2019英语专八听力mini lecture训练mp3音频附文本（三）

2019英语专八听力mini lecture训练mp3音频附文本（三）

　　2019英语专八听力mini lecture题型旨在考查考生归纳总结、信息提炼、边听边记的能力。对考生的基本功要求非常高。考生既要听懂录音，还要从中提炼出有用的信息，更需要对所提炼的信息在语法和语义上进行再加工，以匹配已经给出的语境，同时对单词拼写也有较高的要求。单词拼写、时态、语态等完全正确才会得分，另外每个空格所填的词数不能超过三个，超过了也要扣分。下面新东方在线英语专八频道为大家准备了2019英语专八听力mini lecture训练mp3音频并附有文本，希望大家每日多听多练。

2019英语专八听力mini lecture训练mp3音频附文本十二篇

　　[00:24.06]MINI-LECTURE 3

　　[00:25.60]In this section

　　[00:26.54]you will hear a mini-lecture.

　　[00:28.31]You will hear

　　[00:29.27]the mini-lecture ONCE ONLY.

　　[00:31.34]While listening to the mini-lecture,

　　[00:33.50]please complete the gap-filling task

　　[00:36.00]on ANSWER SHEET ONE and write

　　[00:38.04]NO MORE THAN THREE WORDS

　　[00:39.47]for each gap.

　　[00:41.23]Make sure the word(s) you fill in

　　[00:44.18]is (are) both grammatically

　　[00:46.91]and semantically acceptable.

　　[00:49.71]You may use the blank sheet

　　[00:51.35]for note-taking.

　　[00:52.78]You have THIRTY seconds

　　[00:54.68]to preview the gap-filling task.

　　[01:26.87]Now listen to the mini-lecture.

　　[01:28.85]When it is over,

　　[01:30.15]you will be given THREE minutes

　　[01:31.70]to check your work.

　　[01:33.26]What Is Reading

　　[01:36.07]Good morning, everyone,

　　[01:37.25]welcome to my lecture.

　　[01:38.53]This is the first of six lectures

　　[01:41.25]entitled "The Mysteries of Reading

　　[01:43.57]and Writing."

　　[01:44.87]Tonight I'd like

　　[01:46.03]to open the subject up

　　[01:47.34]by asking a series of questions

　　[01:50.06]and suggesting possible answers

　　[01:51.89]to some of them.

　　[01:53.12]The answers to the rest of

　　[01:55.42]the questions will emerge

　　[01:56.51]during the course of later lectures,

　　[01:58.36]or at least that's the plan.

　　[02:00.97]We take reading for granted.

　　[02:02.76]Once we've gained basic literacy,

　　[02:05.50]our competence increases

　　[02:07.42]with practice

　　[02:08.53]and we don't think much about it

　　[02:10.18]until we attempt

　　[02:11.41]to help someone else

　　[02:12.34]to learn to read.

　　[02:13.60]Then we're struck by what a long

　　[02:16.10]and difficult process learning

　　[02:17.44]to read is,

　　[02:19.06]and indeed how difficult

　　[02:20.98]it is to define.

　　[02:22.45]In France, in Burgundy,

　　[02:24.37]this summer I was struck

　　[02:25.80]by a sign directing people to

　　[02:27.48]a "Station

　　[02:29.01]de lecture du paysage"—

　　[02:31.40]A Post for Reading the Landscape.

　　[02:33.98]Reading is also a very complex

　　[02:36.24]and in some way

　　[02:38.00]mysterious business.

　　[02:38.93]I'd like to tell a little story

　　[02:41.08]to illustrate this.

　　[02:42.56]Imagine two young Greek boys,

　　[02:45.05]playing in the attic of a house

　　[02:46.84]in rural Greece.

　　[02:48.03]They come across an old chest,

　　[02:50.30]and in it, a letter.

　　[02:51.95]They persuade each other

　　[02:53.34]that it includes instructions

　　[02:55.15]as to where

　　[02:55.99]to find valuables hidden

　　[02:57.78]during the Second World War.

　　[02:59.78]One, let's say Dimitris,

　　[03:02.76]has learned to read

　　[03:03.94]but doesn't know the local dialect

　　[03:06.28]in which the letter is written.

　　[03:08.05]The other, let's say Gregoris,

　　[03:10.84]is illiterate, but is familiar

　　[03:12.71]with the local dialect.

　　[03:14.23]Dimitris gazes frustratedly

　　[03:16.54]at the words on the page

　　[03:18.54]while Gregoris asks impatiently

　　[03:21.06]what the letter says.

　　[03:23.08]Dimitris starts to "sound out"

　　[03:25.53]the words

　　[03:26.32]and Gregoris encourages him,

　　[03:29.16]occasionally correcting

　　[03:30.96]a slight mis-pronunciation.

　　[03:32.32]When Dimitris reaches

　　[03:34.03]the end of the letter,

　　[03:35.25]Gregoris is able to translate

　　[03:36.98]its contents into Modern Greek

　　[03:39.72]and they are then both aware

　　[03:41.03]of what the letter says.

　　[03:43.38]Now, who has "read"the letter?

　　[03:46.26]It can't be Gregoris,

　　[03:48.18]as he is illiterate,

　　[03:49.67]nor can it be Dimitris

　　[03:51.73]as he doesn't know

　　[03:52.98]the local dialect.

　　[03:53.96]So we have to conclude

　　[03:55.84]that the reading process

　　[03:57.52]has been shared and collaborative.

　　[04:00.03]Reading isn't simply

　　[04:02.05]about "sounding out the letters".

　　[04:04.31]Nor can we do it

　　[04:05.72]without a certain oral competence

　　[04:07.74]in the language we're reading.

