2002年专业八级听力试题

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考试

PART I LISTENING COMPREHENSION [40 MIN.]

In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your COLORED ANSWER SHEET.
SECTION A TALK

Questions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 15 seconds to answer each of the following five questions.
Now listen to the talk.

1. According to the passage, during the 18th and 19th centuries cities were small in size mainly because ______.
A) the urban population was stable
B) few people lived in cities
C) transport was backward
D) it was originally planned

2. Cities survived in those days largely as a result of ______.
A) the trade activities they undertook
B) the agricultural activities in the nearby areas
C) their relatively small size
D) the non-economic roles they played

3. City dwellers were engaged in all the following economic activities EXCEPT ______.


A) commerce
B) distribution
C) processing
D) transportation


4. Urban people left cities for the following reasons EXCEPT ______.
A) more economic opportunities
B) a freer social and political environment
C) more educational opportunities
D) a more relaxed religious environment

5. Why did the early cities fail to grow as quickly as expected throughout the 18th century?
A) Because the countryside attracted more people.
B) Because cities did not increase in number.
C) Because the functions of the cities changed.
D) Because the number of city people was stable.

SECTION B INTERVIEW

Questions 6 to 10 are based on an interview. At the end of the interview you will be given 15 seconds to answer each of the following five questions.
Now listen to the interview.
6. According to Janet, the factor that would most affect negotiations is ______.
A) English language proficiency
B) different cultural practices
C) different negotiation tasks
D) the international Americanized style

7. Janet's attitude towards the Americanized style, as a model for business negotiations is ______.

A) supportive
B) negative
C) ambiguous
D) cautious


8. Which of the following can NOT be seen as a difference between Brazilian and American negotiators?
A) Americans prepare more points before negotiations.
B) Americans are more straightforward during negotiations.
C) Brazilians prefer more eye contact during negotiations.
D) Brazilians seek more background information.

9. Which group of people seems to be the most straightforward?

A) The British.
B) Germans.
C) Americans.
D) Not mentioned.


10. Which of the following is NOT characteristic of Japanese negotiators?

A) Reserved.
B) Prejudiced.
C) Polite.
D) Prudent.

SECTION C NEWS BROADCAST

Question 11 is based on the following news. At the end of the news item, you will be given 15 seconds to answer the question.
Now listen to the news.
11. The news item is mainly about ______.
A) a call for research papers to be read at the conference
B) an international conference on traditional Tibetan medicine
C) the number of participants at the conference and their nationalities
D) the preparations made by the sponsors for the international conference

Questions 12 and 13 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions.
Now listen to the news.
12. The news item mainly concerns ______ in Hong Kong.

A) Internet centers
B) an IBM seminar
C) e-government
D) broadcasting

13. The aims of the three policy objectives include all the following EXCEPT ______.
A) improvement of government efficiency
B) promotion of e-commerce
C) integration of service delivery
D) formulation of Digital 21 Strategy

Questions 14 and 15 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions.
Now listen to the news.
14. Which of the following records was the second best time of the year by Donovan Bailey?

A) 9.98.
B) 9.80.
C) 9.91.
D) 9.95.

15. The record shows that Bailey was ______.
A) still suffering from an injury
B) getting back in shape
C) unable to compete with Greene
D) less confident than before

SECTION D NOTE-TAKING AND GAP-FILLING
In this section you will hear a mini lecture. You will hear the lecture ONCE ONLY. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15 minute gap filling task on ANSWER SHEET ONE after the mini lecture. Use the blank sheet for note taking.

