2010专八听力全部原文

2010专业八级（TEM8）听力原文

PART I: LISTENING COMPREHENSION—SECTION A MINI-LECTURE Paralinguistic Features of Language

Good morning, everyone. Today we'll continue our discussion on describing language. Last week we examined such features of language as grammar, vocabulary, the sounds of language, etc. In this lecture, we'll look at another important aspect of language. Perhaps some of you may wonder what is this important aspect of language. Let me tell you. It refers to features of communication that take place without the use of grammar and vocabulary. They are called "paralinguistic features of language". These features fall into two broad categories: those that involve the voice and those that involve the body.

Now, the first category, is what we call vocal paralinguistic features. Vocal features are actually tones of voice. While they are, perhaps, not central to meaning in communication in the same way as grammar or vocabulary, they may, nevertheless, convey attitude or intention in some way. Let me give you some examples. The first is whispering, which indicates the needs for secrecy. The second is breathiness. This is to show deep emotion. The third is huskiness, which is to show unimportance. The fourth is nasality. This is to indicate anxiety. The last is extra lip-rounding, which expresses greater intimacy, especially with babies, for example. So we can see that there are a number of ways of altering our tone of voice. And when we do this consciously, we do it to create different effects in communication.

Now, let's come to the second category, physical paralinguistic features, which involves the body. In addition to convey meanings with tone of voice, we can also express our intention through the ways in which we use our bodies. You may ask: what are the ways, then? Let me cite some brief examples. The expression on our face, the gestures we make and even proximity or way we sit, are some of the ways we send powerful messages about how we feel, or what we mean. Let me explain some of these in more detail. First, facial expression. Facial expression is a powerful conveyer of meaning. We all know smiling is an almost universal signal of pleasure or welcome. But there are other facial expressions that may not be so common. For instance, raising eye-brows suggests that you are surprised or interested in something. Other facial actions, such as biting your lip, which indicates that you are deep in thinking, or are uncertain about something; compressing the lips, which show that you are making decisions; and a visible clenching of the teeth, to show that you are angry, are all powerful conveyers of meaning, too. The second in this category is gesture. You see, we use gesture to indicate a wide range of meanings. Though I have to emphasize that the actual gestures we use may be specific to particular cultures. That is to say, different cultures have their own favorite gestures in conveying meaning. Here, a few examples may show you how powerful gestures can be. In British English behavior, shrugging shoulders may indicate an attitude of "I don't care", or "I don't know". Crossing your arms may indicate relaxation. But it can also powerfully show you are bored. Waving can mean welcome and farewell. While scratching your head may indicate that you are at a loss. In other cultures, placing your hand upon your heart is to indicate that you are telling the truth.Pointing your finger at your nose means "It's a secret". That's why we say that gestures are culture bound. The third is proximity, posture and echoing. Proximity refers to the physical distance between speakers. This can indicate a number of things and can also be used to consciously send messages about intent. Closeness, for example, indicates intimacy or threat to many speakers. But distance may show formality, or lack of interest. Once again, I'd like to say, proximity is also both a matter of personal style, and is often culture bound. So, what may seem

normal to a speaker from one culture may appear unnecessarily close or distant to a speaker from another. And standing close to someone may be quite appropriate in some situations such as an informal party, but completely out of place in other situations, such as a meeting with a superior. Next, posture. Posture means the way in which someone holds his or her body, especially the back, shoulders and head, when standing, walking or sitting. A few examples. Hunched shoulders and a hanging head give a powerful indication of whether the person is happy or not.

A lowered head when speaking to a superior, with or without eye contact, can convey the appropriate relationship in some cultures. On the other hand, direct level eye contact changes the nature of interaction, and can been seen as either open or challenging. Last, echoing. Now, what is echoing? Let me start with an example. Some of you may have noticed this phenomenon in your experience. When two people are keen to agree with each other, they would likely, though unconsciously, adopt the same posture, as if an imitation of each other. They sit or stand in the same manner. When used in this way, echoing appears to complement the verbal communication. Of course, when such imitation is carried out consciously, it often indicates that someone is marking at another speaker.

