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2019专八听力全真模拟练习mp3附文本(8)

2019-01-10 10:49:54 来源:网络专四专八资料下载

2019专八听力全真模拟练习mp3附文本(8)

  2019专八考试将于2019年3月23日上午开考,专八听力占整个试卷25分,是除阅读外第二大分值题型,需要通过长期的积累和多听多练才能提高此题型得分率,在考试前期新东方在线整理了20套专八听力全真模拟练习题,音频内容完全按照专八听力考试形式,包含minilecture和conversation希望对大家自测练习有所帮助。


  [00:23.53]TEST 8

  [00:25.55]SECTION A MINI-LECTURE

  [00:28.40]In this section

  [00:29.60]you will hear a mini-lecture.

  [00:31.72]You will hear

  [00:32.30]the mini-lecture ONCE ONLY.

  [00:34.69]While listening to the mini-lecture,

  [00:36.75]please complete the gap-filling task

  [00:38.85]on ANSWER SHEET ONE and write

  [00:41.07]NO MORE THAN THREE WORDS

  [00:42.75]for each gap.

  [00:44.67]Make sure the word(s) you fill in

  [00:47.21]is (are) both grammatically

  [00:49.91]and semantically acceptable.

  [00:52.90]You may use the blank sheet

  [00:54.46]for note-taking.

  [00:56.28]You have THIRTY seconds

  [00:57.83]to preview the gap-filling task.

  [01:29.03]Now listen to the mini-lecture.

  [01:32.00]When it is over,

  [01:32.92]you will be given THREE minutes

  [01:34.41]to check your work.

  [01:36.49]Teaching Methods

  [01:37.51]for Effective Communication

  [01:40.20]Good evening, everyone.

  [01:41.88]A few months later,

  [01:43.26]you will start

  [01:44.28]to teach international students.

  [01:46.48]Today,

  [01:47.22]we will talk about

  [01:48.11]some teaching methods

  [01:49.54]that can help increase

  [01:50.74]communication effectiveness,

  [01:53.23]which are generally helpful

  [01:54.78]for your future teaching career.

  [01:57.45]Now let's begin

  [01:58.29]with the first method:

  [01:59.84]write important points

  [02:01.56]on the chalkboard.

  [02:03.19]Clearly organizing ideas

  [02:05.16]and writing an outline

  [02:06.38]on the chalkboard

  [02:07.59]that lists the main points

  [02:09.07]to be covered during the class

  [02:11.10]helps students follow along

  [02:12.73]with the organization of ideas.

  [02:15.54]It is also very helpful for students

  [02:18.02]when teachers write technical terms

  [02:20.23]or theoretical concepts

  [02:22.15]on the board as they are mentioned.

  [02:24.70]Students need

  [02:25.49]and appreciate this effort.

  [02:27.87]When a teacher is unsure

  [02:29.15]about the pronunciation

  [02:30.62]of certain words,

  [02:32.26]those words should also

  [02:33.47]be written on the board.

  [02:35.33]The importance of writing words

  [02:36.87]on the board is illustrated

  [02:38.22]in the following experience

  [02:40.18]of an undergraduate student.

  [02:42.69]"I had a biology professor

  [02:43.79]from Latin America,"

  [02:46.14]she said.

  [02:47.15]"He gave a lecture on hung trees.

  [02:49.95]I had never heard about

  [02:50.97]that kind of tree before…

  [02:53.10]After class a bunch of us students

  [02:55.16]were talking about the hung trees.

  [02:57.68]The American teacher heard us

  [02:59.51]and asked us

  [03:00.23]what we were talking about.

  [03:02.24]It was really funny.

  [03:04.07]He said the lecture

  [03:05.07]was about young trees,

  [03:06.95]not hung trees!"

  [03:08.81]This example of miscommunication

  [03:11.12]points out the necessity

  [03:12.57]of students' participation

  [03:14.50]in the international teacher's classroom.

