Listening (13)

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新编大英四u5视听说听力测试答案

1.PART 1 Listening, Understanding and SpeakingListening IIExercise 1Listen to a passage about baseball players in the past and today and match each statement with the corresponding reason.Statements(1)______ 1. Advertisers trying to sell a product would often turn to baseball stars.(2)______ 2. Players in the 1930s and 1940s played baseball.(3)______ 3. Most players in the past did a lot of things for their neighborhood.(4)______ 4. Parents could be proud when their children said they wanted to grow up and play major league baseball.ReasonsA They were kind from the bottom of their hearts.B The public knew them and loved them.C Baseball was popular then and the game was respected by the public.D They loved the game.Exercise 2Listen to the passage again and decide whether the following statements are true (T) or false (F).(5)______ Kids respected the players in the 1930s and 1940s and regarded them as role models.(6)______ Baseball was more popular in the 1930s and 1940s.(7)______ Today’s baseball players are more skillful and helpful so they deserve more money.(8)______ Baseball players in the past got less money than players today, so they often complained about money.(9)______ Players in the past set a good example on the field, but not off the field.(10)______ Players in the past went to hospitals only when they themselves needed medical care.(11)______ Today, all baseball players sign autographs for free in order to gain popularity.(12)______ Now it is unlikely that one can pass a week without hearing about some baseball player doing something stupid or illegal.(13)______ Baseball players today worry too much about money.(14)______ We can infer that today's baseball players' inappropriate behavior has made baseball less popular and less respectable.正确答案:(1) B(2)D(3) A(4) C(5) T(6) T(7) F(8) F(9) F(10) F(11) F(12) T(13) T(14) T2.Listening IIIExercise 2Listen to a speech by a manager of a famous football club.Write "Y" before the statements that indicate what the speaker will do according to his philosophy, and "N" before the other statements.______ He is keen on organizing team activities if necessary.______ He creates a good atmosphere to help construct a good team.______ He talks a lot to the whole team before a game is started.______ He attaches great importance to players' attitudes.______ He is strict with players' private life.______ He remains calm and doesn't interfere during a game.______ He dismisses a player as he pleases.______ He dislikes gifted players with bad attitudes.______ He hesitates to criticize incompetent players.______ He judges players by their results.正确答案:(1) Y(2) Y(3) N(4) Y(5) N(6) Y(7) N(8) Y(9) N(10) Y3.Listening IVExercise 1Listen to a passage about the Olympics and choose the best answer to each of the questions you hear on the recording.(1) ______ What is said about the purpose of the Olympic Games?A The modern Olympic Games have lost the original purpose.B The purpose of the first Olympic Games was to make men stronger.C The aim of the first Olympic Games was to discourage war.D The purpose of the Olympic Games has changed over time.(2) ______ What is said about the spirit of the Olympic Games?A The spirit of the Games might now be harmfully employed.B The spirit of the Games gets people to forget their differences.C The spirit of the Games sometimes leads to hostilities among people.D The spirit of the Games is now used in community services.(3) ______ What is said about the influence of the Games?A Sportsmanship is badly in need in the Games.B The Games unite a world public.C A minority of people want to cancel the Games.D The Games are now helping to promote the world economy.正确答案:(1) C(2) B(3) B4.PART 4 Further ListeningListening IIExercise 1Listen to a passage about skiing and complete the list of winter sports mentioned in the passage.(A) ______ ______ (blanks 1-2)(B) ______ ______ (blanks 3-4)(C) ______ (blank 5)(D) ______ (blank 6)(E) ______ (blank 7)Exercise 2Listen to the passage again. Write "Y" before the countries which offer ideal places for skiing, and "N" for the others.(8)______ Finland(9)______ Egypt(10)______ Sweden(11)______ Switzerland(12)______ Germany(13)______ U.S.A(14)______ Italy(15)______ France(16)______ Norway(17)______ Libya(18)______ Nigeria(19)______ Russia正确答案:(1) building(2) snowman(3) throwing(4) snowballs(5) tobogganing(6) ice-skating(7) skiing(8) Y(9) N(10) Y(11) Y(12) Y(13) Y(14) Y(15) Y(16) Y(17) N(18) N(19) Y5.Listening IIIExercise 2Listen to a conversation about a baseball player and choose the best answer to each of the questions you hear on the recording.(1) ______ What is the prime career time for a pitcher?A 24 to 27.B 24 to 30.C 27 to 30.D 27 to 36.(2) ______ What makes the man successful in baseball, according to the conversation?A Hard work.B A natural ability.C The contract.D Inspiration.(3) ______ What can be inferred from the conversation?A The man is very intelligent.B The man enjoys great popularity.C The man is a gifted baseball player.D The man still faces stiff competition.(4) ______ Which of the following statements is true?A The man feels proud to be a star pitcher of the baseball team.B The man has just renewed his contract with a certain organization.C The man was thought to have a talent at playing baseball.D The man had experienced bad times in his sports life.(5) ______ What kind of feeling does the man have now and then?A A sense of duty.B A sense of achievement.C A sense of frustration.D A sense of insecurity.(6) ______ What does the man think of baseball as a career?A It’s not a lifetime career.B It’s a career for a lifetime.C It’s not a very demanding sport.D It can be played only by talented people.正确答案:(1) C(2) A(3) D(4) D(5) D(6) A6.Listening IVExercise 1Listen to a speaker talking about his Navy experience and choose the best answer to each of the questions you hear on the recording.(1) ______ What does the speaker say about learning to swim in the Navy?A It is easy.B It is difficult.C It is shocking.D It is relaxing.(2) ______ How high was the board?A About 200 feet.B 50 feet.C About 20 or 25 feet.D 15 feet.(3) ______ What did the instructor do when he found out about th e speaker’s problem?A He showed no sympathy.B He put the speaker in the shallow end.C He asked the speaker to be the last to jump.D He got the best lifesaving equipment ready.(4) ______ Why did the speaker eventually jump into the pool?A Because he had to obey the order.B Because he was shoved off.C Because he slippedD Because he got help from his teammates.(5) ______ What is the best way to overcome fear, according to the speaker?A To get practice.B To ignore it.C To follow an instructor.D To seek help.(6) ______ Which of the following is true about the speakers’ education?A He received education of four years.B He was a senior student.C He was a college freshman.D He was a college graduate.(7) ______ Which of the following can be used to describe the instructor?A Interesting and kind.B Rude and angryC Cold and strict.D Boring and impatient.(8) ______ Why did the speaker want to go to the shallow end of the pool?A Because the instructor told him to.B Because he couldn’t swim.C Because he wanted to have a rest.D Because he was afraid of his teammates.(9) ______ Why did the instructor ask the speaker to do it again?A Because the instructor didn’t see it clearly.B Because he didn’t obey the order.C Because the instructor wanted to punish him.D Because he didn’t keep his legs straight.(10) ______ How did the instructor assure the speaker that he wouldn’t drown?A By saying he could save him.B By saying he got the best lifesaving equipment ready.C By saying the pool was very shallow.D By saying the teammates were very helpful.Exercise 2Listen to the speaker again and complete the following summary with the information you get. On the first day in the pool an instructor ordered 50 of us to climb a high board and jump in feet first. A line was formed to mount the ladder and jump. I (11) ______ to the end of the line, then (12) ______ out when the splashing started and (13) ______ myself to the instructor. Knowing that I’m a non-swimmer, the instructor still insisted that I should get up on the platform and jump.(14) ______ in every fiber, I (15) ______ the ladder, edged out onto the board, took one look down, and unable to faint, stepped back. The instructor pushed me to jump with a roar. Finally, I stepped to the edge, closed my eyes, and (16) ______ into space. I was first (17) ______ and then (18) ______ irresistibly to the surface. My head (19) ______ the water. The water was actually (20)______ me, just as everybody had always said it would.正确答案:(1) A(2) C(3) A(4) A(5) B(6) D(7) C(8) B(9) D(10) B(11) drifted(12) stepped(13) introduced(14) Quaking(15) climbed(16) walked(17) sinking(18) rising(19) broke(20) supporting。