Ok, in today's lecture, we looked at some paralinguistic features, such as tone of voice, gesture and posture. These features, together with linguistic features of language, like grammar or vocabulary, are all part of the way we communicate with each other in face to face encounters. In our next lecture, we'll watch some video material, and see how people actually use paralinguistic means in communication to express their intention or desire or mood.

SECTION B INERVIEW

F: The word diversity has become a cliché in the United States today. It seems to me that nowadays Americans cannot turn on the television or read a newspaper without seeing the word pop out somewhere as a description of American demographic. Then what is this diversity in the US? Today we're very pleased to have Dr. Jeans Johnson here on our talk show. Welcome Dr. Johnson.

M: Thanks!

F: Dr. Johnson, we know you have done extensive research on diversity. So what is, how do you define diversity in the American context?

M: Well, at one time, the US was called the melting pot, you know, which means that people of many different religions, cultures and races could share their traditional cultural identities and blend into one homogenous nation.

F: And am I right in saying that melting pot was emphasizing the idea of all-in-one or being the same? M: Yes, you may say so. Eh, of course, when the phrase melting-pot was popular, there was also the idea of being different. But being different then simply meant Catholic as opposed to protestant or Irish as opposed to Swedish or Italian.

F: Has the idea of being different changed over the years?

M: Yes, of course. You see, today we use the word diversity to refer to more visible ethnic differences: Asian American, African American and Latino, for instance. And religious diversity refers to the variety of world religions, not merely different branches of Christianity.

F: And now is America as a whole truly diverse?

M: Well, I think in all this talk about diversity, there was a critical point that may be missed, that is, diversity is not occurring everywhere in the US, or at least not to a degree that would alter the demography of every region of the country.

F: Oh, really?

M: I can give you an example. Recently a New York Times article describes the town Selinsgrove in

Pennsylvania. You see in the last ten years, things have barely changed at that town. The population has dropped by one, from 5,384 to 5,383 and the town remains virtually 100% white. The article thus concludes that many portions of the country remain, like Selinsgrove, virtually unchanged on its march towards diversity.

F: So regions vary in terms of the degree and types of diversity?

M: That's correct. Let's say there are three types of diversity in the US and they differ from region to region.

F: Could you elaborate on that?

M: Ok, the first is racial diversity. States with the most racially diverse populations stand in stark contrast to those of the least racially diverse populations. Ah, let's look at the two states, California and Maine. From 1990 to 2000 California's Caucasian population, meaning non-Hispanic whites, declined from 57% to 48%. By 2025 it is predicted that figure will drop to just 34%, which indicates the future change in racial composition of California. On the contrary, Maine's Caucasian population was 98% of its total population throughout the 1990s, and by 2025 Maine's population will still be 97% Caucasian, which means virtually no change in Maine's racial diversity over the next 20 or so years.

F: This shows that racial diversity is not occurring everywhere. Then what about other types of diversity?

M: Right. The second type of diversity is age diversity. There are some interesting age gaps developing between states. For example, there is a large gap between the average age of the five states with the youngest populations and the five states with the oldest populations. This, of course, is well-known. What is less discussed is the difference between the racial make-up of younger and older populations. Most of the populations having the greatest racial diversity are younger on average than the populations with greater Caucasian representation. It is also well-known that Caucasians tend to be more affluent than other ethnic groups on average. In our pay-as-you-go social security system, workers are taxed to pay the benefits of retirees. So this could lead to a future where wealth is systematically redistributed from younger, poorer minorities to older, wealthier whites.

F: This is a very interesting point. Then what is the third type of diversity in the US?

M: The third is religious diversity. Immigration from India, Pakistan and Middle East poured radically increased numbers of Hindus and Muslims to the US, and Chinese, Vietnamese and Japanese and other Asian immigrants increased the numbers of Buddhists.

