2019英语专八模拟试卷及答案（二）

　　SECTION B INTERVIEW 10分

听力原文

　　[00:23.89]INTERVIEW 1

　　[00:25.64]In this section

　　[00:26.73]you will hear ONE interview.

　　[00:29.19]The interview

　　[00:29.84]will be divided into TWO parts.

　　[00:31.99]At the end of each part,

　　[00:33.76]five questions will be asked

　　[00:35.73]about what was said.

　　[00:36.97]Both the interview

　　[00:38.18]and the questions

　　[00:39.16]will be spoken ONCE ONLY.

　　[00:41.29]After each question

　　[00:43.17]there will be a ten-second pause.

　　[00:45.57]During the pause,

　　[00:46.66]you should read the four choices

　　[00:48.34]of A, B, C and D,

　　[00:51.96]and mark the best answer

　　[00:53.02]to each question

　　[00:53.89]on ANSWER SHEET TWO.

　　[00:56.05]You have THIRTY seconds

　　[00:57.52]to preview the questions.

　　[01:29.58]Now, listen to Part One

　　[01:30.99]of the interview.

　　[01:32.73]Questions 1 to 5 are based on

　　[01:34.52]Part One of the interview.

　　[01:37.58]M: I'm Will Arditti,

　　[01:39.16]and this week we're going to talk

　　[01:41.24]about what students coming

　　[01:42.69]to study

　　[01:43.12]in the US can do to avoid

　　[01:44.97]culture shock

　　[01:45.96]in the classroom.

　　[01:47.68]We have invited Susan Iannuzzi.

　　[01:50.51]She's an international consultant

　　[01:52.23]in English language teaching

　　[01:54.17]from Pittsburgh, Pennsylvania.

　　[01:56.60]Hi, Susan. Welcome.

　　[01:58.57]W: Thanks.

　　[01:59.45]M: So tell me

　　[02:00.15]what you did about it.

　　[02:01.79]W: Well, actually,

　　[02:03.16]one of the things that we did

　　[02:04.88]at the University of Pittsburgh was

　　[02:06.89]that we used

　　[02:07.81]the sports equivalence,

　　[02:09.46]which, you know,

　　[02:10.73]is not something we came up with.

　　[02:12.97]It's the three

　　[02:14.33]conversational styles of,

　　[02:15.99]say, bowling, rugby and basketball.

　　[02:19.01]So, for example, the bowling style.

　　[02:20.65]That would be considered

　　[02:23.36]something

　　[02:23.92]perhaps highly considerate,

　　[02:25.69]which means that people

　　[02:27.51]from those countries

　　[02:28.71]would use a style

　　[02:29.84]where they would take turns

　　[02:31.29]and they would hold back

　　[02:32.86]if they're a junior person

　　[02:34.07]and allow the older person

　　[02:36.01]or the more senior person

　　[02:37.49]to speak first.

　　[02:39.04]And then when they are asked

　　[02:40.73]for their opinion

　　[02:41.69]they would jump in.

　　[02:43.55]M: Just like you would take turns

　　[02:45.42]in a bowling game.

　　[02:46.54]W: Exactly. You go and roll

　　[02:48.47]and I'll wait for you,

　　[02:49.93]and now it's my turn,

　　[02:51.11]and everybody knows

　　[02:52.57]that there are going to be turns.

　　[02:54.97]M: So that's

　　[02:55.93]the high-considerate model.

　　[02:57.56]W: Yes.

　　[02:59.03]Then there's the rugby style,

　　[03:00.59]which might be the other end.

　　[03:02.73]And this is high-involvement.

　　[03:04.98]And in this style you're expected

　　[03:08.10]to interrupt other people

　　[03:09.46]and the other people

　　[03:10.70]are fine with that—

　　[03:12.21]they expect to be interrupted.

　　[03:13.83]So there's a sort of rapid changing

　　[03:16.71]of topics,

　　[03:17.80]changing of speakers

　　[03:18.93]and overlapping of speeches.

