2019专八听力全真模拟练习mp3附文本(17)

2019-01-17 10:39:06来源:网络

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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