F: Oh, I see.

M: But the point is that this religion didn't settle everywhere. They settled mainly in California, and major northeastern and mid-western cities such as New York, Philadelphia, Chicago and Minneapolis. From 1990 to 2000, the number of Muslims in New York City grew from 600,000 to nearly 1 million. In the Los Angles area, there are now more than 300 Buddhist temples.

F: So we see that many parts of the US are truly becoming more diverse while at the same time others are essentially remaining the same in terms of race, age and religion.

M: Yes, that is true.

F: Ok, Dr. Johnson, thank you very much for coming on the show and talking to us.

M: My pleasure!

SECTION C NEWS BROADCAST

1.Japan will start an aggressive push to market abroad its mobile technology, especially the nation's popular wallet phone, a government official said Tuesday.

Although Japan boasts some of the most sophisticated cell phones in the world, the nation has failed to make its handsets, wireless technology and mobile services hits outside of Japan.

Among the wireless innovations Japan hopes to peddle is the wallet phone. The technology relies on a tiny computer chip embedded in each cell phone, which communicates with a reader device at stores, train stations and vending machines for cashless payment.

This tiny computer chip was developed by Japanese electronics and entertainment company Sony Corp.

2. Zimbabwe's inflation rate has soared in the past three months and is now at 11.2 million percent, the highest in the world. According to the country's Central Statistical Office, official figures dated Monday show inflation has surged from the rate of 2.2 million percent recorded in May, despite the government's price controls.

The country's finance minister confirmed the new figure in an interview but said the rising inflation rate was not confined to Zimbabwe alone.

In February, the price of a loaf of bread in the country was less than 200,000 Zimbabwe dollars. On Monday, that same loaf of bread cost 1.6 trillion Zimbabwe dollars.

Analysts have said the Zimbabwean government's official inflation rate figures are conservative. Last week, one of Zimbabwe's leading banks, Kingdom Bank, said the country's inflation rate was now more than 20 million percent.

The locally-owned bank predicted tougher times ahead for Zimbabwe in the absence of donor support and foreign investment in an economy that has been in freefall for almost a decade.

3. A large fire erupted Tuesday in Egypt's parliament and five people were hospitalized for smoke inhalation, official said. There was no official word on the cause of the blaze, which ravaged the 19th-century palace where the parliament's upper house was located. Dozens of fire trucks were at the scene. While firefighters focused on one corner of the building, the blaze burned heavier on the second corner, spreading to the second floor. Two helicopters scooped water from the nearby Nile River in small buckets, and dumped it onto the blaze. Evacuated employees said authorities told them that they had ruled out terrorism and that an electrical short-circuit had likely sparked the fire. Those hospitalized included parliament employees and firefighters, said Ahmad Selah, the fire operation supervisor. The extent of damage is not immediately known. Egypt requires some fire safety measures in buildings, including fire extinguishers. But in general, the rules are not strictly enforced.

08专八听力原文

【听力理解】 TEST FOR ENGLISH MAJORS(2008) —GRADE EIGHT— TIME LIMIT: 195MIN PART I LISTENING COMPREHENSION (35 MIN) SECTION A MINI -LECTURE In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. You notes will not be market, but you will need them to complete a gap-filling task for after the mini- lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note- tanking. SECTION B INTERVIEW In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored answer sheet. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview 1. Mary doesn't seem to favour the idea of a new airport because A. the existing airports are to be wasted B. more people will be encouraged to travel. C. more oil will be consumed. D. more airplanes will be purchased.

