專八聽(tīng)力預(yù)測(cè)試題二星期2Tuesday預(yù)測(cè)試題二預(yù)測(cè)試題SectionAMini-LectureInthissectionyouwillhearamini-lecture.YouwillhearthelectureONCEONLY.Whilelistening,takenotesontheimportantpoints.Yournoteswillnotbemarked,butyouwillneedthemtocompleteagap-fillingtaskafterthemini-lecture.Whenthelectureisover,youwillbegiventwominutestocheckyournotes,andanothertenminutestocompletethegap-fillingtaskonANSWERSHEETONE.SomeofthegapsmayrequireamaximumofTHREEwords.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayrefertoyournoteswhilecompletingthetask.Usetheblanksheetfornote-taking.GroupdiscussionskillsI.Importanceofgroupdiscussionskillstopicandaskthemtoputdownallthesub-topics.2.Askthemtoswaptheirnotesandanalysethe(3)__________ofeachsub-topics.3.Letthemtogetherdrawupanewlistanddiscusstherelevanceofthesub-topics.B.Topersuade(eg.whichcandidateshouldgetajob).1.Studentscreatealistof7adjectivestodescribe(4)__________.2.Re-groupandpersuadetheothergroupmembersthattheirselectionisthebest.3.Makeasecondlistoutof(5)__________andfindwhoretainthemostfromtheiroriginallists.C.Tocontrolemotions.1.Askstudentstogiveopinionson(6)__________.2.Makenotesontheirmainarguments.D.Tosupport.1.Getstudentstomakealistofwhenitisandisn’tappropriatetointerrupt.2.Givethemphrasesusedto(7)__________.Practiceusingthemingroupdiscussions.E.Tousefunctionallanguage.IV.HowteacherssetupgroupdiscussionsA.Givesomeplanningtimetothestudents.B.Getinterestingtopics,maybefrom(8)_________.C.Ensureabalancebetweeninputandpractice.D.Varythestyles.E.Useavarietyof(9)__________.F.Encouragegroupdiscussionsoutsideofclass.G.Giveandencouragefeedback.H.Try(10)__________andanalyzethem.I.Monitorthegroupsandmakenotesforfeedbackontheperformances.(1)_______(2)______(3)______(4)______(5)______(6)______(7)______(8)______(9)______(10)______SectionBInterviewInthissectionyouwillheareverythingONCEONLY.Listencarefullyandthenanswerthequestionsthatfollow.MarkthecorrectanswertoeachquestiononANSWERSHEETTWO.Questions1to5arebasedonaninterview.Attheendoftheinterviewyouwillbegiven10secondstoanswereachofthefollowingfivequestions.Nowlistentotheinterview.1.WhichofthefollowingisCORRECT?[A]Themanistoadvertiseforhisnewbook.[B]Themanspecializesincommunication.[C]Histalkisaboutcommunicationtechniques.[D]Histalkisactuallyanautobiography.2.ThemandidallthefollowingEXCEPT______tobetterhispresentationperformance.[A]consultingsomerelevantbooks[B]communicatingwithgoodspeakers[C]observingthepreparationofgoodspeakers[D]doingperformancecomparisonwithgoodspeakers3.Themanrecommendsthemethodof______togiveabetterpresentation.[A]practicingitbeforecolleagues[B]recordingpracticepresentationratherthanusingcolleagues[C]askingcolleaguestoexaminetherecordedpracticepresentation[D]learningfromotherrealpresentationvideos4.WhichofthefollowingisNOTwhatspeakerstendtoworryaboutwhenmakingapresentation?[A]Toomuchnervousness.[B]Rudeaudience.[C]Selfdiffidence.[D]Equipmentfailure.5.Intheman’sview,thewayofreallyovercomingnervousnessis[A]preparingwell.[B]relaxingfacemuscles.[C]concentratingonyourrecentenjoyments.[D]doingbreathingexercises.SectionCNewsBroadcastInthissectionyouwillheareverythingONCEONLY.Listencarefullyandthenanswerthequestionsthatfollow.MarkthecorrectanswertoeachquestiononANSWERSHEETTWO.

