范文一：06专八听力原文

听力原文 2006

Part 1, Listening Comprehension

SECTION A MINI-LECTURE

Good morning! In today's lecture we shall discuss what meaning is in literary, works. When we read novels, poems, etc. , we invariably ask ourselves a question — that is, what does the writer mean here? In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean or what its real meaning is? I'd like to discuss three ways to explain what meaning is.

No. 1, meaning is what is intended by the author. ( Q1)

No. 2, meaning is created by and contained in the text itself.

And No. 3 , meaning is created by the reader.

Now, let's take a look at the first approach— that is, meaning is what is intended by the author. Does a work of literature mean what the author intended to mean? And if so, how can we tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author had according to our understanding of literature and world. In order to have a better idea of what one par?ticular author means in one of his works; I suggest that you do the following:

First, go to the library and read other works by the same author. ( Q2)

Second get to know something about what sort of meanings seem to be common in literary works in that particular tradition and .at that time. In other words, we need to find out what the literary trends were in those days. ( Q3) And last, get to know what were the cultural values and symbols of the time. I guess you can understand the author's meaning much more clearly after you do the related background research.

Now, let's move on to the second approach to meaning— that is, meaning is created by and con?tained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal prop?erties of the text like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, ( Q4) so that any educated or competent reader will inevitably come to more or less the same interpretation as any other. As. far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conventions of meaning but also in the cultural codes which have been handed down from generation to generation. ( Q5) So when we and other readers, inclu?ding the author as well, are said to come up with similar interpretations. That kind of agreement could be created by common traditions and conventions of usage, practice and interpretation. In other words, we have some kind of shared bases for the same interpretation, but that does not mean that readers agree on the meaning all the time. In different time periods, with different cultural perspec?tives, including class, belief and world view, readers, I mean competent readers, can arrive at dif?ferent interpretations of tdxts: ( Q6) So meaning in the text is determined by how readers see it. It is not contained in the text in a fixed way.

Now, the third approach to meaning— that is, meaning is created by the reader. ( Q7) Does the meaning then exist in the reader's response? In a sense, this is inescapable. Meaning exists only in so far as it means to someone , and literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues.

The first is— meaning is social— ( Q8) that is, language and conventions work only a shared meaning and our way of viewing the world can exist only a shared or sharable. Similarly, when we read a text, we are participating in social or cultural meaning, so a response to a piece of literary work is not merely an individual thing but is part of culture and history.

Second, meaning is contextual. If you change the context, you often change the meaning.

And last, meaning requires reader competency. ( Q9) Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text. Consequently, there is in regard to the question of meaning; the matter of reader competency as it is called the experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the context of the whole work. But you may have to learn other compe?tencies too. For instance, in reading Mulk Raj Anand's The Untouchables' you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and

personal influences Mulk Raj Anand came un?der when constructing the imaginative world of the short novel. ( Q10) Ok , you may see that this i?dea that meaning requires competency in reading in fact brings us back to the historically situated un?derstandings of an author and his works as we mentioned earlier in this lecture, to different conven?tions and ways of reading and writing and to the point that meaning requires a negotiation between cultural meanings across time, culture, class, etc. As readers, you have in fact acquired a good deal of competency already but you should acquire more. The essential point of this lecture is that mean?ing in literature is a phenomenon that is not easily located, that meaning is historical, social and de?rived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention!

SECTION B INTERVIEW

Interviewer: Well, I see from your resume , Miss Green, that you studied at the university college. How did you find there?

Miss Green: I had a great time. The teaching there was good and I made a lot of friends. The psy?chology department was a great place to be. ( Q1) Interviewer: How come you chose psychology?

Miss Green: Well, at first I didn't have any clear idea of what I wanted to do after university. I guess I've just always been interested in people and the way they act. I wanted to know why people think and act the way they do. It's a fascinating area.

Interviewer: And what was the course like? .

Miss Green: Good. The teachers were all really nice and they had the special approach to teaching. You know they didn't just give us lectures and tell us to read books like they might do in some more traditional places. The whole course was based on the problem-solving ap?proach. You know they described a pai-ticular situation to us and we discuss what might happen. And after that we do some reading and see if it confirmed our own ideas. That's what I liked best — the really practical orientation of the course. I learnt very well with that style. So for me, it was just great. ( Q1)

Interviewer: I see from your resume that you graduated about four years ago and after that... let me see...

Miss Green:I got a job with the Department of Employment. It was only a temporary thing for about five months. I was a researcher in the department. We design a survey, go out to the factories, and ask all the questions to the workers and the management , then go back to the office, analyze all the data and produce a report. ( Q2) It was quite interesting and I guessed the psychology course at college helped me a lot.