英语专业四级六级复习-2017年英语专八听力真题及听力原文

英语专业 四级/六级 真题解析

2017年英语专八听力原文 英语专八考生平时复习听力的时，候往年的英语专八真题听力原文是很好的复习资料，专八考生可以先根据听力做题之后再根据专八听力原文进行分析自己的错题点。下面是新东方在线英语专八频道为大家整理的2017年英语专八听力原文。 sectionA mini-lecture The Modes of Language 语言的模式 Good morning, everyone! 大家早上好! In our last lecture, I was talking about language as part of our semiotic system. 上次我们讲到，语言是符号系统的一部分。 And today I am going to move on to another topic, that is, the modes of language. 今天我们讲下一个话题，语言的模式。 As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. 大家都知道，人类语言中的信息通常以两种基本模式传递：“说”和“写”。 Well, you know, there is also a third mode, which is not that frequently used as speech and writing. 当然，还有第三种模式，但不如“说”和“写”那么常用。 The third mode is called signing, which is used by deaf people. 第三种模式叫作手势语，听障者经常用这种方式。 But in today's lecture, we will just focus on speech and writing, and the specific features of these two modes. 但是今天，我们主要讲“说”和“写”，以及这两种模式的特点。 In linguistics, it is commonly noted that speech is primary and writing secondary. 语言学上普遍认为，先有“说”，才有“写”。 Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent in written form. 语言学有这样的观点，是因为世界上说什么语言的人都有，除了那些已经废弃的语言，比如只以书面形式继续存在着的拉丁语。 All children will naturally acquire the spoken version of a language if they are exposed to it. 直接接触一种语言的话，所有儿童都会自然习得这种语言的口语。

2019专八真题讲座听力文本(20201004181125).docx

2019 专八真题听力练习Body language and mind Good morning, everyone. In today’s lecture, I‘d like to focus on how our body language reveals who we are. We ’re really fascinated with body language, and particularly interested in other people’s body language. You know, we’re someti interested in an awkward interaction, or a smile, or a contemptuous glance, or maybe very awkward wink, or handshake. So what kind of body language am I talking about? I am interested in 1___________________ — that is the nonverbal expressions of power and dominance. And what are nonverbal expressions of power and dominance? Well, this is what they are. In the animal kingdom, nonverbal expressions of power and dominance are about 2________. So you make yourself big, you stretch out, you take up space and you are basically opening up. And ?and humans do the same thing. So they do this when they ’re feeling powerful in the moment. And this one is especially interesting because it really shows us how universal and old these expressions of power are. For example, when athletes cross the finish line and they’ve won, it doesn’t matter if they’v seen anyone do it. They do this. So the arms are up in the V sign, the chin is slightly lifted. But what do we do when we feel powerless? We do exactly the opposite. 3_________________________. We make ourselves small. We don want’tto bump into the person next to us. And this is what happens when you put together high and low power. So what we tend to do when it comes to power is that we complement the other ’s nonverbals. What I mean is if someone is being really powerful with us, we tend to 4__________________________________.We don’5t________________. We do the opposite. I’mwatching this behavior in the classroom, and guess what I have noticed. I notice that MBA students really exhibit the full range of power nonverbals. They get right into the middle of the room before class even starts, like they really want to 6________________. When they sit down, they ’7re sort of . They raise their hands high. You have other people who are virtually collapsing when they come in. as soon as they, I mean other people, come in, you see it. You see it on their faces and their bodies, and they sit in their chair and they make themselves 8________, and they will not fully stretch their arms when they raise their hands. I

专八模拟题—听力原文

Model Test Section A Mini-Lecture Teaching Methods for Effective Communication Good evening, everyone. A few months later, you will start to teach international students. Today, we will talk about the teaching methods for effective communication, which are generally helpful for your future teaching career. Teaching methods can help increase communication effectiveness. (1) Clearly organizing ideas and writing an outline on the chalkboard that lists the main points to be covered during the class helps students follow along with the organization of ideas. (2) It is also very helpful for students when teachers write technical terms or theoretical concepts on the board as they are mentioned. Students need and appreciate this effort. When a teacher is unsure about the pronunciation of certain words, those words should also be written on the board. The importance of writing words on the board is illustrated in the following experience of an undergraduate student. “I had a biology professor from Latin America. He gave a lecture on hung trees. I had never heard about that kind of tree before…After class a bunch of us students were talking about the hung trees. The American teacher heard us and asked us what we were talking about. It was really funny. He said the lecture was about young trees, not hung trees!” (3) This example of miscommunication points out the necessity for student participation in the international teacher?s classroom. (4) By setting aside class time for students to explain and discuss their understanding of the course material and the teacher?s lecture or explanations, many communication errors can be corrected before they interfere with student learning. Of course, some difficulties may be assumed to result from language problems when in fact the problem lies elsewhere. “For the foreign teacher, we have a problem with the language. (5) When students don?t understand, it could be a language problem, but it also could be that the