Question6and7arebasedonthefollowingnews.Attheendofthenewsitem,youwillbegiven20secondstoanswerthequestions.Nowlistentothenews.6.WhichofthefollowinginINCORRECTaboutthesummitonNuclearSecurity?[A]Itisthebiggestinternationalmeetingsince1945.[B]Morethan50countrieshaveattendedit.[C]ItishostedbytheUSandcalledbyPresidentObama.[D]Ukrainehasattendedthesummit.7.Thecontentofthesummitis[A]securingstocksoffissilematerial.[B]highlyenricheduranium.[C]plutonium.[D]materialterroristsusetobuildnuclearbombs.Question8and9arebasedonthefollowingnews.Attheendofthenewsitem,youwillbegiven20secondstoanswerthequestions.Nowlistentothenews.8.Whatisthenewsmainlytalkingabout?[A]AbrokenwellleadingtolargeoilspillintheGulfofMexico.[B]Thehighcostoftacklingoilspill.[C]Largenumberofpeopleandboatsbeingsenttohelpwiththeoilspill.[D]Thehighcompensationclaimstheoilcompanyisfacing.9.Theinitiallycalculatedfigureofeverydaycostis[A]$33m.[B]morethan$33m.[C]morethan$6.6m[D]lessthan$6.6mQuestion10isbasedonthefollowingnews.Attheendofthenewsitem,youwillbegiven10secondstoanswerthequestion.Nowlistentothenews.10.WhichofthefollowingisNOTtrueabouttheexplosion?[A]Itcouldbeheardfrommorethan8[B]Itcausedawomaninjured.[C]Thebombwasplacednexttothewallhousingwomenprisoners.[D]Itexploded20minutesafterthewarningwasreceived.答疑解惑SectionAMini-Lecture【聽(tīng)力原文】Hello,everyone!Today’slectureisaboutgroupdiscussionskills.ThefirstthingIhavetoexplainiswhytotalkaboutgroupdiscussionskills.Developinggroupdiscussionskillsisusefulforeverydaylife,asweregularlyfindourselveshavingdiscussionsamongstfriends,familyandcolleagues.Thesemayvaryfromveryinformalchatsaboutday-to-daythings,tomoreserioustopics,forexampleadiscussionaboutarecentnewsstoryoraproblemthatneedstobesolved.Twomorethings:Firstly,groupdiscussionsareincreasinglybeingusedinthejobmarketduringinterviewsandselectionprocedures.Thesecantakeavarietyofformats,butthekeyskillsremainverysimilar.Secondly,groupdiscussionsofferanopportunityforextendedspeakingandlisteningpracticebyallofthecontributors.Groupdiscussionpracticeandskilldevelopmentisthereforeusefulforallstudents.Nowthatweknowtheimportanceofgroupdiscussionskills,let’sgostepforwardtoknowmoreaboutdiscussion.Thereareavarietyofdifferenttypesofdiscussions.Wecanrecreatethemallnaturallyintheclassroom.Indifferentdiscussions,participantsdothefollowingdifferentthings.No.1,makedecisions,forexample,decidewhotoinvitetoapartyandwheretoseatthem.No.2,giveand/orsharetheiropinionsonagiventopic,forexample,discussbeliefsabouttheeffectivenessofcapitalpunishment