  [03:17.79]So the second method is

  [03:19.53]to set aside class time

  [03:21.22]for students to explain and discuss

  [03:23.51]their understanding

  [03:24.62]of the course material

  [03:26.53]and the teacher's lecture

  [03:27.81]or explanations.

  [03:29.71]Many communication errors

  [03:31.46]can be corrected

  [03:32.75]before they interfere

  [03:33.89]with students' learning.

  [03:36.07]Of course,

  [03:36.82]some difficulties may be assumed

  [03:37.82]to result from language problems

  [03:40.88]when in fact

  [03:41.72]the problem lies elsewhere.

  [03:44.28]For the foreign teacher,

  [03:45.96]we have a problem

  [03:46.85]with the language.

  [03:48.66]When students don't understand,

  [03:50.81]it could be a language problem,

  [03:53.09]but it also could be

  [03:54.55]that the teacher

  [03:55.42]doesn't have good teaching skills.

  [03:57.91]So we need the third method:

  [04:00.23]to communicate with students

  [04:01.83]to find out what the problem is.

  [04:04.94]Using effective teaching methods

  [04:06.96]does facilitate

  [04:07.88]classroom communication.

  [04:10.59]As teachers with teaching experience

  [04:12.94]in their native countries already know,

  [04:15.27]when lecturing,

  [04:16.27]it is important

  [04:17.28]to clearly state each point

  [04:18.97]before speaking about it,

  [04:21.33]make the point and then summarize

  [04:23.23]what has been said.

  [04:24.92]Before beginning another idea or point,

  [04:27.84]it's necessary to inform students

  [04:30.06]of this change or transition.

  [04:32.87]Students are reluctant

  [04:34.05]to continually ask teachers

  [04:35.98]to repeat what they've said,

  [04:38.12]even when they haven't completely

  [04:40.07]understood the teacher.

  [04:42.23]Thus, it is important for teachers

  [04:44.17]to frequently stop

  [04:45.57]to ask if students have any questions.

  [04:48.84]An even better method is

  [04:50.07]to ask questions about the lecture

  [04:52.55]in order to check their understanding

  [04:54.97]before going on to another topic.

  [04:57.63]The fourth method often used

  [04:58.83]by both international

  [05:00.76]and American teachers

  [05:02.34]is presenting the same idea

  [05:04.35]in more than one way.

  [05:06.41]One teacher from France says,

  [05:08.09]"As a foreigner

  [05:09.80]and since I don't speak

  [05:11.35]the language as well as

  [05:12.78]an American,

  [05:13.86]I repeat very often

  [05:15.15]the same thing in different ways.

  [05:17.87]So they may pick it up

  [05:19.36]the way they want

  [05:20.47]during the many times

  [05:21.59]I say it in different ways.

  [05:23.99]It's a technique

  [05:24.34]I am spontaneously using.

  [05:26.94]I guess it helps them

  [05:28.12]to understand me.

  [05:29.83]And certainly it's useful

  [05:31.28]for understanding certain things

  [05:33.28]that are very hard to understand…

  [05:36.12]If you say it one time,

  [05:37.74]it's not enough,

  [05:39.24]so repeating it several ways

  [05:41.19]from different aspects-

  [05:43.05]even making some language mistakes-

  [05:45.71]will help them to pick up the idea."

  [05:48.71]When giving multiple explanations

  [05:50.71]or examples of the same idea,

  [05:53.48]the teacher should preface

  [05:55.01]each explanation to indicate

  [05:56.99]that the same idea

  [05:58.32]is being explained,

  [05:59.94]only in a different way.

