2019英语专八听力mini lecture训练mp3音频附文本（四）

2019英语专八听力mini lecture训练mp3音频附文本（四）

　　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

　　[00:23.39]MINI-LECTURE 4

　　[00:24.83]In this section

　　[00:26.21]you will hear a mini-lecture.

　　[00:28.18]You will hear

　　[00:29.18]the mini-lecture ONCE ONLY.

　　[00:31.18]While listening to the mini-lecture,

　　[00:32.84]please complete the gap-filling task

　　[00:34.78]on ANSWER SHEET ONE and write

　　[00:37.76]NO MORE THAN THREE WORDS

　　[00:39.33]for each gap.

　　[00:40.72]Make sure the word(s) you fill in

　　[00:44.15]is (are) both grammatically

　　[00:46.81]and semantically acceptable.

　　[00:49.56]You may use the blank sheet

　　[00:50.96]for note-taking.

　　[00:52.15]You have THIRTY seconds

　　[00:54.08]to preview the gap-filling task.

　　[01:26.25]Now listen to the mini-lecture.

　　[01:27.98]When it is over,

　　[01:29.50]you will be given THREE minutes

　　[01:31.01]to check your work.

　　[01:33.15]Is Anybody Listening?

　　[01:35.42]Good morning, everybody.

　　[01:36.92]Today, I'd like to talk

　　[01:38.72]about the problems

　　[01:40.05]with lecture classes.

　　[01:41.86]Today, American colleges

　　[01:43.63]and universities are

　　[01:44.98]under strong attack

　　[01:46.76]from many quarters.

　　[01:48.33]Teachers, it is charged,

　　[01:49.97]are not doing a good job

　　[01:51.61]of teaching,

　　[01:52.51]and students are not doing

　　[01:54.07]a good job of learning.

　　[01:55.93]American businesses

　　[01:57.75]and industries suffer from

　　[01:59.64]uncreative executives

　　[02:01.35]educated not to think for themselves

　　[02:03.65]but to mouth outdated truisms.

　　[02:07.08]College graduates lack

　　[02:08.56]both basic skills and general culture.

　　[02:11.06]Studies are conducted

　　[02:13.00]and reports are issued

　　[02:14.24]on the status of higher education,

　　[02:16.78]but any changes

　　[02:18.19]that result either

　　[02:19.44]are largely cosmetic

　　[02:21.15]or make a bad situation worse.

　　[02:23.72]One aspect

　　[02:24.70]of American education

　　[02:26.38]is the lecture system.

　　[02:28.21]To understand the inadequacy

　　[02:30.21]of this system,

　　[02:31.85]it is enough to follow

　　[02:32.90]an imaginary first-year student—

　　[02:35.51]let's call her Mary—

　　[02:37.09]through a term of lectures on,

　　[02:38.55]say, introductory psychology.

　　[02:41.11]She arrives on the first day

　　[02:43.08]and looks around

　　[02:44.31]the huge lecture hall.

　　[02:45.41]Once the hundred

　　[02:46.95]or more students

　　[02:48.06]enrolled in the course discover

　　[02:49.57]that the professor

　　[02:50.84]never takes attendance,

　　[02:52.20]the class shrinks to

　　[02:53.81]a less imposing size.

　　[02:55.66]Some days Mary sits

　　[02:56.81]in the front row,

　　[02:57.81]from where she can watch

　　[02:59.13]the professor

　　[02:59.96]read from a stack of yellowed notes

　　[03:01.94]that seem nearly as old as he is.

　　[03:04.20]She is bored by the lectures,

　　[03:06.38]and so are most

　　[03:07.71]of the other students, to judge

　　[03:09.59]by the way they are nodding off

　　[03:11.50]or doodling in their notebooks.

　　[03:13.48]Gradually she realizes

　　[03:15.62]the professor is as bored

　　[03:17.24]as his audience.

　　[03:18.71]At the end of each lecture he asks,

　　[03:21.73]"Are there any questions?"

　　[03:23.24]in a tone of voice that makes it plain

　　[03:25.64]that he would much rather

　　[03:27.64]there weren't.

　　[03:28.69]Mary knows she should read

　　[03:29.96]an assignment

　　[03:30.79]before every lecture.

　　[03:32.14]However, as the professor

　　[03:33.87]gives no quizzes

　　[03:35.11]and asks no questions,

　　[03:36.94]she soon realizes

　　[03:38.30]she needn't prepare.