.No.3,createsomething,forexample,planandmakeaposterasamediumforfeedbackonalanguagecourse.No.4,solveaproblem,forexample,discussthesituationsbehindaseriesoflogicproblems.Somediscussiontopicsmayfallintomorethanoneofthesecategories,butitisusefultoconsideravarietyofformatstowhichthestudentscanapplytheskillstheyarelearning.Therearealsoanumberofdifferentsub-skills,whichstudentswillneedtobeabletosuccessfullyandeffectivelyparticipateinagroupdiscussion.No.1,theabilitytoanalyseThisskillcanbedevelopedbygivingstudentsthetopicindividuallyandaskingthemtobrainstormormind-mapallofthepossiblesub-topicstheycouldspeakabout.Thestudentscanthenswaptheirnotesandassessoranalysetherelevanceofeachofthesub-topicstheirpartnerhasincluded.Together,thestudentsthendrawupafreshlistormind-mapanddiscusshowthesub-topicsmightbelinkedtogether,alongwithexamplesorreasonsforanyargumentstheymighthave.No.2,theabilitytopersuadeThisskillcomesinusefulwhenstudentsneedtomakedecisionsonhowtodosomething,forexample,whichcandidateshouldgetajob.Afunactivitytodevelopthisskillistogivegroupsofstudentsthistopicandaskthemtodecideontheprofileoftheperfectcandidate,creatingalistof7adjectives.Thestudentsarethenre-groupedandaskedtopersuadetheothermembersofthegroupthattheirselectionisthebestwhilecompilingasecond,negotiatedlist.Thegroupmemberswhoretainthemostfromtheiroriginallistsarethewinners.Notedownusefulphrasesthatyouhearthestudentsusingwhiledoingthistaskanddiscusstheseattheendforfuturereference.No.3,theabilitytocontrolemotionsThiscanbepractisedbygivingthestudentsafairlycontroversialtopic,suchas‘Friendsaremoreimportantthanfamily’andaskingthestudentstodecidewhethertheyagree,disagreeorhavenoopinion,makingnotesontheirmainargumentstosupporttheirviewpoint.Dividethestudentsintogroupsensuringthatthereisamixofviewswithineachgroup.Explainthatforthisdiscussion,theaimistokeeptheirvoiceslowandtrytocontroltheiremotionsasfaraspossible.Monitorandgivefeedbackontheseareas.No.4,theabilitytosupportOneofthemostimportantthingsforthisskillisforstudentstolearnwhenitisandisn’tappropriatetointerruptandhowtodoit.Veryoftenstudentswilltalkovereachotherinanefforttogettheirpointacrossandforgettolisten.Topractisethis,youcangetyourstudentstomakealistinsmallgroupsofwhenitisandisn’tappropriatetointerruptotherspeakers.Theyshouldincludethingslike“notappropriateduringthemiddleofapoint,ifthespeakerhasnotsaidverymuchpreviously,orwhenyouarefeelingangryandliabletosaysomethingyou’llregret.Itisappropriatewhenthespeakerhasbeendominatingthediscussionfortoolong,whatthespeakerissayingiscompletelyirrelevanttothetopic,oryoudon’tunderstandthepointhe/shehasmade”.Youcanthengivethemorelicitalistofphraseswhichtheymightusetointerruptpolitely(e.g.