Interviewer:And after that you worked for three years in an Advertising Agency. That must be a bit of change from the Department of Employment, wasn't it? Miss Green: Well, not really. I supposed the office furnishings were a bit more sophisticated, but the work was quite, similar. I was basically still doing the same thing— designing ques?tionnaires, going out, asking questions and

writing reports. The only difference was that this time I wasn't asking people about their work. I was asking them what kind of sham?poo they bought and if they preferred brand X to brand Y. ( Q3) Then I make up a re?port and the agency would use the information in the advertising campaigns. I enjoyed my work a lot.

Interviewer: So why did you decide to leave?

Miss Green :.Three years is a long time to be asking people those sorts of questions about shampoo and drinks. No. Seriously , after two years I was in charge of the research department of the agency and .I had one assistant researcher. I guess after two years of doing that, I sup?pose I felt, you know, I can do this well. And now I want to do something else that's a little different. And there was nowhere for me to go inside the company. It just wasn't challenging for me any more and because I needed a challenge, I decided to move on. ( Q4) When I heard about the position of senior researcher here, I thought that's exactly what I want— the chance to combine my management skills and my research interests working in a much larger department with more varied work.

Interviewer: And you felt that the job description and our advertisement would offer you the kind of challenge you're looking for?

Miss Green:Exactly. Yes. As I said, management in a larger organization and research combined. Also to be honest with you, I heard about the job before it was advertised. A friend of mine, who works here, Mark Austen, told me a few weeks ago that you were looking for someone to take over the job. He described

the position to me in quite a bit of detail. And I thought,

Interviewer: I should tell you that with the present cutbacks, we've only got one full-time administer assistant in the section. How would you feel about doing your own word processing, photo copying, that sort of thing?

Miss Green: Oh, I'm used to that. I've done all my own word processing for ages. It's the only way to write really , isn't it? I can type well about 60 words a minute.

I did a secretarial course after I left school, so I learnt typing in short hand. Then

a few years later, I bought a PC and I learnt how to do word processing, too. ( Q5 )

Interviewer: Well , that's handy. Now in the position you've applied for , you'd have five to six assis?tant researchers responsible to you. That's considerably more responsibility than you've had before. So you're obviously ambitious. And as you said, you like challenge. I was wondering what you see yourself doing in, say, five or ten years on the track.

Miss Green:Oh, that is a difficult question. Let me try to answer your question in this way. I'm-par?ticularly interested in experimental design and also in teaching. I'd like to continue the organization and planning site of research, but do some teaching, too. I know that you have lecturers here who do just that sort of thing— some practical worker and some un?dergraduate and postgraduate teaching. So that's what I really be aiming for— to be a lec?turer here as well. ( Q5 )

Interviewer: Well, that is certainly a career path that we'd encourage you to follow. But of course it might be necessary to upgrade your present qualifications first. I see from your resume that you've enrolled in an M. A. in experimental psychology. Could you tell me a bit about the courses you're planning to fake?

SECTION C NEWS BROADCAST

News Item 1 (for questions 6 and 7)

A man stole a small aircraft at gunpoint Sunday and flew it over downtown Frankfurt, circling skyscrapets and threatening tp crash into the European Central Bank. He landed safely after about

two hours and was arrested.

,

The man told a television station he wanted to call attention to Judith Resnik, a U. S. astronaut

killed in the 1986 post-launch explosion of the space shuttle Challenger. ( Q6) Military jets chased the stolen , two-seat motorized glider as the man began circling slowly above Frankfurt's banking dis?trict. Thousands of people were evacuated from the main railway station, two opera houses and sever?al skyscrapers. Police identified the man as a 31-year-old German student from Darmstadt, a city about 25 miles south of Frankfurt. In radio contact with air traffic controllers , the man threatened to crash into the. European Central Bank headquarters unless he was allowed the TV interview as well as a call to

Baltimore. ( Q7 ) He later said he wanted to commit suicide by plunging the plane into the Maine River. It was unclear if the man was forced to land or talked down. Air traffic controllers and a police psychologist had been in contact with him.

News Item 2 (for question 8)

Shanghai plans to build a vast underground network of malls , restaurants and parking lots to make up for a lack of space above ground according to a recent government report. ( Q8 )

The development will cover 600,000 square meters , the equivalent of 120 soccer fields, spread across four underground floors, the city government reported on its website. The city is accepting bids from builders. Shanghai has about 20 million people , plus factories , office towers and high-rise apartments , crowded into a small triangular territory near the mouth of the Yangtze River. The plans called for the project due to be finished by 2006 to expand existing facilities scattered along Shanghai subway system. The project will need advanced technology to supply fresh air and ensure safety.

But the biggest concern is the stability off` the soil under the city. Shanghai is sinking by 1. 5 centimeters a year. Lands subsidence has been aggravated by over-pumping of underground water and the construction of thousands of high-rise buildings. Shanghai's foundations are built on soft soil. So building multi-storey spaces underground would be like digging holes in the piece of bean curd, the government report says. The difficulties are easy to see.

