對(duì)于英語(yǔ)專(zhuān)業(yè)的學(xué)生來(lái)說(shuō)，大家在學(xué)校期間是需要面對(duì)專(zhuān)八考試的，而專(zhuān)八的難度比較大。今天我們?yōu)榇蠹艺砹擞⒄Z(yǔ)專(zhuān)業(yè)八級(jí)考試聽(tīng)力真題及答案，歡迎大家閱讀。

英語(yǔ)專(zhuān)八聽(tīng)力原文

Part 1, Listening Comprehension

SECTION A MINI-LECTURE

Understanding Academic Lectures

Good morning, everybody.

Now at the university you, as students, are often called on to perform many types of listeningtasks: listening in a group discussion, listening to a teacher on a one-to-one basis, andlistening to academic lectures.

So what I'm going to talk about today is what a listener needs to be able to do in order tocomprehend 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.

The first thing is that you need to be aware of all of the parts of the language that carrymeaning.

You all know that words carry meaning.

So you've got to be aware of the vocabulary of the language, but there are some otherfeatures.

For one thing, you need to be aware of stress.

Let me give you an example.

"I went to the bar."

"I went to the bar."

It makes a difference.

In the second example, I'm stressing the fact that it was me and not someone else so that thismeans stress has some meaning.

Now the next thing you might want to listen for is intonation.

For example, if I say "He came." "He came?"

There are two different meanings.

One is a statement, the other one is a question.

And another thing you need to listen for is rhythm.

For instance, "Can you see, Mary?" VS "Can you see Mary?" Dadadadada. Dadadadada.

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 thelecturer expects you to add.

All lecturers assume that they share some information with their audience and that theiraudience does not need them to explain every word.

And listeners have an ability to add this information due to two sources of information.

That is: 1) their knowledge of a particular subject; and 2) their knowledge or experience ofthe world.

So remember, listening is not a matter of just absorbing the speaker's words - the listener hasto do more than that.

The listener is not a tape recorder, absorbing the speaker's words and putting them into his orher brain.

Rather, listening involves hearing the speaker's words and reinterpreting them, addinginformation if necessary.

So the meaning is not in the word alone, rather it is in the person who uses it or responds to itso that the second thing that a listener must do - add information that the lecturer assumesthat they share.

OK. The third thing that a listener needs to do, and this is to me the most important thing ofall, and that's to predict as you listen.

Now let me give you two reasons why you have to predict.

For one thing, if you predict it helps you overcome noise.

What do I mean by noise?

Maybe there's noise outside 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 notlose 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, takenotes, and if you're only keeping up with what I'm saying or what the lecturer's saying, youhave 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 followeverything 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, youhave more time.

OK? And there are two types of predictions that you can make: predictions of content andpredictions of organization.

Let me give you an example in terms of content.

If you hear the words "Because he loved to cook, his favorite room was…" what would youexpect?

Kitchen. You can guess this because you know people cook in the kitchen.

OK? And you can also predict organization.

So if I was going to tell you a story, you expect me to tell you why the story is important, giveyou a setting for the story.

So you have expectations of what the speaker is going to talk about and how the speaker willorganize his or her words.

Now let's come to the last thing a listener must do: the listener must evaluate as he or she islistening, decide what's important, what's not, decide how something relates to something else.

OK? There are again two reasons for this.

The first one is evaluating helps you to decide what to take notes about, what's important towrite down, what's not important to write down.

And the second reason is that evaluating helps you to keep information.

Studies have shown that we retain more information if ideas are connected to one anotherrather than just individually remembered.

So for example, if I give you five ideas that are not related to one another, that's much moredifficult to remember than five ideas that are related.

So you can see evaluating helps you to remember information better because it connects ideasto 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.

SECTION B INTERVIEW

Now both the government and the opposition partyagreed that state schools are not good enough.And the Opposition is coming up with somenew proposals of their own to improve them. But is their approach really all that different fromthe government's? Today we have Theresa May, the shadow education secretary from theOpposition with us on the radio show.

M: Good afternoon, Theresa.

W: Good afternoon.

M: 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. "We don't mean some people. I meaneveryone, opportunity for all." Well, that is precisely what the present government is saying,opportunity for all.

W: The hallmark of this government is that what they say and what they actually do is alwaysdifferent. And that's no different in education. What we see from the present government isthat they may talk about opportunity for all, they may talk about choice, but actually they arecutting opportunity and reducing choice. And what I think is most damaging is that actuallythey are giving a message "Don't bother. If you are from a state school, there are barriers tobe put in your place." But this is far from the truth. Universities have been doing a very greatdeal to encourage state school pupils to apply. The point is that we still haven't got enoughstate school pupils applying to our leading universities.