‘CanIjustaddsomethinghere?’,‘SorryI’djustliketoclarifysomething,’etc.)Thestudentsthenwritefiveoftheseonslipsofpaper(oneperslip)andhaveagroupdiscussiononagiventopic.Theaimistouseallofthelanguageontheirslips.Whentheyhaveusedaphrase,theyputtheslipinthemiddleofthetable.Theotherstudentsinthegroupjudgewhethertheinterruptionwasappropriate/polite.Ifnot,theytaketheslipbackandtryagain.No.5,Theabilitytousefunctionallanguage.Dependingonthetypesofgroupdiscussionsthatyouplantodowithyourclass,itisusefultodrawupalistofusefulfunctionallanguageforthestudentstoreferto.Thiscouldincludephrasesforfunctionssuchas‘Givingreasons’,‘Givingyouropinion’,‘Agreeinganddisagreeing’,etc.Youcaneithermakeupthelistyourselfanddistributeitorgetthestudentstodothis.Foreachgroupdiscussion,youcanthenreferthemtotheappropriatesectionofthelistandgivethemafewmomentstoconsiderthelanguagebeforebeginningthediscussion.Thencomesthequestionhowwesetupgroupdiscussions.Toensurethatthediscussionsrunsuccessfully,thereareseveralkeythingstoconsider.No.1,givethestudentssomeplanningtimeeitherindividuallyorinsmallgroups.Don’tjustgivethemthetopicandsay‘go’!Itisoftenusefultodiscusssomeassociatedvocabularyorfunctionallanguagethattheymightfinduseful.No.2,choosetopicswhichyouareconfidentyourstudentswillfindinteresting.GetthemtobrainstormsomeideasfordiscussionstheywouldliketodoandusethisasastartingpointNo.3,ensureabalancebetweeninputandpractice.No.4,useavarietyofstyles/types.No.5,varygroupsizeandprocedure.Somecompaniesdoselectiongroupdiscussionswithverylargegroupsofpeople–overteninsomecases.Ifyourstudentswillbefacingthesetypesofgroupdiscussionsinthefuture,makesuretheygetsomepracticedoingthem.Itcanalsobeusefultomixclassesofstudentssotheyhavepracticedoingdiscussionswithpeopletheydon’tknowyet.No.6,encouragegroupdiscussionsoutsideclasstime.Givestudentssomeextrafeedbackformstousetogiveeachotherinputonhowtheyperformingroupdiscussionsoutsideofclass.No.7,givingandencouragingfeedback.Feedbackcantakeseveralformsanditisagoodideatovarythewayitisgiven.Studentscanobserveeachotherdoinggroupdiscussionsandgiveeachotherfeedbackonthespecificareasofinputthatyouhavecovered(ideallyusingafeedbackformthatyouhavecreated).Additionally,studentscandoa‘Reflectivegroupfeedbackexercise’whereattheendofthegroupdiscussiontheydiscusshoweffectiveeachoftheparticipantswasduringthediscussion.Again,givingthemsomefocusedquestionstoguidethisstagewillhelpthem.No.8,youcouldalsotryvideo-tapingthegroupdiscussionsandplayingsectionsofthesebacktotheclasstoanalyse.Somestudentsfindthisextremelyuseful.No.9,finally,monitorthegroupsyourselfandmakenotesforfeedbackonwholegroupsorindividualperformances.Keepingarecordofthesewillhelpyouandthestudentstoseewheretheyhaveimproved.Aswehaveseen,groupdiscussionscantakeavarietyofformatsandareusefulforalltypesofstudents.Theycanbedoneinpreparationforjobinterviewsorasextendedspeakingpracticesimplytoincreasefluency.Itisimportanttoconsiderthedifferentsub-skillsthatareinvolvedinparticipatinginagroupdiscussionandensurethatyoudoactivitiesthataddresseachofthese.Additionally,structuringandvaryingthewaythatfeedbackisgivenwillhelpthestudentstoidentifyareasforimprovement.