2019专八听力全真模拟练习mp3附文本（1）

2019专八听力全真模拟练习mp3附文本（1）

　　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

　　[00:22.73]TEST 1

　　[00:25.86]SECTION A MINI-LECTURE

　　[00:28.15]In this section

　　[00:29.76]you will hear a mini-lecture.

　　[00:31.30]You will hear the mini-lecture

　　[00:33.28]ONCE ONLY.

　　[00:34.75]While listening to the mini-lecture,

　　[00:36.73]please complete the gap-filling task

　　[00:39.39]on ANSWER SHEET ONE and write

　　[00:40.82]NO MORE THAN THREE WORDS

　　[00:43.07]for each gap.

　　[00:44.70]Make sure the word(s) you fill in

　　[00:47.88]is (are) both grammatically

　　[00:50.20]and semantically acceptable.

　　[00:51.51]You may use the blank sheet

　　[00:54.49]for note-taking.

　　[00:56.06]You have THIRTY seconds

　　[00:58.04]to preview the gap-filling task.

　　[01:30.14]Now listen to the mini-lecture.

　　[01:32.13]When it is over,

　　[01:33.36]you will be given THREE minutes

　　[01:35.01]to check your work.

　　[01:36.44]Asking Questions Effectively

　　[01:39.93]Good morning, everyone.

　　[01:41.20]This time we'll talk

　　[01:42.76]about a key factor

　　[01:43.86]in our daily communication—

　　[01:45.70]asking questions.

　　[01:48.27]Garbage in,

　　[01:49.38]garbage out,

　　[01:50.69]is a popular truth,

　　[01:51.68]often said in relation

　　[01:53.72]to computer systems:

　　[01:55.46]If you put the wrong information in,

　　[01:57.72]you'll get the wrong information out.

　　[02:00.52]The same principle applies to

　　[02:02.44]communication in general:

　　[02:04.45]If you ask the wrong questions,

　　[02:06.94]you'll probably

　　[02:07.95]get the wrong answers,

　　[02:09.36]or at least not quite

　　[02:10.73]what you're hoping for.

　　[02:12.21]Asking the right question is

　　[02:14.49]at the heart

　　[02:14.69]of effective communication

　　[02:16.18]and information exchange.

　　[02:17.48]By using the right questions

　　[02:20.11]in a particular situation,

　　[02:21.89]you can improve a whole range

　　[02:23.96]of communication skills,

　　[02:24.99]for example,

　　[02:26.63]you can gather better information

　　[02:28.78]and learn more;

　　[02:30.57]you can build stronger relationships,

　　[02:32.51]manage people more effectively

　　[02:34.41]and help others to learn too.

　　[02:37.41]So here are some common

　　[02:39.34]questioning techniques,

　　[02:40.97]and when and when

　　[02:43.59]not to use them.

　　[02:45.19]The first technique is

　　[02:45.57]to use open

　　[02:46.50]and closed questions.

　　[02:48.62]A closed question usually

　　[02:50.56]receives a single word or very short,

　　[02:53.31]factual answer.

　　[02:54.63]For example,

　　[02:55.75]"Are you thirsty?"

　　[02:57.28]The answer is "Yes." or "No.";

　　[03:00.27]"Where do you live?"

　　[03:01.27]The answer is generally the name

　　[03:03.70]of your town or your address.

　　[03:06.31]Closed questions are good

　　[03:07.91]for testing your understanding,

　　[03:09.50]or the other person's,

　　[03:11.16]such as "So,

　　[03:12.83]if I get this qualification,

　　[03:14.32]I will get a raise?",

　　[03:16.29]concluding a discussion

　　[03:17.86]or making a decision,

　　[03:19.18]such as "Now we know the facts,

　　[03:22.26]are we all agreed this is

　　[03:23.83]the right course of action?"

　　[03:25.06]and they are also good

　　[03:27.12]for frame setting.

　　[03:28.61]However,

　　[03:29.73]a misplaced closed question,

　　[03:31.55]on the other hand,

　　[03:32.67]can kill the conversation

　　[03:34.51]and lead to awkward silences,

　　[03:36.69]so are best avoided

　　[03:39.03]when a conversation is in full flow.