News Item 3 (for questions 9 and 10)

A credit card that only works when it hears its owner's voice has been developed by US scien?tists. Researchers hope that the device, which comes with a built-in voice recognition chip and mi?crophone will be a weapon in the battle against credit card fraud. ( Q9) Even if thieves know a card's password and personal identification number, they will still have to copy the owner's voice accurate?ly. The trial card was created by scientists at B Card in California, US. The first version is 3 times as thick as a normal credit card, but researchers believe smaller chips will allow the card to slim down to a more conventional size. The card is apparently the first to put a voice recognition chip, 'a micro?phone speaker and battery into a credit card. ( Q10) To use the card, the owner first presses a but?ton and hears the prompt: say your password. If the password is correct and spoken by the right per?son, the card emits an identification signal which is processed by a computer connected to the Inter?net. Researchers hope to get the card to handle ten transactions per day for two years before its non- replaceable battery runs out.

作文

Ambition

Ambition is the decision one makes and the resolution with which he carries out that decision. It provides us with the required driving force to accomplish any undertakings in our life. Just as Joseph Epstein , a famous American writer put it ,

mean?ingful and specifically orientated. This notion of life , as far as I observe , is closest to truth and does apply to ahnost all aspects of life.

First things first, ambition renders us a sense of mission. No matter what decision you make you have to be responsible for your choice. Your choice procures you a sense of orientation, or more specially a sense of mission. And only a strong mission may enable one to accomplish greatness. Caesar of the ancient Roman Empire was urged by his ambition

In the second place, ambition can bring one's potentials to the full. Ambition may well serve as a catalyst activating one's dormant potentials. Without ambition one's potentials will remain slumbering like a dormant volcano. A case in point is Ms Zhang Haidi, a Chinese Helen Keller. It is her ambi?tion to be a useful person that has turned the almost paralyzed Zhang Haidi into a

well-accomplished figure whose achievements would dwarf, those of some normal people aiming at the sun, though at worst, they may probably land on the moon.

Influential as it is upon us, however, ambition must be channeled in the right direction. If wrongly directed, one's ambition may bring havoc on him and others. Hitler, whose ambition was to conquer Europe by whatever evil means, finally, turned him into a demon. It was this demon that al?most cast Europe

into an unfathomable abyss ,of anguish and suffering. Another case is Macbeth whose ambition was to become the king of Scotland. However, his ambition was materialized by the murder of King Duncan. Consequently, unbearable guilt and psychological agony drove him to his tragic doom.

To sum up, ambition can benefit us tremendously if it is wisely and correctly channeled, other?wise it may ruin others and ourselves. A poet says: life can be bad; life can be, good; life can be dirty; life can be sad; life can even be painful. In my mind's eye, a person can make his life beauti?ful, meaningful and rewarding and stand out as a respectable personage if he is motivated by, a well- orientated ambition.

范文二：专八听力答案

2001

(1)symbolic; (2) criterion/ reference/ standard; (3) reporters/ journalists/ audience; (4) format/ manner; (5) disadvantage; (6) competence/ qualification; (7) competence/ ability/ willingness; (8) verbal/ tactful/ communicating; (9) nature; (10) specific/ immediate/ personal

2002

(1) literature/ history/ politics; (2) advice/ suggestion; (3) Interaction; (4) essays/ assignments/ writing; (5) explanation; (6) frequently/ commonly/ widely; (7) interactive; (8) overview/ outline;

(9) latest/ recent/ current; (10) viewpoints/ theories/ opinions/ argument

2004

(1) shyness; (2) first; (3) morning/ day; (4) listen; (5) interest; (6) tones; (7) discomfort; (8) conversation; (9) handshake; (10)

2007

(1) politics/ economics/ war; (2) objective; (3) emotions; (4) Bible/ Biblical stories; (5) animal images; (6) gods; (7) decoration; (8) practical; (9) (mutual) influence; (10) urban life

2008

(1) native languages; (2) 350; (3) Historical; (4) India/ Pakistan/ Uganda; (5) commerce; (6) Boom;

(7) air traffic control; (8) conferences; (9) (many) radios; (10) possibilities/ development

2009

(1) study results/ findings; (2) audience/ ordinary people; (3) disciplined; (4) what you did; (5) DISCUSSION; (6) a common mistake; (7) reality/ truth; (8) collection and analysis; (9) focus /stress / lay emphasis; (10) a lack

2010

(1) function; (2) huskiness; (3) universal signal; (4) thought or uncertainty; (5) indifference; (6) honesty; (7) distance; (8) situation; (9) mood; (10) unconsciously same posture

2011

(1) side the message (2) the context/ what is happening (3) closeness to people (4) body language

(5) different (6) in the message (7) the action (8) monochromic (9) lateness (10) importance

2012

(1) rarely formal records (2) systematic objective manner (3) variable (4) situation sampling

(5) vary (6) advantage (7) as it occurs (8) have more control (9) in natural setting (10) method Interview

范文三：2010年专八听力

2010

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. Your notes will not be marked, but you will need them to complete a gap-filling task 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-taking.

Complete the gap-filling task. Some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically & semantically acceptable. You may refer to your notes.