【答案解析】1.veryinformalchats【解析】本篇演講的主題是groupdiscussionskills，演講者開(kāi)門見(jiàn)山，指出第一個(gè)要說(shuō)明的問(wèn)題就是談?wù)撨@個(gè)話題的理由。本題針對(duì)演講中提到的第一個(gè)理由進(jìn)行設(shè)題。演講中提到，提高小組談話技巧對(duì)日常生活非常有用，因?yàn)槲覀冊(cè)诓粩嗟睾团笥?、家人和同事交談，這些交談可能是很不正式的，也可能是關(guān)于某些比較嚴(yán)肅的話題的（Thesemayvaryfromveryinformalchatsaboutday-to-daythings,tomoreserioustopics…）。根據(jù)題干的句子結(jié)構(gòu)判斷，此處應(yīng)該填入veryinformalchats。2.Creatingsomething【解析】演講者在講述過(guò)了小組談話技巧的重要性以后，開(kāi)始講述其他問(wèn)題，第一個(gè)就是談話的幾種類型。根據(jù)完成的工作的不同，談話可以分為四種，本題是要求給出第三種（No.3,createsomething）。根據(jù)并列的其他三種談話的表達(dá)方式（動(dòng)名詞形式），將演講中的詞句改為動(dòng)名詞形式即可。3.relevance【解析】在對(duì)談話進(jìn)行分類之后，講座中又講述了一些小技巧，這些技巧可以幫助學(xué)生們成功而有效地參與小組談話。講座中提到的第一種技巧就是theabilitytoanalyse（分析的能力）。本題針對(duì)如何提高這種技巧進(jìn)行設(shè)題。講座中提到，要讓學(xué)生們先根據(jù)一個(gè)大的話題在便條上寫下一些小的話題，然后交換便條，并分析伙伴的便條上的各個(gè)小話題之間的關(guān)聯(lián)性。（Thestudentscanthenswaptheirnotesandassessoranalysetherelevanceofeachofthesub-topics…）可知答案。4.aperfectcandidate【解析】本題針對(duì)第二種技巧（theabilitytopersuade）的鍛煉方法設(shè)題。講座中提到，要讓學(xué)生就“哪個(gè)候選人可以得到某個(gè)工作”這個(gè)話題做出決定，創(chuàng)造七個(gè)形容詞來(lái)為最佳候選人寫一個(gè)簡(jiǎn)介。（…askthemtodecideontheprofileoftheperfectcandidate,creatingalistof7adjectives.）講座中先提及最終結(jié)果（最佳候選人簡(jiǎn)介），后提及具體要求（寫出七個(gè)形容詞）。題目中是先提及具體要求，空格處要補(bǔ)充上的肯定與最終結(jié)果有關(guān)。因?yàn)楦魅诵哪恐械淖罴押蜻x人不同，所以不用講座中的定冠詞the，改用不定冠詞，答案是aperfectcandidate。5.negotiation【解析】與上題相同，本題針對(duì)“說(shuō)服”技巧的鍛煉方法設(shè)題。講座中提到，學(xué)生們?cè)趯懗鲎罴押蜻x人的簡(jiǎn)介（一張由七個(gè)形容詞組成的清單）后，重新分組并說(shuō)服同組的人，然后同組的人一起制定出第二個(gè)經(jīng)過(guò)協(xié)商的形容詞清單（…whilecompilingasecond,negotiatedlist.）。題干中的形式要求填入名詞性的內(nèi)容，將講座中的原詞negotiated轉(zhuǎn)變?yōu)樗拿~性形式即可。6.afairlycontroversialtopic【解析】本題針對(duì)“控制情緒”技巧的鍛煉方法設(shè)題。講座中提到，給學(xué)生們一個(gè)相當(dāng)有爭(zhēng)議的話題（givingthestudentsafairlycontroversialtopic），要求學(xué)生們給出他們自己的決定（askingthestudentstodecide）：贊成、反對(duì)或者沒(méi)意見(jiàn)（whethertheyagree,disagreeorhavenoopinion）。顯然這些決定就是題干中所說(shuō)的opinions，所以介詞on后填erruptpolitely【解析】本題針對(duì)“支持”技巧的鍛煉方法的第二點(diǎn)（phrases）設(shè)題。講座中提到要給學(xué)生們一個(gè)短語(yǔ)清單，他們可以用這些短語(yǔ)來(lái)禮貌地插話（thengivethemorelicitalistofphraseswhichtheymightusetointerruptpolitely）。然后在分組討論中鍛煉這些短語(yǔ)。講座中的主動(dòng)語(yǔ)態(tài)（usetointerruptpolitely）在題干中變成了被動(dòng)語(yǔ)態(tài)（usedto），to后內(nèi)容即是答案。8.brainstorming【解析】本題針對(duì)開(kāi)展小組討論的具體方法的第二個(gè)進(jìn)行設(shè)置。第一個(gè)方法是給學(xué)生一些做計(jì)劃的時(shí)間。第二個(gè)方法是選擇一些學(xué)生們感興趣的話題，可以先讓學(xué)生們通過(guò)腦力風(fēng)暴想出一些愿意討論的東西（Getthemtobrainstormsomeideasfordiscussionstheywouldliketodoandusethisasastartingpoint）。演講者顯然是要從學(xué)生們的腦力風(fēng)暴中找到一些有趣的話題。演講中用的是動(dòng)詞brainstorm，題干中要求填入名詞，填入brainstorming即可。9.groupsizesandprocedures【解析】本題針對(duì)開(kāi)展小組討論的具體方法的第五個(gè)進(jìn)行設(shè)置。演講中提到的第五個(gè)方法是改變小組的人數(shù)和程序（varygroupsizeandprocedure）。題干中，空格前面是avarietyof“多種不同的”，所以空格上應(yīng)填入groupsizesandprocedures，注意使用復(fù)數(shù)形式。