2002年专业八级听力试题听力原文文本：
SECTION A TALK

The first area in American urban history extended from the early 17th century to about 1840. Throughout those years the total urban population remained small and so with the cities. At the first federal census in 1790, city dwellers made up nearly 5.1% of the total population and only two places had more than 25,000 inhabitants. Fifty years later only 10.8% of the national population fell into the urban category and only one city, New York, contained more than 250,000 people. Largely because of the unsophisticated modes of transportation, even the more populous places in the early 19th century remained small enough that people could easily walk from one end of the city to the other in those days.
Though smaller in modern standards these walking cities, as it were, performed a variety of functions in those days. One was economic. Throughout the pre-modern era, this part of urban life remained so overwhelmingly commercial that almost every city owed its development to trade. Yet city dwellers concerned themselves not only with promoting agricultural activities in their own areas, they also collected and processed goods from these areas and distributed them to other cities. From the beginning line and increasingly in the 18th and early 19th centuries, cities served as centres of both commerce and simple manufacturing.
Apart from the economical functions, the early cities also had important non-economic functions to play. Since libraries, museums, schools and colleges were built and needed people to go there to visit or to study, cities and the large early towns with their concentration of population tended to serve as centres of educational activities and as places from which information was spread to the countryside. In addition, the town with people of different occupational, ethnic, racial and religious affiliations became focuses of formal and informal organizations which were set up to foster the security and to promote the interests and influence of each group. In those days the pre-industrial city in America functioned as a complex and varied organizing element in American life, not as a simple, heterogeneous and sturdy union.
The variety of these early cities was reinforced by the nature of their location and by the process of town spreading. Throughout the pre-industrial period of American history, the city occupied sites on the eastern portion of the then largely under-developed continent, and settlement on the countryside generally followed the expansion of towns in that region. The various interest groups in each city tended to compete with their counterparts in other cities for economic, social and political control first nearby and later more distant and larger areas. And always there remained the underdeveloped regions to be developed through the establishment of new towns by individuals and groups. These individuals and groups sought economic opportunities or looked for a better social, political or religious atmosphere. In this sense, the cities better developed a succession of urban frontiers. While this kind of circumstance made Americans one of the most prolific and self-conscious city-building peoples of their time, it did not retard the steadily urbanizing society in the sense that decade by decade an ever larger proportion of the people lived in cities.
In 1680 an estimated 9 to 10 percent of American colonists lived in urban settlements. A century later, that was the end of the 18th century, though 24 places had 2500 persons or more, city dwellers accounted for only 5.1% of the total population. For the next thirty years, the proportion remained relatively stable and it was not until 1830 that the urban figure moved back up to the level of 1690.
In short, as the number of cities increased after 1680, they sent large numbers of people into the countryside and their retainers. Nonetheless the continuous movement of people into and out of the cities made life in the many but relatively small places lively and stimulating.

