2002年英语专业八级考试真题（附听力mp3及答案）

2002年英语专业八级考试真题（附听力mp3及答案）

　　听力原文

　　SECTION A TALK

　　The first area in American urban history extendedfrom the early 17th century to about 1840.Throughout those years the total urban populationremained small and so with the cities. At the firstfederal censors in 1790, city dwellers made up nearly5.1% of the total population and only two placeshad more than 25000 inhabitants. Fifty years later only 10.8% of the national population fellinto the urban category and only one city, New York, contained more than 250000 people.Largely because of the unsophisticated modes of transportation, even the more populousphrases in the early 19th century remained small enough that people could easily work from oneend of the city to the other in those days.

　　Though smaller in modern standards these working cities, as it were, performed variety offunctions in those days. One was economic. Throughout the pre-modern era, this part ofurban life remained so overwhelmingly commercial that almost every city owed itsdevelopment to trade.

　　Yet city dwellers concerned themselves not only with promoting agricultural activities in theirown areas, they also collected and processed goods from these areas and distributed them toother cities. From the beginning line and increasingly in the 18th and early 19th centuries, cityserved as centres of both commerce and simple manufacturing.

　　Apart from the economical functions, the early cities also had important non-economicfunctions to play. Since libraries, museums, schools and colleges were built and needed peopleto go there to visit or to study, cities and the large early towns with their concentrations ofpopulation tended to serve as centres of educational activities and its policy from whichinformation were spread to the countryside. In addition, the town with people of differentoccupational, ethnic, racial and religious filiation became focuses of formal and informalorganizations which were set up to foster the security and to promote the interests andinfluence of each group. In these days the pre-industrial city in America functioned as acomplex and varied organizing element in American life, not as a simple, homogeneous andsturdy union.

　　The varieties of these early cities were reinforced by the nature of their location and by theprocess of town spreading. Throughout the pre-industrial period of American history, the cityoccupied sites on the eastern portion of the then largely under-developed continent, andsettlement on the countryside generally followed the expansion of towns in that region. Thevarious interest groups in each city tended to compete with their counterparts in other citiesfor economic, social and political control first nearby and later more distant and larger areas.And always there remained the underdeveloped regions to be developed through theestablishment of new towns by individuals and groups. These individuals and groups soughteconomic opportunities or looked for a better social, political or religious atmosphere. In thissense, the cities builder had development of succession of urban frontiers. While this kind ofcircumstance made Americans one of the most prolific and self-conscious city buildingpeoples of their time, it did not resort the steadily urbanizing society in the sense that decadeby decade and ever larger proportion of the people lived in cities.

　　In 1690 an estimated 9 to 10 percent of American colonists lived in urban settlements. Acentury later, that was the end of the 18th century, though 24 places had 2 500 persons ormore, city dwellers accounted for only 5.1% of the total population. For the next thirty years,the proportion remained relatively stable and it was not until the 1830 did the urban figuremoved back up to the level of 1690.

　　In short, as the number of cities increased after 1690, they sent large number of people intocountryside and they retained. Nonetheless the continuous movement of people into and outof the cities made life in the many but relatively small places lively and stimulating.

　　SECTION B INTERVIEW

　　M: I'm talking to Janet Holmes who has spent many years negotiating for several well-knownnational and multi-national companies. Hello, Janet.

　　W: Hello.

　　M: Now Janet. You've experienced and observed the negotiation strategies used by peoplefrom different countries and speakers of different languages. So before we comment on thedifferences, could I ask you to comment first of all on what such encounters have in common?

　　W: OK, well, I'm just going to focus on the situations where people are speaking English ininternational business situations.

　　M: I see. Now, not every one speaks English to the same degree of proficiency. So, maybethat affects situations.

　　M: Yes, perhaps. But that is not always so significant. Well, because, I mean, negotiationsbetween business partners from different countries normally mean we have negotiationsbetween individuals who belong to distinct cultural traditions.

　　M: Oh, I see.

　　W: Well, every individual has a different way of performing various tasks in everyday life.

　　M: Yes, but. but isn't it the case that in the business negotiation, they must come togetherand work together to a certain extent. I mean, doesn't that level up the style of , the style ofdifferences or somewhat?

　　W: Oh, 1 am not so sure. I mean there's people in the so-called Western World who say that incourse of the past 30 or 40 years, there were a lot of things had changed a great deal globally,and that as a consequence, national differences had diminished. We have got fewer, givingway to some sort of international Americanized style.

