.94]learning environment,

　　[03:29.04]a positive expectation

　　[03:31.19]of success

　　[03:32.36]and the use of

　　[03:33.30]a varied range of methods.

　　[03:34.83]And it adopts

　　[03:36.42]a carefully structured approach,

　　[03:38.30]using four main stages as follows.

　　[03:41.37]The first stage is Presentation.

　　[03:44.09]In this stage,

　　[03:45.78]students are helped

　　[03:46.64]to relax and move

　　[03:47.93]into a positive frame of mind,

　　[03:49.94]with the feeling

　　[03:51.17]that learning is going

　　[03:52.00]to be easy

　　[03:52.78]and fun.

　　[03:53.92]The second stage

　　[03:55.67]is called Active Concert.

　　[03:57.79]This involves

　　[03:58.79]the active presentation

　　[03:59.85]of the material to be learnt.

　　[04:02.34]For example,

　　[04:03.20]in a foreign language course,

　　[04:04.62]there might be

　　[04:05.76]the dramatic reading

　　[04:06.87]of a piece of text accompanied

　　[04:08.60]by classical music.

　　[04:10.34]The third stage is Passive Review.

　　[04:13.19]In this section,

　　[04:14.79]the students

　　[04:15.60]are now invited to relax

　　[04:17.05]and listen to some Baroque music,

　　[04:19.26]with the text being read

　　[04:21.38]very quietly in the background.

　　[04:23.51]The music is specially selected

　　[04:25.60]to bring the students

　　[04:26.90]into the optimum mental state

　　[04:28.84]for the effortless acquisition

　　[04:30.77]of the material.

　　[04:31.75]The last stage is Practice.

　　[04:34.79]A range of games and puzzles

　　[04:37.17]will be used to review

　　[04:38.79]and consolidate the learning.

　　[04:40.45]Then what should be

　　[04:42.31]paid attention to?

　　[04:43.55]The first aspect is the music.

　　[04:47.12]The music should

　　[04:47.90]have slow tempo,

　　[04:49.01]regular patterns,

　　[04:50.16]voices and instruments

　　[04:51.99]should not

　　[04:52.42]stand out against the orchestra,

　　[04:53.81]because they are likely

　　[04:55.93]to distract the students.

　　[04:57.56]Ideally,

　　[04:58.27]the orchestra must have

　　[04:59.72]a neutral color—

　　[05:00.51]that is why the best

　　[05:02.15]choice is string orchestras.

　　[05:04.40]That is to say,

　　[05:05.66]the intonation and rhythm

　　[05:07.45]need to be coordinated

　　[05:09.04]with a musical background,

　　[05:10.47]which will help to induce

　　[05:12.40]a relaxed attitude.

　　[05:14.27]The second aspect is the teacher.

　　[05:17.24]The teacher

　　[05:18.22]in a suggestopedic course

　　[05:20.25]not only radiates effective

　　[05:22.15]suggestive stimulation,

　　[05:23.73]but also coordinates

　　[05:25.66]environmental

　　[05:27.09]suggestive stimulation

　　[05:28.24]in a positive way

　　[05:29.58]for students to learn.

　　[05:31.47]What should teachers do?

　　[05:33.60]Firstly,

　　[05:34.73]they should cover a huge bulk

　　[05:36.59]of learning materials in class.

　　[05:39.03]Secondly,

　　[05:40.38]they can structure the materials

　　[05:41.98]in the suggestopedic way,

　　[05:43.97]which means

　　[05:45.20]they have to put the materials

　　[05:46.66]in golden proportion.

　　[05:48.51]Thirdly,

　　[05:49.71]they should be highly prestigious,

　　[05:52.37]reliable and credible.

　　[05:54.30]Fourthly,

　　[05:55.10]they are also willing

　　[05:56.70]to establish good human relations

　　[05:59.34]in the class with students.

　　[06:00.49]Lastly,

　　[06:01.41]teachers usually act as authority

　　[06:04.48]and security

　　[06:05.51]in this learning method.

　　[06:06.44]They should be confident

　　[06:08.00]and trustable to their students

　　[06:10.13]and afford

　　[06:10.81]a cheerful classroom atmosphere.

　　[06:13.15]The third aspect

　　[06:14.56]that we should pay attention to

　　[06:16.89]is the activities.

　　[06:18.19]The activities consist

　　[06:19.98]of acting out portions of the text,

　　[06:22.88]singing specially prepared songs

　　[06:25.22]and playing games,

　　[06:26.36]telling stories,

　　[06:27.78]carrying on short conversations

　　[06:30.10]and psycho-dramas.

　　[06:31.05]Throughout this portion,

　　[06:33.25]Lozanov calls it elaboration,

　　[06:35.65]the teacher carefully structures

　　[06:37.77]the activities

　　[06:38.65]so that the language

　　[06:40.00]used in them by the students

　　[06:41.94]comes mainly

　　[06:42.94]from the present text.

　　[06:44.12]It is true

　　[06:45.14]that if we can use some of

　　[06:47.06]the suggestopedic methods

　　[06:48.49]in teaching a foreign language,

　　[06:50.49]it will greatly accelerate

　　[06:52.64]our students' progress.

　　[06:54.30]Certain elements

　　[06:55.59]of the approach can be taken

　　[06:57.42]and incorporated into

　　[06:59.24]the more

　　[06:59.70]comprehensive approach

　　[07:01.21]to language teaching

　　[07:02.34]widely in evidence today.

　　[07:04.41]The use of music

　　[07:05.81]both in the background

　　[07:06.94]and as a companion

　　[07:08.21]to certain activities

　　[07:09.82]can be motivating and relaxing.

　　[07:12.26]Creating conditions

　　[07:14.00]in which learners are alert

　　[07:15.74]and receptive

　　[07:16.76]has a positive effect on motivation.

　　[07:19.34]It is so significant

　　[07:21.30]that this method can be used

　　[07:23.06]with a remarkable mixture

　　[07:24.70]of students

　　[07:25.52]from different grades and courses.

　　[07:28.30]Now, to sum up,

　　[07:29.85]in today's lecture,

　　[07:30.93]we have a general understanding

　　[07:32.82]of using suggestopedia

　　[07:34.71]in teaching

　　[07:35.54]a foreign language.

　　[07:36.74]There is no doubt

　　[07:38.62]that suggestopedia has raised

　　[07:40.67]some interesting questions

　　[07:42.27]and some of its techniques

　　[07:44.45]can be successfully used

　　[07:46.33]to achieve good results

　　[07:47.85]in the areas of both learning

　　[07:49.82]and memory.

　　[07:50.75]I hope it will do you good

　　[07:53.34]in the future.

　　[07:54.06]Thank you for your attention.

　　[07:56.77]Now, you have THREE minutes

　　[07:58.49]to check your work.

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