2019专八听力全真模拟练习mp3附文本（8）

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。

2019专八听力全真模拟练习二十篇

　　[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?

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