Paralinguistic Features of Language

In face-to-face communication speakers often alter their tomes of voice or change their physical postures in order to convey messages. These means are called paralinguistic features of language, which fall into two categories.

First category: vocal paralinguistic features

(1)__________: to express attitude or

intention (1)__________

Examples

1. whispering: need for secrecy

2. breathiness: deep emotion

3. (2)_________: unimportance (2)__________ 4. nasality: anxiety

5. extra lip-rounding: greater intimacy

Second category: physical paralinguistic features

facial expressions

(3)_______ (3)__________

----- smiling: signal of pleasure or welcome less common expressions

----- eye brow raising: surprise or interest ----- lip biting: (4)________ (4)_________

gesture

gestures are related to culture.

British culture

----- shrugging shoulders: (5) ________ (5)__________

----- scratching head: puzzlement

other cultures

----- placing hand upon

heart:(6)_______ (6)__________ ----- pointing at nose: secret

proximity, posture and echoing

proximity: physical distance between speakers ----- 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 attitude

echoing

----- definition: imitation of similar posture

----- (10)______: aid in

communication (10)___________

----- conscious imitation: mockery

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 ANSWER SHEET TWO.

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. According to Dr Johnson, diversity means

A. merging of different cultural identities.

B. more emphasis on homogeneity.

C. embracing of more ethnic differences.

D. acceptance of more branches of Christianity.

2. According to the interview, which of the following statements in CORRECT?

A. Some places are more diverse than others.

B. Towns are less diverse than large cities.

C. Diversity can be seen everywhere.

D. American is a truly diverse country.

3. According to Dr Johnson, which place will witness a radical change in its racial makeup by 2025?

A. Maine

B. Selinsgrove

C. Philadelphia

D. California

4. During the interview Dr Johnson indicates that

A. greater racial diversity exists among younger populations. B. both older and younger populations are racially diverse. C. age diversity could lead to pension problems. D. older populations are more racially diverse. 5. According to the interview, religious diversity

A. was most evident between 1990 and 2000.

B. exists among Muslim immigrants.

C. is restricted to certain places in the US.

D. is spreading to more parts of the country.

SECTION C NEWS BROADCAST

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 coloured answer sheet.

Question 6 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.

Now listen to the news.

6. What is the main idea of the news item?

A. Sony developed a computer chip for cell phones.

B. Japan will market its wallet phone abroad.

C. The wallet phone is one of the wireless innovations. D. Reader devices are available at stores and stations. Question 7 and 8 is based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.

7. Which of the following is mentioned as the government’s measure to control inflation?

A. Foreign investment.

B. Donor support.

C. Price control.

D. Bank prediction.

8. According to Kingdom Bank, what is the current inflation rate in Zimbabwe?

A. 20 million percent.

B. 2.2 million percent.

C. 11.2 million percent.

D. Over 11.2 million percent.

Question 9 and 10 are based on the following news. At the end of the

news item, you will be given 20 seconds to answer the question. Now listen to the news.

9. Which of the following is CORRECT?

A. A big fire erupted on the Nile River.

B. Helicopters were used to evacuate people. C. Five people were taken to hospital for burns. D. A big fire took place on two floors.

10. The likely cause of the big fire is

A. electrical short-cut.

B. lack of fire-satefy measures.

C. terrorism.

D. not known.

范文四：2003年专八听力

2003年英语专业八级考试听力 MP3附听力原文

Part ⅠListening Comprehension(40min)

In Sections A, B and C 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.

SECTION A TALK

Questions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 15 seconds to answer each of the following five questions. Now listen to the talk.

1. Which of the following statements about offices is NOT true according to the talk?

A. Offices throughout the world are basically alike.

B. There are primarily two kinds of office layout.

C. Office surroundings used to depend on company size.

D. Office atmosphere influences workers' performance.

2. We can infer from the talk that harmonious work relations may have a direct impact on your ____.

A. promotion B. colleagues C. management D. union

3. Supposing you were working in a small firm, which of the following would you do when you had some grievances?

A. Request a formal special meeting with the boss.

B. Draft a formal agenda for a special meeting.

C. Contact a consultative committee first.

D. Ask to see the boss for a talk immediately.

4. According to the talk, the union plays the following roles EXCPET ____. A. mediation B. arbitration C. negotiation D. representation

5. Which topic is NOT covered in the talk?

A. Role of the union.

B. Work relations.

C. Company structure.

D. Office layout.

SECTION B INTERVIEW

Questions 6 to 10 are based on an interview. At the end of the interview you will be given 15 seconds to answer each of the following five questions. Now listen to the interview.

