2019专八听力全真模拟练习mp3附文本（9）

2019专八听力全真模拟练习mp3附文本（9）

　　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

　　[00:23.74]TEST 9

　　[00:25.39]SECTION A MINI-LECTURE

　　[00:28.26]In this section

　　[00:29.45]you will hear a mini-lecture.

　　[00:31.53]You will hear the mini-lecture

　　[00:32.89]ONCE ONLY.

　　[00:34.57]While listening to the mini-lecture,

　　[00:36.43]please complete the gap-filling task

　　[00:38.71]on ANSWER SHEET ONE and write

　　[00:40.73]NO MORE THAN THREE WORDS

　　[00:42.52]for each gap.

　　[00:44.45]Make sure the word(s) you fill in

　　[00:47.27]is (are) both grammatically

　　[00:49.71]and semantically acceptable.

　　[00:52.81]You may use the blank sheet

　　[00:54.30]for note-taking.

　　[00:56.18]You have THIRTY seconds

　　[00:57.70]to preview the gap-filling task.

　　[01:29.69]Now listen to the mini-lecture.

　　[01:31.80]When it is over,

　　[01:33.05]you will be given THREE minutes

　　[01:34.66]to check your work.

　　[01:36.55]Writing an Argumentative Essay

　　[01:39.43]Good morning, everyone.

　　[01:40.90]Today's lecture is

　　[01:42.45]about how to write

　　[01:44.15]an argumentative essay.

　　[01:45.76]An argumentative essay presents

　　[01:47.54]an argument backed by

　　[01:49.25]well researched

　　[01:50.49]and articulated views

　　[01:52.01]to persuade the reader

　　[01:53.78]or an opposite side.

　　[01:56.35]An argumentative essay

　　[01:57.78]should ordinarily contain three parts:

　　[02:01.02]the introduction,

　　[02:02.11]the body and the conclusion.

　　[02:04.31]The length

　　[02:04.88]and the details of the parts,

　　[02:06.36]obviously, will depend

　　[02:08.25]on the assignment,

　　[02:09.40]the media or even the audience

　　[02:11.50]it is directed to.

　　[02:13.25]A newspaper article, for instance,

　　[02:15.62]will have to consider the size

　　[02:17.15]of the space given

　　[02:18.40]and the readership,

　　[02:19.80]while a college paper will

　　[02:21.02]be assigned a certain number

　　[02:22.67]of words.

　　[02:24.06]The introduction should

　　[02:25.12]have a brief explanation of the topic,

　　[02:27.35]some background information

　　[02:28.89]and a thesis statement.

　　[02:31.08]In this case, the thesis statement

　　[02:33.13]will be a statement

　　[02:34.15]of the writer's position

　　[02:35.81]on the topic being discussed.

　　[02:38.28]In the body of the essay,

　　[02:39.90]the writer will present both sides

　　[02:41.94]of the controversy.

　　[02:43.90]Thus the body of the essay

　　[02:45.59]should contain all the arguments

　　[02:47.92]in detail,

　　[02:49.07]on both sides of the coin.

　　[02:51.24]A〝fair〞 argument presents

　　[02:52.94]the strongest points

　　[02:54.20] of the counter-side of the issue

　　[02:55.40]being discussed.

　　[02:57.45]This is followed by

　　[02:58.67]a well-presented counter-argument

　　[03:01.14]that neatly shoots down

　　[03:02.77]each point raised.

　　[03:04.79]After this presentation,

　　[03:06.35]the position of the writer

　　[03:07.92]is described,

　　[03:09.23]supported with evidence to show

　　[03:10.80]why it is the correct position to take.

　　[03:14.21]In the conclusion,

　　[03:15.40]the writer's position is

　　[03:16.70]restated as the most convincing one

　　[03:19.49]to take,

　　[03:20.39]of course the data, sources

　　[03:22.34]and how well it is

　　[03:23.21]presented should be helpful

　　[03:24.99]in winning the reader

　　[03:26.16]to his side of the argument.

　　[03:28.76]When you are assigned

　　[03:29.63]an argumentative essay

　　[03:31.40]it does not have to

　　[03:32.24]be a daunting task.

　　[03:34.52]Break up the work into several tasks

　　[03:36.60]and never procrastinate.

　　[03:38.87]Try not to do the entire essay

　　[03:40.70]in a single day.