　　[03:41.87]Open questions

　　[03:43.48]elicit longer answers.

　　[03:45.59]They usually begin

　　[03:47.09]with what, why, how.

　　[03:49.04]An open question asks

　　[03:50.89]the respondent

　　[03:51.80]for his or her knowledge,

　　[03:52.79]opinion or feelings.

　　[03:55.63]"Tell me" and "describe"

　　[03:57.66]can also be used

　　[03:59.16]in the same way as open questions.

　　[04:01.84]For example,

　　[04:02.65]"What happened at the meeting?"

　　[04:05.08]"Why did he react that way?"

　　[04:07.53]"How was the party?"

　　[04:09.23]"Tell me what happened next."

　　[04:11.73]"Describe the circumstances

　　[04:13.00]in more detail."

　　[04:14.99]Open questions are good

　　[04:16.60]for developing an

　　[04:17.80]open conversation,

　　[04:18.70]such as

　　[04:19.80]"What did you get up

　　[04:21.09]to on vacation?",

　　[04:22.72]finding out more details,

　　[04:24.34]such as

　　[04:25.34]"What else do we need to do

　　[04:27.30]to make this a success?"

　　[04:28.92]and finding out

　　[04:30.39]the other person's opinion

　　[04:31.77]or issues like

　　[04:32.89]"What do you think

　　[04:34.41]about those changes?"

　　[04:36.07]The second technique I want to talk

　　[04:38.06]about is funnel questions.

　　[04:40.50]This technique involves starting

　　[04:42.69]with general questions,

　　[04:44.17]and then homing in on a point

　　[04:46.42]in each answer,

　　[04:47.62]and asking more and more details

　　[04:49.55]at each level.

　　[04:51.10]It's often used by detectives

　　[04:53.00]taking a statement from a witness.

　　[04:55.12]Using this technique,

　　[04:56.82]the detective can

　　[04:58.23]help the witness relive the scene

　　[04:59.98]and gradually focus

　　[05:01.81]on a useful detail.

　　[05:03.39]Perhaps he'll be able to

　　[05:05.13]identify young men

　　[05:06.20]wearing a hat like this

　　[05:07.91]from CCTV footage.

　　[05:10.24]It is unlikely

　　[05:11.55]he would get this information

　　[05:12.89]if he simply asks an open question

　　[05:15.10]such as

　　[05:16.70]"Are there any details you

　　[05:18.47]can give me about what you saw?"

　　[05:21.06]Funnel questions are good

　　[05:22.75]for finding out more details

　　[05:24.68]about a specific point,

　　[05:26.09]such as

　　[05:27.58]"Tell me more about Option 2."

　　[05:30.23]They are also good

　　[05:31.84]for gaining the interest

　　[05:33.10]or increasing the confidence

　　[05:34.76]of the person you're speaking with,

　　[05:36.50]for example,

　　[05:37.50]"Have you used the IT Helpdesk?"

　　[05:40.65]"Did they solve your problem?"

　　[05:42.90]"What was the attitude

　　[05:44.11]of the person

　　[05:45.02]who took your call?"

　　[05:46.22]The third technique

　　[05:47.54]is probing questions.

　　[05:49.28]Asking probing questions

　　[05:51.47]is another strategy

　　[05:52.96]for finding out more details.

　　[05:55.52]Sometimes it's as simple

　　[05:57.10]as asking your respondent

　　[05:58.69]for an example,

　　[06:00.04]to help you understand

　　[06:01.45]a statement they have made.

　　[06:03.31]At other times,

　　[06:04.82]you need additional information

　　[06:06.82]for clarification,

　　[06:08.10]such as "

　　[06:09.07]When do you need this report,

　　[06:11.31]and do you want to see a draft

　　[06:13.15]before I give you my final version?"

　　[06:15.53]or to investigate whether there

　　[06:17.73]is proof for what has been said,

　　[06:19.62]such as

　　[06:20.58]"How do you know

　　[06:21.79]that the new database

　　[06:23.08]can't be used by the sales force?"