　　[03:21.57]This is a style that's common

　　[03:23.10]in southern Europe,

　　[03:24.31]in African cultures,

　　[03:25.66]in cultures of Latin America,

　　[03:28.03]many voices happening

　　[03:29.71]at one time.

　　[03:30.99]It's also a style in Russia

　　[03:32.98]and Greece.

　　[03:34.19]M: And then

　　[03:35.24]the basketball model?

　　[03:36.88]W: Well,

　　[03:37.51]the basketball model is

　　[03:39.11]a little bit closer

　　[03:40.38]to what we have here.

　　[03:41.58]So think about it

　　[03:43.27]as if you're playing basketball.

　　[03:45.49]You're carrying out

　　[03:46.65]the conversation.

　　[03:48.16]You're just going along.

　　[03:49.78]And when you hesitate,

　　[03:51.57]other people see

　　[03:52.70]that as an opportunity to jump

　　[03:54.80]in and steal the ball,

　　[03:56.34]to steal the conversation away.

　　[03:58.32]Not in a bad way,

　　[03:59.92]just as "Oh,

　　[04:01.31]it's my turn now."

　　[04:03.90]This is the end

　　[04:04.92]of Part One of the interview.

　　[04:06.55]Questions 1 to 5 are based on

　　[04:08.97]what you have just heard.

　　[04:10.98]1. What is the interview

　　[04:14.18]mainly about?

　　[04:25.05]2. In what kind of

　　[04:27.26]conversation style

　　[04:28.42]do people take turns

　　[04:30.10]to give opinions?

　　[04:41.49]3. What are you likely to do

　　[04:44.06]when you are engaged

　　[04:45.57]in a rugby-style conversation?

　　[04:58.05]4. Which of the following does NOT

　　[05:01.44]often use the rugby style

　　[05:03.40]of conversation?

　　[05:14.66]5. According to Susan Iannuzzi,

　　[05:18.11]what may be the conversation style

　　[05:20.50]in the US?

　　[05:32.09]Now, listen to Part Two

　　[05:33.92]of the interview.

　　[05:35.29]Questions 6 to 10 are based on

　　[05:37.35]Part Two of the interview.

　　[05:40.32]M: So what practical things

　　[05:42.36]would you recommend

　　[05:43.08]for someone

　　[05:43.86]who's coming into this country

　　[05:46.04]and who really knows nothing

　　[05:47.52]about these styles

　　[05:48.61]that you're talking about?

　　[05:50.55]W: Well, if they're in

　　[05:52.13]an English language

　　[05:52.89]learning situation,

　　[05:54.47]I think it's really helpful

　　[05:55.92]for them to realize

　　[05:57.30]that the other people

　　[05:58.33]that are there learning

　　[05:59.65]with them may come from

　　[06:00.97]different styles,

　　[06:02.67]so not to make judgments

　　[06:04.37]about them as "Oh,

　　[06:05.58]you're rude."

　　[06:06.40]or "You're inconsiderate."

　　[06:08.05]or "You're just very quiet

　　[06:10.07]and you never say anything."

　　[06:11.59]Because these things may not be

　　[06:13.52]someone's true personality.

　　[06:15.96]They may just be

　　[06:17.29]the conversation style

　　[06:18.97]that they're accustomed to.

　　[06:20.81]M: Yeah.

　　[06:21.83]W: So, awareness, I think,

　　[06:23.60]is the number one thing.

　　[06:25.36]It also helps

　　[06:26.39]if the instructors

　　[06:27.74]point these things out to people,

　　[06:29.62]because it's not something

　　[06:31.42]that most of us are going

　　[06:32.85]to reflect on

　　[06:33.64]in our own lives，

　　[06:35.11]thinking about, well,

　　[06:36.77]how do I interact

　　[06:38.07]in a conversation?

　　[06:39.52]I don't know what I do;

　　[06:41.15]I just do it.