(完整版)新视野大学英语第三版视听说教程3答案

新视野大学英语(第三版)视听说3网课答案Unit 1 (1)Sharing (1)Listening (2)Viewing (2)Role-play (2)Presenting (3)Conversations (3)Passage (3)News (4)Unit test (4)Unit 2 (6)Sharing (6)Listening (6)Viewing (7)Role-play (7)Presenting (8)Conversations (8)Passage (8)News (9)Unit test (9)Unit 3 (11)Sharing (11)Viewing (12)Role-play (12)Presenting (12)Conversations (13)Passage (13)News (13)Unit test (14)Unit 4 (15)Sharing (15)Listening (15)Viewing (16)Presenting (17)Conversations (17)Passage (17)News (18)Unit test (18)Unit 5 (19)Sharing (19)Listening (20)Viewing (20)Role-play (20)Conversations (21)Passage (21)News (21)Unit test (22)Unit 6 (23)Sharing (23)Viewing (23)Role-play (24)Presenting (24)Conversations (24)Passage (25)News (25)Unit test (25)Unit 7 (27)Sharing (27)Listening (27)Viewing (28)Role-play (28)Presenting (28)Conversations (29)Passage (29)News (29)Unit test (30)Unit 8 (31)Sharing (31)Listening (31)Viewing (32)Role-play (33)Presenting (33)Passage (34)News (34)Unit test (34)Unit 1SharingTask 2(1) daredevil(2) bungee jumping(3) cup of tea(4) feel good(5) achievementTask 3c-d-e-b-aTask 41, 2, 4Task 5BCBCBTask 61.(1)started off(2) a huge business empire2.(1)teacher(2)taught me so much about life3.(1)imprisoned(2)survived(3)impressed(4)ability or the skillsListeningTask 2Activity 11, 2, 3, 4, 5, 6, 9, 10, 11ViewingTask 2Activity 13Activity 2e-g-c-b-f-a-dActivity 31. 90 minutes2. true landmark3.(1)10 times(2)focus4. make this challenge5. seven miles6.(1)four months(2)outstanding achievement Role-playTask 1Activity 1BActivity 31. Like I said2. having said that3. That's what I was saying PresentingTask 1Activity 21, 2, 3, 6, 7, 9, 10, 11 Conversations ShortBCADCLongBAACPassageTask 1DCABTask 2(1) believe in(2) circumstances(3) searching for(4) a strong sense of(5) responsibility(6) insecurity(7) integrity(8) accomplishing(9) are longing for(10) priorities NewsTask 1ADDTask 2BBDUnit test PartⅠBCADCPartⅡDABCCPartⅢBCAADPartⅣ(1) opening(2) struggled(3) progress(4) remaining(5) emerged(6) continued(7) enlarge(8) crawling(9) get through(10) as strong asUnit 2SharingTask 2(1) mood(2) sun(3) smile(4) feelingTask 3b-e-a-d-cTask 43, 5Task 51.(1)success of the business(2)last June2. vegetables and flowers3.(1)visit my father(2)amazing sights4. applicants5. getting a jobListeningTask 2Activity 11.(1)people are getting angrier(2)controlling their temper2. leave us feeling angry3. in a controlled way4. feel much better5.(1)laughter therapy(2)they make them laugh(3)doing something funny6. they don't need medicineActivity 21, 4ViewingTask 2Activity 11. eager pleased2. nervous awkward3. expectant excited4. agitated contentedRole-playTask 1Activity 1G-A-C-F-B-D-EActivity 23, 5, 5, 2, 4, 4+6, 6, 7, 1, 5Activity 31, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13Presenting Task 1Activity 11, 2, 3Activity 21, 3, 5, 7 Conversations ShortDCAADLongCBADPassageTask 1BCAATask 2(1) exerting(2) fabulous(3) talk them out(4) approaches(5) head for(6) efficient(7) is linked with(8) compare favorably to(9) boost(10) sessionNewsTask 1BDTask 2DDUnit testPartⅠCDAACPartⅡBCCBCPartⅢADBAAPartⅣ(1) at(2) wheel(3) tone(4) expression(5) Honey(6) divorce(7) speed(8) talk me out(9) bank accounts(10) everything I needUnit 3SharingTask 2(1) block(2) a few of(3) similar(4) quite a lot(5) wellTask 3b-d-a-cTask 41, 4, 4, 5, 2, 4, 1, 3, 1, 4Task 51.(1)exist as well(2)loud music2.(1)respecting privacy(2)participating(3)needs help3.(1)considerate(2)property(3)friendly Task 62, 3Viewing Task 2 Activity 1e-a-f-b-d-c Activity 2 AABCRole-play Task 1 Activity 1 DCBA Activity 21, 3, 5Activity 31, 2, 4, 6, 8, 9, 11 Presenting Task 1 Activity 12, 4Activity 21, 4, 6 Conversations ShortDBCBCLongCBCBPassageTask 1BDCDTask 2(1) illegal(2) taking family vacations(3) acquaintances(4) throwing a party(5) verbal(6) tolerant(7) intervene(8) splits the difference(9) resolve(10) talk it outNewsTask 1ADTask 2DBUnit test PartⅠACACBPartⅡBBDACPartⅢCBDDDPartⅣ(1) winter(2) literally(3) community(4) wider(5) siblings(6) woods(7) explore(8) catching(9) would run(10) golf courseUnit 4SharingTask 2c-d-a-bTask 32, 3, 4, 5Task 41.(1)amazing(2)changed my life2.(1)mobile phone(2)emails3.(1)camera(2)taking a picture4.(1)fantasy(2)cakes5.(1)arts(2)creativity ListeningTask 2Activity 1cheaperbetteroilsadsafetyappetiteprecisionpurpleActivity 2(1) Which soft drink(2) want things(3) how consumers behave(4) above(5) a bigger share(6) small(7) I deserve the best(8) steam(9) cigarette smoke(10) smile(11) a tick symbol(12) positive(13) built-in associations(14) sports equipment ViewingTask 2Activity 1ABCRole-playTask 1(1) feel about(2) having a competition(3) consider(4) strike(5) it'd be great(6) Suppose we(7) a problem(8) frankly(9) complicated(10) grab(11) thinking of(12) go with PresentingTask 1Activity 21, 2, 4, 6, 8, 10 Conversations ShortDBCADLongBCDBPassageTask 1BCADTask 2(1) vary(2) a large portion of(3) well-being(4) profound(5) accessible(6) ultimately(7) have a harmful effect on(8) went against(9) aviation(10) is not worth pursuing NewsTask 1DDTask 2CDCUnit testPartⅠBCACDPartⅡCCDADPartⅢDABAAPartⅣ(1) biological(2) firmly(3) efforts(4) isolation(5) objectors(6) originality(7) modest(8) improve the health(9) morally(10) legislationUnit 5SharingTask 2(1) producer(2) enjoys(3) in a successful band(4) dream jobsTask 31, 2, 3, 8, 9, 11Task 41.(1)footballer(2)enough2.(1)professional(2)performing3.(1)band(2)world-famous4.(1)sports(2)later on(3)serving people Task 5e-b-a-d-cTask 61, 4ListeningTask 2Activity 1B-C-AActivity 2ABBACACCABActivity 31.(1)loved fashion(2)amazing for me(3)hard work2.(1)look good all the time(2)feeling terrible3.(1)eating delicious food(2)get paid(3)get bored4.(1)work off(2)I gave it up5.(1)wonderfully romantic(2)how tiring6.(1)ruin the grapes(2)worry about the weather(3)absolutely fascinatingViewingTask 2BDBDRole-playTask 1Activity 1CBBBActivity 21, 3, 4, 6, 7, 9, 11, 13, 14, 15 Conversations ShortBBADCLongBABDPassageTask 1DABDTask 2(1) suffer from(2) enthusiastic(3) erodes(4) competent(5) clear-cut(6) labeling(7) comes down to(8) commonplace(9) tend to(10) focusing onNewsTask 1ACTask 2AABUnit test PartⅠADADDPartⅡDCABBPartⅢACAADPartⅣ(1) predict(2) identical(3) typical(4) boring(5) variety(6) dangerous(7) normal(8) some robbers(9) captured(10) right thereUnit 6SharingTask 2(1) reading(2) modern world(3) opportunities(4) influenced(5) betterTask 31.(1)education(2)right to vote2.(1)technologies(2)medicine(3) a better life3. person of today4. more values5.(1)great causes(2)imaginations6. a bad thingTask 4e-b-a-c-dTask 52, 4, 6, 8, 9, 10ViewingTask 2Activity 11, 2, 4Activity 2(1) fame(2) beautiful(3) simple(4) unhappy(5) lowly-paid(6) talent(7) EarthRole-playTask 1Activity 1AABBBActivity 22, 3, 5, 6, 9, 11 Presenting Task 12, 4 Conversations ShortCABABLongACCBPassageTask 1ADBBTask 2(1) estimated(2) assassinated(3) was intended to(4) released from(5) made a contract with(6) gave way(7) ensued(8) survived(9) victims(10) perishedNewsTask 1BDTask 2BAUnit testPartⅠCBACDPartⅡCCDABPartⅢCADCDPartⅣ(1) beneficial(2) fought(3) strengthened(4) pulled out(5) part(6) serve as(7) amazing(8) stood(9) sought(10) civilizationUnit 7SharingTask 2(1) fixing problems with my bike(2) sort out their emotional problems(3) solving problems(4) a practical personTask 3AAAAABCTask 4BDACTask 5a-c-f-g-b-d-eListeningTask 2Activity 23ViewingTask 2Activity 11. rises for the first time in four months2. power an enormous change3. touched by the power of the sun4. reaches its peak5. won its battle with the ice Activity 21, 3, 4Role-playTask 1(1) I'm not sure(2) Sure(3) Let me have a look(4) Yes, I can(5) Yes, of course(6) I'm afraid I can't do that(7) Yes, of course(8) Of course notPresentingTask 1Activity 21, 2, 4, 5, 7, 8Conversations ShortCABDBLongDABDPassageTask 1BAACTask 2(1) was accompanied by(2) acceleration(3) severe(4) endeavor(5) practicable(6) analogy(7) speeding up(8) attempts to(9) foster(10) second nature NewsTask 1BCTask 2CBUnit test PartⅠBAACAPartⅡDDCABPartⅢCCBAAPartⅣ(1) different(2) thread(3) nothing(4) effects(5) solve(6) round(7) worse(8) try to solve(9) part(10) take the timeUnit 8SharingTask 3(1) emails1+2+3+4+5(2) mobile phone/telephone1+2+3+4(3) face-to-face contact1(4) letters1+2+3(5) having dinner1(6) postcards1(7) texe messages1Task 42, 4, 5, 6Task 5c-b-aListeningTask 2Activity 11, 4, 5, 6, 7, 8, 9Activity 21. camera filming you2. stop barriers3.(1)quickest(2)easiest(3)straightforward4. ultimately5.(1)delivery(2)broadcastActivity 31. in the near future2. in the future3. in the next ten years4. in years to come5. in the short term6.(1)in a month or two(2)in the short term(3)in the long term7. in the short termViewingTask 2Activity 11. wealth2. challenge3. spy4. Web addicts5. knowledgeActivity 2f-d-a-b-c-eActivity 31. A quarter2. 35 million3. a billion4. Five million5. Eighteen millionRole-playTask 1Activity 2(1) I didn't catch any of that(2) lost me(3) repeat the last name(4) say that again(5) exactly do you mean(6) Didn't you say(7) what you're saying(8) there's nothing at all PresentingTask 1Activity 21, 2, 4, 5, 7, 8 Conversations ShortACDAALongDBCDPassage Task 1ACCDTask 2(1) endangered(2) falling apart(3) calculates(4) tosses aside(5) turn to(6) unprecedentedly(7) classified(8) shut down(9) approximately(10) furyNewsTask 1CBTask 2CDBUnit testPartⅠAABDCPartⅡBDCCAPartⅢBCADCPartⅣ(1) hand-written(2) long-distance(3) answering(4) screen(5) option(6) transformed(7) mailing(8) instantly(9) in a matter of(10) god-send。

专业英语八级(听力)模拟试卷13(题后含答案及解析)

