[外语类试卷]专业英语八级（MINI-LECTURE）强化练习试卷11及答案与解析.doc

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1、专业英语八级（ MINI-LECTURE）强化练习试卷 11及答案与解析 SECTION A MINI-LECTURE Directions: 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 t

2、he 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. 0 Effective Assignments Using Library and Internet Resources A well-designed assignment can

3、 teach students valuable research skills and improve their paper quality. Effective assignments using library and Internet resources may help students to (1)_relevant information, to think critically. I. Set (2)_and make them clear to students develop a suitable topic locate relevant and timely mate

4、rials -(3)_different sources and detect bias quote properly and avoid plagiarism II. Teach research strategies define your topic develop a list of (4)_and phrases find books on your topic find more recent information locate high-quality web sites research requires and teaches (5)_ and adaptability I

5、II. Provide resource lists resource lists direct students to the most useful information sources check the librarys listings to make sure they are the latest (6)_ IV. Consider alternative designs students find out more about the people and issues involved in the assigned event students, working in (

6、7) prepare a guide to introduce the information sources students compare the topics and results from different sources V. Common problems when using the library and Internet resources all class looking for the same specific topic students working from incomplete or incorrect information students ass

7、igned vague or general topics students given (8)_questions VI. Suggestions (9)_all use of the Internet may not be the best solution encouraging students to find material through the library web site accepting the online versions reminding students of the techniques for evaluating web sites (10)_ wit

8、h librarians and using their services 10 Reading Faster The only way to read faster is to read faster,and it is a serious suggestion. I. Guidelines of (1)_ get your body ready set a (2)_ relaxation (3)_concentration II. Concrete ways of reading faster 1) (4)_with“Just Do It“; 2) Move your eyes (5)_;

9、 3) (6)_the assignment and read the headings, charts and so on; 4) Avoid (7)_. III. Skills to improve the efficiency of reading 1) Skillful readers (8)_reading rate according to their purpose and the nature of the material; 2) Skim die passage for the key words and ideas; 3) Pay attention to the (9)

10、_that follow, and focus on the answers appearing in the passage; 4) Pay attention to the (10)_part of the passage. 20 Bilingual Education I. Bilingual Education 1) Bilingual education provides instruction in both the students native language and the language of the (1)_country. 2)The development in

11、the United States; 1971 Massachusetts was die first state to imple ment bilingual education; 1974;bilingual education became federal law; 1984;the law was renewed; ESL. II. Various Bilingual Programs 1) (2)_bilingual education Students learn ESL while taking classes in native language. They take cla

12、sses in English only after a 3-year time limit. Native language serves as a transition to English. 2) Maintenance bilingual education Students take content-area classes in (3)_. Students who know their native tongue well will be more successful in ESL. However,the problem is the (4)_expense of the p

13、rogram. 3) Two-way bilingual education The program offers second language instruction to English native students while providing ESL to other students. Both students take classes in native languages. The purpose is to make all students (5)_. 4) Immersion bilingual education Students are immersed in

14、English for 1 year or 2. However, many students are overwhelmed in the (6)_ in learning English and they lost time that should learn more important concepts. III. The Principles of Bilingual Education The principle is to (7)_the learning of English in the best method. Students should not stop learni

15、ng English unless it is enough for academic growth. IV. The (8)_over Bilingual Education 1)cons; People fear of the attention given to languages other than English. They are in favor of the (9)_ politics. 2)pros: Students who learn their native language well are learning a second language more easil

16、y. Thus they learn important concepts more easily. Some critics dont really want (10)_to be successful. 专业英语八级（ MINI-LECTURE）强化练习试卷 11答案与解析 SECTION A MINI-LECTURE Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the importa

17、nt 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 n

18、ote-taking. 0 【听力原文】 Effective Assignments Using Library and Internet Resources Good morning, everyone. For many times students are complaining about their assignments. They say assignments are either boring or meaningless. Through the assignments they make, faculty have the power to influence stude

19、nts development as seekers and users of information. Many students are not “information literate“ when they arrive at the university or begin work in a new subject area. (1) They may not understand how to locate relevant information, or how to think critically about the information sources they enco

20、unter. Their coursework is often the only opportunity for them to learn the difference between “surfing the net“ and substantive research. A well-designed assignment can teach students valuable research skills and improve the quality of their papers. Unfortunately, assignments also have the potentia