　　[06:42.58]M: You're saying

　　[06:43.36]that the basketball model

　　[06:45.42]tends to be maybe

　　[06:46.87]more the traditional style

　　[06:48.25]in the US classroom.

　　[06:50.14]But is that always the case?

　　[06:52.85]W: You know,

　　[06:53.34]the dynamic of each class

　　[06:55.14]is different.

　　[06:56.30]For example,

　　[06:57.20]in the MBA schools,

　　[06:58.95]the students are expected

　　[07:00.88]to do a lot of project work,

　　[07:02.91]so the professors may not be

　　[07:05.33]as involved in

　　[07:05.95]directing classroom interaction.

　　[07:08.70]There may be a lot of times

　　[07:10.16]when the students are working

　　[07:11.80]amongst themselves.

　　[07:13.33]I would imagine

　　[07:14.14]in teacher-led classes

　　[07:15.80]that this dynamic is

　　[07:17.24]much more apparent.

　　[07:18.45]I personally remember

　　[07:20.44]an instructor.

　　[07:21.71]I can't remember

　　[07:22.50]where this professor was from,

　　[07:24.96]but the topic of

　　[07:25.99]the class just seemed

　　[07:27.51]to change constantly,

　　[07:29.04]as if,

　　[07:29.90]you know,

　　[07:30.47]"And now we're going to talk

　　[07:31.89]about something

　　[07:32.85]completely different."

　　[07:33.80]It made for a challenging time

　　[07:36.00]in taking notes.

　　[07:37.44]M: And then there are

　　[07:38.63]the challenges of

　　[07:39.83]everyday language.

　　[07:41.43]Even a common way

　　[07:42.71]that Americans avoid confusion

　　[07:44.61]when spelling a name out loud

　　[07:46.32]can be confusing

　　[07:47.76]if you're not familiar with it.

　　[07:49.58]W: I remember a physician

　　[07:51.60]who had

　　[07:52.17]very good written English.

　　[07:54.12]He was used to writing papers

　　[07:56.15]and he could even present them

　　[07:58.21]very well

　　[07:58.81]because he had presented them

　　[08:00.69]at international conferences.

　　[08:03.39]But when he went

　　[08:05.03]to set up phone service,

　　[08:06.18]and he was telling them

　　[08:07.63]"My last name starts with T."

　　[08:09.28]and they would say "T like table?"

　　[08:11.85]he said "No,

　　[08:12.81]I'm not a table.

　　[08:13.89]I don't need a table. It's T."

　　[08:16.13]And he didn't understand

　　[08:18.13]that they were using this strategy,

　　[08:20.53]this device of associating,

　　[08:22.48]you know,

　　[08:23.13]the first letter of your name

　　[08:24.84]with a common object

　　[08:26.09]so that we make sure

　　[08:27.27]that we write a T instead of a D.

　　[08:30.21]M: OK,

　　[08:31.05]that's all for our interview.

　　[08:33.53]Thanks for coming,

　　[08:34.59]Susan.

　　[08:35.11]Goodbye.

　　[08:35.81]W: My pleasure. Goodbye.

　　[08:38.84]This is the end

　　[08:39.51]of Part Two of the interview.

　　[08:42.02]Questions 6 to 10 are based on

　　[08:44.06]what you have just heard.

　　[08:47.16]6. What does Susan think

　　[08:50.50]is the number one thing

　　[08:52.07]for someone in

　　[08:53.38]an English language

　　[08:53.79]learning situation?

　　[09:05.46]7. According to Susan,

　　[09:08.39]why should the instructors

　　[09:10.21]point out the differences

　　[09:11.56]between conversation styles?

　　[09:23.88]8. Why does Susan mention

　　[09:26.99]the MBA schools?

　　[09:38.40]9. What can we know

　　[09:40.70]about Susan's opinion

　　[09:42.08]of teacher-led classes?

　　[09:54.18]10. What do Americans mean

　　[09:56.94]by saying "T like table?"

　　[09:59.05]in the example?

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