  [06:02.12]Common phrases used to indicate

  [06:04.05]that a different explanation

  [06:05.62]of the same idea

  [06:07.07]is about to be given are:

  [06:09.84]* "Stated another way…"

  [06:11.73]* "A simpler explanation

  [06:13.34]of the same idea is…"

  [06:15.50]* "Said another way…"

  [06:17.07]* "Let me present another way

  [06:18.59]of understanding this…"

  [06:20.63]* "The same idea

  [06:21.70]can be explained in this way…"

  [06:24.41]* "Another example of this is…"

  [06:26.90]* "I'll repeat that in a different way…"

  [06:29.16]Although teachers

  [06:30.86]who have had extensive

  [06:32.26]lecture experience

  [06:33.36]in their home countries

  [06:34.70]may already use

  [06:35.88]the lecture techniques

  [06:37.11]described here,

  [06:38.72]it may be necessary

  [06:40.06]to exaggerate these methods

  [06:42.38]to ensure adequate communication.

  [06:45.39]So the fifth method

  [06:46.57]for effective teachers

  [06:48.23]is to learn to elicit

  [06:49.57]the help of their students.

  [06:51.88]If the teacher and students

  [06:53.37]have a friendly relationship,

  [06:55.44]students usually are more willing

  [06:57.46]to help facilitate communication

  [06:59.67]in the classroom.

  [07:01.82]In the following statement

  [07:03.39]a teacher from Iran described

  [07:05.30]how he uses certain teaching methods

  [07:07.81]to be sure his students understand him.

  [07:11.12]"I've been trying hard to be clear,

  [07:13.54]to say the words separately

  [07:15.15]so that students can understand.

  [07:17.88]Once in a while I stop and ask,

  [07:20.18]‘Do you follow?'

  [07:21.25]or ‘Am I clear?'

  [07:22.80]and pretty much make them feel

  [07:24.59]that any time they can stop me.

  [07:27.20]Anytime they want

  [07:28.42]they can stop me and say,

  [07:30.17]‘I didn't get that point.'

  [07:32.01]Then I explain.

  [07:33.58]You have to encourage

  [07:34.63]their questions,

  [07:35.96]say, ‘Good question!',

  [07:37.66]‘Interesting!' or

  [07:39.20]‘Who else has a question?'

  [07:41.08]You have to make them

  [07:42.09]feel comfortable in the class…"

  [07:44.52]Getting students

  [07:45.38]to participate in the class

  [07:47.24]by being friendly

  [07:48.25]and supportive of their comments,

  [07:50.12]ideas, and questions

  [07:52.11]can help both the teacher

  [07:53.54]and the students

  [07:54.89]feel more comfortable

  [07:56.13]in the classroom.

  [07:57.68]When students

  [07:58.49]feel comfortable enough

  [07:59.76]to participate in class,

  [08:01.82]they may be more tolerant

  [08:03.28]of the teacher's language difficulties

  [08:05.89]and be willing to cooperate

  [08:07.80]with the teacher

  [08:08.96]in solving communication problems.

  [08:11.76]OK. Today,

  [08:13.26]we've talked about ways for you,

  [08:14.92]future international teachers,

  [08:17.47]to enhance communication

  [08:19.09]in the classroom.

  [08:20.76]The suggestions are offered

  [08:22.19]as a starting point.

  [08:24.04]Endeavor to discover problems

  [08:25.91]that can occur

  [08:26.80]in the international classroom,

  [08:29.32]and manage to take action

  [08:30.83]to resolve them,

  [08:32.48]and I wish you all make it

  [08:34.38]in the end.

  [08:35.66]Thank you for listening.

  [08:37.72]Now, you have THREE minutes

  [08:39.49]to check your work.

  [11:40.91]This is the end of

  [11:41.86]Section A Mini-lecture.

  [11:45.35]SECTION B CONVERSATION

  [11:47.89]In this section

  [11:48.78]you will hear ONE conversation.

  [11:51.18]The conversation

  [11:51.94]will be divided into TWO parts.

  [11:54.92]At the end of each part,

  [11:56.49]five questions will be asked

  [11:58.24]about what was said.