6. Which of the following statements is INCORRECT about David's personal background?

A. He had excellent academic records at school and university.

B. He was once on a PhD programme at Yale University.

C. He received professional training in acting.

D. He came from a single-parent family.

7. David is inclined to believe in ____.

A. aliens B. UFOs C. the TV character D. government conspiracies

8. David thinks he is fit for the TV role because of his ____.

A. professional training

B. personality

C. life experience

D. appearance

9. From the interview, we know that at present David feels ____.

A. a sense of frustration

B. haunted by the unknown things

C. confident but moody

D. successful yet unsatisfied

10. How does David feel about the divorce of his parents?

A. He feels a sense of anger.

B. He has a sense of sadness.

C. It helped him grow up.

D. It left no effect on him.

SECTION C NEWS BROADCAST

Question 11 is based on the following news. At the end of the news item, you will be given 15 seconds to answer the question. Now listen to the news.

11. What is the main idea of the news item?

A. US concern over the forthcoming peace talks.

B. Peace efforts by the Palestinian Authority.

C. Recommendations by the Mitchell Commission.

D. Bomb attacks aimed at Israeli civilians.

Question 12 is based on the following news. At the end of the news item, you will be given 15 seconds to answer the question. Now listen to the news.

12. Some voters will waste their ballots because ____.

A. they like neither candidate

B. they are all ill-informed

C. the candidates do not differ much

D. they do not want to vote twice

Questions 13 to 15 are based on the following news. At the end of the news item, you will be given 15 seconds to answer each of the questions. Now listen to the news.

13. According to the UN Human Development Report, which is the best place for women in the world?

A. Canada. B. The US. C. Australia. D. Scandinavia.

14. ____ is in the 12th place in overall ranking.

A. Britain B. France C. Finland D. Switzerland

15. According to the UN report, the least developed country is ____. A. Ethiopia B. Mali C. Sierra Leon D. Central African Republic

SECTION D NOTE-TAKING AND GAP-FILLING

In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Fill in each of the gaps with ONE word. You may refer to your notes. Make sure the word you fill in is both grammatically and semantically acceptable.

Maslow's Hierarchy of Needs

Abraham Maslow has developed a famous theory of human needs, which can be arranged in order of importance.

Physiological needs: the most (1)____ ones for survival. They include such needs as food, water, etc. And there is usually one way to satisfy these needs.?

(2)____ needs: needs for a) physical security; b) (3)____ security.

The former means no illness or injury, while the latter is concerned with freedom from (4)____, misfortunes, etc. These needs can be met through

a variety of means, e.g. job security, (5)____ plans, and safe working conditions.

Social needs: human requirements for a) love and affection; b) a sense of belonging.

There are two ways to satisfy these needs: a) formation of relationships at workplace; b) formation of relationships outside workplace.

Esteem needs: a) self-esteem, i.e. one's sense of achievement; b) esteem of others, i.e. others' respect as a result of one's (6)____.

These needs can be fulfilled by achievement, promotion, honors, etc.

Self-realization needs: need to realize one's potential. Ways to realize these needs are individually (7)____.

Features of the hierarchy of needs: a) Social, esteem and

self-realization needs are exclusively (8)____ needs. b) Needs are satisfied in a fixed order from the bottom up. c) (9)____ for needs comes from the lowest un-met level. d) Different levels of needs may (10)____ when they comes into play.

(1) ______ (2) ______ (3) ______ (4) ______ ( 5 ) ______

(6) ______ (7) ______ (8) ______ (9) ______ (10) ______

参考答案 ?

PAPER ONE

PART Ⅰ LISTENING COMPREHENSION

SECTION A TALK

1.B 2.A 3.D 4.B 5.C

SECTION B INTERVIEW

6.C 7.D 8.C 9.A.10.C

SECTION C NEWS BROADCAST

News Item 1

11.A

News Item 2

12.A

News Item 3

13.D 14.B 15.C

SECTION D NOTE-TAKING AND GAP-FILLING

1.basic (或 fundamental)

2.safety

3.emotional

4.worries

5.pension

6.work

7.variable

8.human

9.motivation

10.coexist

听力原文

PART Ⅰ

LISTENING COMPREHENSION

SECTION A TALK

When we talk about a modern company, we usually have managers, employees, products, research and development or marketing in mind. However, in reality, a company is not just made up of these elements. There are other things that make a company what it is. This morning, we are going to look at some other aspects of a company. Let’s first take a l ook at the offices. The physical surroundings of most modern companies, especially offices are becoming more and more similar. Although there are some differences from country to country, one office looks much like another. Office furniture and equipment tends to be similar, desks, chairs, filing cabinets, computers, etc. “What is important about offices?”you may ask, “What the atmosphere of the work place can often influence the effectiveness of a company’s employees?”Modern offices are more spacious and better laid, heated, ventilated and airconditioned than in the past. But of course, this is the feature that varies from firm to firm, and may be dependant on the size of the company and its cooperate philosophy. In some comanies, the employees work in large, open-plan offices without walls between the departments; in others, the staff members work more privately in individual offices. No matter what the office’s law is like, modern companies pay special attention to the physical surroundings in order to create an atmosphere conducive to higher working efficiency. Another related point when talking about offices is the work relations with other people at the place of work. They include

relationships with fellow employees, workers or colleagues. A great part of work or job satisfaction, some people say the major portion, comes from getting on with others at work. Work relations were also included those between management and employees. These relations are not always straightforward, particularly as the management's assessment of how your performing can be crucial to your future career.