　　[03:42.56]Use the following steps as a guide,

　　[03:45.16]take your time,

　　[03:46.09]and you will have success.

　　[03:48.56]1. Choose your topic.

　　[03:51.43]Your instructor may have

　　[03:52.65]a preselected list of topics

　　[03:54.49]for you to choose from.

　　[03:56.65]This will help narrow down

　　[03:58.02]your search.

　　[03:59.62]Choose a topic

　　[04:00.68]that you are already familiar with

　　[04:02.51]if you can.

　　[04:04.04]Also, choose something

　　[04:05.70]that you are interested in

　　[04:07.12]researching.

　　[04:08.45]It will make the process

　　[04:09.76]much more enjoyable.

　　[04:12.03]2. Find a question or point to argue

　　[04:15.38]within your topic.

　　[04:17.18]Be sure that there will be

　　[04:18.51]plenty of sources

　　[04:19.62]that you can refer to for research.

　　[04:22.55]If it is a very unusual

　　[04:24.55]or weak argument,

　　[04:26.34]you will not find enough evidence

　　[04:27.89]to back up your claim.

　　[04:31.10]3. Once you have chosen

　　[04:33.04]your topic and argument,

　　[04:35.62]it is time to research.

　　[04:37.98]Spend plenty of time

　　[04:39.38]scouring your school's library,

　　[04:41.80]as well as your public library.

　　[04:44.16]Do not rely solely

　　[04:45.83]on Internet sources,

　　[04:47.70]And if you do use the Internet,

　　[04:49.64]be sure

　　[04:50.48]that your sources are reliable.

　　[04:53.36]Find your evidence from

　　[04:54.55]not only secondary sources

　　[04:56.31](text books, etc.),

　　[04:58.42]but from primary sources as well.

　　[05:01.37]These include documents s

　　[05:03.10]uch as letters,

　　[05:04.21]newspaper articles,

　　[05:05.78]and government papers.

　　[05:07.76]You want to back up your argument

　　[05:09.48]with a variety

　　[05:10.46]of rich and reliable sources.

　　[05:13.36]4. Go through your research.

　　[05:16.63]Take notes, or make cue cards,

　　[05:18.83]each with one point,

　　[05:20.00]or one quotation.

　　[05:21.97]Try to be very organized so

　　[05:23.90]that things are simple and easy

　　[05:26.38]to access once you start writing

　　[05:28.46]your paper.

　　[05:29.96] Be sure to choose 5 or 6

　　[05:32.17]of the strongest pieces of evidence

　　[05:34.20]that back up your argument.

　　[05:36.60]There is no need to

　　[05:37.53]overload your paper.

　　[05:39.56]If you have several convincing points

　　[05:41.59]backing you up

　　[05:42.89](as opposed to 15 weaker points),

　　[05:46.21]then stick with them and expand.

　　[05:49.12]5. Write an outline of your paper.

　　[05:52.33]The basic outline is very simple—

　　[05:54.76]introduction,

　　[05:55.64]body, and conclusion.

　　[05:57.80]Sketch out your paper,

　　[05:59.51]and put in point form

　　[06:00.53]what you want to say

　　[06:02.09]in each paragraph.

　　[06:04.28]6. Write your paper.

　　[06:06.98]Begin with a strong

　　[06:07.98]and clear opening sentence

　　[06:10.24]that catches the interest

　　[06:11.35]of your reader.

　　[06:12.61]Present what you are arguing,

　　[06:14.58]and give the reader a taste

　　[06:15.84]of what your paper is about.

　　[06:18.42]It is very important

　　[06:19.62]that your thesis statement

　　[06:20.98] (argument) is very clear

　　[06:23.31]and is written in a single sentence,

　　[06:25.87]preferably as the first

　　[06:27.33]or the final sentence

　　[06:28.95]of the introductory paragraph.

　　[06:31.39]The body of your paper

　　[06:32.63]should be several paragraphs.

　　[06:34.62]Each paragraph

　　[06:35.86]should present evidence

　　[06:37.37]that supports the argument.

　　[06:39.40]Once you feel you have covered

　　[06:41.03]the most important points

　　[06:42.66]and have fully argued the thesis,

　　[06:45.13]then move on to your conclusion.