专业英语八级（听力）模拟试卷13(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill 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.听力原文：Effective Note-taking Good morning, everyone! Today I’d like to continue our series of talks about study skills in university. This morning I’m going to discuss how to take notes effectively. As we all know, note-taking is difficult since spoken language is more diffuse than written language and its organization is not immediately apparent. In addition, spoken language is quickly gone, which makes analysis difficult. So it can be seen that to achieve such a complex task as note-taking, a high level of ability in many separate skills is required. Now let’s discuss these skills in details. Before taking notes, prepare yourself mentally. Be sure of your purpose and the speaker’s purpose. Review your notes and other background material if available because increased knowledge results in increased interest. Besides, a clear sense of purpose on your part will make the speaker’s content more relevant. Be ready to understand and remember. Anticipate what is to come, and later evaluate how well you were able to do this. While taking notes, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern. This puts the non-native speaker of English under a particularly severe strain. Often he may not be able to recognize words in speech which he understands straightaway in print. He’ll also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meanings from the context, he won’t always be able to do this successfully. He must not allow failure of this kind to discourage him, however. It is often possible to understand much of a lecture by concentrating solely on those points which are most important. But how does the student decide what is important? It is, in fact, the second skill I want to talk about today. Probably the most important piece of information in a lecture is the title itself. If this is printed beforehand, the student should study it carefully and make sure he is in no doubt about its meaning. Whatever happens he should make sure that he writes it down accurately and completely. A title often implies many of the major points that will later be covered in the lecture itself. Be alert to the speaker’s emphasis through tone, gesture, repetition and illustration on the board. A good lecturer, of course, often signals what is important or unimportant. He may give direct signals or indirect signals. Manylecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. It is worth remembering that most lecturers also give indirect signals to indicate what is important. They either pause or speak slowly or speak loudly or use a greater range of intonation, or they employ a combination of these devices, when they say something important. Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with short or infrequent pauses when they are saying something which is incidental. It is, of course, helpful for the student to be aware of this and for him to focus his attention accordingly. Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. In order to write at speed, try to develop a suitable system of mechanics: jot down words or phrases, not entire sentences; develop some system of shorthand and be consistent in its use; leave out small service words; use contractions, abbreviations and symbols. Most students find it helpful to abbreviate. They also try to select only those words which give maximum information. These are usually nouns, but sometimes verbs or adjectives. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If a student chooses the wrong moment to write, he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it is a safe time to write. “Moreover”, “furthermore”, “also”, etc., are examples of this. Connectives such as “however”, “on the other hand”or “nevertheless”usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen. After taking notes, review and reword them as soon as possible. Don’t just recopy or type without thought. Reminiscing may provide forgotten material later. Rewrite incomplete parts in greater detail. Fill in gaps as you remember points heard but not recorded. Arrange with another student to compare notes. Sharpen your note-taking technique by looking at other students’ notes. How are they better than your own? How are your notes superior? Compare the information in your notes with your own experience. Don’t swallow everything uncritically. Don’t reject what seems strange or incorrect. Check it out. Be willing to hold some seeming inconsistencies in your mind over a period of time. Make meaningful associations. Memorize that which must be memorized. OK. In today’s lecture, we’ve discussed several skills that can help one in taking notes effectively. In our next lecture, we’ll explore how to read effectively.Effective Note-takingThe difficulty of taking notes: Note-taking requires a high level of ability dueto the【B1】______ of spoken language.【B1】______I. Before taking notes:A. Be sure of the【B2】______ of yours and the speaker’s.【B2】______B. Review relevant background materials if available.II. While taking notes:A. Understand the new words by【B3】______ the meanings from the context.【B3】______B. Study carefully the【B4】______, which usually implies【B4】______the most important information.C. Catch the speaker’s【B5】______ through tone, gesture, repetition and【B5】______illustration on the board.D. Pay attention to the speaker’sindirect signals to indicate what is important,like changes in speed, volume or【B6】______.【B6】______E. While writing down the main points, develop a system of mechanics: jotting down words or phrases; using shorthand, abbreviations and symbols;leaving out【B7】______ words.【B7】______F. While selecting words to write down, pick those having the【B8】______【B8】______information, like nouns, verbs or adjectives, and those indicatingthe proceeding direction of the lecture, like【B9】______.【B9】______III. After taking notes:A. Review and reword them as soon as possible.B.【B10】______ notes with others to learn from them.【B10】______ 1．【B1】正确答案：diffusion解析：讲座的主题为“how to take notes effectively(如何有效地记笔记)”。