　　[06:25.27]An effective way of probing is

　　[06:28.12]to use the 5 Whys method,

　　[06:30.66]which can help you quickly get to

　　[06:32.93]the root of a problem.

　　[06:34.48]Probing questions are good

　　[06:35.75]for gaining clarification to ensure

　　[06:38.04]you have the whole story and

　　[06:40.21]that you understand it thoroughly

　　[06:42.26]and drawing information

　　[06:43.66]out of people

　　[06:44.71]who are trying to avoid

　　[06:46.34]telling you something.

　　[06:48.14]The fourth technique

　　[06:49.32]is leading questions.

　　[06:51.04]Leading questions try to lead

　　[06:52.87]the respondent to your way

　　[06:54.59]of thinking.

　　[06:55.90]They can do this in several ways.

　　[06:57.91]For example,

　　[06:59.51]the assumption,

　　[07:00.82]"How late do you think

　　[07:02.16]that the project will deliver?",

　　[07:03.46]assumes that the project

　　[07:05.58]will certainly not be completed

　　[07:07.53]on time.

　　[07:08.75]You may add a personal

　　[07:10.70]appeal to agree at the end:

　　[07:12.64]"Lori's very efficient,

　　[07:14.45]don't you think?" or

　　[07:16.29]"Option 2 is better,

　　[07:18.35]isn't it?"

　　[07:19.15]You may also give people a choice

　　[07:22.90]between two options, both

　　[07:25.07]of which you would be happy with,

　　[07:24.87]rather than the choice of one option

　　[07:26.19]or not doing anything at all.

　　[07:29.72]Strictly speaking,

　　[07:30.89]the choice of "neither"

　　[07:32.50]is still available when you ask

　　[07:34.43]"Which would you prefer,

　　[07:36.39]A or B?",

　　[07:37.72]but most people will be caught up

　　[07:39.92]in deciding

　　[07:40.77]between your two preferences.

　　[07:43.01]Note that leading questions

　　[07:44.31]tend to be closed.

　　[07:46.69]Leading questions are good

　　[07:48.23]for getting the answer you want

　　[07:49.22]but leaving the other person feeling

　　[07:52.34]that they have had a choice.

　　[07:54.22]They are also good

　　[07:55.57]for closing a sale:

　　[07:57.24]"If that answers

　　[07:58.87]all of your questions,

　　[08:00.17]shall we agree on a price?"

　　[08:02.98]The fifth technique

　　[08:04.11]is rhetorical questions.

　　[08:06.19]Rhetorical questions

　　[08:07.83]aren't really questions at all,

　　[08:10.07]in that they don't expect an answer.

　　[08:12.80]They're really

　　[08:13.47]just statements phrased in question

　　[08:15.65]form such as

　　[08:17.48]"Isn't John's design work

　　[08:19.25]so creative?"

　　[08:20.88]People use rhetorical questions

　　[08:23.17]because they are engaging

　　[08:24.68]for the listener

　　[08:25.91]as they are drawn into agreeing

　　[08:28.00]rather than feeling

　　[08:29.53]that they are being "told"

　　[08:30.69]something like

　　[08:31.62]"John is a very creative designer."

　　[08:34.46]You have probably used all of these

　　[08:36.76]questioning techniques before

　　[08:38.62]in your everyday life,

　　[08:40.12]at work and at home.

　　[08:42.14]But by consciously

　　[08:43.61]applying the appropriate kind

　　[08:45.17]of questioning,

　　[08:46.29]you can gain the information,

　　[08:48.13]response or outcome

　　[08:49.72]that you want even more effectively.

　　[08:52.98]Try it next time you

　　[08:54.21]are talking with others.

　　[08:55.30]Thank you for listening.

　　[08:57.29]Now, you have THREE minutes

　　[08:59.42]to check your work.

　　[11:59.93]This is the end

　　[12:00.92]of Section A Mini-lecture.

　　[12:04.07]SECTION B CONVERSATION

　　[12:06.21]In this section

　　[12:07.23]you will hear ONE conversation.

　　[12:09.47]The conversation

　　[12:10.88]will be divided into TWO parts.

　　[12:13.03]At the end of each part,

　　[12:14.83]five questions will be asked

　　[12:16.59]about what was said.