Now I’d like to say a bit more about the relations between management and employees. There will also be matters about which employees will want to talk to the management. In small businesses, the boss will probably work alongside his or her workers. Anything that needs to be sorted out will be done face to face as soon as the problem arises. There will be no formal meetings for procedures. But the larger the business, the less direct contact there will be between employees and management. Special meetings have to be held and procedures set up to say when, where, how and what circumstances the employees can talk to the management. Some companies have specially organized consultive committees for this purpose. In many countries of the world today, particularly in large firms, employees join a trade union and ask the union to represent them to the management. Through the union all categories of employees can pass on the complaints they have and try to get things changed. The process, through which unions negotiate with management on behalf of their members is called, collective bargaining. Instead of each employee trying to bargain alone with the company, the employees join together and collectively put forward their views. Occasionally a firm will refuse to recognize the right of a union to negotiate for its members, and its dispute over union recognition will arise. Whether there is an agreement, bargaining or negotiation will take place. A compromise agreement may be reached. When this is not possible, the sides can go to arbitration and bring in a third party from outside to say what they think should happen.

However, sometimes one of the sides decides to take industrial action. The management can lock out the employees and prevent them from coming to work. This used to be quite common, but it's rarely used today. The main courses of action open to a trade union are strike, a ban on working overtime, “working to rule”, that is when employees work according to the company rule book,

relations of individual companies, and also in the social and political life of the country.

SECTION B INTERVIEW

If you are going to create a TV show that plays week after week, it needs an actor who can play a believer, you know, a person who tends to believe everything. Tonight in our show we have David Duchovney, who has starred in the popular TV series, “The X·Files”. Thanks to his brilliant performance in the TV series, David has become one of best-known figures in the country.

Interviewer: Good evening, David, I’m so glad to have you here. David: It’s my pleasure. Thank you for inviting me on the show. Interviewer: David, have you often been on the radio shows?

David: Oh, yes, quite often. To be frank, I love to be on the show. Interviewer: Why?

David: You know, I want to know what people think about the TV series and about me, my acting, etc.

Interviewer: OK, David, let’s first talk about the character you played in ‘The X·Files’. The character, whose name is Mulder is supposed to be a believer. He deals with those unbelievable, wild and often disastrous events. He must be, I mean, Mulder, someone who really believes in the things he meets in order to keep on probing into those mysteries.

David: That’s true. Remember those words said by Mulder: What is so hard to believe? Whose intensity makes even a most skeptical viewer believe the paranormal and our rigorous government consipiracies, without every reason to believe that life in the persistent survey is driving us out of our territorial sphere, etc., etc.

Interviewer: I believe, I guess, David, your contribution to the hot series is quite aparent. Now let’s talk about your personal experience. From what I have read, I know that starting from your childhood, you were always a smart boy, went to the best private school, and were accepted at most of the Ivy League colleges. Not bad for a low middle class kid from a broken family on New York’s Lower Eastside. It’s even more surprising when you, who were on your way to a doctorate at Yale to took a few acting classes and got beaten by the book.

David: You bet. My mother was really surprised when I decided to give up all that in order to become an actor.

Interviewer: Sure. But talking about Mulder, the believer in ‘The X·Files’, what about you, David? Do you believe at all in real life, the aliens, people from outer space, you know, UFOs, government conspiracies, all the things that the TV series deal with?

David: Well, government conspiracies, I think, are a little far fetched. Beca use I mean, it’s very hard for me to keep a secret with a friend of mine. And you can tell me that the entire government is going to come together and hide the aliens from us? I find that hard to believe. In terms of aliens, I think that they are real. They must be.

Interviewer: So you could believe in aliens?

David: Oh, yeah.

Interviewer: The character you played in ‘The X·Files’, Fox Mulder, is so dark and moody. Are you dark and moody in life?

David: I think so. I think what they wanted was somebody who could be this hearted, driven person, but not behave that way and therefore be hearted and driven but also appear to be normal and not crazy at the same time. And I think that I could, I can, I can afford that.

Interviewer: What haunts you now? What drives you now?

David: What drives me is failure and success and all those things, so ... ?

Interviewer: Where are you now? Are you haunted and driven, failed or successful, which?

David: Yeah, both.

Interviewer: All of the above?

David: I always feel like a failure.

Interviewer: Do you mean now you feel like a failure?

David: Yeah, I mean, sometimes you know, like I come back to New York, so its like, everything is different. So I lie on bed and think, two years ago, three years ago, very different. Maybe I’m doing well, but then I think, you know there are just so many other things that I want to do and ...

Interviewer: Your father and mother divorced when you were eleven. Does that have effect on your life today that you recognize?

