2019专八听力全真模拟练习mp3附文本（17）

2019专八听力全真模拟练习mp3附文本（17）

　　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

　　[00:23.29]TEST 17

　　[00:25.22]SECTION A MINI-LECTURE

　　[00:28.01]In this section

　　[00:28.97]you will hear a mini-lecture.

　　[00:31.32]You will hear the mini-lecture

　　[00:32.56]ONCE ONLY.

　　[00:34.34]While listening to the mini-lecture,

　　[00:36.42]please complete the gap-filling task

　　[00:38.43]on ANSWER SHEET ONE and write

　　[00:40.72]NO MORE THAN THREE WORDS

　　[00:42.32]for each gap.

　　[00:44.09]Make sure the word(s) you fill in

　　[00:47.29]is (are) both grammatically

　　[00:49.68]and semantically acceptable.

　　[00:52.17]You may use the blank sheet

　　[00:53.95]for note-taking.

　　[00:55.51]You have THIRTY seconds

　　[00:57.31]to preview the gap-filling task.

　　[01:29.44]Now listen to the mini-lecture.

　　[01:31.83]When it is over,

　　[01:32.86]you will be given THREE minutes

　　[01:34.42]to check your work.

　　[01:36.14]Teaching English

　　[01:37.17]Through Children's Literature.

　　[01:38.79]The topic today is

　　[01:39.91]about the British Council's

　　[01:41.49]Young Learners Centre in Paris

　　[01:42.74]and how they use

　　[01:44.19]children's literature

　　[01:45.06]in their teaching of English.

　　[01:47.48]I will tackle

　　[01:48.41]the following four aspects:

　　[01:49.43]the role of stories and storytelling

　　[01:50.73]in language teaching;

　　[01:53.67]selecting story books;

　　[01:55.22]pupil responses; personal

　　[01:57.13]and professional development

　　[01:58.43]of teachers.

　　[01:59.47]Once upon a time

　　[02:01.12]and not so very long ago

　　[02:03.24]in the capital city of France,

　　[02:04.40]a teaching centre

　　[02:05.37]for little children

　　[02:06.39]and not so little children

　　[02:07.89]was opened.

　　[02:09.17]One little child and then two

　　[02:10.70]and then three and then many,

　　[02:12.34]many more came along.

　　[02:14.00]And so our story unfolds.

　　[02:16.08]There was a little red hen,

　　[02:18.25]a cat in trouble, a brown bear,

　　[02:21.09]a black elephant

　　[02:22.06]and a white elephant,

　　[02:23.43]a very hungry caterpillar,

　　[02:24.95]a clever tortoise, a big, roaring,

　　[02:27.73]yellow, whiskery lion,

　　[02:29.26]a kangaroo from Woolloomooloo

　　[02:32.78]and many more.

　　[02:34.00]These are just some of

　　[02:35.32]the colorful characters

　　[02:36.35]from children's literature

　　[02:37.40]who have helped children

　　[02:39.10]aged 5 to 10

　　[02:40.25]attending holiday classes

　　[02:42.24]at the British Council's

　　[02:43.24]Young Learners Centre

　　[02:44.51]in Paris learn English.

　　[02:46.13]These weekly courses take place

　　[02:47.87]each afternoon for two hours.

　　[02:50.42]The educational value

　　[02:51.52]of using stories

　　[02:52.70]and the technique

　　[02:53.89]of storytelling

　　[02:54.60]has always been undisputed

　　[02:55.71]throughout the world.

　　[02:57.60]Now more and more

　　[02:59.06]English-as-a-foreign-language (EFL)

　　[03:01.62]teachers of

　　[03:02.30]young learners are using carefully

　　[03:04.07]selected stories from the world

　　[03:05.99]of children's literature

　　[03:07.50]because they have become

　　[03:08.22]more familiar with

　　[03:09.78]an acquisition-based methodology

　　[03:11.77]and because stories comply

　　[03:13.27]with the major objectives

　　[03:14.55]in most countries

　　[03:15.83]for foreign language teaching

　　[03:17.34]to young learners: linguistic,

　　[03:19.24]psychological, cognitive,

　　[03:21.42]social and cultural.

　　[03:23.44]EFL teachers use stories

　　[03:25.13]to supplement

　　[03:25.98]their core materials

　　[03:26.83]or to create self-contained units

　　[03:28.98]of work

　　[03:29.70]that constitute mini-syllabuses.