10.videoingthegroupdiscussions【解析】本題針對(duì)開(kāi)展小組討論的具體方法的第八個(gè)進(jìn)行設(shè)置。演講中提到的第八個(gè)方法是把小組討論進(jìn)行錄像（…tryvideo-tapingthegroupdiscussion....），然后拿回班里進(jìn)行分析。所以答案是videoingthegroupdiscussions。SectionBInterview【聽(tīng)前預(yù)測(cè)】預(yù)覽各題的題干和選項(xiàng)，由關(guān)鍵詞communication，presentation，performance，recommends，worryabout，overcoming，nervousness可以推測(cè)，該篇對(duì)話與演講技巧有關(guān)，其中涉及男士的個(gè)人經(jīng)歷，他推薦的最好的方法，大部分演講者擔(dān)心的問(wèn)題，男士對(duì)克服緊張的看法等。【聽(tīng)力原文】W:Welcometo'MidAfternoon,'DrCarter.[1.A]Now,Iimagineyou'rehereinBirminghamtopromoteyourrecentlypublishedbook'TheArtofGivingPresentations',Isthatright?M:Well,notreally,no!Infactthebookisn'treallyrecentatall—itcameoutatthebeginningoflastyear,I'mactuallyherethisweektogiveaseriesoftalksoutliningsomeideasI'vehadsincethen.W:Soaretheseideasthebasisforyournextbook?M:Well,it'sreallytooearlytotalkaboutthat! W:Isee,nowtellme,[1.B]howdidyoubecomeinvolvedinthisparticularareaofcommunicationskills?M:Well,manyyearsago,asayoungsalesexecutive,Ihadtogivepresentations,butIfeltIwasn'tdoingthemverywell.Mybossneveractuallycriticizedme,andmycolleaguesweren'tdoinganybetterthanme,butthepointwasthatIdidn'tfeelsatisfiedwithmyperformance.Yousee,ifI'mdoingsomething,Ihavetodoitwell.W:Soyoudecidedtodosomethingaboutimprovingyourperformance.M:That'sright.[2.A]Itriedtofindsomebookstohelpmebutthereweren'treallyanyavailableinthosedays...soIeventuallydecidedonatotallypracticalapproach:[2.B][2.C][2.D]Itriedtofindoutwhatmyproblemwasbystudyingthewaythebestspeakersgavepresentations,bytalkingtothem,evenwatchingthemprepare.ThenIcomparedtheirperformancewithmine.W:Andwhatwasyourmainproblem?Nervousness?Iknowthat'smine.M:WellIhadalwaysthoughtitwasnervousness,andit'struethatatthetimeIhadnotechniquesfordealingwiththat.ButIthinkaudiencesacceptthefactthatspeakersgetnervous,anditreallydoesn'tmatter.No,IdiscoveredthatmyNo.1problemwaspreparation.Nobodyhadevertoldmeanythingabouthowtoprepare,andIdidn'treallyknowhowtodoitproperly.W:Andwhenyourealizedthat,whatdidyouchange?M:Well,before,Iusedtogothroughthewholepresentationinanemptyroomonmyown.ThefirstchangeinmyapproachcamewhenIrealizedit'smuchmorerealisticandmuchmoreusefultodoitinfrontoftwoorthreecolleagues.Thatwayyougetsomefeedback.Otherwiseyouhavenoideawhetherornotyourpresentationiseffective,orwhichpartsmightneedfurtherattention.W:Isthatthemethodyourecommendnow?M:Well,notquite.WhatIwouldadviseistomakeavideoofyourpracticepresentation...W:Insteadofusingcolleagues?M:No,[3.C]arecordingofyourpresentationtothem.Thenit'seasierforallofyoutogobackandseewhat'swrongandhowitcanbeimproved.It'sactuallymuchbetterthanrecordingotherpeopledoingrealpresentations,howevergoodtheyare.W:Sothat'sthepreparation,butarethereanyfactorswhichmakethepresentationitselfdifficult,evenifyouareprepared?M:Wellobviously,yes.[4.B]Somespeakersimagine,quitewrongly,thateveryaudienceisunfriendly,atleastatthebeginning.Andthisaffectstheirperformance.