2010专八英语听力

Paralinguistic features of languages Good morning, everyone. Today we'll continue our discussion on describing language. Last week we examined such features of language as grammar, vocabulary, the sounds of language, etc. In this lecture, we'll look at another important aspect of language. Perhaps some of you may wonder what is this important aspect of language. Let me tell you. It refers to features of communication that takes place without the use of grammar and vocabulary.They are called ‘paralinguistic features of language'. These features fall into two broad categories: those that involve voice and those that involve the body. Now, the first category, is what we call vocal paralinguistic features. Vocal features are actually tones of voice. While they are, perhaps, not central to meaning in communication in the same way as grammar or vocabulary, they may, nevertheless, convey attitude or intention in some way. Let me give you some examples. The first is whispering, which indicates the needs for secrecy. The second is breathiness. This is to show deep emotion. The third is huskiness, which is to show unimportants. The fourth is nasality. This is to indicate anxiety. The last is extra lip-rounding, which expresses greater intimacy, expecially with babies, for example. So we can see that there are a number of ways of altering our tone of voice. And when we do this consciously, we do it to create different effects in communication. Now, let's come to the second category, physical paralinguistic features, which involves the body. In addition to convey meanings with tone of voice, we can also express our intentions through the ways in which we use our bodies. You may ask: what are the ways, then? Let me sight some brief examples. The expression on our face, the gestures we make and even proximity or way we sit, are some of the ways we send powerful messages. About how we feel, or what we mean. Let me explain some of these in more detail. First, facial expression. Facial expression is a powerful conveyer of meaning. We all know smiling is an almost universal signal of pleasure or welcome. But there are other facial expressions that may not be so common. For instance, raising eye-brows - suggest that you are surprised or interested in something. Other facial actions, such as biting your lip, which indicates that you are deep in thinking, or are uncertain about something;compressing the lips, which show that you are making decisions; and a visible clenching of the teeth, to show that you are angry, are all powerful conveyers of meaning, too. The second in this category is gesture. You see, we use gesture to indicate a wide range of meanings. Though I have to emphasize that the actual gestures we use may be specific to particular cultures. That is to say different cultures have their own favorite

(完整版)2018Mini-lecture专业八级真题听力原文

Language and Humanity Good morning, everyone. In today's lecture, we're going to discuss the relationship between language and humanity. As we all know, language is very powerful. It allows you to put a thought from your mind directly in someone else's mind. Languages are like genes talking, getting things they want. And you just imagine the sense of wonder in a baby when it first discovers that, merely by uttering a sound, it can get objects to move across a room as if by magic, and maybe even into its mouth. Now we need to explain how and why this remarkable trait, you know, human's ability to do things with language, has evolved, and why did this trait evolve only in our species? In order to get an answer to the question, we have to go to tool use in the chimpanzees. Chimpanzees can use tools, and we take that phenomenon as a sign of their intelligence. But if they really were intelligent, why would they crack open nuts with a rock? Why wouldn't they just go to a shop and buy a bag of nuts that somebody else had already cracked open for them? Why not? I mean, that's what we do. The reason the chimpanzees don't do that is that they lack what psychologists and anthropologists call social learning. That is, they seem to lack the ability to learn from others by copying or imitating or simply watching. As a result, they can't improve on others' ideas, learn from others' mistakes, or even benefit from others' wisdom. And so they just do the same thing over and over and over again.