SECTION B INTERVIEW
M: I’m talking to Janet Holmes who has spent many years negotiating for several well-known national and multi-national companies. Hello, Janet.
W: Hello.
M：Now Janet, you’ve experienced and observed the negotiation strategies used by people from different countries and speakers of different languages. So before we comment on the differences, could I ask you to comment, first of all, on what such encounters have in common?
W：OK, well, I’m just going to focus on the situations where people are speaking English in international business situations.
M: I see. Now, not every one speaks to the same degree of proficiency. Maybe that affects the situation.
W: Yes, perhaps. But that is not always so significant. Well, because, I mean, negotiations between business partners from different countries normally mean we have negotiations between individuals who belong to distinct cultural traditions.
M: Oh, I see.
W: Well, every individual has a different way of performing various tasks in everyday life.
M: Yes, but, but isn’t it the case that in the business negotiation, they must come together and work together to a certain extent. I mean, doesn’t that level up the style of, the style of differences or somewhat? 
W: Oh, I am not so sure. I mean there’re people in the so-called Western World who say that in the course of the past 30 or 40 years, there are a lot of things that have changed a great deal globally, and that as a consequence, national differences had diminished, giving way to some sort of international Americanized style.
M: Yeah, I’ve heard that. Now some people say this Americanized style has acted as a model for local patterns.
W: Maybe it has, maybe it hasn’t. Because on the one hand, there does appear to be a fairly unified even uniform style of doing business with certain basic principles and preferences, you know, like “time is money”, that sort of thing. But at the same time, it is very important to remember the way all retain aspects of national characteristics. But it is the actual behaviour that we will talk about here. We shouldn’t be too quick to generalize that to national characteristic and stylistic type. It doesn’t help much.
M: Yeah. You mentioned Americanized style. What is particular about American style of business bargaining or negotiating? 
W: Well, I’ve noticed that, for example, when Americans negotiate with people from Brazil, the American negotiators make their points in a direct, sophistical
way.
M: I see.
W: While Brazilians make their points in a more indirect way.
M: How? 
W: Let me give you an example. Brazilian importers look at people they’re talking to straight in the eyes a lot. They spend time on what some people thinks to be background information. They seem to be more indirect.
M: Then, what about the American negotiators? 
W: American style of negotiating, on the other hand, is far more like that of point-making; first point, second point, third point, and so on. Now of course, this isn’t the only way in which one can negotiate and there’s absolutely no reason why this should be considered as the best way to negotiate.
M: Right. Americans seem to have a different style, say, even from the British, don’t they? 
W: Exactly, which just show how careful you must be about generalizing? I mean, how about asking you explain how the American negotiators are seen as informal, and sometimes much too open. For British eyes, Americans are too direct even blunt.
M: Is that so? 
W: Yeah, at the same time, the British too. German negotiators can appear direct and uncompromising in the negotiations, and yet if you experience Germans and Americans negotiating together, it often is the Americans who are too blunt for the German negotiators.
M: Fascinating! So people from different European countries use different styles, don’t they? 
W: That’s right.
M: OK. So what about the Japanese then? I mean, is their style different from the Americans and Europeans? 
W: Oh, well, yes, of course. Many Europeans nod its extreme politeness of their Japanese counterpart, the way they avoid giving the slightest defense, you know. They’re also very reserved to people they don’t know well. At the first meetings American colleagues have difficulties in finding the right approach sometimes. But then when you meet the Japanese negotiators again, this initial impression tends to disappear. But it is perhaps true to say the average Japanese business person does choose his or her words really very carefully.
M: So can we say that whatever nationalities you are dealing with, you need to remember that different nationalities negotiate in different ways? 
W: Well it’s perhaps more helpful to bear in mind that different people behave in negotiating in different ways. And you shouldn’t assume that everyone will behave in the same way that you do.
M: Right. It is definitely a very useful tip for our businessman who often negotiate with their overseas partners, OK, Janet, thank you very much for talking with us.
W: Pleasure.

SECTION C NEWS BROADCAST
News Item 1(For Question 11)
The first International Tibetan Traditional Medicine Conference will be held July 15th to 17th in Lasa, capital city of Tibet autonomous region. China’s Ethnic Medicine Institute, Tibetan Bureau and Tibetan Medical College will co-host the conference. The conference has received more than 500 research papers from China and abroad. The organizing committee primarily selected 290 articles to be discussed at the conference. More than 50 foreign guests from the United States, Russia, Britain, India, Germany, France, Italy and Nepal will attend the meeting. The China mainland has sent a delegation consisting of 250 Tibetan medicine experts to the conference.

News Item 2(For Questions 12-13)
The government of the Hong Kong Special Administrative Region was actively adopting information technology and building an electronic government, a senior Hong Kong official said yesterday. This is an integral part of Hong Kong’s Digital 21 Strategy formulated in 1998 to make Hong Kong both a regional and world-wide internet centre, said Carrion, secretary for information technology and broadcasting. She outlined three policy objectives in developing an E-government in Hong Kong at the IBM Asian E-government Executive Seminar. The first policy objective is to develop an electronic and people less government so as to improve the efficiency, cost-effectiveness and quality of public service. The second is to promote the wide adoption of E-commence with the government setting a leading example. The third is, through the E-government program, to integrate service delivery across motorable departments and agencies.

News Item 3(For Questions 14-15)
Canadian Olympic 100-meter champion Donovan Bailey showed he was on his way back to top form on Tuesday by winning the 100-meters at the athletic meeting in Switzerland in the time of 9.98 seconds. Despite unfavorable windy conditions, Bailey recorded the second best time of the year short of the 9. 91 set by double world champion Moris Greene of the United States on May 13th in Nosoka, Japan. “I would have run 9. 80 if I’d really pushed myself. ” said Bailey, 1996 Olympic and 1995 world champion. The Canadian has been fighting for form since before the Sidney Olympics, following a long-term injury which resulted in a disappointing series of starts in the season.