  [11:59.87]Both the conversation

  [12:01.11]and the questions

  [12:02.32]will be spoken ONCE ONLY.

  [12:04.78]After each question

  [12:06.06]there will be a ten-second pause.

  [12:08.46]During the pause,

  [12:09.35]you should read the four choices

  [12:11.58]of A, B, C and D,

  [12:14.63]and mark the best answer

  [12:15.94]to each question

  [12:17.02]on ANSWER SHEET TWO.

  [12:19.18]You have THIRTY seconds

  [12:20.62]to preview the questions.

  [12:52.61]Now, listen to Part One

  [12:54.18]of the conversation.

  [12:55.77]Questions 1 to 5 are based on

  [12:57.78]Part One of the conversation.

  [13:00.72]M: Hey honey,

  [13:02.23]where do you think

  [13:02.86]we should go for our honeymoon?

  [13:05.07]W: I've always wanted to

  [13:06.06]go to Canada,

  [13:07.41]especially Quebec.

  [13:09.26]M: That sounds fine to me.

  [13:11.00]Canada is our neighboring country.

  [13:13.80]Since we have a tight schedule,

  [13:15.66]let's go there then.

  [13:17.38]W: Really? I picked up

  [13:18.83]a lot of brochures

  [13:20.06]about tourism in Canada.

  [13:22.27]Let's take a look at all the things

  [13:23.79]we can do in Canada,

  [13:25.56]but I'd like to put Quebec

  [13:26.96]as my priority.

  [13:28.70]M: Sure, but what do you

  [13:30.06]want to do in Quebec?

  [13:31.78]W: A million things!

  [13:33.24]M: Such as?

  [13:34.50]W: We can't miss Montreal.

  [13:36.44]The city abounds in lots of

  [13:38.08]tourist attractions

  [13:39.61]such as Notre-Dame Basilica,

  [13:41.59]the Montreal Museum of Fine Arts

  [13:43.82]and the well-known Expo 67.

  [13:46.70]Besides, I want to pay a visit

  [13:48.97]to McGill University.

  [13:50.84]M: Sounds fun.

  [13:52.34]I heard that Notre-Dame Basilica

  [13:53.88]is a significant part of

  [13:55.50]the Catholic religious heritage

  [13:57.14]of Montreal.

  [13:58.37]W: Yeah. This brochure shows

  [14:00.12]that the Basilica's vast size,

  [14:02.71]executed in the Gothic Revival style,

  [14:05.38]the extraordinary craftsmanship

  [14:07.56]and artistic polish of its fittings,

  [14:10.45]its many fine works of religious art,

  [14:12.80]and the interior

  [14:14.00]of its chapel are

  [14:15.30]its distinct heritage features.

  [14:18.51]M: I bet it must have

  [14:19.23]a very long history.

  [14:21.02]W: You are absolutely right!

  [14:23.04]It was inaugurated in 1829.

  [14:26.61]M: So what

  [14:27.22]is the greatest ornament of it?

  [14:29.70]W: I'd say the pulpit.

  [14:31.08]In earlier times,

  [14:32.41]the priest would mount the steps

  [14:33.86]to deliver his sermon.

  [14:36.07]From his position

  [14:37.07]above the congregation,

  [14:38.62]his voice could be heard

  [14:39.97]throughout the church,

  [14:41.50]without electronic amplification.

  [14:44.08]Isn't it amazing?

  [14:45.94]M: Sure.

  [14:46.98]How about the theme of this church?

  [14:50.11]I guess each church

  [14:50.91]has a religious theme or something.

  [14:53.58]W: The theme

  [14:54.22]chosen by the artist

  [14:55.14]shows the march of humankind

  [14:57.33]toward God,

  [14:58.81]represented in the form

  [14:59.93]of the Holy Trinity:

  [15:01.53]the Father symbolized by

  [15:03.18]a shining sun,

  [15:04.74]the Son by the head of Jesus

  [15:06.92]and the Holy Spirit

  [15:08.26]by an immense bird

  [15:09.57]with extended wings.