tpo13 listening

Section1Part 11.Why does the student go to see the professor?✧To report on the research he has done✧To ask for permission to observe a class✧To get help understanding an assignment✧To ask about a question on a recent test2.According to the professor, what should thestudent do after completing the first observation?✧Look for another child to observe✧Research the child’s developmental stage✧Report his progress to the class✧Submit the notes he took during theobservation3.Why does the student mention a child playingwith a toy car?✧To identify a behavior that would show achild’s imagination developing✧To identify a behavior that might illustrateegocentric thinking✧To give an example of a behavior he hasobserved✧To give an example of a behavior he wouldnot need to describe4.Why should the student contact the educationdepartment secretary?✧Her child attends a school run by theuniversity.✧She has a list of families that might be able tohelp the man.✧She can contact students who have workedon a similar project.✧She will explain how to observe a classwithout disturbing it.5.Listen again to part of the conversation. Thenanswer the question.What does the professor mean when she says this: …✧The man’s paper has a strong introduction.✧The man has already started his researchproject.✧The assignment cannot be submitted late.✧The man does not fully understandassignment.Part 2Prdestrian malls / Louisville, Kentucky6.What is the main topic of the lecture?✧How the first pedestrian mall was developed✧How pedestrian malls have affected businessin America✧Key considerations in creating a pedestrianmall✧Ways that cities can better use pedestrianmalls7.According to the professor, what is the basicreason for building pedestrian malls in the city center?✧To increase retail activity in the area✧To reduce the noise made by automobiletraffic✧To increase shopping conveniences for cityresidents✧To encourage people to move from thesuburbs back into the city center8.What are two aspects of location that need to beconsidered when planning a pedestrian mall?Click on 2 answers✧The proximity to the customer base✧The number of nearby tourist sites✧The variety of restaurants in the area✧The access to public transportation9.Why does the professor explain the design of apedestrian mall?To illustrate its importance to the success of a pedestrian mallTo explain why pedestrian malls are so appealing to the shoppersTo point out how a pedestrian mall looks different from other mallsTo show how the design is more important thanthe location10.Why does the professor mention the Louisville,Kentucky pedestrian mall?✧To discuss her favorite pedestrian mall tovisit✧To illustrate how a pedestrian mall canovercome financial difficulties✧To give an example of a typical, Americanpedestrian mall✧To show how poor planning can affect thesuccess of a pedestrian mall11.What does the professor mean when she saysthis? ...✧Art is of little importance in designing apedestrian mall.✧There should be a wide variety of art ondisplay in pedestrian malls.✧Art is a key feature in the designing of apedestrian mall.✧Most pedestrian mall designers do not likeart as much as she does.Part 3Keystone species12.What is the class mainly discussing?✧How beavers select the ecosystem where theylive✧How ecosystem differ form on another✧The impact of human activities on anecosystem✧The role of one species in an ecosystem13.Why does the professor interrupt the studentwhen he first mentions European settlement in North America?✧She had already mentioned that point.✧She thinks the information he gave isunrelated to the topic.✧She prefers to present the information in thelecture in a specific order.✧She questions the accuracy of his point. 14.What does the professor say about still water andswiftly flowing water?✧Beavers cannot adapt to living near swiftlyflowing water.✧Still water and swiftly flowing water supportsimilar ecosystems.✧Still water supports more life than swiftlyflowing water.✧Wetland areas include large quantities ofswiftly flowing water.15.According to the professor, what was the impactof the extensive hunting of beavers in North America?✧It led to a decrease in the number ofwetlands.✧It led to a decrease in the number of swiftlyflowing streams.✧It led to an increase in the number of otheranimal species in the wetlands.✧It led to an increase in the amount ofgroundwater.16.Why does the professor say this: …✧To point out that some terms have differentmeanings in other fields✧To indicate that she is not going to explainthe term✧To defend a point she made earlier aboutecosystems✧To clarify a term used in biology17.What does the professor imply when she saysthis: …✧Beaver dams would cause floods in manyareas where people now live.✧Beaver dams would cause most of the watersupply to be inaccessible.✧Large areas of land would become unusableby humans.✧More groundwater would be available forhuman consumption.Section2Part 11.What are the speakers mainly discussing?✧How to use the language lab✧Howe to make a video for the class✧How to reserve a study room in the library✧How to improve study habits2.How is the language lab different form thelibrary?✧The language lab closes much earlier than thelibrary does.✧More students go to the library after dinnerthan to the language lab.✧Students cannot remove educationalmaterials from the language lab.✧There are more rooms where students canwork in groups in the library.3.When can students reserve a room in thelanguage lab?Click on 2 answers.✧When they arrive at the lab✧After their professor signs a certain form✧When all the members of a study group hovesigned in✧The day before they want to use room4.What will the student probably do next?✧Ask a classmate to watch a video with him✧Sign out a Spanish video✧Find out when the video he needs will beavailable✧Buy a copy of the video series5.Listen again to part of the conversation. Thenanswer the question.What does the woman imply?✧She confused the man for another studentwho had visited the lab earlier in the day.✧The man is mistaken about how many videosare in the series.✧The language lab does not own the wholeseries of videos the man needs.✧The man is not familiar with the proceduresused at the language lab.Part 2Chanson / troubadour6.What is the main purpose of the lecture?✧To investigate the information known aboutthe troubadours✧To explain the role of patriotic poetry duringmedieval times✧To explain why opinions about knightschanged during the medieval period✧To compare two different types of medievalpoems7.According to the professor, who was the intendedaudience for chanson poetry?Click on 2 answers.✧Lords✧Ladies✧Knights✧Troubadours8.According to the professor what is true about thehero in chanson poetry and the in romance poetry?Click in the correct box for each phrase9.Why does the professor mention that romancepoems often included biographical sketches?✧To emphasize the similarities between chansonauthors and romance authors✧To explain why the social status of troubadours isknown today✧To point out why the biographical sketches arereliable sources of information✧To provide evidence that many troubadours werealso historians10.What does the professor say about the politicalclimate during the time troubadours were writing poetry?✧It enabled chanson poetry to gain widepopularity over romance poetry.✧It gave the troubadours time to devotethemselves to writing poetry.✧It inspired troubadours to write poetry thatdescribed their lord’s deeds.✧It made it difficult for troubadours to travelsafely within their country.11.Why does the professor say this: …✧To indicate that he understands why thestudent may be confused✧To emphasize that the student has asked avery important question✧To remind the student that she may know theanswer to her own question✧To invite other members of the class toanswer the questionPart 3Comets asteroids / meteoroids / meteors / meteorites12.What is the main topic of the lecture?✧The major differences between meteors andmeteorites✧The origins of comets and asteroids✧The nature and origin of meteorites✧The similarities between objects in the innersolar system13.What comparison does the professor make to helpdescribe the composition of asteroids and comets?✧He compares them to stars.✧He compares them to types of planets.✧He compares them to rocks on Earth.✧He compares them to meteors andmeteorites. 14.What does the professor say about the origin ofmeteors and meteorites?✧They are pieces of asteroids or comets.✧They are pieces of the planets in our solarsystem.