21、l to confuse and frustrate students, leading to a poorly-written product. Here are some suggestions to keep in mind when developing assignments that require library or Internet research. Firstly, set objectives and make them clear to students. A statement of objectives helps students focus on the re

22、search-related skills they should learn as a result of the assignment. The following steps illustrate what might be appropriate for a term paper in the social sciences or humanities. Develop a suitable topic for research, using the library reference collection and other sources of background informa

23、tion. Select and use the most appropriate library catalogs, article databases and printed indexes, and Internet search tools to locate relevant and timely materials. Distinguish between popular and scholarly sources and detect signs of bias. Quote and cite sources in a way that gives proper credit a

24、nd avoids plagiarism. Secondly, teach research strategies. Research strategies may seem obvious to experienced researchers but are often unknown to students. Breaking down the assignment into research strategy steps will help them accomplish your stated objectives. With the above topic, we can conti

25、nue as follows. Define your topic using an encyclopedia article or textbook chapter for background information. Develop a list of relevant keywords and phrases to use in searching. Use the library catalogs to find books on your topic. Use article databases and printed indexes to find more recent inf

26、ormation in magazines and journals. Use Internet directories and search engines selectively to locate authoritative, high-quality web sites. Research is a complex process that requires and teaches flexibility and adaptability. Students benefit from opportunities to reflect on their research strategi

27、es and think critically about what they are doing. Thirdly, provide resource lists. Resource lists give students a starting point, directing them to the most useful information sources for a particular assignment. Because so many reference sources are moving from printed to electronic formats, (6) y

28、ou may want to check the librarys listings of article databases and electronic resources to be sure you are including the latest versions. Many of our subject specialty libraries and collections offer web pages listing important sources in their subject areas. Feel free to print and distribute these

29、, copy from them, or link to them if you have a course-related web page. The fourth step is to consider alternative designs for the assignment. Students keep a “ research log“ documenting where they looked for information, analyzing what search techniques worked and what didnt, and discussing how th

30、e material found affected their thinking on the topic. Starting with a significant event or publication in your discipline, students find out more about the people and issues involved. Students, working in groups, prepare a guide that introduces others to information sources in a subject field. Stud

31、ents analyze the content, tone, style and audience of three journals and/or web sites basic to your discipline. Students compare how a given topic is treated in several different reference sources, both print and electronic. Students compare results from a general Internet search engine, a selective

32、 web directory, and a database of scholarly journal articles. Finally, avoid common problems. There are some common problems students should avoid. An entire class looking for one piece of information or researching the same specific topic. Students working from incomplete/incorrect information. Stu

33、dents assigned excessively vague or general topics, e. g. , “ women in America,“ without guidance on narrowing a topic. Students given obscure questions and told to find the answers. Many faculty members are justifiably concerned about the deteriorating quality of student papers caused by overrelian

34、ce on Internet search engines and unquestioning acceptance of “the first web site they see. “(9) However, forbidding all use of the Internet may not be the best solution. Some scholarly journals are only available online, and there are reliable, teachable ways to find and identify high-quality web s

35、ites. Encourage students to find scholarly material through the article databases available on the library web site. These will lead them to both online and printed copies. Accept the online versions if they are properly cited. If appropriate for your class, advise students to use selective director

36、ies of high-quality web sites. Remind students that there are techniques for evaluating web sites. Consider having them evaluate sites as part of the assignment. Students can also consult with librarians and use their services. Librarians are regularly available to meet with faculty who are designin

37、g or revising library-related assignments. This collaboration helps to generate assignments that refer to the best possible sources, and also lets us make arrangements within the library to accommodate the needs of the assignment. For example, in some cases we may be able to obtain needed items or s

38、et materials aside in a special area. Thats all for todays lecture. Thanks for your listening. 【知识模块】 讲座 1 【正确答案】 locate 【试题解析】 本题为概括题。开头部分提到了很多学生抱怨作业无聊、无用，因为 They may not understand how to locate relevant information， or how to think critically about the information sources they encounter，学生们不知如何找出