2017Mini-lecture专业八级真题听力原文

The Modes of Language Good morning, everyone! In our last lecture, I was talking about language as part of our semiotic system. And today I am going to move on to another topic, that is, the modes of language. As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. Well, you know, there is also a third mode, which is not that frequently used as speech and writing.（1）The third mode is called signing, which is used by deaf people. But in today's lecture, we will just focus on speech and writing, and the specific features of these two modes. （2）In linguistics, it is commonly noted that speech is primary and writing secondary. Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent in written form.All children will naturally acquire the spoken version of a language if they are exposed to it. They acquire the spoken form of their mother tongue during the formative period of language acquisition. （3）However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we might call speech "primary" and writing "secondary". It implies that writing has a second-class status when compared with speech. （4）In fact, it is more accurate to view the two modes as having different but complementary roles. For instance, in most legal systems, while an oral contract is legally binding, a written contract is preferred. The reason is simple—unlike speech, writing provides a permanent record of the contract.（5）Thus, if the terms of the contract are disputed, the written record of the contract can be consulted and interpreted. Disputes over an oral contract will involve one person's recollection of the contract versus another person's. （6）While writing may be the preferred mode for a contract, in many other contexts, speech will be more appropriate. Because the most common type of speech—face-to-face conversation—is highly interactive. This mode

专业八级考试听力的应对方法(2)

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Test 1听力原文 SECTION A MINI-LECTURE How Practice Can Damage Your English Good morning, everyone. Today, I am going to talk about the negative role of practice in English learning. If you ask “How can I learn to speak English better?”, many people will tell you “Practice, practice, practice”. “Speak and write in English whenever you can”—they will say. All English classes are full of activities which involve speaking and writing which are supposed to help you with your English. We agree that practice can be very useful. It’s even necessary to learn English well. So what’s the problem? The problem is that for many learners, “speaking” or “writing” means “making a lot of mistakes”. Some people make a mistake in every sentence! If you don’t make many mistakes, then you can speak or write in English and it can only help. [1]But if you make many mistakes, then every time you write or speak, you reinforce your mistakes. As you write or speak, you repeat your mistakes constantly and your incorrect habits become stronger. Imagine this situation: You are writing an e-mail message in English. Your English is not perfect and you want to write the message quickly. You write incorrectly: “I want speak English.” When you write a sentence, you also read it. So the incorrect sentence goes into your head. The next time you write a message, you will be more likely to write “I want finish” or “I want be happy”. Why? Because “I want speak English” is fresh in your head—you’ve just used it! And when you write “I want do something” the second time, you’ve got a “bad habit”, or a reinforced mistake. Now do you see our point? You write—you make mistakes—those mistakes become your habit, they become your way of writing in English. [2]So, the more you write, the worse your English becomes. We have said that you need practice to learn English. We have also said that when you practice, you reinforce your mistakes. Michal suggests a simple solution to this paradox: Never make mistakes! According to what he says, it is close to the truth that you have never written an incorrect English sentence. You knew many grammatical structures and you used only those that you knew. Your sentences were similar to sentences which you knew to be correct. You followed good examples, so all your sentences were good. In the beginning, you could write only very simple sentences, but all the simple sentences were correct. [3]Then as you advanced, you added more and more complicated structures, and again all your sentences were correct. Because of this approach, you were never reinforcing bad habits. You never had any bad habits! From the beginning, you copied only correct sentences. With every sentence that you wrote, you reinforced your good habits. [4]On the other side, if you make many mistakes, speaking and writing is not the way to eliminate them! On the contrary, it reinforces them, as we have shown earlier. You have to realize that speaking does not improve your grammar or your vocabulary. It’s really very simple. Can you learn a new word from yourself? If you don’t know how to say “Good bye” in English, can you invent it by yourself? No, you can’t. You can only learn it by reading or listening to English. So what you should do if you can’t help but make mistakes in your English