文档内容
2015
年专八真题详解
（新题型优化）
PART I LISTENING COMPREHENSION
'sEc�f,oN A
Understanding Academic Lectures
Good morning, everybody. Now, at the university, you, as students, are often _called on to perform
many types of listening tasks: listening in a group discussion, listening to a teacher on a one-to-one basis,
and listening to academic lectures. So what I'm going to talk about today is what a listener needs to be
able to do in order to comprehend an academic lecture efficiently.
OK. What do you need to do in order to understand the lecture? Now there are four things that I'm
going to talk about. [ 1 ]The first thin is that ou need to be aware of all of the arts of the Ian ua e that
carry meaning. You all know that words carry meaning. So you've got to be aware of the vocabulary of the
language, [2]but there are some other features. For one thing, [3]you need to be aware of stress. Let me
give you an ex扣nple. "I went to the bar." "I went to the bar." It makes a difference. In the second exam
ple, I'm stressing the fact that it was me and not someone else so that this means stress has some mean
ing. (4]Now the next thin . ou mi ht want to listen for is intonation. For example, if I say "He came." "He
C扛ne?" There are two different meanings. One is a statement, the other one is a question. [5]And another
thing you need to listen for is rhythm. For instance, "Can you see, Mary?" VS "Can you see Mary?" da da
DA da ... da da da DA da. Those two mean something different. In. the first one, they are talking directly to
Mary, while the second one means "Can you see Mary… over there?"
Now the next thing you must do when you listen is that you need to add information that the lecturer
expects you to add. All lecturers assume that they share some information with their audience and that
their audience does not need them to explain every word. [6]And listeners have an ability to add this infor
mation due to two sources of information. That is, one, [7]their knowledge of a particular subject; and, two,
(8]their knowledge or experience of the world. So remember: listening is not a matter of just absorbing the
speaker's words; the listener has to do more than that. The listener is not a tape recorder, absorbing the
speaker's words and putting them 'into his or her brain. Rather, [9]1istening involves hearing the speaker's
words and reinterpreting them, [lO]adding information if necessary. So the meaning is not in the word alone,
rather it is in the person who uses it or responds to it so that the second thing that a listener must do—
add information that the lecturer assumes that they share.
OK. (ll]The third thin that a listener needs to do and this is to me the most im ortant thin of all
and that's to predict as you listen. Now let me give you two reasons why you have to predict. For one
thing, [12]if you predict it helps you overcome noise. What do I mean by noise? Maybe there's noise out
side and you can't hear me. Maybe you're in the back of the room and you can't hear all that well. Maybe
the microphone doesn't work Maybe there's noise inside your head. By that I mean maybe you're thinking
of something else. And then all of a sudden, you'll remember "Oh, I've got to listen. " By being able to
predict during the lecture, you can just keep listening to the lecture and not lose the idea of what's going
on. So predicting is important to help you overcome outside noise and inside noise. And another reason
that predicting is important is because it saves you time. Now when you listen you need time to think
about the information, relate it to old ideas, take notes, and if you're only keeping up with what I'm saying
or what the lecturer's saying, you have no time to do that. And I'll bet a lot of you are having
that problem right now because it's so hard just to follow everything I'm saying, that you don't have time
to note down ideas. So predicting saves you time. If you can guess what I'm going to say, you're able to
take notes, you're able to think, you have more time. OK? [13]And there are two types of predictions that
you can make: predictions of content and predictions of organization. Let me give you an ex扣nple in terms
of content. If you hear the words "Because he loved to cook, his favorite room was…" what would you ex-
专八2015 -11pect? Kitchen. You can guess this because you know people cook in the kitchen. OK? [14]And you can also
predict organization. So if I was going to tell you a story, you'd expect me to tell you why the story is
important, give you a setting for the story. So you have expectations of what the speaker is going to talk
about and how the speaker will organize his or her words.
Now let's come to the last thing a listener must do: the listener must evaluate, as he or she is listen
ing, decide what's important, what's not, decide how something relates to something else. OK? There are a
gain two reasons for this. [15]The fi江st one is evaluatin hel s ou to decide what to take notes about:
what's irn ortant to write down? what's not irn ortant to write down? And the second reason is that eval让
ating helps you to keep information. Studies have shown that we retain more information if ideas are con
nected to one another rather than just individually remembered. So for example, if I give you five ideas
that are not related to one another, that's much more difficult to remember than five ideas that are related.
So you can see evaluating helps you to remember information be杠er because it connects ideas to one another.
OK. From what I've said so far, you can see there's a lot involved in listening to lectures: language
awareness, adding information, making predictions and evaluations. I hope these will be useful to you in
lecture comprehension.