　　[04:09.90]Reading is specific

　　[04:11.43]to the human species, like speech,

　　[04:13.79]but reading doesn't follow,

　　[04:15.78]or at least not directly,

　　[04:17.36]from innate capabilities

　　[04:19.46]which are activated simply

　　[04:21.23]by spending time

　　[04:22.40]with written materials.

　　[04:23.79]With rare exceptions children

　　[04:26.54]learn to speak

　　[04:27.63]by being exposed to

　　[04:28.90]a linguistic environment

　　[04:30.64]and being encouraged

　　[04:31.99]into linguistic exchanges.

　　[04:34.40]They learn to talk according to

　　[04:36.72]a developmental scheme,

　　[04:38.13]which is both

　　[04:39.22]genetically programmed

　　[04:40.64]and geared to the properties

　　[04:42.90]of each particular mother tongue.

　　[04:44.93]But reading,

　　[04:45.93]as opposed to speaking,

　　[04:47.79]has to be learned "formally".

　　[04:50.18]It has to be "taught"

　　[04:51.99]and assimilated,

　　[04:53.15]either in childhood or later.

　　[04:55.28]Without the pedagogy,

　　[04:57.28]children remain illiterate.

　　[04:59.40]It is a tragedy

　　[05:00.50]that there are some 774 million,

　　[05:04.08]roughly 20%

　　[05:05.73]of the global adult population,

　　[05:07.87]illiterate people in the world.

　　[05:09.93]I say "a tragedy"

　　[05:11.59]because I believe

　　[05:13.28]that reading greatly extends

　　[05:14.94]our understanding

　　[05:15.59]of the world and of ourselves.

　　[05:19.15]That reading has to be taught

　　[05:21.17]formally

　　[05:21.37]has sometimes been denied,

　　[05:23.17]at least in fiction.

　　[05:24.68]Edgar Rice Burroughs, in Tarzan,

　　[05:28.50]King of the Jungle tells

　　[05:29.99]of the young savage child

　　[05:31.62]finding a reading primer

　　[05:33.28]in the cabin abandoned

　　[05:34.69]by an explorer—

　　[05:35.98]his father.

　　[05:37.05]He does his utmost

　　[05:38.48]to make sense of

　　[05:39.49]what he calls the "little insects",

　　[05:41.72]the letters,

　　[05:42.57]recognizing their recurrence

　　[05:44.67]and the combinations

　　[05:45.70]in which they appear.

　　[05:47.64]He teaches himself to read.

　　[05:50.18]In Marcel Pagnol's La Gloire

　　[05:53.10]de mon père (My Father's Glory)

　　[05:56.37]Pagnol explains

　　[05:57.30]how he taught himself,

　　[05:58.71]aged just four, to read.

　　[06:01.70]He was often left by his mother

　　[06:03.95]at the back of the classroom

　　[06:05.50]when his mother went shopping.

　　[06:07.24]He'd play with a toy

　　[06:09.27]and watch his father admiringly.

　　[06:11.71]His father assumed

　　[06:13.01]that he was

　　[06:14.01]amusing himself quietly

　　[06:15.43]and paying no attention to

　　[06:17.22]his lessons.

　　[06:18.65]Reading is the result

　　[06:19.97]of a patient apprenticeship

　　[06:21.86]guided by patient teachers.

　　[06:23.88]And it's a complex process.

　　[06:25.99]It begins with learning

　　[06:27.65]how to make sense of words,

　　[06:29.44]then sentences, and finally

　　[06:31.87]what we might call

　　[06:33.33]the "global meaning"of a text.

　　[06:35.31]The apprentice reader

　　[06:37.34]has to understand

　　[06:38.69]that a text is not simply sentences

　　[06:41.05]placed together.

　　[06:42.00]Rather there are "befores"

　　[06:44.53]and "afters",

　　[06:45.85]and there are relations of cause

　　[06:47.78]and effect, or finality,

　　[06:49.87]between two events.

　　[06:51.82]Without necessarily learning

　　[06:53.89]formal grammar,

　　[06:54.94]the learner-reader of fiction

　　[06:56.96]has to understand

　　[06:58.27]that a character first introduced

　　[07:00.41]as Catherine,

　　[07:01.35]is the same character referred to

　　[07:04.31]later on by the pronoun "she",

　　[07:06.18]or the character

　　[07:08.12]who reappears as a definite article,

　　[07:10.23]followed by a noun,

　　[07:11.87]qualified by adjectives,

　　[07:14.18]"the pretty little girl"; "Catherine",

　　[07:16.54]"she", and "the pretty little girl"

　　[07:19.89]are all the same "character".

　　[07:22.46]The more one thinks

　　[07:23.82]about reading,

　　[07:24.78]the more remarkable it is

　　[07:26.76]that it's a skill

　　[07:27.82]that most of us

　　[07:29.03]are fortunate enough

　　[07:30.11]to have learnt,

　　[07:30.94]because language is a tricky

　　[07:32.86]and slippery business.

　　[07:34.59]OK，today we have discussed

　　[07:37.82]what reading is.

　　[07:39.17]Reading is a complex

　　[07:41.00]and mysterious process

　　[07:42.70]and it's different

　　[07:44.15]when we learn speaking

　　[07:45.10]and reading.

　　[07:46.21]Reading is the result

　　[07:47.97]of a patient apprenticeship

　　[07:49.62]guided by patient teachers.

　　[07:51.66]In my next lecture,

　　[07:53.64]we will continue discussing

　　[07:54.86]some effective methods

　　[07:56.39]of learning reading.

　　[07:57.99]Thanks for your attention.

　　[07:59.58]Now, you have THREE minutes

　　[08:02.44]to check your work.

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