SECTION D NOTE-TAKING AND GAP-FILLING
Study Activities in University
Good morning, today we’ll look at some study activities carried out in university. As we know, students in colleges or universities are expected to master some academic materials that are fairly difficult to understand. However, some of them find it hard to learn some complex, abstract or unfamiliar subject matters. As a result, a central problem in higher education is how to internalize academic knowledge, that is how to make knowledge your own. In order to do so we must convert knowledge from being other’s knowledge to being part of our own way of thinking. Then how are we going to do it? What’s the means available to help us in the process of learning? There are four key study activities currently used in higher education to encourage students to internalize knowledge. They are the ones we are familiar with: writing essays, going to classes and seminars, having individual tutorials and listening to lectures. The four activities are long-established features of our higher education, and they are as important now as they were a hundred years ago. Now let’s look at the features of them one by one.
First, essay writing. The central focus of university work, especially in humanities, for example in literature, history or politics, is on students’ producing regular essays or papers which summarize and express their personal understanding of the topic. Then what is good about essay writing? Firstly, writing essays forces you to select what you find interesting in books and journals and to express your understanding in the coherent form. Individual written work also provides teachers with the best available guide to how you are progressing in the subject, and allows them to give advice on how to develop your strengths or counteract your weaknesses. Lastly, of course, individual written work is still the basis of almost all assessment in higher education. Written assignments familiarize you with the form your exams will take.
The second key activity in colleges and universities is seminars and class discussions. Their role is to help you to internalize academic knowledge by providing such contexts so that you can talk about such difficult problems as the treatment of inflation and the unemployment in economic policy or the use of the metaphors in Shakespeare’s plays. Talking is more active than written work. In conversation you know immediately how effective you are in expressing your point and can modify what you are saying in response to people’s reactions. In addition，a normal program of between 10 to 25 classes covers far more topics than one subject. Then you can hope to manage your written work. Participating in flexible conversations across this range of issues also allows you to practise using the broader knowledge gained from other key activities such as lectures.
Now let’s take a look at another activity, individual tutorials. Discussions between the teacher and one or two students are used in many colleges as a substitute for or supplement to group discussion in classes like those mentioned before. Tutorials can range from direct explanation by teachers and are subject to flexible conversational sessions which at their best are very effective in stimulating students’ mastery of a body of knowledge. The one-to-one quality of the personal interaction is very important in stimulating acceptance of ideas and producing fruitful interaction. In order to make individual tutorial really work, students should make good preparation beforehand, and during the tutorial they also should ask questions to keep the ball rolling rather than let the teachers talk the vacuum.
The last activity is lectures. As we all know, lectures play a large part of most students’ timetable and occupy considerable proportion of teachers’ efforts. However the major difficulty with lectures is that they are not interactive like discussions or tutorials. The lecturer normally talks for the whole time with minimal feed-back from questions. The science and making notes and the lecture while-concentrating on the argument being developed is often difficult to some students, especially when the argument is very complicated. We have said that lectures are clearly valuable in several specific ways. They can provide a useful overview in every map, as it were, to familiarize you with the mainland features to be encountered during the course. Lectures typically give much more accessible descriptions of theoretical perspectives in their oral presentations than can be found in the academic literature. Whenever there is a rapid pace of progress in theory or practice, lectures play an indispensable part in letting students know the development immediately, usually several years before the new material is included in textbooks. Lastly lectures are often very useful in allowing you to see directly how exponents of different views build up their arguments. The cues provided by someone talking in person may seem irrelevant, but these cues are important aids to understanding the subject matter better later.
So far we’ve discussed four study activities and their respective features and roles in higher education. Of course study activities are not limited to just these four types. They’re other activities that are equally important, such, as general reading, project learning, etc. We will cover them during our next lecture.