1. carriers of meaning // meaning carriers // parts of the world)。 of the world卷面上已经给出，故只
of language 需填上 knowledge or experience。
【解析】本题要求补充完整有效理解讲座的第一个要 9. reinterpreting
点。 录音提到，首先我们要弄明白语言中传达意义的 【解析】讲座中提到，听力过程中，在听到说话者的话
“
所有部分(all… that carry meaning) , 这里可以填入 语(hearing the speaker's words)之后是 重新解释
名词短语carriers of meaning 或meaning carriers, 这些话语"(reinterpreting them) , 故应填入reinter
或者选填parts of language。 preting。
2. other fe at u res 10. adding
“ ”
（解析】空格与提纲中的 words为并列关系，讲座说文 【解析］讲座提到的第三步是 必要时添加信息
字传达意义，因此需要理解词汇；接着语义一转，提到 (adding information if necessary) , 故 填 人
还有一些其他要素(some other features) , 故填入名 adding。
词结构other features。 11. Predicting
3. stress 【解析】本题要求填 出 有效理解讲座的第三个要
【解析】讲座在提到 other features 时，首先提到要注 点。 录音提到第三点要做的是，在听的同时进行预测
意 ” 重读"(stress),并举了"I went to the bar"这个 (pr�dict 邸 you listen)。 由于提纲中第一、二点都
例子。 用了大写的动名词结构 (Understanding all… 和
4. intonation Adding information) , 故本题填入动名词 Predict
“
（解析］讲座提到的第二个特点是 语调"(intona ing, 注意首字母要大写。
tion), 并举出了降调的 "He came." 和升调的"He 12. overcome noise
“ ”
came?"作例子。 【解析】讲座提到了两点需要进行 预测 的原因。 其
5. rhythm 中第一个原因是 ” 进行预测可以帮助你对抗噪音 ”
“
（解析】 讲座提到的第三个特点是 节奏"(rhythm)。 (overcome noise) , 故本 空答案就是 overcome
注意rhythm的拼写，不要误写成rhyme 了。 n01se。
6. adding information 13. types of predictions
【解析】本题需填入说明听众(listeners)行为的词。 讲 【解析】录音提到有两种预测类型(two types of
座提到，所有的演讲者(lecturers)都认为他们与听众 predictions) , 其中一个是预测内容(content)。 根据
共享了一些信息， 而听众不需要他们解释每个词语， 空格下面的content以及所填答案不得多于三个单词的
听众有能力自行添加信息。 该题上一行用了动名词形 规定，可确定本题应填入typesof predictions。
式的 sharing·information,故本题也应填入动名词形 14. organization
式，答案即adding information。 【解析】讲座除了提到可以预测内容外，还提到可以
”
7. a particular subject 预测 结构"(organization)。
（解析】 听众的第一种信息来源是听众对某个特定学 15. content II point
科所掌握的知识 (their knowledge of a particular 【解析】本题要求补充完整评估(evaluating)的作用
subject),故 答案是a particul釭 subject。 之一。 讲座提到，评估首先帮助我们判断哪些需要记
8 . . knowledge or experience 笔记，哪些是需要记下的重要信息，哪些是不需要记
【解析】讲座 中 提 到 的 第 二 种 信 息 来源是听众对 下的信息。 言下之意就是决定笔记的内容或要点，故
这个世界的了解或经验 (knowledge or experience 填content或point。
专八 2015 -12SECTION B
(T)=THERESA MAY
(!)=Interviewer
Part One:
(I): [ 3]N ow both the overnment and the O osition a ree that state schools are not ood
enough. And the Opposition is coming up with some new proposals of their own to improve them. But
is their approach really all thin different from the government's? Today, we have Theresa May, the
Shadow Education Secretary from the Opposition, with郎 on the radio show. Good afternoon. Theresa.
(T):Good afternoon.
(I): Can I remind you of what John Major said, only a few years ago, when he was prime Minister? He
said. "We should give people opportunity and choice. I don't mean some people. I mean everyone, op
portunity for all." Well, that is precisely what the present government is saying: opportunity for all.
(T):The hallmark of this government is that what they say and what they actually do is always different.
And that's no different in education. What we see from the present government is they may talk about
opportunity for all, they may talk about choice, [ 1 ]but actually they are cutting opportuni and reduc
个
in choice. And what I think is most dama in is that actuall the are ivin a messa e: don't bother
If ou're from a state school there are barriers to be ut in our lace. But, this is far from the truth:
universities have been doing a very great deal to encourage state school pupils to apply. The point is
that we still haven't got enough state school pupils applying to our leading universities.
(I): [5]But our overnment had ei hteen ears to et more of them into Oxbrid e.
(T): [4]And indeed we increased the number of oun eo le in this count oin into universi from one
in eight to one in three. The number of state pupils being accepted by Oxford and Cambridge, and other leading
皿versities, the proportion of state pupils has actually increased, [2]but there is a problem in many
of our second schools of e ectations and it's the resent Government that has been levellin
dowri expectations, rather than raising them.
(I): [5]But I was talkin about u ils from state schools oin to the so called elite universities. That didn't
go up during your time.