M: But your government had 18 years to get more of them into Oxbridge.

W: And indeed we increased the number of young people in this country going to university,from one in eight to one in three. The number of state pupils being accepted by Oxford andCambridge and other leading universities, the proportion of state pupils has actually increased.But there is a problem in many of our secondary schools - of expectations. And it is thepresent government that has been leveling down expectations rather than raising them.

M: But I was talking about pupils from state schools going to the so-called elite universities.That didn't go up during your time.

W: The number from the state schools who are going to leading universities has increased overthe years. But there's still an issue about ensuring the pupils from our state schools apply togoing to the universities. And if you look at the Oxford figures, for example, you see that thepercentage of students applying to Oxford from the state schools is about one percent,whereas from the private schools it's over 4.5 percent, so that you know that's the problem.It's expectations in the state system that have been driven down by this government over theyears.

M: But again you had the opportunity to do that as well. I mean to get more children fromstate schools into those leading universities and it didn't happen.

W: We have been getting more children from state schools into the leading universities and theuniversities have been working very hard at doing that. But I think there's going to be a realproblem in the short term as a result of what the present government has been doing, becausethey have been giving a message that there are barriers there. And we've seen it today. Thereare reports already that Cambridge have been finding state school pupils ringing up and sayingthat they are not going to bother to apply now. That's the real damage the government hasbeen doing. Far from opening opportunities, they are actually closing down opportunities.

M: Well, they'd argue with that of course. And what they would say is "one of the things wewant to do is improve the standard of our schools". Now one of the ways they want to do it isto give the schools the opportunity to run themselves more completely than they are doing atthe moment. To give schools more powers, exactly the same as you. You made a speech lastnight laying out the way you see the education system changing in this country. I see nodifference here at all between you and them.

W: There's a very great deal of difference actually. The present government talks aboutfreedom for schools. It talks about getting money into schools. But if you look in the detail ofwhat they are proposing, the reality is very different. We genuinely want to make schools freeand give them the freedom to have all of the money to spend on what is going on in theirschools.

M: All of it?

W: Well, the government say in the future 85 pence in the pound will go to the schools. I wantto make sure that every pound spent on schools is a pound spent in schools. I think schoolsshould have the money and have the power to decide how to spend it because they know bestwhat's in the interest of their pupils.

M: Right. So the answer to my question was "Yes. All of that money will go to the schools", wasit?

W: I want to see every pound spent on schools.

M: Well, you say all of the money being spent in schools going into the schools. Fine. But whatdoes it mean in practice? Does it mean, I repeat the question, that all of that money, all of it,will go to the schools?

W: What it means is that all that money at the moment that is being spent on the schoolsshould be spent in the schools rather than, - M: And on local? -rather than money that issupposed to be spent on schools but is being held back in bureaucracy.

M: So at the moment a certain amount of money goes to schools. A certain amount of moneygoes to local education authorities. Are you saying that in future no money will go to localeducation authorities but all of the money will go to the schools. I mean that's a verystraightforward question, isn't it?

W: At the moment what happens is that money goes to local education authorities and theydecide how much money is then going to be spent on the schools. Money's held back at thoseeducation authorities and is held back initially at central government as well for them to decidehow it should be spent. I want that money to be actually in the schools for the schools todecide how it should be spent.

M: OK. Thank you very much, Theresa, for talking to us on the program.

W: Pleasure.

SECTION C NEWS BROADCAST

News 1:

A media research study said that 91% of adults inBritain watched their main TV set once a week - up from 88% in 2002. It said the popularity ofsmartphones and tablets was taking teens out of bedrooms back into family rooms. Far fromtechnology pulling family time apart, it said, the huge growth in mobile was actually having theopposite effect. Family members are being brought together just as they were in the 1950swhen a TV was likely to be a home's only screen. There are a number of factors for this. Peopleare now watching on much bigger, better television sets. But also, there's the rise of connecteddevices, such as a smartphone or tablet. People are coming into the living room today clutchingthose devices. They offer a range of opportunities to do things while watching television.