　　M: Yeah, I've heard that. Now some people say this Americanized style has acted as a model forlocal patterns.

　　W: Maybe it has, maybe it hasn't. Because on the one hand, there does appear to be a fairlyunified even uniform style of doing business with certain basic principles and preferences, youknow, like "time is money", that sort of thing. But at the same time, it is very important toremember the way all retain aspects of national characteristics. But it is actual behavior thatwe will talk about here. We shouldn't be too quick to generalize that to national characteristicand stylistic type. It doesn't help much.

　　M: Yeah. You mentioned Americanized style. What is particular about American style ofbusiness bargaining or negotiating?

　　W: Well. I've noticed that, for example, when Americans negotiate with people from Brazil, theAmerican negotiators make their points in a direct, sophistical way.

　　M: I see.

　　W: While Brazilian make their points in a more indirect way.

　　M: How?

　　W: Let me give you an example. Brazilian importers look at people they're talking to straight inthe eyes a lot. They spend time on what some people thinks to be background information.They seem to be more indirect.

　　M: Then, what about the American negotiators?

　　W: American style of negotiating, on the other hand, is far more like that of point-making, firstpoint, second point, third point, and so on. Now of course, this isn't the only way in which onecan negotiate and absolutely no reason why this should be considered as the best way tonegotiate.

　　M: Right. Americans seem to have different styles, say, even from the British, don't they?

　　W: Exactly, which just show how careful you must be about generalizing. 1 mean, how askingyou explain how the American negotiators are seen as informal, and sometimes much tooopen. For British eyes, Americans are direct even blunt.

　　M: Is that so?

　　W: Yeah, at the same time, the British too. German negotiators can appear direct anduncompromising in the negotiations, and yet if you experience Germans and Americansnegotiating together, it is often the Americans who are being too blunt for the Germannegotiators.

　　M: Fascinating! So people from different European countries use different styles, don't they?

　　W: That's right.

　　M: OK. So what about the Japanese then? I mean, is their style different from the Americansand Europeans?

　　W: Oh, well, yes, of course. Many Europeans nod its extreme politeness of their Japanesecounterparts, the way they avoid giving the slightest defense, you know. They're also veryreserved to people they don't know well. At the first meetings American colleagues havedifficulties in finding the right approach sometimes. But then when you meet the Japanesenegotiators again, this initial impression tends to disappear. But it is perhaps true to say thatyour average Japanese business person does choose his or more really her words very carefully.

　　M: So can we say that whatever nationalities you are dealing with, you need to remember thatdifferent nationalities negotiate in different ways?

　　W: Well, it's perhaps more helpful to bear in mind the different people behave in negotiating indifferent ways. And you shouldn't assume that everyone will behave in the same way that youdo.

　　M: Right. It is definitely a very useful tip for our businessman who often negotiate with theiroverseas partners. OK, Janet, thank you very much for talking with us.

　　W: Pleasure.

　　SECTION C NEWS BROADCAST

　　News Item One (For Question 11)

　　The first International Tibetan Traditional Medicine Conference will be held July 15th to 17th inLasha, capital city of Tibet autonomous region. China's Ethnic Medicine Institute, Tibetan Bureauand Tibetan Medical College will co-host the conference. The conference has received morethan 500 research papers from China and abroad. The organizing committee primarily selected290 articles to be discussed at the conference. More than 50 foreign guests from UnitedStates, Russia. Britain, India. Germany, France, Italy and Nepal will attend the meeting. TheChinese mainland has sent delegation consisting of 250 Tibetan medicine experts to theconference.

　　News Item Two (For Questions 12—13)

　　The government of the Hong Kong Special Administrative Region were actively adoptinginformation technology and building an electronic government, a senior Hong Kong official saidyesterday. This is an integral part of Hong Kong's Digital 21 Strategy formulated in 1998 tomake Hong Kong both a regional and world-wide internet centre, said Carrion, secretary forinformation technology and broadcasting. She outlined three policy objectives in developing ane-government in Hong Kong at the IBM Asian Pacific E-government Executive Seminar. The firstpolicy objective is to develop an electronic and paperless government so as to improve theefficiency, cost-effectiveness and quality of public services. The second is to promote thewide adoption of e-commerce with the government setting a leading example. The third is,through the e-government program, to integrate service delivery across multiple departmentand agencies.