✧They are made from minerals that areotherwise uncommon in our solar system.✧Their origin cannot be determined.15.According to the professor, what feature of ameteoroid generally determines whether the meteoroid becomes a meteorite?✧Whether it was originally part of a largermeteoroid✧Whether it originated in the inner or outersolar system✧What proportion of iron and stone it contains✧How large it is when it enters the Earth’satmosphere16.What are two points the professor makes aboutstone meteorites?Click on 2 answers.✧They are the type of meteorite that mostcommonly falls to the ground.✧They are type of meteorite most often seen inmuseums.✧They are the oldest type of meteorite foundon the ground✧They are the most difficult type of meteoriteto find on the ground17.Why does the professor say this: …✧To offer a hint about the answer to a questionhe asked✧To clarify a question that a student asked✧To find out whether students understandquestion he asked✧To find out whether students understand animportant comparison he madeSection 11 C2 B3 A4 B5 D6 C7 A8 A,D9 A10 D11 A12 D 13 C14 C15 A16 D17 DSection 21 A2 C3 A D4 B5 D6 D7 A C8 Chanson 1/3Romance 2/49 B10 B11 C12 C13 B14 A15 D16 A D17 AConversation 1Narrator:Listen to a conversation between a student and the librarian employee.Student:Hi, I am looking for this book---the American judicial system. And I can’t seem to find it anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and it’s not on reserve. You’ve checked the shelves I assume.Student:Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems to be a very popular book tonight. We show six copies. None are checked out. And, yet you didn’t even find one copy on the shelves. Is it a big class?Student:Maybe about Seventy Five?Librarian: Well, you should ask your professor to put some of the copies on reserve. You know about the ‘Reserve system’, right?Student:I know that you have to read reserve books in the library and that you have time limits. But I didn’t know that I could ask a professor to put a book on the reserve. I mean I thought the professors make that kind of decisions at the beginning of the semester.Librarian:Oh… they can put books on reserve at anytime during the semester.Student:You know reserving book seems a bit unfair. What if someone who is not in the class wants to use the book?Librarian:That’s why I said some copies.Student:Ah, well, I’ll certainly talk to my professor about it tomorrow. But what I am gonna do tonight?Librarian:I guess you could walk around the Poli-Sci ----- ‘Political Science’ section and look at the books waiting to bere-shelved.Student:There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone quit recently, so things aren’t getting re-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah, the un-shelved books can get a bit out of hand.Student:This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’ve never worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants the job has one by now.Student:What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount. Usually we can pick the hours we want to work. But since you’d be starting so late in the semester, I’m not sure how that would work for you. And… Oh… we get paid the normal university rates for student employees.Student:So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.Lecture 1Narrator:Listen to part of a lecture in a psychology classProfessor:We’ve said that the term “Cognition ” refers to mental states like: knowing and believing, and to mental p rocesses that we use to arrive at those states. So for example, reasoning is a cognitive process, so it’s perception. We use information that we perceive through our senses to help us make decisions to arrive at beliefs and so on. And then there are memory and imagination which relate to the knowledge of things that happen in the past and may happen in the future. So perceiving, remembering, imagining are all internal mental processes that lead to knowing or believing. Yet, each of these processes has limitations, and can lead us to hold mistaken believes or make false predictions. Take memory for example, maybe you have heard of studies in which people hear a list of related words. Ah…, let`s say a list of different kinds of fruit. After hearing this list, they are presented with several additional words. In this case, we`ll say the additional words were “blanket ” and “cheery ”. Neither of these words was on the original list, and, well, people will claim correctly that “blanket” was not on the original list, they’ll also claim incorrectly that the word “cheery” was on the list. Most people are convinced they heard the word “cheery” on the original list. Why do they make such a simple mistake? Well, we think because the words on the list were so closely related, the brain stored only the gist of what they heard. For example, that all the items on the list were types of the fruit.When we tap our memory, our brains often fill in details and quite often these details are actually false. We also see this “fill-in” phenomenon with perception.Perception is the faculty that allows us to process information in the present as we take it via our senses . Again, studies have shown that people will fill in information that they thought they perceived even when they didn`t. For example, experiments have been done where a person hears a sentence, but it is missing the word, that logically completes it. They’ll claim to hear that word even though it was never said. So if I were to say…er…the sunrise is in the…and then fill to complete the sentence, people will often claim to have heard the word “east”.In cognitive psychology, we have a phrase for this kind of inaccurate “filling in of details”--- it’s called: A Blind Spot. The term originally refers to the place in our eyes where the optic nerve connects the back of the eye to the brain. There are no photo receptors in the area where the nerve connects to the eye. So that particular area of the eye is incapable of detecting images. It produces “A Blind Spot” in our field vision. We are unaware of it, because the brain fills in what it thinks belongs in its image, so the picture always appears complete to us. But the term “blind spot” has also taken on a more general meaning--- it refers to people being unaware of a bias that may affect their judgment about the subject. And the same “blind-spot phenomenon” that affects memory and perception also affects imagination. Imagination is a faculty that some people use to anticipate future events in their lives. But the ease with which we imagine details can lead to unrealistic expectations and can bias our decisions.So…er…Peter, suppose I ask you to image a lunch salad, no problem, right? But I bet you imagine specific ingredients. Did yours have tomatoes, Onion, Lettuce? mine did? Our brains fill in all sorts of details that might not be part of other people’s image of a salad, which could lead to disappointment for us. If the next time we order a salad in a restaurant, we have our imagined salad in mind, that’s not necessarily what we’ll get on our plate. The problem is not that we imagine things, but that we assume what we’ve imagined is accurate. We should be aware that our imagination has this built-in feature, the blind spot, which makes our predictions fall short of reality.Lecture 2Narrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature; otherwise they wouldn’t survive extreme hot or cold conditions---sweating, panting, swimming to cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few. And that’s body is colder or warmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect the localized area, weather features like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter. And microclimates are affected by huge number of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, the plant life nearby, and so on, have a substantial effect on microclimates. And of course the human development in the area, eh, a road will affect a nearby microclimate. It’s also interesting to know that microclimates thither or near each other can have very different conditions. In the forest for example, there can be a number of very different microclimates close to each other, because of all the variables I just mentioned.Student:So how does a hole in the ground, a burrow , stay cool in a hot climate?Professor:Well, since cold air sinks , and these spots are shaded , they are usually much cooler than the surrounding area. And these spots are so important because many animals rely on microclimates to