　　[12:18.42]Both the conversation

　　[12:20.03]and the questions

　　[12:21.22]will be spoken ONCE ONLY.

　　[12:23.47]After each question

　　[12:25.38]there will be a ten-second pause.

　　[12:27.88]During the pause,

　　[12:29.28]you should read the four choices

　　[12:31.41]of A, B, C and D,

　　[12:33.72]and mark the best answer

　　[12:35.52]to each question

　　[12:36.92]on ANSWER SHEET TWO.

　　[12:38.71]You have THIRTY seconds

　　[12:40.42]to preview the questions.

　　[13:12.74]Now, listen to Part One

　　[13:13.77]of the conversation.

　　[13:15.68]Questions 1 to 5 are based on

　　[13:17.27]Part One of the conversation.

　　[13:21.12]W: George,

　　[13:21.94]long time no see.

　　[13:23.29]What have you been up to lately?

　　[13:25.37]M: No good.

　　[13:26.49]I can assure you.

　　[13:27.98]My homework for my biology class

　　[13:30.34]is killing me.

　　[13:32.05]W: What is it about?

　　[13:33.32]Maybe I can offer you a hand.

　　[13:35.53]M: I am thrilled to hear that.

　　[13:37.45]Well, it is about a presentation

　　[13:39.85]on my favorite pet.

　　[13:41.50]It seems quite easy but you know

　　[13:43.66]I am not a fan of any pet.

　　[13:46.43]W: Um,

　　[13:47.07]I happened to read a book

　　[13:48.70]about dogs and I made some notes

　　[13:50.59]in my notebook.

　　[13:51.84]Give me a minute to find it.

　　[13:53.40]M: But doesn't it sound a bit cliché?

　　[13:56.66]You know, after all,

　　[13:58.17]dogs seem to be the best companion

　　[14:00.54]for human beings for thousands

　　[14:02.63]of years.

　　[14:03.73]W: That is true,

　　[14:04.92]but this book seems

　　[14:06.21]to have some new findings

　　[14:07.75]about our beloved companion.

　　[14:09.75]M: OK.

　　[14:11.02]Give me some details of that please.

　　[14:13.51]And by the way,

　　[14:14.87]what is the book's name?

　　[14:16.83]W: Dog Sense: How the New Science

　　[14:19.15]of Dog Behavior

　　[14:20.43]Can Make You a Better Friend

　　[14:21.96]to Your Pet.

　　[14:22.96]M: That is a pretty long name

　　[14:24.31]but it sounds appealing.

　　[14:26.08]W: Yes.

　　[14:27.34]The whole book takes

　　[14:28.66]a very different angle

　　[14:29.81]to study dogs.

　　[14:31.25]M: How does the book begin?

　　[14:33.16]Maybe I could borrow some ideas

　　[14:35.31]from it

　　[14:36.18]to build the introduction

　　[14:37.08]of my presentation.

　　[14:38.59]W: Well, t begins with pointing out

　　[14:40.65]that the relationship

　　[14:41.93]between people and dogs is unique.

　　[14:44.76]M: Are you sure?

　　[14:45.69]I thought we had

　　[14:47.18]a pretty common relationship

　　[14:48.62]with dogs.

　　[14:49.55]I mean it seems

　　[14:50.55]that they are a natural part

　　[14:52.27]of our lives.

　　[14:53.67]W: I agree with you

　　[14:55.03]but the author thinks

　　[14:56.38]that among domesticated animals,

　　[14:57.73]only dogs are capable of performing

　　[15:01.40]such a wide variety of roles

　　[15:03.47]for humans: herding sheep,

　　[15:06.09]sniffing out drugs or explosives

　　[15:07.78]and being our beloved companions.

　　[15:10.57]M: I get you. But when did

　　[15:12.29]that friendship begin?

　　[15:13.96]W: The author says it is hard

　　[15:15.65]to be precise

　　[15:16.60]about when the friendship began,

　　[15:18.47]but a reasonable guess is

　　[15:20.87]that it has been going strong

　　[15:22.32]for more than 20,000 years.

　　[15:24.84]M: Any hard evidence for that guess?