　　[03:31.78]In this way,

　　[03:32.54]a story provides the starting point

　　[03:34.89]and rich context

　　[03:35.79]for developing a wide variety

　　[03:37.16]of related language

　　[03:38.61]and learning activities

　　[03:40.49]involving children personally,

　　[03:41.76]creatively

　　[03:42.67]and actively in an all round

　　[03:44.81]whole curriculum approach.

　　[03:46.45]What kinds of storybooks

　　[03:48.10]are suitable for teaching?

　　[03:49.39]In other words,

　　[03:50.20]how to select storybooks?

　　[03:52.27]Storybooks are carefully

　　[03:53.96]selected from

　　[03:54.63]the world of authentic children's

　　[03:55.99]literature mainly from the list

　　[03:57.98]of British publishers.

　　[03:59.16]We look for stories

　　[04:00.43]that have gained an

　　[04:01.14]international reputation

　　[04:02.25]and contain rich

　　[04:03.70]and authentic examples

　　[04:04.71]of English,

　　[04:05.47]as well as

　　[04:06.12]literary devices commonly found

　　[04:07.95]in children's literature

　　[04:09.41]such as repetition

　　[04:10.59]and cumulative content,

　　[04:12.46]rhyme, onomatopoeia, humor

　　[04:15.22]and suspense, etc.;

　　[04:17.23]and which allow us to implement

　　[04:19.18]a story-based methodology

　　[04:21.03]structured around

　　[04:21.87]the familiar three stages of pre,

　　[04:23.88]while and post storytelling.

　　[04:27.05]We look for stories with high quality

　　[04:29.42]and varied illustrative styles

　　[04:31.19]and illustrations

　　[04:32.46]which synchronize with the text

　　[04:35.27]to support

　　[04:35.99]children's understanding

　　[04:37.10]and to develop their visual literacy.

　　[04:40.00]We look for stories

　　[04:40.76]that take place

　　[04:41.16]in settings other than western

　　[04:42.73]and urban areas

　　[04:43.71]and address issues

　　[04:45.02]such as citizenship

　　[04:46.05]and multicultural education

　　[04:48.32]in order to develop

　　[04:49.35]intercultural awareness;

　　[04:50.48]stories that develop social skills

　　[04:52.82]and emotional development

　　[04:54.39]and stories

　　[04:55.21]that allow links to be made

　　[04:56.43]with other subjects

　　[04:57.40]in the curriculum

　　[04:58.32]in order to build on children's

　　[04:59.93]general knowledge,

　　[05:01.13]reinforce concepts

　　[05:02.25]and help them learn how to learn.

　　[05:04.41]Finally, we look for stories

　　[05:06.03]that offer a concrete outcome

　　[05:07.79]in the form of dramatization,

　　[05:09.77]related songs and rhymes,

　　[05:12.00]book-making,

　　[05:13.19]making a game, a quiz

　　[05:14.74]or competition,

　　[05:15.98]poster-design, project work, etc.

　　[05:19.29]The educational gains

　　[05:20.37]from using authentic children's

　　[05:21.94]literature are very rich

　　[05:23.73]indeed as reflected by pupils'

　　[05:25.82]personal response to the stories.

　　[05:28.09]Younger children from 5 to 7

　　[05:29.96]respond in pictorial form

　　[05:31.63]and older pupils complete a more

　　[05:34.26]detailed written evaluation

　　[05:35.81]focusing on genre,

　　[05:37.62]characters, setting, illustrations,

　　[05:40.50]what they liked about the story

　　[05:42.29]and what they learned from

　　[05:43.23]the story.

　　[05:44.19]For example, when asked

　　[05:45.95]what they learned from

　　[05:46.71]the story The Pied Piper,

　　[05:48.51]someone answered,

　　[05:49.50]〝We must keep our promises

　　[05:51.34]and not be greedy.〞

　　[05:52.54]when asked about Tusk Tusk

　　[05:54.11]which is a story

　　[05:54.80]about how elephants

　　[05:55.80]became grey and tolerant,

　　[05:57.36]a 6-year-old girl answered,

　　[05:59.25]〝I learned about

　　[06:00.35]tolerance and racism.

　　[06:01.91]I learned to know

　　[06:03.10]how to respect others

　　[06:04.50]because we can't all be the same.

　　[06:06.70]You have to love each other.〞

　　[06:08.21]in the story

　　[06:09.14]The Very Hungry Caterpillar,

　　[06:10.63]children said they learned

　　[06:11.95]the life cycle of the butterfly.