regulate their body temperature. Hmm, for instance, there is a species of squirrel, in the Western part of the United States that can get really hot when they were out foraging for food. So they need a way to cool down. So what’d they do? They go back to their own burrow . Once they get there, their body temperatures decrease very, very quickly. The trip to the burrow prevents the squirrel from getting too hot.Student:But squirrels are mammals, right? I thought mammals regulate their temperature internally.Professor:Mammals do have the ability to regulate their body temperature, but not all can do it to the same degree, or even the same way. Like when you walk outside on a hot day, you perspire, and your body cools itself down, a classic example of how mammal regulates its own body temperature. But one challenge that squirrels face, well many small mammals do, is that because of their size, sweating would make them lose too much moisture. They dehydrate. But on the other hand, their small size allows them to fit into very tiny spaces. So for small mammals, microclimates can make a big difference. They rely on microclimates for survival.Student:So cold blood animals, like reptiles, they can’t control their own body temperature,so I can image the effect of microclimate would have on them.Professor:Yes, many reptile insects rely on microclimates to control their body temperature. A lot of reptiles use burrows or stay under rocks to cool down. Of course with reptiles, it’s a balancing act. Staying in the heat for too long can lead to problems, but staying in the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say they’re precise, I mean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snake for maintaining its body temperature. And even microscopic organisms rely on microclimates for survival.Think about this, decomposing leaves create heat that warms the soil; the warm soil in turn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can be something so small and so easily to disturbed that even a tiny change can have a big impact. If someone on a hike knocks a couple of rocks over, they could be unwittingly destroying a microclimate that an animal or organism relies on.Conversation 2Narrator:Listen to a conversation between a student and his faculty adviserAdvisor: Hi ，Steven I schedule this appointment, cause it has been a while since we touch this.Student:I know I have been really busy--- a friend of my works ona school a paper. He asks me if I would like to try to reporting so I did and I really love it.Advisor:Hey…that's sounds great!Student:Yeah… the first article I wrote it was profile of the chemistry professor---the one whose name teacher the year. My article ran on the front page. When I saw my name, I mean my byline in print, I was hooked . Now I know this is what I want to do--- be a reporter.Advisor:Isn't it great to discover something that you really enjoy? And I read that the article too? It was very good.Student:To be honest, the articles got a lot of editing. In fact I barely recognized a couple of paragraphs. But the editor explained why the changes were made. I learned a lot and my second article didn't meet nearly many changes.Advisor:Sound like you got a real neck for this.Student:Yeah… anyway, I am glad you schedule this meetin g because I want to change my major to journalism now.Advisor:Um，the university doesn't offer major in journalism.Student:Oh no…Advisor:But….Student:I… I mean… should I transfer to another school, or major in English? Advisor:Er… wait a minute. Let me explain why the major isn’t offered. Editors at the newsp aper… editors… um… I mean when you apply for a reporting job, editors look at the two things--- they want to see clips , you know, some of your published articles, though also want to try out, though give you an assignment like… covering a price of confere nces some other event, then see if you can craft the story about it, accurately, on dead line.Student:So they don't even to look at my major?Advisor:It is not that they don't look at it… it is… well, having a degree in something other than journalism should actually work to your advantage.Student:How?Advisor:Most journalism specialized these days. They only write about science or business or technology for example. Is there a type of reporting you think you may like to specialize then?Student:Well… I think it can be really cool to cover the Supreme Court. I mean… their decision affects so many people.Advisor:That is really a goal worth striving for. So, why not continue major in political science? And as elective, you could take some Pre-Law classes like Constitution Law, and asfor you work on the student newspaper paper, maybe they let you cover some local court cases--- once that the student and professor here would want to read about.Student:Do you know of any？Advisor:I do. Actually, there is case involving this computersoftware program that one of our professors wrote. The district courts decide in if the university entitle to any of our professors' profits? Student:Wah…. I will definitely follow upon that!Lecture 3Narrator:Listen to part of a lecture in an astronomy class.Professor:OK, last time we talked about ancient agricultural civilizations that observed the stars and then used those observations to keep track of the seasons. But today I want to talk about the importance of stars for early seafarers , about how the fixed patterns of stars were used as navigational aids.OK, you’ve all heard about the Vikings and their impressive navigation skills, but the seafaring people of the pacific islands, the Polynesian s and the Micronesians, were quite possibly the world’s greatest navigators . Long before the development of, uh, advanced navigational tools in Europe, pacific islanders were travelling from New Zealand to Hawaii and back again, using nothing but the stars as their navigational instruments.Um, the key to the pacific islanders’ success was probably their location near the equator. What that meant was that the sky could be partitioned , divided up, much more symmetrically than it could farther away from the equator. Unlike the Vikings, early observers of the stars in Polynesia or really anywhere along the equator would feel that they were at the very center of things, with the skies to the north and the skies to the south behaving identically, they could see stars going straight up in the east and straight down in the west. So it was easier to discern the order in the sky than farther north or farther south, where everything would seem more chaotic. Take the case of the Gilbert Islands, they are part of Polynesia , and lie very close to the equator. And the people there were able to divide the sky into symmetrical boxes, according to the main directions, north, east, south and west. And they could precisely describe the location of a star by indicating its position in one of those imaginary boxes. And they realized that you had to know the stars in order to navigate . In fact there was only one word for both in the Gilbert Islands , when you wanted to the star expert, you ask for a navigator.Um, islanders from all over the pacific learned to use the stars for navigation, and they passed this knowledge down from generation to generation. Some of them utilized stone structures called stone canoes , ah, and these canoes were on land, of course, and you can still see them on some islands today. They were positioned as if they were heading in the direction of the points on the sea horizon where certain stars would appear and disappear during the night, and, um, young would-be navigators set by the stones at night and turned in different directions to memorize the constellations they saw, so they could recognize them and navigate… by them later on when they went out to sea.One important way the Polynesians had for orienting themselves was by using zenith stars. A zenith star was a really bright star that would pass directly overhead at particular latitude…at a particular distance from the equator, often at a latitude associate with some particular pacific island. So the Polynesians could estimate their latitude just by looking straight up, by observing whether a certain zenith star passed directly overhead at night, they’d know if they have rates the same latitude as a particular island they were trying to get to. Um, another technique used by the Polynesians was to look for a star pair, that’s two stars that rise at the same time, or set at the same time, and navigators could use these pa irs of。