　　[03:39.66]At the end of the term

　　[03:41.46]she catches up

　　[03:42.30]by skimming her notes

　　[03:43.77]and memorizing a list of facts

　　[03:45.83]and dates.

　　[03:47.39]After the final exam,

　　[03:49.48]she promptly forgets much

　　[03:51.23]of what she has memorized.

　　[03:52.74]Does the scene sound

　　[03:54.75]familiar to you?

　　[03:55.82]I bet it does.

　　[03:57.12]One problem with lectures is

　　[03:59.30]that listening intelligently

　　[04:00.92]is hard work.

　　[04:02.40]Reading the same material

　　[04:04.23]in a textbook is

　　[04:05.33]a more efficient way to learn

　　[04:07.00]because students can proceed

　　[04:08.86]as slowly as they need to

　　[04:10.53]until the subject matter

　　[04:12.03]becomes clear to them.

　　[04:13.58]Even simply paying attention

　　[04:15.76]is very difficult;

　　[04:17.10]people can listen

　　[04:18.24]at a rate of 460 words a minute,

　　[04:21.31]while the most impassioned

　　[04:23.42]professor talks at scarcely

　　[04:25.03]a third of that speed.

　　[04:26.73]This time lag between speech

　　[04:28.77]and comprehension leads to

　　[04:30.58]daydreaming.

　　[04:31.48]Many students believe years

　　[04:33.42]of watching television

　　[04:35.34]have sabotaged

　　[04:36.30]their attention span,

　　[04:37.67]but their real problem is

　　[04:40.05]that listening attentively

　　[04:41.63]is much harder than they think.

　　[04:43.75]Worse still, attending lectures

　　[04:46.31]is passive learning, at least

　　[04:48.44]for inexperienced listeners.

　　[04:50.64]Active learning,

　　[04:51.73]in which students write essays

　　[04:53.86]or perform experiments

　　[04:55.74]and then have their work

　　[04:57.15]evaluated by an instructor,

　　[04:58.84]is far more beneficial for those

　　[05:01.27]who have not yet fully learned

　　[05:03.09]how to learn.

　　[05:04.24]While it's true

　　[05:05.25]that techniques of active listening,

　　[05:07.60]such as trying to anticipate

　　[05:09.68]the speaker's next point

　　[05:10.89]or taking notes selectively,

　　[05:13.28]can enhance the value of a lecture,

　　[05:16.40]few students possess such skills

　　[05:18.64]at the beginning

　　[05:19.60]of their college careers.

　　[05:20.92]More commonly, students try

　　[05:23.01]to write everything down

　　[05:24.44]and even bring tape recorders

　　[05:26.47]to class in a clumsy effort

　　[05:28.51]to capture every word.

　　[05:30.46]Students need to question

　　[05:32.13]their professors

　　[05:33.27]and to have their ideas

　　[05:34.76]taken seriously.

　　[05:36.81]Only then will they develop

　　[05:38.84]the analytical skills

　　[05:40.09]required to think intelligently

　　[05:42.08]and creatively.

　　[05:43.89]Most students learn best

　　[05:45.34]by engaging in frequent

　　[05:47.16]and even heated debate,

　　[05:48.63]not by scribbling down

　　[05:50.55]a professor's often

　　[05:51.95]unsatisfactory summary

　　[05:53.13]of complicated issues.

　　[05:55.62]They need small discussion classes

　　[05:57.59]that demand the common labors

　　[05:59.23]of teacher and students

　　[06:01.49]rather than classes

　　[06:02.77]in which one person,

　　[06:04.02]however learned,

　　[06:05.37]propounds his own ideas.

　　[06:07.29]The lecture system ultimately

　　[06:09.80]harms professors as well.

　　[06:11.65]It reduces feedback to a minimum,

　　[06:14.52]so that the lecturer

　　[06:16.25]can neither judge how well

　　[06:17.43]students understand the material

　　[06:19.15]nor benefit from their questions

　　[06:21.59]or comments.

　　[06:22.41]Questions that require the speaker

　　[06:25.32]to clarify obscure points

　　[06:27.08]and comments

　　[06:28.44]that challenge sloppily

　　[06:29.94]constructed arguments

　　[06:31.19]are indispensable to scholarship.