David: Well, yeah, I think that the only way to think of it is that, you know, people are saying ‘your wound is your goal’, you know, 'wherever you're hurt, that's where you'll become stronger.’So, that’s what, that’s what it’s really about ...

Interviewer: OK. It’s time for short break. We’ll be back in a minute. David Duchovney in 'The X·file', don't go away.

SECTION C NEWS BROADCAST

News Item 1(For Question 11)

The Bush administration is warning that continuing mid-east violence threatens to overwhelm US efforts to revise Israeli-Palestinian Peace talks, using the recommendations of the Mitchell commission to bring the two sides together. The administration officials are openly worried the violence and particularly the car bomb attack injured Isreali civilians could undermine what they see as a positive opening towards renewed peace talks presented by the Mitchell report. The US appeal came in the week of the bomb blast Wednesday in Israeli coastal town of Netanya that injured several Israelies. Responsibility for the bombing was claimed by the Palestinian group, Islamic Jihad. At the state department, sopkesman, Phillip Reeker said there can be no justification for terrorism and targeting its civilians, and he urged the Palestinian authority to do all they can to put an end to such incidents which is said to threaten to overtake the latest peace efforts.

News Item 2 (For Question 12)

Voters in Peru head to the post today to cast their ballots in a run-off presidential election that many hope will mark the end of the nation’s political crisis. Opinion polls last week show the modern candidate Arhumdred Toledo with a narrow lead over a left-leaning former President Ellen Gaceya. Both candidates have campaigned on similar populous platforms. Meanwhile pre-election Service indicates that up to 25% of voters in Peru plan to spoil or leave their ballots blank to show their dissatisfaction with both candidates.

News Item 3 (For Questions 13-15)

Canada for the seventh consecutive year ranks the best place to live in the world. But if you are a woman, you are better off in Scandinavia since

the UN Human Development Report (2000) released yesterday. Norway is in second place you know for ranking followed by the United States, Australia, Iceland, Sweden, Belgium, the Netherlands Japan and Britain. Finland is in eleventh place followed by France, Switzerland, Germany, Denmark, Austria, Luxembourg, Ireland, Italy and New Zealand. At the other end of the scale, the ten least developed countries that provide the fewest service to their people, from the bottom up, a war-devastated Sierra Leone, Niger, Burkina Faso, Ethiopia, Brandi, Guinean Bissau, Mozambique, Chad, Central African Republic and Mali.

SECTION D NOTE-TAKING AND GAP-FILLING

Good morning, everybody. Today’s lecture is about Abraham Maslov’s hierarchy of needs. This seems like a physiological topic. Actually it is something psychological. Abraham Maslov is a psychologist, and he is especially known for his theory of human needs.

OK, first of all, what is the need? Here, we can simply define it as a personal requirement. Maslov believes that humans are wanting beings, who seek to fulfil a variety of needs. According to his theory, these needs can be arranged in an order according to their importance. It is this order that has become known as Maslov’s hierarchy of needs. In this hierarchy of needs, at the most basic level are physiological needs. Fundamentally, humans are just one species of animal. We need to keep ourselves alive. Physiological needs are what we require for survival. These needs include food and water, shelter and sleep. At this level for us humans, Maslov also includes the need for clothing. How are these needs usually satisfied? It is mainly through adequate wages.

Then what is the next level of needs? At the next level are safety needs, the things we require for physical and emotional security. Physical security is easy to understand. Everybody needs to keep his body safe from injury, illness, etc. Then what is emotional security? Well, that may be the point in this hierarchy of needs, where humans begin to differ from other animals. We are thinking animals. We have worries, what we fear may be losing a job, or being struck down by a severe disease. Besides physical Security, we need to think we are safe from misfortunes both now and in a forseeable future. How can these needs be met then? According to Maslov, safety needs may be satisfied through job security, health insurance, pension plans and safe working conditions.

After this stage come the levels of needs that are particular to human beings. The immediate following level are the social needs. Under this category, Maslov puts our requirements for love and affection and the sense of belonging. We need to be loved, we need to belong to a group not

just the family in which we can share with others in common interest. In Maslov’s view, this need can be satisfied through the work environment and some informal organizations. Certainly, we also need social relationships beyond the work place, for example, with family and friends. Next, the level of esteem needs. What are esteem needs then? They include both the needs of self-esteem and the need of esteem of others. Self-esteem is a sense of our own achievements and worth. We need to believe that we are successful, we are no worse if no better than others. The esteem of people is the respect and recognition we gain from other people, by or through our work or our activities in other social groups. The ways to satisfy esteem needs include personal achievements, promotion to more resposible jobs, various honors and awards and other forms of recognition.