2002年专业八级听力试题参考答案及详细解析：
SECTION A TALK
1. 答案：B
【问句译文】根据该短文，十八、十九世纪城市小的原因是什么？
【试题分析】本题为细节理解题。
【详细解答】谈话首段第二句说“Throughout those years the total urban population remained small and so with the cities.”由此可见，因为当时城市人口少，所以城市也就小。
2. 答案：A
【问句译文】在以前的年代城市生存下来的主要原因是什么？
【试题分析】本题为细节题。
【详细解答】谈话第二段第三句说“Throughout the pre-modern era, this part of urban life remained so overwhelmingly commercial that almost every city owed its development to trade.”由此可知，经济贸易活动是当时城市生存下来的主要原因，故答案选A。
3. 答案：D
【问句译文】下列哪一项不是城市居民的经济活动？
【试题分析】本题为细节题，可用排除法解答。
【详细解答】短文第二段第四句说“…they also collected and processed goods from these areas and distributed them to other cities.”因此distribution，processing是包含在经济活动里，所以应排除选项B和C。commerce意为trade，故可排除A。因此选项D)transportation为正确答案。
4. 答案：C
【问句译文】下列哪一项不属于都市人离开城市的原因？
【试题分析】本题为细节题，可用排除法解答。
【详细解答】谈话第四段倒数第三句说“These individuals and groups sought economic opportunities or looked for a better social, political or religious atmosphere.”这里提到了“更多的经济机会”，“更自由的社会和政治环境”，“更加宽松的宗教环境”，只是没有提到“更多的教育机会”，故选项C为正确答案。
5. 答案：D
【问句译文】在整个18世纪，为什么早期城市不能像预期的那样快速发展？ 【试题分析】本题为主旨题。
【详细解答】谈话倒数第二段最后一句说“For the next thirty years, the proportion remained relatively stable and it was not until the 1830 did the urban figure moved back up to the level of 1690.” 由此可知，人口相对稳定是根本原因，故选项D为正确答案。

SECTION B INTERVIEW
6. 答案：B
【问句译文】根据Janet的观点，影响谈判的主要因素是什么？
【试题分析】本题为细节题。
【详细解答】当采访者指出商业谈判中可能会遇到一些情况，而且并不是每个人都能达到自己的谈判目的。Janet回答说“Well, because, I mean, negotiations between business partners from different countries normally mean we have negotiations between individuals who belong to distinct cultural traditions.”由此可知，不同的文化传统是影响谈判的主要因素，故答案选B。
7. 答案：D
【问句译文】Janet对美国式的谈判态度如何？
【试题分析】本题为推理题。
【详细解答】当采访者问到Janet对美国式谈判的态度时，她回答说 “…the American negotiators make their points in a direct, sophistical way.”这里的关键词sophistical意为“复杂的，老练的”，那么和美国人谈判就必须小心谨慎，故答案选D。
8. 答案：A
【问句译文】下列哪一项不是巴西和美国谈判者的区别？
【试题分析】本题为细节推理题。
【详细解答】女士在提到巴西和美国谈判者的特点时说“Brazilian importers look at people they’re talking to straight in the eyes a lot. They spend time on what some people thinks to be background information. They seem to be more indirect.…American style of negotiating, on the other hand, is far more like that of point-making; first point, second point, third point, and so on.”，这里是说巴西谈判者谈话不是很直接，而美国谈判者在谈判之前要罗列很多点。由此可知，巴西和美国谈判者在谈判
时都拐弯抹角，故答案选A。
9. 答案：C
【问句译文】下列哪一种人谈话最直接？
【试题分析】本题为细节题。
【详细解答】前面已经说到“…the American negotiators make their points in a direct, sophistical way.”而采访中并没有说英国人或德国人谈话直接，故答案选C。
10. 答案：B
【问句译文】下列哪一项不是日本人的特征？
【试题分析】本题为细节题，可用排除法解答。
【详细解答】在谈到日本人的特征时，Janet分别说到“…the average Japanese business person does choose his or more really her words very carefully.” 由此可排除选项A)Reserved（矜持的，寡言的）；由“Many Europeans nod its extreme politeness of their Japanese counterpart…”，可排除选项C) Polite(礼貌的)；由“They’re also very reserved to people they don’t know well. ” 由此可排除选项D) Prudent（谨慎的）。只有选项B) Prejudiced（偏见的）没有提及，故为正确答案。
SECTION C NEWS BROADCAST
News Item 1
11. 答案：B
【问句译文】这则新闻主要是讲什么的？
【试题分析】本题为主旨题。
【详细解答】新闻首句说“The first International Tibetan Traditional Medicine Conference will be held…”，由此可知，这则新闻主要是讲一次大型医药会的，故答案选B。