  [15:11.46]The three arches signify

  [15:12.93]the difficult stages of life,

  [15:14.98]the return of human beings

  [15:16.50]to their Creator.

  [15:18.23]The last arch represents the passage

  [15:20.38]from this life to the next,

  [15:22.70]illustrating at the same time

  [15:24.33]the hope of eternal happiness.

  [15:27.16]M: Sounds holy!

  [15:29.06]How about the museum

  [15:30.42]you have mentioned?

  [15:31.74]Is it the biggest one in Canada?

  [15:33.78]W: You mean

  [15:34.45]the Montreal Museum of Fine Arts?

  [15:37.17]Let me check the brochure.

  [15:39.13]It is said here

  [15:40.21]that it is Montreal's largest museum

  [15:42.82]and is amongst the most prominent

  [15:44.38]in Canada.

  [15:46.01]M: What do we expect

  [15:47.03]to see there then?

  [15:48.44]W: Well, the permanent collection

  [15:50.00]of this museum includes

  [15:51.64]approximately 41,000 works.

  [15:54.83]We can appreciate works

  [15:56.13]by Old Masters,

  [15:57.86]as well as several of

  [15:58.84]the largest collections of drawings

  [16:00.94]of the Swiss painter

  [16:02.30]Ferdinand Hodler.

  [16:03.93]Besides,

  [16:04.58]the original 〝reading room〞

  [16:05.89]of the Art Association

  [16:07.34]of Montreal was the precursor

  [16:09.15]of the current library of the museum.

  [16:12.36]It is the oldest library

  [16:13.74]in Canada dedicated to art.

  [16:17.17]This is the end

  [16:18.09]of Part One of the conversation.

  [16:20.67]Questions 1 to 5 are based on

  [16:22.65]what you have just heard.

  [16:24.97]1. What is the conversation

  [16:27.66]mainly about?

  [16:38.92]2.

  [16:40.41]Which is NOT included in the things

  [16:42.48]the woman wants to see in Montreal?

  [16:54.83]3. What is the greatest ornament

  [16:57.78]of Notre-Dame Basilica?

  [17:08.94]4. What is the theme

  [17:11.59]of Notre-Dame Basilica?

  [17:23.21]5. What do we know

  [17:25.99]about the Montreal Museum

  [17:27.55]of Fine Arts?

  [17:38.78]Now, listen to Part Two

  [17:40.48]of the conversation.

  [17:42.43]Questions 6 to 10 are based on

  [17:44.64]Part Two of the conversation.

  [17:47.48]M: I love reading books

  [17:48.79]about modern art.

  [17:50.46]So you also want to

  [17:51.80]visit McGill University, right?

  [17:54.51]W: Yes. Since my cousin

  [17:56.31]graduated from there,

  [17:58.04]I have heard her mention it

  [17:59.49]a hundred times.

  [18:00.88]I'd like to pay a visit in person.

  [18:03.37]M: And I know McGill University

  [18:05.17]owns a beautiful campus.

  [18:07.72]W: My cousin told me that in 2012,

  [18:10.52]Travel & Leisure

  [18:11.88]rated McGill's campus

  [18:13.39]as one of the 17 most beautiful

  [18:15.52]university campuses in the world.

  [18:18.63]M: That sounds worth visiting.

  [18:20.93]What about Expo 67?

  [18:23.66]The name does ring a bell.

  [18:25.67]W: How about Habitat 67,

  [18:27.85]or simply Habitat?

  [18:29.83]Do you remember now?

  [18:31.13]M: Yes. I remember

  [18:33.13]that it is a model community

  [18:34.76]and housing complex in Montreal.

  [18:37.64]W: And it was designed by

  [18:38.77]a famous Canadian architect,

  [18:41.23]Moshe Safdie.