What follows is the top level of this hierarchy of needs. These are the self-realization needs. In other words, they are the needs to grow and develop as people, the needs to become all that we are capable of being. These are the most difficult needs to satisfy. Whether one can achieve this level or not, perhaps determines whether one can be a great man or just an ordinary man. Of course, it depends on different people. The means of satisfying them tend to vary greatly with the individual. For some people, learning a new skill, starting a new career after retirement could quite well satisfy their self-realization needs. While for other people, it could be becoming the best in certain areas. It could be becoming the president of IBM, anyway, being great or ordinary is what others think, while self-realization is largely individual. Maslov suggested that people work to satisfy their physiological needs first, then their safety needs and so on up the needs ladder. In general, they are motivated by the needs at the lowest level that remain unsatisfied. However, needs at one level do not have to be completely satisfied before needs at the next higher level come into play. If the majority of a person’s physiological and safety needs are satisfied, that person will be motivated primarily by social needs. But any physiological and safety needs that remain Unsatisfied will keep playing an important role.

OK, that’s the general picture of Maslov’s hierarchy of needs. Just to sum up, I briefly introduce to you Maslov’s theory. Maslov t hinks there are five kinds of human needs with each one being more important than the preceding one. I hope that you find his ideas interesting and in our next lecture, we will mainly discuss the practical implications of his theory.

Now, you have 2 minutes to check your notes, then please complete the 15-minute gap-filling task on Answer Sheet One.

This is the end of Part One.

范文五：2012年专八听力

2012年专八听力

PART ? 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. Your notes will not be marked, but you will need them to complete a gap-filling task 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, using no more than three words in each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking.

Now listen to the mini-lecture.

Observing Behaviour

People do observation in daily life context for safety or for proper behaviour. However, there are differences in daily-life observation and research observation.

A. Differences

---- daily life observation

-casual

-(1) ________

-dependence on memory (1) ____________ ---- research observation

- (2) _________ (2) ____________ - careful record keeping

B. Ways to select samples in research

---- time sampling

- systematic: e.g. fixed intervals every hour

- random: fixed intervals but (3) _______ (3) ____________ Systematic sampling and random sampling are often used in combination.

---- (4) _______ (4) ____________ - definition: selection of different locations

- reason: humans’ or animals’ behaviour (5) ______ across (5) ____________

circumstances

- (6) ______: more objective observations (6) ____________ C. Ways to record behaviour (7) _______ (7) ____________ ---- observation with intervention

- participant observation: researcher as observer and participant

- field experiment: research (8) ______ over conditions (8) ____________ ---- observation without intervention

-purpose: describing behaviour (9) ______ (9) ____________ - (10) ______ : no intervention

- researcher: a passive recorder (10) ____________

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 ANSWER SHEET TWO.

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. Which of the following statements about creativity is INCORRECT? A. Creativity stems from human beings' novel thinking.

B. The duration of the creative process varies from person to person. C. Creative people focus on novel thinking rather than on solutions. D. The outcome of human creativity comes in varied forms.

2. The interviewee cites the Bach family to show that creativity A. seems to be attributable to genetic makeup.

B. appears to be the result of the environment.

C. appears to be more associated with great people.

D. comes from both environment and genetic makeup.

3. How many types of the creative process does the interviewee describe? A. One.

B. Two.

C. Three.

D. Four.

4. Which of the following features of a creative personality is NOT mentioned in the interview? A. Unconventional.

B. Critical.

C. Resolute.

D. Original.

5. The interviewee's suggestion for a creativity workout supports the view that A. brain exercising will not make people creative.

B. most people have diversified interests and hobbies.

C. creativity can only be found in great people.

D. the environment is significant in the creative process.

SECTION C NEWS BROADCAST

In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on ANSWER SHEET TWO. Question 6 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.

Now listen to the news.

6. What is the news item mainly about?

A. A problem in the cooling system was solved.

B. A 350-kilogram ammonia pump was removed.

C. U.S. astronauts made three space walks.

D. An international space station was set up.

Questions 7 and 8 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.

Now listen to the news.

7. In which country would parents often threaten to punish children by leaving them outside? A. India.

B. Egypt.

C. The Philippines.

D. Not mentioned.

8. What is the main purpose of the study?

A. To reveal cultural differences and similarities. B.. To investigate ways of physical punishment.

C. To analyze child behaviour across countries.

D. To expose cases of child abuse and punishment

Questions 9 and 10 are based on the following news. At the end of the news item, you will be

given 20 seconds to answer the questions. Now listen to the news. 9. According to the news item, Japan's economic growth in the second quarter was ____

less than the first quarter.

A. 4 percent

B. 3 percent

C. 0.6 percent

D. 3.4 percent

10. How many reasons does the news item cite for Japan's slow economic growth?

A. 2.

B. 3.

C. 4.

D. 5.

一、听力

Mini-lecture

1: rarely formal records 2: systematic objective manner 3: variable 4: situation sampling 5: vary 6: advantage 7: as it occurs 8: have more

control 9: in natural setting 10: method Interview Interview

1: creative people focus on novel thinking rather than solution 2: comes from both environmental and genetic makeup 3: two

4: critical

5: the environment is significant in the creative process News broadcast

6: a problem in the cooling system was solved

7: the Philippines

8: to expose cases of child abuse and punishment

9: 4 percent

10: 2

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