　　News Item Three (For Questions 14—15)

　　Canadian Olympic 100-meter champion Donovan Bailey showed he was on his way back to thetop form on Tuesday by winning 100-meter at the athletic meeting in Switzerland in the time of9.98 seconds. Despite unfavorable windy conditions. Bailey recorded the second best time ofthe year short of the 9. 91 set by double world champion Moris Greene of the United Stateson May 13th in Nosoka, Japan. "I would have run 9.80 if I'd really pushed myself." said Bailey, 1996 Olympic and 1995 world champion. The Canadian has been fighting for form before theSidney Olympics, following a long-term injury which resulted in a disappointing series of startsin the season.

　　SECTION D NOTE-TAKING AND GAP-FILLING

　　Good morning, today well look at some study activities carried out in university as we know,students in colleges or universities are expected to master some academic materials that arefairly difficult to understand. However, some of them find it hard to learn some complex,abstract or unfamiliar subject matter. As a result, a central problem in higher education is howto internalize academic knowledge, that is, how to make knowledge your own. In order to doso we must convert knowledge from being other's knowledge to being part of our own way ofthinking.

　　Then how are we going to do it? What's the means available to help us in the process oflearning? There are four key study activities currently used in higher education to encouragestudents to internalize knowledge. They are the ones we are familiar with: writing essay, goingto classes and seminars, having individual tutorials and listening to lectures. The four activitiesare long-established features of our higher education, and they are as important now as theywere a hundred years ago. Now let's look at the features of them one by one.

　　First, essay writing. The central focus of university work, especially in humanities, for example inliterature, history or politics, is on students' producing regular essays or papers whichsummarize and express their personal understanding of the topic. Then what is good aboutessay writing? Firstly, writing essays forces you to select what you find interesting in books andjournals and to express your understanding in the coherent form. Individual written work alsoprovides teachers with the best available guide to how you are processing in the subject, andallows them to give advice on how to develop your strengths or counteract your weaknesses.Lastly, of course, individual written work is still the basis of almost all assessment in highereducation. Written assignments familiarize you with the form of your exams or course whatpapers will take.

　　The second key activity in colleges and universities is seminars and class discussions. Their roleis to help you to internalize academic knowledge by providing specialized contexts so that youcan talk about such difficult problems as the treat of between inflation and the unemploymentin economic policy or the use of the metaphors in Shakespeare's plays. Talking is a moreinteractive activity than written work. In the conversation you know immediately how effectiveyou are in expressing your point and can modify what you are saying in response to people'sreactions. In addition, a normal program of between 10 to 25 classes will cover far more topicsthan one subject. Then you can hope to manage your written work. Participating in flexibleconversations across this range of issues also allows you to practice using the broaderknowledge gained from other key activities such as lectures.

　　Now let's take a look at another activity, individual tutorials. Discussions between the teacherand one or two students are used in many colleges as a substitute for or supplement togroup discussion in classes like those mentioned before. Tutorials can range from directexplanation by teacher and subject to flexible conversational sessions which at their best veryeffective in stimulating students' mastery of body of knowledge. The one-to-one quality ofthe personal interaction is very important in stimulating acceptance of ideas and producingfruitful interaction. In order to make individual tutorial really work, students should makegood preparation beforehand, and during the tutorial they also should ask questions to keepthe ball rolling rather than let the teachers talk the vacuum.

　　The last activity is lectures. As we all know, lectures play a large part of most students'timetable and occupy considerable proportion of teachers' efforts. However the majordifficulty with lectures is that they are not interactive like discussion or tutorials. The lecturernormally talks for the whole time with minimal feed-back from questions. The signs makingnotes the lecture well-concentrating on the argument being developed is often difficult to somestudents, especially when the argument is very complicated. However, we have said thatlectures are clearly valuable in several specific ways. They can provide a useful overview inevery map, as it were, to familiarize you with the mainland features to be encountered duringthe course. Lectures typically give much more accessible descriptions of theoreticalperspectives in their oral presentations that can be found in the academic literature. Wheneverthere is a rapid pace of progress in theory or practice, lectures play an indispensable part inletting students know the development immediately, usually several years before the newmaterial is included in textbooks. Lastly, lectures are often very useful in allowing you to seedirectly how exponents of different views build up their arguments. The cues provided by thingssomeone talking in person may seem irrelevant, but these cues are important aids tounderstanding the subject matter better later.

　　So far we've discussed four study activities and their respective features and roles in highereducation. Of course, study activities are not limited to just these four types. There're otheractivities that are equally important, such as general reading, project learning, etc. We will coverthem during our next lecture.

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