研究生英语听说教程(基础级第四版)答案 U13

Name John Steel Enrique Vargas OccupationComputer Consultant StudentType of PC used IBM PC Apple Macintosh Reasons for choice1) knows them well 1) easier to use2) e xchanges information with other users 2) G UI-click on icons / no typing in commands3) a l o t o f s o f t w a r e available3) windows easier to set upTask 2choose clone easier mouse standard iconscommandssetupusedtoSection B Portable ComputersTask 31. palmtop 2. notebook 3. clipboard 4. laptop 5. desktopUnit ThirteenPart Ⅰ Listening PracticeSection A Personal ComputingTask 1 Interview 1Interview 2Keys to ExercisesKeys to ExercisesSection C Computers in EducationTask 51. T2. F3. F4. T5. F6. FTask 61. T2. F (You should check that there is good applications software available.)3. F (There are not two factors but three factors, the third being the size of your budget.)4. T5. F (The ideal is one computer per student and all computers linked by a local area network.)6. F (free access = unlimited access)Section D Computer SecurityTask 71. The network system isn’t very secure.2. A modem.3. W hat people do with them, e.g. use their own name or a partner’s name, which makes life easy for a hacker.4. I t shows a constantly changing number. It is safe as long as you don’t leave the card lying around.5. Steve seems to know a lot.Part Ⅲ Listening Comprehension TestTalk 11. B ecause his company changed the way the world perceived the computer and its role in society.2. 557 million.3. technology4. technology could be made available to everyone5. technology could be used to better people’s lives and as a tool for creativity.中国人民大学出版社Talk 26. It refers to the idea of marketing a product over the Internet.7. A website.8. it can save time and money 9. a broader market and lower overheads10. Cybershoppers.。

TPO13听力解析

答案：B 解析：学生问及去哪里找实验对象（小孩儿），教授建议他去找 EDS，教育部门的秘书，她有一份名单，上面有愿意帮助学生的家庭们，因此选择 B，原文如下： Student: Where can I find a child to observe? Professor: Ur, I suggest you contact the education department secretary. She has a list of contacts at various schools and with certain families who are somehow connected to the university. Sometimes they are willing to help out students with projects like yours.
学生要求教授提出一个例子教授用他4岁的女儿做例子学生回答她处于preoperationalstage前运算阶段这时候的小孩子已经会想象一些虚拟的场景了比如在玩玩具车的时候因此答案选择a

TPO13 listening 问题解析
注：问题中红色标记词汇为解题突破点和关键词。
3. Why does the student mention a child playing with a toy car? To identify a behavior that would show a child’s imagination developing To identify a behavior that might illustrate egocentric thinking To give an example of a behavior he has observed To give an example of a behavior he would not need to describe