　　[06:13.57]From The Little Red Hen,

　　[06:15.15]some learned they

　　[06:16.29]must help people.

　　[06:17.53]Implementing

　　[06:18.31]a story-based approach

　　[06:19.35]requires a great deal of energy,

　　[06:21.25]creativity and excellent classroom

　　[06:23.25]management skills

　　[06:24.38]and flexibility from teachers.

　　[06:26.44]In addition, at the end of the course

　　[06:28.71]children present their work

　　[06:29.90]to parents,

　　[06:30.63]which provides an ideal way

　　[06:31.90]of strengthening

　　[06:32.39]our parent/teacher relationships.

　　[06:34.33]This can, however,

　　[06:35.36]put teachers under

　　[06:36.37]a certain amount of strain

　　[06:37.61]as the performance of

　　[06:38.78]their pupils is often equated with

　　[06:40.89]their performance as teachers.

　　[06:42.54]As one teacher said

　　[06:43.63]it keeps you on your toes!

　　[06:45.17]in other words,

　　[06:46.33]it maintains high-quality

　　[06:47.89]language teaching.

　　[06:49.23]The teacher's critical appraisal,

　　[06:50.87]resourcefulness

　　[06:51.87]and confidence develop greatly:

　　[06:53.76]they are now able to

　　[06:54.77]appraise a prospective storybook

　　[06:56.53]for use in class very quickly

　　[06:58.44]and decide if it's suitable

　　[06:59.90]and for what age group

　　[07:01.04]it could be used with;

　　[07:02.16]they are also able to

　　[07:03.27]see the potential

　　[07:04.31]of a particular book

　　[07:05.30]and can create

　　[07:06.23]the support material necessary

　　[07:08.46]and that has links to

　　[07:09.78]other curriculum areas.

　　[07:11.46]Using storybooks has been

　　[07:12.94]an enjoyable experience

　　[07:14.17]and has given them

　　[07:15.37]another approach

　　[07:16.23]to teaching English to children

　　[07:17.90]that is authentic and interactive

　　[07:19.66]where both teacher

　　[07:20.69]and students learn

　　[07:21.80]something new!

　　[07:23.02]They have developed

　　[07:23.44]their own storytelling techniques

　　[07:25.52]and ways of making

　　[07:26.77]authentic language accessible

　　[07:28.11]to foreign language students

　　[07:29.57]and techniques

　　[07:30.25]for creating worksheets

　　[07:31.35]and activities

　　[07:32.10]for exploiting the language

　　[07:33.46]in the story.

　　[07:34.65]The choice of the storybook

　　[07:36.13]is very important;

　　[07:37.34]if a teacher is enthusiastic,

　　[07:39.46]often this is contagious.

　　[07:41.46]Well, there is a lot more to say

　　[07:43.39]on this topic,

　　[07:44.64]but time runs so fast.

　　[07:46.54]I hope this lecture may be helpful.

　　[07:48.11]And next time we will talk

　　[07:49.60]about other interesting ways

　　[07:50.98]of teaching English.

　　[07:52.14]Thank you.

　　[07:53.02]Now, you have THREE minutes

　　[07:54.94]to check your work.

　　[10:55.64]This is the end

　　[10:56.42]of Section A Mini-lecture.

　　[10:59.64]SECTION B INTERVIEW

　　[11:01.80]In this section

　　[11:02.89]you will hear ONE interview.

　　[11:05.11]The interview

　　[11:05.69]will be divided into TWO parts.

　　[11:08.42]At the end of each part,

　　[11:09.90]five questions will be asked

　　[11:11.60]about what was said.

　　[11:13.35]Both the interview

　　[11:14.55]and the questions

　　[11:15.70]will be spoken ONCE ONLY.

　　[11:18.27]After each question

　　[11:19.93]there will be a ten-second pause.

　　[11:22.61]During the pause,

　　[11:24.01]you should read the four choices

　　[11:25.89]of A, B, C and D,

　　[11:28.72]and mark the best answer

　　[11:30.13]to each question

　　[11:31.37]on ANSWER SHEET TWO.

　　[11:33.95]You have THIRTY seconds

　　[11:35.30]to preview the questions.

　　[12:07.02]Now, listen to Part One

　　[12:08.52]of the interview.

　　[12:10.16]Questions 1 to 5 are based on

　　[12:12.69]Part One of the interview.

　　[12:15.34]W: Mr. Felix Smith.

　　[12:16.50]Can you come in? Please sit down.

