1、2015 英語(yǔ)專(zhuān)業(yè)八級(jí)聽(tīng)力第一部分mini-lecturelistening comprehensionsection a mini-lectureunderstanding academic lectureslistening to academic lectures is an important task fro university students.then, how can we comprehend a lecture efficiently?i.understand all (1) _a. wordsb. (2) _-stress-intonation-(3) _ ii. ad

2、ding informationa. lecturers: sharing information with audienceb. listeners: (4) _c. sources of information-knowledge of (5) _-(6) _ of the world d. listening involving three steps: -hearing-(7) _-addingiii. (8) _a. reasons:-overcome noise-save time b. (9) _ -content -organization iv. evaluating whi

3、le listeninga. helps to decide the (10) _ of notesb. helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject6. experience 7. reinterpreting 8. prediction 9. what to listen 10. importance20151 / 132014answer sheet 1 (tem8)part i listening compreh

4、ension section a mini-lecturehow to reduce stresslife is full of things that cause us stress. though we may not like stress, we haveto live with it. i. definition of stress a. (1) reaction (1)physical i.e. force exerted between two touching bodies b. humanreaction i.e. response to(2)on someone(2)ade

5、mande.g. increase in breathing, heart rate, (3) (3) blood pressureor muscle tensionii. (4) (4)category of stress a.positive stresswhere it occurs: christmas, wedding, (5) (5) a jobb. negative stresswhere it occurs: test- taking situations, friends death iii. ways tocope with stress a. recognition of

6、 stress signalsmonitorfor(6)ofstress(6)signalsfind ways to protect oneself b. attention to body demandeffect of (7) (7) exercise and nutrition c.planning and acting appropriately reason for planning(8)ofplanning(8)resultd.learningto(9)(9) accepte.g. delay caused by traffic e. pacing activitiesmanage

7、able task(10) (10)reasonablespeed2013section a mini-lecturewhat do active learners do?there are difference between active learning and passive learning.characteristics of active learners:i. reading with purposesa. before reading: setting goalsb. while reading: (1) _ii. (2) _ and critical in thinking

8、i.e. information processing, e.g.- connections between the known and the new information- identification of (3) _ concepts- judgment on the value of (4) _.iii. active in listeninga. ways of note-taking: (5) _.b. before note-taking: listening and thinkingiv. being able to get assistance2 / 13a. reaso

9、n 1: knowing comprehension problems because of (6) _.b. reason 2: being able to predict study difficultiesv. being able to question informationa. question what they read or hearb. evaluate and (7) _.vi. last characteristica. attitude toward responsibility- active learners: accept- passive learners:

10、(8) _b. attitude toward (9) _- active learners: evaluate and change behaviour- passive learners: no change in approachrelationship between skill and will: will is more important in (10) _.lack of will leads to difficulty in college learning.參考答案：1. checking their understanding2. reflective on inform

11、ation3. incomprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningsection a mini-lecture或者1、checking understanding。2、reflective3、puzzling/confusing4、what is read5、comprehensive and organized6、constant understanding monitorin

12、g/monitoring their understanding7、differ8、blame others9、poor performance10、school work/studies2012 observationpeople do observation in daily life context for safety or for proper behaviour.however, there are differences in daily life observation and research observation.differences3 / 13- daily life

13、 observation-casual-(1) _-dependence on memory- research observation- (2) _- careful record keepingb. ways to select samples in research- time sampling- systematic: e.g. fixed intervals every hour- random: fixed intervals but (3) _systematic sampling and random sampling are often used in combination

14、.- (4) _- definition: selection of different locations- reason: humans or animals behaviour (5) _ across circumstances- (6) _: more objective observationsc. ways to record behaviour (7) _- observation with intervention- participant observation: researcher as observer and participant- field experimen

15、t: research (8) _ over conditions- observation without intervention- purpose: describing behaviour (9) _- (10) _ : no intervention- researcher: a passive recorder1: rarely formal records 2: systematic objective manner 3: variable4: situation sampling 5: vary 6: advantage 7: as it occurs 8: havemore

16、control 9: in natural setting 10: method interview2011 classifications of culturesaccording to edward hall, different cultures result in different ideas about theworld. hall is an anthropologist. he is interested in relations between cultures. i. high-context culture a. feature - context: more impor

17、tant than the message - meaning: (1)_i.e. more attention paid to (2) _ than to the message itselfb. examples- personal space- preference for (3)_- less respect for privacy / personal space4 / 13- attention to (4)_- concept of time- belief in (5)_ interpretation of time- no concern for punctuality- n

18、o control over timeii. low-context culturea. feature- message: separate from context- meaning: (6)_b. examples- personal space- desire / respect for individuality / privacy- less attention to body language- more concern for (7)_- attitude toward time- concept of time: (8)_- dislike of (9)_- time see