专业英语八级(听力)-试卷100

专业英语八级（听力）-试卷100(总分：50.00，做题时间：90分钟)一、 LISTENING COMPREHENSION(总题数：6，分数：50.00)1.PART I LISTENING COMPREHENSION__________________________________________________________________________________________ 解析：2.SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear themini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.__________________________________________________________________________________________ 解析：Study Activities in University In order to help college and university students in the process of learning, four key study activities have been designed and used to encourage them to make knowledge their own.1. essay writing: central focus of university work esp. in thehumanities, e.g. 【T1】 1【T1】 2Benefits: 1) helping to 【T2】 3interesting content in books 【T2】 4and to express understanding2) enabling teachers to know progress and to offer【T3】5【T3】63) 【T4】7students with exam forms 【T4】82. seminars and classroom discussion: another form to internalize knowledge in specialized contextsBenefits: 1) 【T5】 9enables you to know the effectiveness of 【T5】 10and others' response to your speech immediately2) Within the same period of time, more topics can be dealtwith than in 【T6】 11【T6】 123) The use of a broader range of knowledge is encouraged3. individual tutorials: a substitute for group discussionFormat: from teacher 【T7】13to flexible conversation 【T7】 14Benefit: encouraging acceptance of 【T8】 15and producing interaction 【T8】 164. lectures: a most 【T9】 17used study activity 【T9】 18Disadvantages: 1) less 【T10】19than discussions or tutorials 【T10】202) more demanding in 【T11】21【T11】22Advantages: 1) providing a general 【T12】23of a subject 【T12】24under discussion2) offering more easily 【T13】25versions of a theory 【T13】263) updating students on 【T14】27developments 【T14】 284) allowing students to follow different 【T15】 29【T15】 30Study Activities in University In order to help college and university students in the process of learning, four key study activities have been designed and used to encourage them to make knowledge their own.1. essay writing: central focus of university work esp. in thehumanities, e.g. 【T1】31【T1】32Benefits: 1) helping to 【T2】33interesting content in books 【T2】34and to express understanding2) enabling teachers to know progress and to offer【T3】 35【T3】 363) 【T4】 37students with exam forms 【T4】 382. seminars and classroom discussion: another form to internalize knowledge in specialized contextsBenefits: 1) 【T5】 39enables you to know the effectiveness of 【T5】40and others' response to your speech immediately2) Within the same period of time, more topics can be dealtwith than in 【T6】 41【T6】 423) The use of a broader range of knowledge is encouraged3. individual tutorials: a substitute for group discussionFormat: from teacher 【T7】43to flexible conversation 【T7】44Benefit: encouraging acceptance of 【T8】45and producing interaction 【T8】464. lectures: a most 【T9】47used study activity 【T9】48Disadvantages: 1) less 【T10】49than discussions or tutorials 【T10】502) more demanding in 【T11】51【T11】52Advantages: 1) providing a general 【T12】53of a subject 【T12】54under discussion2) offering more easily 【T13】55versions of a theory 【T13】563) updating students on 【T14】57developments 【T14】 584) allowing students to follow different 【T15】 59【T15】 60（分数：30.00）(1).【T1】（分数：2.00）填空项1:__________________ （正确答案：正确答案：literature/history/politics）解析：解析：在谈到论文写作时，原文指出“……大学教学工作。

新概念青少版2A中英字幕-unit7【声音字幕同步PPT】

是浪费时间。 Poor girl! She works very hard. 可怜的姑娘！
她工作真努力。
She goes out with friends nearly every night.
She works late twice a week, too. 她每周也加两次班。
Well, we all do that. Goodness, is that the time? 哦，我们都这样。天啊，几点了？
星期六去看电影。 Now listen and repeat. 现在听并重复。（听
力练习）
Pattern 2 Picture 49 What does he do every Saturday? He goes to the cineme 49 Does he ever go to the cinema? 句型3 图49 他总是看电影吗？
Sixteen percent eat breakfast at work.' 有 16%的人在工作时吃早饭。”
It's true. My assistant has her breakfast at work every day. It's a waste of time, really. 是这样的。我的助手每天都在工作时吃早饭。真
型4 图49 他一周看几次电影？一次。
Pattern 5 Picture 49 How often does he go to the cinema? Quite often. 句型5 图49 他多
久看一次电影？经常。 How often exactly? Once a week. 确切说，
多久一次？一周一次。 Now listen and repeat. 现在听并重复。（听

(2022年)广东省深圳市大学英语6级大学英语六级真题(含答案)

（2022年）广东省深圳市大学英语6级大学英语六级真题(含答案)学校:________ 班级:________ 姓名:________ 考号:________一、1.Writing(10题)1. 1. 有人认为考研是大学毕业生最好的出路2. 也有人持不同意见3. 我的看法Should We Pursue Master's Degree?2. For this part, you are allowed 30 minutes to write a short essay entitled On Independent Spirit. You should write at least 150 words following the outline given below:1. 大学新生报道的时候，都是家长拎行李；2. 出现这种现象的原因及其不良后果；3. 培养独立精神的重要性。

On Independent Spirit3. Directions: For this part, you are allowed 30 minutes to write a composition on the topic Should Euthanasia Be Legalized? You should write at least 150 words according to the outline given below in Chinese.1. 安乐死应该合法化；2．安乐死不应合法化；3．我的观点。

Should Euthanasia Be Legalized?4. For this part, you are allowed 30 minutes to write a composition on thetopic Test for National Civil Servants. You should write at least 150 words according to the outline given below in Chinese:1．近几年兴起了一股国家公务员考试(Test for National Civil Servants)热2．产生这种现象的原因3．我的看法Test for National Civil Servants5. Directions: For this part, you are allowed 30 minutes to write a poster recruiting volunteers. You should write at Least 120 words following the outline given below:1. 校学生会将组织一次暑假志愿者活动，现招募志愿者2．本次志愿者活动的目的、活动安排等3．报名条件及联系方式6. Directions: For this part, you are allowed thirty minutes to write a composition on the topic Competition and Cooperation. You should write at least 150 words, and base your composition on the outline (given in Chinese) below:1. 现代社会中竞争无处不在；2．竞争和合作的关系。

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2. Listen to Part 1 again and tick the energy sources that are mentioned. Complete the notes on them.
Sources of energy
Notes
Fossil fuels • Produce carbon dioxide • cheap and concentrated form of energy
1. Listen to Part 1 and decide which
statements Professor Keeling does
NOT agree with.
1. We should stop depending on fossil Agree 2. 90% of our energy comes from fossil
_________ and __________ developing developed
countries will have to work
together.
LI BIN: But it’s not the __________ developing
countries that put most of the carbon _______ into the air. dioxide The developed countries are really the ones to ______. blame
fuels. Agree fuels fe fossil fuels with cleaner sources of energy. Disagree 4. Nuclear power is a good source of energy. Disagree
4. Listen to part 2 again and
fill in the blanks.
LI BIN: … What about ________? factories They don’t cut down on their use of ______. energy
KEELING: No, they don’t. However, problem that is a ________ we must work on as a ______ global community. That means
1. We should stop depending on fossil fuels for our energy. 2. 90% of our energy comes from fossil fuels. 3. We can replace fossil fuels with cleaner sources of energy. 4. Nuclear power is a good source of energy.
Wind power • clean • not practical: need huge areas of land to provide enough energy
• clean Energy from the sun • not very practical with present technology
人教课标高二选修 6 Unit 4
Li Bin is interviewing Professor Keeling about using different sources of energy. Read the statements below and tick the ones you agree with.
Nuclear power
• does not produce carbon dioxide • dangerous
3. Listen to Part 2 and then list three things we can do to save energy.
First we must try to find ways to use fossil fuels that does not put carbon dioxide into the air. Second we must produce products that are economical with energy. Third we must ask people to cut down on the energy they use.

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