　　[15:27.33]W: Er, in the Chauvet cave

　　[15:29.12]in the Ardèche region of France,

　　[15:31.09]which contains

　　[15:32.20]the earliest known cave paintings,

　　[15:34.18]there is a 50-metre trail

　　[15:36.64]of footprints made by a boy of

　　[15:38.24]about ten alongside those

　　[15:40.29]of a large canid

　　[15:41.61]that appears to be part-wolf,

　　[15:43.67]part-dog.

　　[15:44.96]The author attaches a picture of

　　[15:46.77]that scene in his book.

　　[15:48.83]This is the end

　　[15:50.11]of Part One of the conversation.

　　[15:52.90]Questions 1 to 5 are based on

　　[15:55.01]what you have just heard.

　　[15:57.41]1. What is

　　[15:58.87]this conversation mainly about?

　　[16:11.65]2. How does the man feel

　　[16:14.18]about talking about dogs?

　　[16:26.50]3. How does the book mentioned

　　[16:29.17]by the woman begin?

　　[16:40.71]4. Which is NOT mentioned

　　[16:43.40]by the woman

　　[16:44.29]about what dogs can do

　　[16:45.61]for humans?

　　[16:57.65]5. How long have humans

　　[16:59.94]and dogs been friends?

　　[17:11.41]Now, listen to Part Two

　　[17:12.81]of the the conversation.

　　[17:14.64]Questions 6 to 10 are based on

　　[17:17.68]Part Two of the conversation.

　　[17:19.74]M: Maybe I should put the picture

　　[17:21.05]in my presentation.

　　[17:22.99]It may look quite convincing.

　　[17:24.67]W: You are probably right.

　　[17:26.77]And then the author points out

　　[17:28.98]the long-standing thought

　　[17:29.91]about the relationship

　　[17:30.98]between wolves and dogs

　　[17:32.91]and more importantly

　　[17:34.12]he challenges this thought.

　　[17:35.36]M: What do you mean

　　[17:36.86]by challenging this thought?

　　[17:38.26]W: The author points out

　　[17:39.89]that even though dogs share 99.6%

　　[17:43.08]of the same DNA as wolves,

　　[17:45.68]which makes dogs closer

　　[17:47.07]to wolves than we are to chimps,

　　[17:48.66]it does not mean

　　[17:50.69]that their brains work like those

　　[17:52.15]of wolves.

　　[17:53.42]M: Oh I see.

　　[17:55.34]But is it necessary for me

　　[17:57.01]to put that into my presentation?

　　[17:59.50]I couldn't see any sense in there.

　　[18:01.71]W: Well, that depends,

　　[18:03.83]unless you want to shed some light

　　[18:05.75]on explaining how dogs got

　　[18:07.41]to be dogs in the first stage,

　　[18:09.26]which will lead to

　　[18:10.53]a better understanding

　　[18:11.56]of what dogs and people mean

　　[18:12.94]to each other.

　　[18:14.62]M: OK. I will consider that then.

　　[18:17.32]W: After introducing

　　[18:18.61]the history of dogs,

　　[18:19.92]you can move on

　　[18:20.97]to present more pictures

　　[18:22.49]about dogs of our times.

　　[18:24.52]M: Good idea!

　　[18:26.11]I can download lovely photos

　　[18:27.83]from the Internet.

　　[18:29.78]There are lots of pictures and videos

　　[18:31.36]about all sorts of smart dogs.

　　[18:33.96]W: That sounds fun.

　　[18:35.18]Then what will you present next

　　[18:37.50]about dogs?

　　[18:38.47]M: Um, I am considering

　　[18:40.38]how we human beings benefit

　　[18:42.38]from the bond with dogs.

　　[18:44.32]W: Good idea.

　　[18:45.20]But you have to

　　[18:46.66]get some convincing theories

　　[18:48.07]to support your idea.

　　[18:49.68]M: Yes.

　　[18:50.93]I searched the Internet and found

　　[18:53.05]that there were three major theories

　　[18:55.17]concerning the human-canine bond,

　　[18:57.34]known as the biophilia hypothesis,

　　[19:00.79]the social support theory,

　　[19:02.85]and the self-psychology.