　　[06:47.61]The conclusion is a brief summary

　　[06:49.12]of your paper

　　[06:50.72]and should reiterate your argument.

　　[06:53.80]7. Pay attention to the details.

　　[06:57.26]All the 〝little〞 things

　　[06:58.57]will not only have an impact on

　　[07:00.05]your grade,

　　[07:01.49]but they will also have an effect on

　　[07:03.12]your success

　　[07:04.29]and authority as an essay writer.

　　[07:07.11]A well written and researched essay

　　[07:09.05]must include great attention

　　[07:10.72]to details.

　　[07:12.48]If you have any questions

　　[07:13.91]or problems

　　[07:14.84]while writing your paper,

　　[07:16.56]be sure to talk to your instructor.

　　[07:19.21]They are a very reliable source

　　[07:21.32]that can help you get on track.

　　[07:24.09]Once you have polished

　　[07:25.45]and perfected your essay,

　　[07:27.16]then hand it in with pride,

　　[07:29.34]and expect positive results.

　　[07:32.33]OK, the above are several steps

　　[07:34.60]you can follow

　　[07:35.49]to write an argumentative essay,

　　[07:38.09]from choosing a topic

　　[07:39.46]and finding the argument to

　　[07:41.05]doing the research

　　[07:42.69]and writing the paper.

　　[07:44.36]Of course,

　　[07:45.44]great attention should be given

　　[07:46.84]to the details

　　[07:47.90]during the process of writing.

　　[07:50.83]Next time,

　　[07:51.70]we'll discuss other kinds

　　[07:53.40]of writing successively.

　　[07:55.57]Now, you have THREE minutes

　　[07:57.92]to check your work.

　　[10:57.78]This is the end

　　[10:58.74]of Section A Mini-lecture.

　　[11:01.83]SECTION B INTERVIEW

　　[11:04.16]In this section

　　[11:05.26]you will hear ONE interview.

　　[11:07.44]The interview will be

　　[11:08.53]divided into TWO parts.

　　[11:10.76]At the end of each part,

　　[11:12.14]five questions will be

　　[11:13.75]asked about what was said.

　　[11:15.87]Both the interview

　　[11:16.84]and the questions

　　[11:18.08]will be spoken ONCE ONLY.

　　[11:20.60]After each question

　　[11:22.29]there will be

　　[11:22.97]a ten-second pause.

　　[11:25.03]During the pause,

　　[11:26.26]you should read

　　[11:27.22]the four choices

　　[11:28.32]of A, B, C and D,

　　[11:30.87]and mark the best answer

　　[11:32.35]to each question

　　[11:33.66]on ANSWER SHEET TWO.

　　[11:35.81]You have THIRTY seconds

　　[11:37.65]to preview the questions.

　　[12:09.42]Now, listen to Part One

　　[12:10.91]of the interview.

　　[12:12.58]Questions 1 to 5

　　[12:14.00]are based on

　　[12:15.00]Part One of the interview.

　　[12:18.54]M: This morning on Today's Health,

　　[12:20.84]we are going to pump you up.

　　[12:23.47]You know, working out

　　[12:25.02]is obviously good for your body,

　　[12:27.65]but this week's

　　[12:28.33]Newsweek Magazine reports

　　[12:30.66]there is new evidence

　　[12:31.81]showing it can boost your brainpower

　　[12:34.71]and fight disease as well.

　　[12:37.24]Miriam Nelson is an associate professor

　　[12:39.44]at the Friedman School of Nutrition

　　[12:41.37]at Tufts University.

　　[12:43.31]Miriam, nice to see you,

　　[12:44.97]how are you doing?

　　[12:46.40]W: Very well.

　　[12:47.39]Thanks for having me.

　　[12:49.08]M: So, we are talking about rigorous,

　　[12:51.42]aerobic exercise,

　　[12:53.31]clearly good for your body.

　　[12:55.41]Explain to me in layman's terms

　　[12:57.67]if you can now,

　　[12:59.10]about this new research

　　[13:00.55]that says it can also help your brain

　　[13:03.33]grow new nerve cells.

　　[13:05.51]W: That's right.

　　[13:06.86]What we've known for years

　　[13:08.21]is that individuals

　　[13:09.82]who are physically active

　　[13:11.40]have reduced risk

　　[13:12.49]of getting Alzheimer's disease.