News 2:

Uruguay's lower house passed a marijuana legalization bill Wednesday, bringing the SouthAmerican nation one step closer to becoming the first to legally regulate production,distribution and sale of the drug. After more than 12 hours of debate, the bill garnered the 50votes it needed to pass in the House of Representatives. Forty-six lawmakers voted against thebill. Uruguay's President has said he backs the bill, which would allow marijuana to be sold inpharmacies and create a registry of those who buy it. Only those 18 and older would be allowedto purchase the drug. Critics of the measure have said it promotes drug addiction.Supporters of the measure have said it will fight criminal drug trafficking and marks a turningpoint and could influence other Latin American nations to take a similar approach.

News 3:

Access to clean water and soap not only improves hygiene but may boost growth in youngchildren, research suggests. A review of global data found evidence of a small increase inheight - about 0.5cm - in under-fives living in households with good sanitation. The studiestook place in Bangladesh, Ethiopia, Nigeria, Chile, Guatemala, Pakistan, Nepal, South Africa,Kenya and Cambodia. Dr. Alan Dangour, a public health nutritionist who led the studies, saidproviding clean water, sanitation and hygiene is an effective way to reduce deaths fromsymptoms such as diarrhea. "What we've found by bringing together all of the evidence for thefirst time is that there is a suggestion that these interventions improve the growth of childrenand that's very important," he told. He said there is a clear link between dirty water,diarrhea and poor growth outcomes, because repeated illnesses in early childhood can affectgrowth.

SECTION A MINI-LECTURE

In this section,you will hear a mini-lecture.You willhear the lecture ONCE ONLY. While listening, takenotes on the important points. Your notes will not be marked, but you will need them tocomplete a gap-filling task after the mini-lecture. When the lecture is over,you will be given twominutes to check your notes, and another ten minutes to complete the gap-filling task onANSWER 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 noteswhile completing the task. Use the blank sheet for note-taking. Now listen to the mini-lecture.

SECTION B INTERVIEW

In this section you will hear everything ONCE ONLY. Listen carefully and then answer thequestions that follow. Mark the best 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 begiven 10 seconds to answer each of the following five questions.

Now listen to the interview.

1.Theresa thinks that the present government is ___________.

what they have promised to schools

ng opportunities for leading universities

ering removing barriers for state school pupils

ng opportunities for state school pupils

2.What does Theresa see as a problem in secondary schools now?

A.Universities are not working hard to accept state school pupils.

B.The number of state pupils applying to Oxford fails to increase.

C.The government has lowered state pupils' expectations.

D.Leading universities are rejecting state school pupils.

3.In Theresa's view, school freedom means that schools should ____________.

given more funding from education authorities

given all the money and decide how to spend it

granted greater power to run themselves

given more opportunities and choices

4.According to Theresa, who decides or decide money for schools at the present?

A.Local education authorities and the central government.

B.Local education authorities and secondary schools together.

C.Local education authorities only.

D.The central government only.

5.Throughout the talk, the interviewer does all the following EXCEPT ____________

for clarification

nging the interviewee

ting the interviewee

ting topics

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 eachquestion on ANSWER SHEET TWO.

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

Now listen to the news.

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

A.Fewer people watch TV once a week.

B.Smartphones and tablets have replaced TV.

C.New technology has led to more family time.

D.Bigger TV sets have attracted more people.

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

Now listen to the news.

7.How many lawmakers voted for the marijuana legalization bill?

A.50.

B.12.

C.46.

D.18.

8.The passing of the bill means that marijuana can be ____________.

by people under 18

available to drug addicts

ed by the government

in drug stores

Questions 9 and 10 are based on the following news. At the end of the news item, youwill be given 20 seconds to answer the questions.

Now listen to the news.

9.What did the review of global data reveal?

A.Diarrhea is a common disease.

B.Good sanitation led to increase in height.

C.There were many problems of poor sanitation.

D.African children live in worse sanitary conditions.

10.The purpose of Dr Alan Dangour's study was most likely to ___________.

e links between sanitation and death from illness

into factors affecting the growth of children

igate how to tackle symptoms like diarrhea

and compare conditions in different countries

2015英語(yǔ)專(zhuān)業(yè)八級(jí)聽(tīng)力答案

Section A Mini-lecture

of language

features

the ability

5.a particular subject

dge or experience

rpreting

ting/making predictions

of predictions

ts

Section B Interview

1-5 DCBAC

Section C News Broadcast

6-10 CADBB

以上就是為大家整理的英語(yǔ)專(zhuān)業(yè)八級(jí)考試聽(tīng)力真題及答案，希望能夠?qū)Υ蠹矣兴鶐椭?。?zhuān)八聽(tīng)力的難度比較大，在備考的時(shí)候要注意多做真題，多進(jìn)行提升。