(T):The number from the state schools, who are going to leading universities, has increased over the years,
but there is still an issue about ensuring that pupils from our state schools apply to go into the uni
versities, and if you look at the Oxford figures, for example, you see that the percentage of students
applying to Oxford from the state schools is about 1%, whereas from the private schools it's over 4.5%,
[2]so that ou know that's the roblem it's e ectations in the state s stem that have been driven
down by this Government over the years.
1. In Theresa's view, what is the present govermnent doing?
[D] 【解析】 Theresa 在访谈中说，我们看到当前政府谈及给所有人以机会，但实际上他们削减了机会，减少了选择面
(cutting opportunity and reducing choice) o此外， Theresa 觉得最有破坏性的是政府传递一个信息：如果你来自
D “ ” Theresa
公立学校，会有很多阻碍。 由此可知 项 减少了给公立学校学生的机会 是 对当前政府的看法。
Theresa A “ ”
【点睛】 在话语中明确谈及当前政府实际上所做的和所宣称的不一致， 项 做了他们对学校所承诺做的事情
Theresa B “ ” C
不对。 提到公立学校中 申请顶尖大学的学生人数不够，没有提到 项所说的 政府为顶尖大学创造机会 。 项
“ ” Theresa ” ”
考虑为公立学校的学生除去障碍 与 所说的 政府传递了 一个信息：来自 公立学校会遇到障碍 不符。
2. What is the problem in secondary schools now?
[C] [解析】 Theresa 两 次 提 到 政府 降低 了 中 学 生 的 期 望 ， 分别 是 levelling down expectations 以 及 It's
expectations… that have been driven down
。
C
项用动词
lower
同义替换了
Theresa
原话中的
levelling down
和 driven down, 为本题答案。
Theresa (have been
【点睛】 说她所在的党派一直努力让更多公立学校的学生进入到顶尖的大学，大学也在努力这么做
working very hard at doing that) , A “ ” D “
项 大学没有努力接受公立学校的学生 和 项 顶尖大学拒绝公立学校的学
” Theresa
生 与此相反。 提到被牛津大学、剑桥大学以及其他顶尖大学录取的公立学校的学生，其比例实际上有所增长
(has actually increased) , B “ “
据此排除 项 公立学校申请牛津大学的学生人数没有增加 。
3. What can we learn from the interview?
[B] [解析】访谈的开场白就点明当前政府和反对党均觉得公立学校需要改进，他们的谈话也是围绕这个来展开的，B
项正确。
［点睛】谈话中虽有提到公立学校的学生想报读顶尖大学的人数不多 ，但并没有说是出于公立学校的 阻止，也不是牛津
2015 -13
专八有招生偏好，而是由政府的误导所致，所以排除A和 C。 此外，文中没有提到公立学校和私立学校的学生谁更努力 ，D
无原文根据。
4. What contribution does Theresa think her party has made in·education?
[D] (解析）Theresa指出现任政府的误导性行为让公立学校的学生以为申请读大学是有障碍的，从而导致公立学校报
读大学的人数不多。 谈及此，采访者质询了Theresa所在党派在这方面的表现。 从Theresa的回答“增加了上大学的
年轻人数量”中 ，可知答案选 。
D
Theresa
【点睛］虽然 在 回应采访者时提及反对党执政期内报读大学的人数有所增长，牛津和剑桥拟录的公立学校学生
的比例也有提高，但牛津和剑桥在这里相当于一种举例，代表的是顶尖大学，所以不等同于说反对党鼓励公立学校学生
A B Theresa
去读牛津或鼓励牛津扩招，排除 和 。 只指出 了 当前政府降低了公立学校学生的期望，并没有说反对党提高
C
了这些学生的期望，排除 。
5. What's the man's focus in this part of the interview?
[A] (解析］男士就是采访者，他发言的内容不多，除了开场白之外就只说了两旬，且针对的都是公立学校学生去读顶尖
大学的人数情况，由此可见本题答案为 A。
Theresa B
【点睛］一直话病当前政府的教育政策的是 而非采访者，而且她主要针对的并非 项说的大学招生的问题，而
． C
是政府对中学生的不当 引 导。 男士说的是公立学校学生去读国 内顶尖大学的人数，而非只针对牛津和剑桥所招人数，
D Theresa
项不对。 项是 提到 的要点 ，并非男士关注焦点。
Part Two:
(I):B ut, again, you had the opportunity to do that as well, I mean to get more children from state schools
into those leading universities, and it didn't happen.
(T):'We have been getting more children from state schools into the leading universities, and the universities
have been working very hard at doing that. [9]But I think there is oin to be a real roblem in the
I
short term as a result of what the resent overnment has been doin . Because the have been ivin
a message that there are barriers there, and we've seen it today, [9]there are reports already that Cam
brid e has been findin state school u ils rin in� u and sa · that the are not oin to bother to
a 1 now. That's the real