39、相关信息和进行批判性的思考，演讲者提出教师应该更好地利用图书馆和网络资源布置作业，因此填入 locate。 【知识模块】 讲座 2 【正确答案】 objectives 【试题解析】 本题为要点题。此处提到利用图书馆和网络资源布置作业的第一个步骤， Firstly， set objectives and make them clear to students，确定好目标并告知学生，因此空格处填入 objectives。 【知识模块】 讲座 3 【正确答案】 distinguish 【试题解析】 本题为细节题。在确定目标的过程中要进行的一项活动就是Distinguish between popul

40、ar and scholarly sources and detect signs of bias，要区分一般的资源和学术资源，并检测出其中可能出现的偏见迹象。因此填入distinguish“区别，区分，辨别 ”。 【知识模块】 讲座 4 【正确答案】 relevant keywords 【试题解析】 本题为细节题。利用图书馆和网络资源布置作业的第二个步骤就是Teach research strategies即教会学生研究策略。其中提到 Develop a list of relevant keywords and phrases to use in searching，在寻找信息的过程中可以

41、将关键词和短语列表，因此填人 relevant keywords。 【知识模块】 讲座 5 【正确答案】 flexibility 【试题解析】 本题为细节题。在讲到教会学生研究策略时提到 Research is a complex process that requires-and teaches-flexibility and adaptability做研究是一个复杂 的过程，它需要学生具有很好的灵活性和适应性，因此空格处填入flexibility“灵活性 ”。 【知识模块】 讲座 6 【正确答案】 versions 【试题解析】 本题为推断题。演讲者提到第三个步骤是 Provide res

42、ource lists(提供信息来源目录列表 )，其中提到 you may want to check the librarys listings of article databases and electronic resources to be sure you are including the latest versions，根据题干的表述，在查找信息时要确定你所查找的信息应该是最新、最近的版本，因此推断空格处填入 versions。 【知识模块】 讲座 7 【正确答案】 groups 【试题解析】 本题为细节题。第四个步骤是 Consider alternative designs

43、(考虑不同的设计方案 )，其中提到 Students， working in groups， prepare a guide that introduces others to information sources in a subject field，学生可以以小组形式合作，完成一份关于相关信息来源的说明，因此填入 groups。 【知识模块】 讲座 8 【正确答案】 obscure 【试题解析】 本题为细节题。在讲完四个步骤后，提到在进行这些操作时应该规避的一些常见问题，其中一个是 Students given obscure questions and told to find the

44、 answers，要避免给学生提出一些模糊不清的问题让他们去解决，问题应该十分清晰易 懂，因此空格处填入 obscure“模糊不清的 ”。 【知识模块】 讲座 9 【正确答案】 forbidding 【试题解析】 本题为要点题。最后提到在利用图书馆和网络资源布置作业时的一些建议，指出使用网络资源可能会出现这样或那样的问题，但是 forbid-ding all use of the Internet may not be the best solution，完全禁止学生使用网络也不是最好的策略，因此填入 forbidding“禁止 ”。 【知识模块】 讲座 10 【正确答案】 consultin

45、g 【试题解析】 本题为要点题。演讲者提出的另一条建议是 Students can also consult with librarians and use their services，学生们可以跟图书馆的管理员进行沟通交流，他们会给出很多有效的建议和帮助，因此填入 consulting“交流，商量 ”。 【知识模块】 讲座 10 【听力原文】 Reading Faster Good morning, boys and girls. Today, we are going to talk about how to read faster when you are doing reading

46、comprehension. Sometimes you are complaining about the speed of your reading. Especially when you are taking an exam, you find it hard to read the materials fast and when you read fast, you cant get the required information. Today I will focus on how to read faster and faster. Actually the only way

47、to read faster is to read faster. This may sound like double talk, but it is a serious suggestion. The fact is that most people can read faster simply by making a conscious effort to do so. In fact,you probably can read faster without any loss in comprehension. Your comprehension might even improve.

48、 The following are some guidelines from the“ Just Do It“school on speed reading. First, get your body ready. Get off the couch. Sit at a desk or table and sit up, on the edge of your chair, with your feet flat on the floor. If youre feeling adventurous, read standing up. When you feel your body read

49、y to start the reading, breathe in and out deeply for several times. This makes you feel better. Next, set a time limit. Use a clock or a digital watch with a built-in stopwatch to time yourself. The objective is not to set speed records,so be realistic. For example, you may set a goal to read a chapter in an hour. If that works, set a goal of 50 minutes to read a similar chapter. T