　　[13:15.04]We've also known

　　[13:16.07]that people with

　　[13:16.81]mild cognitive impairment

　　[13:18.78]also have improved function

　　[13:20.25]with exercise.

　　[13:22.12]There's some very new research

　　[13:23.65]that is very exciting.

　　[13:25.71]And what is seen is

　　[13:27.13]it's taken 11 individuals,

　　[13:29.41]and put them

　　[13:30.26]on a about three or four

　　[13:31.85]months' course of aerobic exercise,

　　[13:34.42]four days a week,

　　[13:35.50]an hour a day.

　　[13:37.11]And what they've seen

　　[13:38.54]through MRI Scan

　　[13:39.89]is people are actually

　　[13:41.18]growing new nerve cells.

　　[13:43.69]M: And…and more new nerve cells

　　[13:46.33]mean what to me,

　　[13:48.01]someone in my age group?

　　[13:49.78]W: Yeah,

　　[13:50.53]what you are…what…

　　[13:52.06]my age group too.

　　[13:53.96]M: OK, our age group too,

　　[13:56.40]right.

　　[13:57.43]W: What we are seeing is

　　[13:58.70]that the new nerve cells

　　[14:00.15]are growing.

　　[14:01.44]They're increasing a web

　　[14:02.90]and they're weaved

　　[14:03.95]and they are connecting.

　　[14:05.93]It's all the interconnections

　　[14:07.41]of the nerve cells.

　　[14:09.44]When you get those connections,

　　[14:11.10]your brain functions better.

　　[14:13.10]Primarily this is

　　[14:14.37]in the executive functioning part

　　[14:16.29]of the brain in the hippocampus.

　　[14:18.57]We are looking at multitasking,

　　[14:20.42]memory, problem solving,

　　[14:22.30]name recognition-

　　[14:23.83]lots of things

　　[14:24.69]that start to decline

　　[14:25.93]as we get older.

　　[14:27.80]M: I am sure a lot of people

　　[14:29.05]are watching this right now,

　　[14:30.81]Miriam Nelson.

　　[14:32.40]Can I make up for the lost time?

　　[14:34.98]I don't have a history of exercising

　　[14:37.02]throughout my life.

　　[14:38.85]Now I'm 45 years old,

　　[14:41.14]if I start exercising now,

　　[14:43.48]do I make a difference?

　　[14:45.30]W: Well, certainly.

　　[14:46.78]The data we show right now is

　　[14:48.71]exercising in your 40s and 50s.

　　[14:51.68]Hopefully we wanna start

　　[14:53.08]a little bit early,

　　[14:54.34]but in your 30s,

　　[14:55.33]40s and 50s,

　　[14:56.75]it will make a difference

　　[14:58.15]for reducing the risk

　　[14:59.18]of getting Alzheimer

　　[15:00.54]as you get older.

　　[15:02.22]And there's even newer research

　　[15:03.97]with children

　　[15:04.94]that is also very exciting.

　　[15:07.96]This is the end of

　　[15:08.94]Part One of the interview.

　　[15:11.09]Questions 1 to 5 are based on

　　[15:13.48]what you have just heard.

　　[15:15.65]1. What is the topic of this interview?

　　[15:29.88]2. What is Miriam Nelson?

　　[15:43.00]3. According to the interview,

　　[15:46.02]what is the benefit

　　[15:47.07]of doing exercise?

　　[15:58.92]4. Which of the following statements

　　[16:02.01]about the new research is INCORRECT?

　　[16:14.73]5. According to the interview,

　　[16:17.91]what do more nerve cells mean?

　　[16:30.28]Now, listen to Part Two

　　[16:31.78]of the interview.

　　[16:33.38]Questions 6 to 10

　　[16:34.79]are based on

　　[16:35.64]Part Two of the interview.

　　[16:38.57]M: Let me switch gears now

　　[16:40.14]and turn into the subject

　　[16:41.61]of the connection

　　[16:42.51]between rigorous exercise

　　[16:44.78]and preventing breast cancer.

　　[16:47.46]And, specifically I am talking

　　[16:49.40]about estrogen negative breast cancers.

　　[16:52.69]A study showed

　　[16:53.62]that there was a drop

　　[16:54.59]between 26 and 40 percent

　　[16:56.65]even if you take the lower end

　　[16:58.40]of that spectrum.