19、n as commodityiii. conclusionawareness of different cultural assumptions- relevance in work and lifee.g. business, negotiation, etc.- (10)_ in successful communication1.apart from the message 2.what is happening 3.closeness 4.body language5.multiple 6.in itself 7.the message itself 8.punctuality mea

20、ns everything9.lateness 10.accounts1. and significance 2. the context 或 what is doing 3. closeness to people 4. body language 5.polychronic 6. in itself 7. personal space 8. monochrome 9. lateness 10. multicultural situation2010paralinguistic features of languagein face-to-face communication speaker

21、s often alter their tomes of voice or changetheir physical postures in order to convey messages. these means are calledparalinguistic features of language, which fall into two categories.first category: vocal paralinguistic features(1)_: to express attitude or intention (1)_examples1. whispering: ne

22、ed for secrecy2. breathiness: deep emotion5 / 133. (2)_: unimportance (2)_4. nasality: anxiety5. extra lip-rounding: greater intimacysecond category: physical paralinguistic featuresfacial expressions(3)_ (3)_- smiling: signal of pleasure or welcomeless common expressions- eye brow raising: surprise

23、 or interest- lip biting: (4)_ (4)_gesturegestures are related to culture.british culture- shrugging shoulders: (5) _ (5)_- scratching head: puzzlementother cultures- placing hand upon heart:(6)_ (6)_- pointing at nose: secretproximity, posture and echoingproximity: physical distance between speaker

24、s- closeness: intimacy or threat- (7)_: formality or absence of interest (7)_proximity is person-, culture- and (8)_ -specific. (8)_posture- hunched shoulders or a hanging head: to indicate(9)_ (9)_- direct level eye contact: to express an open or challenging attitudeechoing- definition: imitation o

25、f similar posture- (10)_: aid in communication (10)_- conscious imitation: mockery1 tones of voice 2 huskiness 3 universal signal。 4 thought or uncertainty 5indifference 6 honesty 7 distance 。 8 situation。 9 mood。 10 unconsciously sameposture2009writing experimental reportsi. content of an experimen

26、tal report, e.g.- study subject/ area- study purpose- _1_ii. presentation of an experimental report- providing details6 / 13- regarding readers as _2_iii. structure of an experimental report- feature: highly structured and _3_- sections and their content:introduction _4_。 why you did itmethod how yo

27、u did itresult what you found out_5_ what you think it showsiv. sense of readership- _6_: reader is the marker- _7_: reader is an idealized, hypothetical, intelligent person with littleknowledge of your study- tasks to fulfill in an experimental report:introduction to relevant areanecessary backgrou

28、nd informationdevelopment of clear argumentsdefinition of technical termsprecise description of data _8_v. demands and expectations in report writing- early stage:understanding of study subject/area and its implications basic grasp of the reports format- later stage: _9_ on research significance- th

29、ings to avoid in writing introduction:inadequate material _10_ of research justification for the studymini-lecture1. study result/ findings 2. audience 3. disciplined 4. what you did 5. discussion6. a common mistake 7. in reality 8. obtained / that you obtained 9. attention /foucs / emphasis 10.暫無(wú)10

30、.2008the popularity of englishi. present status of englisha. english as a native/first languageb. english as a lingua franca: a language for communication among peoplewhose (1)_ are different (1)_c. number of people speaking english as a first or a second language:7 / 13 320-380 million native speak

31、ers 250- (2) _ million speakers of english as a second language (2)_ii. reasons for the popular use of englisha. (3) _ reasons (3)_ the pilgrim fathers brought the language to america。 british settlers brought the language to australia。 english was used as a means of control in (4)_ (4)_b. economic

32、reasons spread of (5) _ (5)_ language of communication iii the international business communityc. (6)_ in international travel (6)_ use of english in travel and tourism signs in airports language of announcement language of (7) _ (7)_d. information exchange use of english in the academic world langu

33、age of (8) _ or journal articles (8)_e. popular culture pop music on (9)_ (9)_ films from the usaiii. questions to think abouta. status of english in the futureb. (10) _ of distinct varieties of english (10)_1. native language 2. 350 3. historical 4. india 5. commerce 6. boom 7. sea travelcommunicat

34、ion 8. conference 9. many radios 10. split2007what can we learn from art?i. introduction a. differences between general history and art history focus: general history: (1)_ art history: political values, emotions, everyday life, etc. b. significance of study8 / 13 more information and better underst

35、anding of human society and civilizationii. types of information a. information in history books is (2)_ facts, but no opinions b. information in art history is subjective (3)_ and opinions e.g. spanish painters works: misuse of governmental powermexicanartistsworks:attitudestowardssocialproblemsiii