　　[12:18.96]M: Thank you. Good afternoon,

　　[12:20.35]Mrs. Brown.

　　[12:21.13]W: Well, now Mr. Smith—

　　[12:22.85]for a start—

　　[12:24.03]and just to set the ball rolling—

　　[12:25.57]can I check

　　[12:26.38]that you're applying for

　　[12:27.63]the post of Management trainee,

　　[12:29.71]and that you're graduating

　　[12:31.46]in integrated Business Studies?

　　[12:34.02]Tell me, Why integrated?

　　[12:35.74]Is there something special

　　[12:37.06]about...about this degree?

　　[12:38.59]M: Yes, in a way there is.

　　[12:40.63]The subjects in the program—

　　[12:42.47]Finance, Marketing,

　　[12:43.67]and Banking and so on—

　　[12:44.70]are taught as aspects of

　　[12:46.07]a single study—that of Business,

　　[12:48.18]rather than as separate disciplines

　　[12:50.09]which the student has to

　　[12:51.02]relate to each other

　　[12:52.01]as best he can.

　　[12:53.03]I chose it for that reason.

　　[12:54.49]W: and what advantage

　　[12:56.02]do you think it has over

　　[12:57.88]a more conventional course

　　[12:59.12]of study?

　　[13:00.32]M: I think it's more coherent

　　[13:01.77]and more motivating,

　　[13:02.92]and many of my friends on this

　　[13:04.84]and other courses agree with me.

　　[13:06.67]Everything we have done,

　　[13:07.97]including the study of Economics

　　[13:09.67]which can easily seem rather dull

　　[13:11.17]and remote,

　　[13:12.13]is related to one or more

　　[13:12.99]of the sorts of careers

　　[13:14.31]that we plan to take up.

　　[13:15.84]W: and what makes you

　　[13:16.47]apply for this training position,

　　[13:18.16]Mr. Smith?

　　[13:19.23]M: I want to work for one

　　[13:20.64]of the premier banks

　　[13:21.84]in Hong Kong—

　　[13:22.21]indeed one of the great banks

　　[13:23.69]of the world.

　　[13:24.70]And I want

　　[13:25.27]the training opportunities

　　[13:26.27]offered by Standard Chartered.

　　[13:28.34]W: You see long-term opportunities

　　[13:30.56]as more important than

　　[13:31.90]the immediate salary, do you?

　　[13:33.67]M: Yes I do.

　　[13:34.88]And my family agree with me—

　　[13:37.00]And that's generous of them.

　　[13:38.60]I'm looking two

　　[13:39.37]or three years ahead.

　　[13:41.29]This is the end of Part One

　　[13:42.29]of the interview.

　　[13:44.81]Questions 1 to 5 are based on

　　[13:46.86]what you have just heard.

　　[13:49.29]1. Which of

　　[13:50.77]the following statements

　　[13:52.00]about Felix is CORRECT?

　　[14:04.07]2. According to Felix,

　　[14:06.27]what's special about

　　[14:07.84]integrated Business Studies?

　　[14:19.74]3. Which of the following is NOT

　　[14:22.34]an advantage of

　　[14:23.43]integrated Business Studies?

　　[14:35.43]4. What can we learn

　　[14:37.52]about Felix from the interview?

　　[14:49.52]5. What does Felix say

　　[14:51.51]about his family?

　　[15:02.79]Now, listen to Part Two

　　[15:04.07]of the interview.

　　[15:05.93]Questions 6 to 10 are based on

　　[15:08.17]Part Two of the interview.

　　[15:10.91]W: Tell us a bit more

　　[15:11.69]about these extra-curricular

　　[15:13.32]activities of yours.

　　[15:14.79]What exactly did you do

　　[15:16.11]when you organized this—

　　[15:17.80]what is it now? Orientation Camp?

　　[15:20.50]M: Well.

　　[15:21.04]It wasn't a camp under canvas with

　　[15:22.67]singsongs round

　　[15:23.86]a camp fire of course!

　　[15:25.28]We had a number of students

　　[15:26.50]who were going to join us

　　[15:28.07]in September living on campus

　　[15:29.52]during August,

　　[15:30.69]and we tried to

　　[15:31.51]give them experience

　　[15:32.04]of some features of university life

　　[15:34.06]that might be unfamiliar

　　[15:35.86]and rather alarming.

　　[15:37.18]Not academic classes

　　[15:38.34]and lectures,

　　[15:39.20]but living together,

　　[15:40.27]and making friends

　　[15:41.24]and taking part

　　[15:42.42]in some outside activities,

　　[15:44.14]but not too many.