　　[17:00.24]That is significant.

　　[17:02.14]W: It's a very large decrease.

　　[17:04.28]So, one of the first studies

　　[17:05.86]with the Nurse's Health Study

　　[17:07.76]followed 3,000 people

　　[17:09.37]for 14 years and they saw

　　[17:12.21]a between 26 to 40 percent decrease

　　[17:15.25]in death and recurrence

　　[17:16.76]in individuals

　　[17:17.88]who already had breast cancer.

　　[17:20.19]This newest study,

　　[17:21.44]the California Teacher Study,

　　[17:23.49]followed 110,000 women

　　[17:26.28]from the earlier mid-90s

　　[17:28.24]up until 2002 and they saw

　　[17:31.23]that the women

　　[17:32.09]that were exercising the most

　　[17:33.83]had the greatest reduction

　　[17:35.08]in breast cancer,

　　[17:36.86]as you said, about 31 percent,

　　[17:39.66]about 5 hours a week.

　　[17:42.18]M: What about the impact

　　[17:43.32]of exercise on

　　[17:44.47]estrogen positive cancers?

　　[17:47.30]W: Well, the studies before

　　[17:48.94]and the school's latest study

　　[17:50.81]have not really differentiated

　　[17:52.66]between the two.

　　[17:54.12]We've always thought

　　[17:55.11]that it was through estrogen,

　　[17:56.61]because when you exercise,

　　[17:58.38]you have lower levels of estrogen,

　　[18:01.12]so we thought that was a reason

　　[18:03.00]that you got the decrease.

　　[18:04.96]This California Teacher Study

　　[18:06.64]was in the estrogen negative,

　　[18:08.49]um, type of cancer.

　　[18:10.43]So it seems,

　　[18:11.31]at the moment,

　　[18:12.22]that's just one study,

　　[18:13.73]so, at the moment,

　　[18:14.88]it's really looking like

　　[18:16.22]it's all types of breast cancer.

　　[18:19.15]M: So to wrap things up

　　[18:20.61]for a woman

　　[18:21.42]who gets a diagnosis

　　[18:22.58]of breast cancer is difficult.

　　[18:25.30]Does it make sound the first thing

　　[18:27.16]you would tell that woman to do

　　[18:28.79]is go out and start exercising?

　　[18:31.58]W: Well, see your doctor

　　[18:33.33]and get a very good medical team

　　[18:35.47]and then make sure

　　[18:36.34]that exercise is an adjunct to that,

　　[18:39.04]and the research that we are doing

　　[18:40.74]at the Friedman School is showing

　　[18:42.56]that we can get

　　[18:43.50]a lot of people exercising.

　　[18:45.95]So, um, it's really important

　　[18:48.03]for your brain as well as

　　[18:49.51]reducing your risk of breast cancer.

　　[18:52.00]And as a woman

　　[18:52.94]with a history of Alzheimer

　　[18:54.46]in my family,

　　[18:55.84]I am certainly gonna

　　[18:57.02]keep exercising.

　　[18:59.34]M: A lot of people are gonna

　　[19:00.55]pay attention to it.

　　[19:02.26]Miriam Nelson,

　　[19:03.44]professor, thanks,

　　[19:05.08]good to have you here.

　　[19:06.52]W: Oh, my pleasure.

　　[19:08.80]This is the end of

　　[19:10.16]Part Two of the interview.

　　[19:11.96]Questions 6 to 10 are based on

　　[19:14.23]what you have just heard.

　　[19:16.53]6. What is the connection

　　[19:19.57]between exercise

　　[19:20.98]and preventing breast cancer?

　　[19:33.31]7. According to

　　[19:35.14]the California Teacher Study,

　　[19:37.38]what percentage of decrease

　　[19:38.91]in breast cancer

　　[19:40.07]did the women who exercised

　　[19:41.92]5 hours a week have?

　　[19:53.85]8. According to Miriam Nelson,

　　[19:57.05]what have they thought

　　[19:58.06]was the reason of breast cancer?

　　[20:10.48]9. What did

　　[20:12.20]the California Teacher Study study?

　　[20:24.84]10. What is the first thing

　　[20:27.43]a woman should do

　　[20:28.61]if she gets a diagnosis

　　[20:30.13]of breast cancer?

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