　　[19:04.95]W: They sound quite academic.

　　[19:07.35]What are these theories

　　[19:08.73]mainly about?

　　[19:10.04]M: According to

　　[19:11.06]the biophilia hypothesis,

　　[19:13.12]human relationships

　　[19:14.31]with non-human animals

　　[19:16.06]are driven by survival needs:

　　[19:18.59]assistance in acquiring

　　[19:20.16]food and safety.

　　[19:22.06]There is an instinctive bond

　　[19:23.52]between human beings

　　[19:25.32]and other living things,

　　[19:26.84]and this theory helps explain

　　[19:28.63]why ordinary people care for

　　[19:30.86]and sometimes risk their lives

　　[19:33.23]to save domestic and wild animals,

　　[19:35.81]and keep plants

　　[19:36.93]in and around their homes.

　　[19:38.99]The domestic animal demonstrates

　　[19:40.73]how humans love life

　　[19:42.29]and want to support and sustain life.

　　[19:45.43]W: I see.

　　[19:46.19]How about the other two theories?

　　[19:48.46]M: According to

　　[19:49.53]the social support theory,

　　[19:51.14]animals are a source

　　[19:52.52]of social support and companionship,

　　[19:55.04]which are necessary for well-being.

　　[19:57.85]Support is seen

　　[19:59.86]for the social support theory

　　[20:01.24]in the influence of a pet

　　[20:03.50]on an empty-nester family.

　　[20:05.44]In this view the animal is part

　　[20:07.53]of our community,

　　[20:08.92]and is important

　　[20:10.02]for psychological well-being.

　　[20:12.52]W: True. Dogs have

　　[20:13.66]their extraordinary ability

　　[20:15.99]to enter our lives and our hearts.

　　[20:18.81]M: The last theory,

　　[20:20.06]Self-psychology,

　　[20:21.95]says that an animal can be a

　　[20:23.47]"self-object".

　　[20:24.48]That gives a sense of cohesion,

　　[20:26.44]support, or sustenance

　　[20:28.33]to a person's sense of self.

　　[20:30.70]Self-psychology explains

　　[20:32.66]why some animals are so crucial

　　[20:34.75]to a person's sense of self

　　[20:36.92]and well-being.

　　[20:38.63]In some cases,

　　[20:38.00]individuals have been known

　　[20:40.62]to feel stronger,

　　[20:41.73]more protected,

　　[20:42.60]and more powerful

　　[20:43.81]in the company

　　[20:44.84]of their companion animal.

　　[20:46.76]The animal itself creates

　　[20:48.14]a human's personality.

　　[20:50.27]W: So have I heard that

　　[20:52.20]in some psychological therapies,

　　[20:54.39]dogs are advised to live

　　[20:56.61]with little kids

　　[20:57.54]with psychological problems

　　[20:58.99]such as autism.

　　[21:00.05]And it proves to be

　　[21:01.95]an effective cure.

　　[21:03.03]M: It is amazing, isn't it?

　　[21:04.97]W: So is your idea

　　[21:07.17]for the presentation on dogs.

　　[21:08.93]I hope you

　　[21:09.74]can have a high score for that.

　　[21:11.46]M: Thanks a million.

　　[21:13.07]This is the end

　　[21:14.99]of Part Two of the conversation.

　　[21:17.47]Questions 6 to 10 are based on

　　[21:19.62]what you have just heard.

　　[21:22.43]6. What do we know

　　[21:24.25]about the relationship

　　[21:25.83]between wolves and dogs?

　　[21:38.13]7. What does the man

　　[21:42.32]probably present next

　　[21:43.04]about dogs after

　　[21:44.08]showing some lovely pictures?

　　[21:55.33]8. Which theory is

　　[21:57.42]NOT mentioned by the man

　　[21:59.19]about the human-canine bond?

　　[22:11.74]9. According to

　　[22:13.87]the biophilia hypothesis,

　　[22:15.76]what drives human relationships

　　[22:18.00]with non-human animals?

　　[22:30.26]10. What do we know

　　[22:32.07]about self-psychology?

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