　　[06:33.74]Without them, the liveliest mind

　　[06:36.46]can become weak.

　　[06:38.08]Undergraduates may not be able

　　[06:40.20]to make telling contributions

　　[06:42.34]very often, but lecturing insulates

　　[06:45.22]a professor even from

　　[06:46.92]the beginner's naive question

　　[06:48.69]that could have triggered

　　[06:50.26]a fruitful line of thought.

　　[06:51.56]If lectures make so little sense,

　　[06:54.09]why have they been allowed

　　[06:55.74]to continue?

　　[06:56.80]Administrators love them, of course.

　　[06:59.50]They can cram far more students

　　[07:01.49]into a lecture hall than

　　[07:03.14]into a discussion class,

　　[07:04.69]and for many administrators

　　[07:06.58]that is almost the end of the story.

　　[07:09.50]But the truth is

　　[07:11.25]that faculty members,

　　[07:12.70]and even students,

　　[07:13.89]conspire with them

　　[07:15.05]to keep the lecture system

　　[07:16.64]alive and well.

　　[07:17.96]Lectures are easier on everyone

　　[07:20.10]than debates.

　　[07:21.42]Professors can pretend to teach

　　[07:23.34]by lecturing just as students

　　[07:25.75]can pretend to learn

　　[07:26.97]by attending lectures,

　　[07:28.30]with no one the wiser,

　　[07:30.27]including the participants.

　　[07:32.27]Moreover, if lectures afford

　　[07:34.40]some students an opportunity

　　[07:36.28]to sit back and let the professor

　　[07:38.56]run the show,

　　[07:39.88]they offer some professors

　　[07:41.31]an irresistible forum

　　[07:43.19]for showing off.

　　[07:44.88]Then, what can be done

　　[07:46.91]to make things good?

　　[07:48.52]Well, I think smaller classes

　　[07:50.50]in which students are required

　　[07:52.58]to involve themselves

　　[07:53.72]in discussion put an end

　　[07:55.59]to students' passivity.

　　[07:57.46]Students become actively involved

　　[07:59.54]when forced

　　[08:00.28]to question their own ideas

　　[08:01.87]as well as their instructor's.

　　[08:04.32]Their listening skills improve

　　[08:05.96]dramatically

　　[08:07.02]in the excitement

　　[08:07.72]of intellectual give-and-take

　　[08:09.46]with their instructors

　　[08:10.92]and fellow students.

　　[08:12.48]Such interchanges help professors

　　[08:14.35]do their job better

　　[08:16.36]because they allow them

　　[08:17.27]to discover who knows what.

　　[08:19.09]When exams are given

　　[08:21.60]in this type of course,

　　[08:22.60]they can require analysis

　　[08:24.28]and synthesis from the students,

　　[08:26.38]not empty memorization.

　　[08:28.29]Classes like this require energy,

　　[08:31.38]imagination, and commitment

　　[08:33.31]from professors,

　　[08:34.68]all of which can be exhausting.

　　[08:37.14]But they compel students

　　[08:39.04]to share responsibility

　　[08:40.61]for their own intellectual growth.

　　[08:43.10]Lectures will never entirely

　　[08:44.84]disappear from the university scene

　　[08:48.03]both because they seem to be

　　[08:49.23]economically necessary

　　[08:50.70]and because they spring

　　[08:53.01]from a long tradition.

　　[08:54.62]But the lectures too frequently

　　[08:56.63]come at the wrong end

　　[08:58.09]of the students' educational careers—

　　[09:00.59]during the first two years,

　　[09:02.02]when they most need close,

　　[09:04.24]even individual, instruction.

　　[09:06.16]If lecture classes were restricted

　　[09:09.01]to junior and senior undergraduates

　　[09:11.22]and to graduate students,

　　[09:13.12]who are less in need of scholarly

　　[09:15.41]nurturing and more able

　　[09:17.38]to prepare work on their own,

　　[09:18.93]they would be far less destructive

　　[09:21.30]of students' interest and enthusiasm

　　[09:24.11]than the present system.

　　[09:25.74]After all, students must learn

　　[09:28.15]to listen before they can listen

　　[09:30.05]to learn.

　　[09:31.09]OK.

　　[09:31.90]That's all for today's talk.

　　[09:33.81]Thank you!

　　[09:34.66]Now, you have THREE minutes

　　[09:37.04]to check your work.

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