  [18:42.95]It was originally conceived as

  [18:44.73]his master's thesis

  [18:46.09]in architecture at McGill University

  [18:48.91]and then built as a pavilion

  [18:50.41]for Expo 67,

  [18:52.69]the World's Fair held

  [18:54.05]from April to October 1967.

  [18:57.37]Habitat 67 is widely considered

  [18:59.95]an architectural landmark

  [19:02.15]and one of the most recognizable

  [19:03.99]and significant buildings

  [19:05.81]in both Montreal and Canada.

  [19:08.82]M: So what was

  [19:10.03]the designer's intention?

  [19:12.09]W: The development

  [19:12.74]was designed to

  [19:13.90]integrate the benefits

  [19:15.07]of suburban homes,

  [19:16.71]namely gardens, fresh air, privacy,

  [19:19.13]and multi-leveled environments,

  [19:21.27]with the economics

  [19:22.42]and density of a modern urban

  [19:24.25] apartment building.

  [19:26.13]It was believed

  [19:26.97]to illustrate

  [19:27.81]the new lifestyle people would live

  [19:29.89]in increasingly crowded cities

  [19:31.88]around the world.

  [19:33.50]M: How about its theme?

  [19:35.53]W: The theme of Expo 67 was

  [19:37.77]〝Man and His World〞.

  [19:39.84]Habitat 67 then

  [19:41.55]became a thematic pavilion

  [19:43.20]visited by thousands of visitors

  [19:45.69]who came from around the world,

  [19:48.02]and during the expo

  [19:49.56]also served as

  [19:50.87]the temporary residence

  [19:52.21]of the many dignitaries

  [19:53.68]visiting Montreal.

  [19:55.29]M: I get it. but honey,

  [19:57.66]Where will we stay

  [19:58.78]when traveling in Quebec?

  [20:01.39]W: I prefer to stay in Chateau Mont.

  [20:04.15]M: Any particular reasons?

  [20:05.95]W: Well, the hotel is famous for

  [20:07.81]its amenities

  [20:09.12]such as an indoor and outdoor pool,

  [20:11.50]an 18-hole golf course.

  [20:13.88]M: That is fantastic!

  [20:16.66]W: Besides,

  [20:17.60]we can enjoy local cuisine there.

  [20:20.14]The hotel has a lot of top chefs

  [20:21.99]in Quebec who can cook food

  [20:23.94]with both French and Canadian flavor.

  [20:26.66]And it is said in the brochure

  [20:28.41]that the hotel was founded in 1930.

  [20:31.55]M: Wow. It indeed has a history of

  [20:34.09]about 100 years!

  [20:36.37]W: It is also said

  [20:37.60]that it hosted many political figures,

  [20:40.14]royalty and other celebrities.

  [20:42.79]M: How about its surroundings?

  [20:45.01]W: The setting for the hotel

  [20:46.55]is 46,300 hectares

  [20:49.37]of forested wildlife sanctuary

  [20:52.03]and 12 lakes on the shore

  [20:53.70]of a local River.

  [20:55.22]M: Sounds like paradise!

  [20:57.17]W: I know. I can't wait.

  [20:59.09]It's going to be so fun.

  [21:01.38]This is the end

  [21:03.15]of Part Two of the conversation.

  [21:04.76]Questions 6 to 10 are based on

  [21:07.01]what you have just heard.

  [21:09.58]6. Why does the woman want to

  [21:12.55]visit McGill University?

  [21:24.50]7. When was the McGill's campus

  [21:27.91]rated as one of

  [21:28.99]the 17 most beautiful

  [21:30.56]university campuses in the world?

  [21:43.07]8. Who designed the Habitat 67?

  [21:57.57]9. What is the theme of Expo 67?

  [22:12.06]10. which of

  [22:14.02]the following statements

  [22:15.15]about Chateau Mont

  [22:16.55]is INCORRECT?

本文关键字: 专八听力 2019专八听力 专八

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