News Item 2
12. 答案：C
【问句译文】该新闻主要关注香港哪一方面问题？
【试题分析】本题为主旨题。
【详细解答】新闻第三句说“She outlined three policy objectives in developing an E-government in Hong Kong at the IBM Asian E-government Executive Seminar.”由此句可知，该新闻主要关注香港的E-govermnent问题。
13. 答案：D
【问句译文】三个政治目标中没有下列哪一项？
【试题分析】本题为细节题，可用排除法解答。
【详细解答】新闻末尾说到三个政治目标问题，即“The first policy objective is to develop an electronic and peopleless government so as to improve the efficiency, cost-effectiveness and quality of public service. The second is to promote the wide adoption of E-commence with the government setting a leading example. The third is, through the E-government program, to integrate service delivery across motorable department and agencies.”这里提到了“to improve the efficiency”，“to promote the wide adoption of E-commence”，和“to integrate service delivery”，
故可排除选项A、B、C。

News Item 3
14. 答案：C
【问句译文】下列哪一项是Donovan Bailey当年排在第二的最好纪录？
【试题分析】本题为细节题。
【详细解答】新闻第二句说“Bailey recorded the second best time of the year short of the 9. 91 set…”，由此可知，Donovan Bailey当年排在第二的最好纪录是9. 91秒。
15. 答案：D
【问句译文】该记录表明Bailey怎样？
【试题分析】本题为推理题。
【详细解答】解答本题的关键句是Bailey自己说的一句话，“I would have run 9. 80 if I’d really pushed myself. ”即要是他真正冲出去的话，跑9.80秒是没问题的，而实际记录为9. 91秒，由此可知，他这次并没有发挥好，故选项B为正确答案。

SECTION D NOTE-TAKING AND GAP-FILLING
1. 答案：literature／history／politics
【详细解答】录音在谈到写作时说“The central focus of university work, especially in humanities, for example in literature, history or politics,”谈话者在这里举了三个方面的例子，即literature, history 和 politics，可任选其一。
2. 答案：advice
【详细解答】解答本题的关键句是“Individual written work also provides teachers with the best available guide to how you are processing in the subject, and allows them to give advice on how to develop your strengths or counteract your weaknesses.”由此可知，写短文的另一好处是给老师提供“建议”。
3. 答案：conversation
【详细解答】录音在谈到课堂讨论的优点时说“In the conversation you know immediately how effective you are in expressing your point and”，因此这里可直接填写conversation。
4. 答案：essay
【详细解答】在谈到课堂讨论的另一优点时说“In addition，a normal program of between 10 to 25 classes cover far more topics than one subject.”这里是把交谈与写作进行对比，故应该填写essay。
5. 答案：explanation
【详细解答】在谈到个别指导的样式时说“Tutorials can arrange from direct explanation by teacher and subject to flexible conversational sessions…”，由此可知，此处是指老师的解释（explanation）。
6. 答案：widely
【详细解答】在谈到最后一种学习方式时说“As we all know, lectures play a large part of most students’ timetable and occupy considerable proportion of teachers’ efforts.”由此可知，演讲是学习活动中用得最广泛（widely）的方式。
7. 答案：interactive
【详细解答】在谈到演讲这种学习方式时，谈话者首先说的是它的缺点“However the major difficulty with lectures is that they are not interactive like discussions or tutorials.” 即不能象讨论课和个别指导课那样互动（ interactive）。8. 答案：overview
【详细解答】但是演讲这种学习方式的优点更多,第一点就是“They can provide a useful overview in every map, as it were, to familiarize you with the mainland features to be encountered during the course.”由此可知，它们能提供所讨论之事的概要（overview）。
9. 答案：theoretical/practical
【详细解答】演讲的另一优点是“Whenever there is a rapid pace of progress in theory or practice, lectures play an indispensable part in letting students know the development immediately,…”即让学生了解他们在实践（theoretical/practical）方面的最新进展。
10. 答案：exponents
【详细解答】这里讲到演讲的最后一条优点是“…very useful in allowing you to see directly how exponents of different views build up their arguments.”，即让学生充当不同观点的支持者（exponents）。