36、. art as a reflection of religious beliefs a. europe: (4)_ in pictures in churches b. middle east: pictures of flowers and patterns in mosques, palaces reason: human and (5)_ are not seen as holy c. africa and the pacific islands: masks, headdresses and costumes in specialceremonies purpose: to seek

37、 the help of (6)_ to protect crops, animals and people.iv. perceptions of art how people see art is related to their cultural background. a. europeans and americans (7)_ expression of ideas b. people in other places part of everyday life9 / 13 (8)_ usev. art as a reflection of social changes a. caus

38、e of changes: (9)_ of different cultures. b. changes tribal people: effects of (10)_ on art forms european artists: influence of african traditional art in their works american and canadian artists: study of japanese painting2006meaning in literatinein reading literary works, we are concerned with t

39、he meaning of one literary pieceor another. however, finding out what something really means is a difficult issue.there are three ways to tackle meaning in literature.i.meaning is what intended by (1) _ isapart from reading an authors work in question, readers need to1 )read (2) _ by the same author

40、。2) get familiar with (3) _ at the time。3) get to know cultural values and symbols of the time.ii.meaning exists in the text itself.1) some peoples view: meaning is produced by the formal properties of the text like(4) _ , etc.2)speakers view:meaningiscreated bybothconventions ofmeaning and(5)_there

41、fore, agreement on meaning could be created by common traditions andconventions of usage. but different time periods and different (6) _perspectives could lead to different interpretations of meaning in a text.iii meaning is created by (7) _1) meaning is (8) _2) meaning is contextual。3) meaning requ

42、ires (9)_10 / 13practicing competency in readingpracticing other competenciesbackground research. in (10) _, etc.7 頁(yè)：聽(tīng)力原文 3section a mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social str

43、ucture, traditions of writing or political cultural influences, etc.2012observing behaviourgood morning, everyone. today we will look at how to observe behaviour in research.perhaps you would say it is easy and there is nothing extraordinary. yes, you maybe right. all of us observe behaviour every d

44、ay. for example, when traveling inanother country, we can avoid embarrassment by observing how people behave in thatculture.andfailingtobeobservingwhilewalkingordrivingcanbelife-threatening.we learn by observing peoples behaviour. researchers too rely on their observationsto learn about behaviour,bu

45、t there are differences. for instance, when we observecasually, we may not be aware of factors that bias our observations, and, 1 andwhen we rarely keep formal records of our observations. instead, we rely on ourmemory of events. 2observations in research on the other hand are made underprecisely de

46、fined conditions, that is, in a systematic and objective manner, andwith careful record keeping.then how are we going to conduct observations in our research studies, and what dowe need to do in order to make a scientific and objective observation? now, as youremember, the primary goal of observatio

47、n is to describe behaviour, but it is inreality impossible to observe and describe all of a persons behaviour. so we haveto rely on observing samples of peoples behaviour. doing so, we must decide whetherthe samples represent peoples usual behaviour. thus, we will first take a brieflook at how resea

48、rchers select samples of behaviour. before conducting an observational study, researchers must make a number of11 / 13important decisions, thats about when and where observations will be made. as ivesaid before, the researcher cannot observe all behaviour. only certain behavioursoccurring at particu

49、lar times, in specific settings can be observed. in other words,behaviour must be sampled. in this lecture, i will briefly introduce two kinds ofsampling, that is, time sampling and situation sampling.now first, time sampling. time sampling means that researchers choose various timeintervals for the

50、ir observation. intervals may be selected systematically orrandomly. suppose we want to observe students classroom behaviour. then insystematic time sampling, our observations might be made during five 20-minuteperiods, beginning every hour. the first observation period could begin at 9 am,the secon

51、d at 10 am and so forth. 3however, in random sampling, these five 20-minuteperiods may be distributed randomly over the course of the day. that is to say,intervals between observation periods could vary some longer others shorter. onepoint id like to make is systematic and random time sampling are n

52、ot always usedin isolation. they are often combined in studies. for example, while observationintervals are scheduled systematically, observations within an interval are madeat random times. that means the researcher might decide to observe only during15-second intervals that are randomly distribute

53、d within each 20-minute period. 4now lets come to situation sampling. then, what is situation sampling? itinvolvesstudyingbehaviourindifferentlocationsandunderdifferentcircumstances and conditions. by sampling as many different situations as possibleresearchers can reduce the chance that their obser

54、vation results will be peculiarto a certain set of circumstances and conditions. 5why? because people or for thatmanner animals do not behave in exactly the same way across all situations. forexample, children do not always behave the same way with one parent as they do withthe other parent, and ani

55、mals do not behave the same way in zoos as they do in thewild. 6so, by sampling different situations, a researcher can make more objectiveobservations than he would in only a specific situation.7having discussed ways to sample behaviour in research, we are now moving ontoanother issue, that is, what researchers should do to record behaviour as it occurs,that is whether researchers are active or passive in recording behaviour. this refersto