[4.C]Andthentheremaybeafewpeoplewhoworryabouttheirlackofexperienceofpublicspeaking.[4.D]ButreallywhatbothersmostspeakersisthingsliketheOHPandthemicrophone-aretheygoingtowork,andsoon.W:Arethereanytechniquesthatareeffectiveforovercomingfeelingsofanxiety?M:Well,firstIhavetosaythatsomepeoplenevermanagetoreducetheiranxietylevels.Whattheycandoislearntorelaxtheirfacemuscleswhiletheyspeak,sothattheylookrelaxed,eventhoughtheyfeeljustasanxiousasbefore.Inordertoreallyreduceanxiety,someexpertsrecommendconcentratingonsomethingthatyouenjoyedrecently—butIfindthisishopeless...IjustforgetwhatIwasabouttosay![5.D]Formethough,whathasworkedissomesimplebreathingexercises,breathingindeeplyandslowlywhilemakingapause.Thisdefinitelyslowsdowntheheartrate.That'swhatIwouldtryfirstofall.W:Somethingwecanalltry—DrCarter,thankyouverymuchindeed.【答案解析】1.選[C]。推斷題。錄音中男士的第一句話就解釋說(shuō)不是來(lái)為他的書(shū)作宣傳，而是談?wù)撓伦约簭哪潜緯?shū)出版以來(lái)的一些觀點(diǎn)，因此[A]錯(cuò)誤。后面女士問(wèn)男士如何涉入交際技巧這一領(lǐng)域，由此不能推測(cè)出男士的專業(yè)就是交際，故[B]錯(cuò)誤。根據(jù)后面的內(nèi)容可知，男士的談話涉及演講的一些技巧，即交流的一些技巧，其中談及個(gè)人經(jīng)歷，但并不是全在介紹個(gè)人經(jīng)歷，因此[C]正確，[D]錯(cuò)誤，答案為[C]。2.選[A]。細(xì)節(jié)題。錄音中男士提到他想提高自己的演講水平，因此做了一些努力，包括去尋找一些有幫助的書(shū)目，但在那個(gè)年代沒(méi)有可參考的書(shū)；還采取了一個(gè)更全面實(shí)際的方法：通過(guò)研究好的演講者演講的方式去發(fā)現(xiàn)自己的問(wèn)題，包括與他們交流，觀察他們的準(zhǔn)備過(guò)程，然后再把他們的演講與自己的演講作比較。因此選項(xiàng)中只有[A]錯(cuò)誤，因?yàn)闆](méi)有找到可參考的書(shū)，故為答案。3.選[C]。細(xì)節(jié)題。錄音中男士提到自己方法上的第一個(gè)改變就是在兩三個(gè)同事面前演講，但被問(wèn)及是否要推薦這個(gè)方法時(shí)，男士回答不是，而是建議把自己的演講練習(xí)錄下來(lái)，然后給同事看，一起幫助自己發(fā)現(xiàn)問(wèn)題，并說(shuō)到這種方法比把別人的演講錄下來(lái)要好得多。因此答案為[C]。4.選[A]。細(xì)節(jié)題。錄音中男士提到，一些演講者會(huì)錯(cuò)誤地把觀眾想象得很不友好(即[B])，還有少數(shù)人會(huì)擔(dān)心自己缺乏公共演講經(jīng)驗(yàn)(即[C])，而大部分演講者會(huì)擔(dān)心投影片或麥克風(fēng)出現(xiàn)故障(即[D])。[A]“過(guò)于緊張”不應(yīng)是演講者所擔(dān)心的內(nèi)容，而是一般演講者會(huì)有的問(wèn)題，因此答案為[A]。5.選[D]。細(xì)節(jié)題。題干關(guān)鍵詞Intheman’sview。錄音中男士最后談到，要想克服緊張情緒，一些人從來(lái)都做不到，只能努力做到放松臉部肌肉，而內(nèi)心卻和從前一樣緊張。要想真正消除緊張，一些專家建議專心于自己近來(lái)的興趣，但男士說(shuō)他自己覺(jué)得沒(méi)有幫助，反而建議做一些簡(jiǎn)單的呼吸運(yùn)動(dòng)，因此答案為[D]。SectionCNewsBroadcastNewsItem1【聽(tīng)前預(yù)測(cè)】瀏覽各題干和選項(xiàng)獲得關(guān)鍵詞summit，NuclearSecurity，highlyenricheduranium，據(jù)此推測(cè)，本則新聞可能是關(guān)于一屆核安全峰會(huì)的報(bào)道，峰會(huì)內(nèi)容涉及到烏克蘭的高濃縮鈾?！韭?tīng)力原文】Asleadersfromnearly50countriesmeetinWashingtonforamajorsummitonNuclearSecurity,Ukrainehaspledgedtoeliminatestockpileofhighlyenricheduraniumby2012.Ukrainewillalsoconvertitsseveralnuclearresearchfacilitiestouselowenricheduranium.Thesummit,thebiggestinternationalmeetinghostedbytheUSsince1945,hasbeencalledbyPresidentObama.ThetimingmayhavebeenchoreographedforthedecisionbytheUkraineauthoritiesisjustthesortofnewsPresidentBarackObamawantstohear.Thissummitisallaboutsecuringstocksoffissilematerial,highlyenricheduraniumandplutoniumcouldpotentiallybeusedbyterroriststobuildanuclearbo