　　[15:45.02]And we tried to show them

　　[15:46.59]what we had learned

　　[15:47.44]about how to organize your work,

　　[15:49.36]so as to do justice to

　　[15:50.68]a range of different subjects.

　　[15:53.07]And to let them know the points

　　[15:54.74]at which they needed to make choices.

　　[15:56.91]And to know that we-Students

　　[15:58.93]in the year senior to them—

　　[15:59.90]were friendly

　　[16:00.51]and really wanted them to do well.

　　[16:02.70]W: Sounds good.

　　[16:03.81]That kind of responsibility can be

　　[16:05.98]Intimidating if you are dropped

　　[16:07.80]into it without any sort

　　[16:09.40]of assistance—

　　[16:10.37]especially if you are

　　[16:11.48]the first member of your family

　　[16:13.08]to get into university.

　　[16:15.20]M: Yes, indeed it can.

　　[16:16.74]That was what happened to me.

　　[16:18.78]My parents

　　[16:19.29]were entirely supportive,

　　[16:20.92]but they simply had no idea

　　[16:22.39]what the experience

　　[16:23.46]of university study was like.

　　[16:25.42]It took me several months

　　[16:26.61]to find my feet.

　　[16:27.67]That's why I was keen

　　[16:28.72]to get involved

　　[16:29.44]in the orientation project.

　　[16:31.47]W: So what do you

　　[16:32.62]get out of your involvement?

　　[16:34.59]M: As I said, I learned

　　[16:35.64]how to identify the problems,

　　[16:37.42]and to talk about them in terms

　　[16:39.01]that newcomers to the university

　　[16:40.66]could understand-or at least,

　　[16:42.92]I got to be much better at it!

　　[16:44.76]It's actually

　　[16:45.22]quite a difficult thing to do.

　　[16:46.97]W: Can you tell me,

　　[16:47.69]Just in a sentence or two,

　　[16:49.59]how you see a career

　　[16:51.15]in management?

　　[16:52.29]M: Essentially I see management

　　[16:53.77]as an activity

　　[16:54.54]that involves problem-solving,

　　[16:56.11]and communication.

　　[16:57.42]A manager identifies and resolves

　　[16:59.61]increasingly complex

　　[17:00.99]and significant problems

　　[17:02.28]as his career develops,

　　[17:03.68]and he has to communicate

　　[17:04.99]adequately the solutions he finds.

　　[17:07.13]He has to be able to

　　[17:08.23]find a suitable form of words

　　[17:09.82]to communicate to his superiors,

　　[17:11.47]his colleagues, and increasingly

　　[17:13.69]as he gains experience,

　　[17:14.72]with the people junior to him.

　　[17:16.69]W: Yes. I'd agree with you there.

　　[17:18.83]Mr. Smith.

　　[17:20.09]Any questions for us?

　　[17:21.91]M: Do you think there

　　[17:22.91]may be opportunities

　　[17:24.26]in future for today's

　　[17:25.50]recruits to work—for a time—

　　[17:27.23]elsewhere than Hong Kong?

　　[17:28.62]I'm very keen to see something

　　[17:30.46]more of South East Asia

　　[17:32.05]and I'm especially

　　[17:32.85]interested in the possibility of Japan.

　　[17:35.42]W: I think the future prospects

　　[17:36.52]for people joining us now

　　[17:38.27]are very good indeed.

　　[17:39.96]Anything further, Mr. Smith?

　　[17:41.95]M: No, thank you.

　　[17:42.88]And thanks for the opportunity

　　[17:44.35]of the interview.

　　[17:45.25]I do hope I'll hear further from you.

　　[17:47.75]This is the end of Part Two

　　[17:49.29]of the interview.

　　[17:50.94]Questions 6 to 10 are based on

　　[17:53.07]what you have just heard.

　　[17:55.18]6. What do we know

　　[17:57.49]about the Orientation Camp?

　　[18:09.55]7. What did the organizers

　　[18:11.68]want participants to know

　　[18:13.38]in the Orientation Camp?

　　[18:25.46]8. why did Felix like

　　[18:27.73]to take part

　　[18:28.55]in the Orientation Camp?

　　[18:40.54]9. How did Felix benefit

　　[18:42.99]from taking part

　　[18:44.14]in the Orientation Camp?

　　[18:55.72]10. Which is NOT a necessary thing

　　[18:58.77]for a manager to do?

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