英语专业四级六级复习-2016年英语专八听力真题及听力原文

英语专业

四级/六级

真题解析

2016年英语专八听力原文

英语专八考生平时复习听力的时，候往年的英语专八真题听力原文是很好的复习资料，专八考生可以先根据听力做题之后再根据专八听力原文进行分析自己的错题点。下面是新东方在线英语专八频道为大家整理的2016年英语专八听力原文。

section A mini-lecture Models for Arguments 论证的模式

Good morning, everyone. 大家早上好。

My name is David and I am good at arguing. 我叫大卫，擅长辩论。

So welcome to our introductory lecture on argumentation. 欢迎大家来听这次辩论的介绍。 Why do we want to argue? 我们为什么想要辩论?

Why do we try to convince other people to believe things that they don't want to believe.

为什么我们想要让别人相信他们不愿相信的事情。 And is that even a nice thing to do? 这样做到底好不好?

Is that a nice way to treat other human being, try and make them think something they don't want to think?

这样对待别人，试图让他们思考不想思考的事情，到底合不合适? Well, my answer is going to make reference to three models for arguments.

我的答案将涉及到三种辩论模式。

The first model --- let's call this the dialectical model--- is that we think of arguments as war.

第一种模式，我们叫它辩证模式，这种模式中，我们把辩论看作战争。 And you know what that's like. 你也知道那是怎样的情况。

There is a lot of screaming and shouting and winning and losing. 充斥着扰攘与成败。

And that's not really a very helpful model for arguing, but it's a pretty common and fixed one.

这种模式对辩论帮助不大，却很普遍，很常用。

I guess you must have seen that type of arguing many times--- in the street, on the bus or in the subway.

我猜你一定经常看到这种辩论：大街上，公交车上，地铁里。 Let's move on to the second model. 接下来我们看第二种模式。

The second model for arguing regards arguments as proofs. 第二种论证模式把争论作为验证过程。 Think of a mathematician's argument. 想想数学家的论证。 Here's my argument. 这是我的论点。

Does it work? Is it any good? Are the premises warranted? 这个论点有效吗?有什么优点吗?前提可以保证为真吗?

Are the inferences valid? Does the conclusion follow the premises? 推断有效吗?结论与前提一致吗?

No opposition, no adversariality--- not necessarily any arguing in the adversarial sense.

没有反对方，没有对抗，不需要任何反对的声音与之争论。

And there's a third model to keep in mind that I think is going to be very helpful, and that is arguments as performances.

还有第三种模式，我觉得非常有用，它把辩论看作表演。 Arguments has been in front of an audience. 辩论被呈现在观众面前。

We can think of a politician trying to present a position, trying to convince the audience of something.

说到这里我们可以想到竞争某个职位的政客，试图说服人们相信某些事。 But there's another twist on this model that I really think is important; 但是我认为对这个模式的一个曲解有必要指出，

namely, that when we argue before an audience, sometimes the audience has a more participatory role in the argument;

我们在观众面前辩论的时候，观众有时候会参与到辩论中。

that is, you present your arguments in front of an audience who are like juries that make a judgment and decide the case.

你将辩论呈现在观众面前，他们像陪审团一样，做出决定，裁决案件。 Let's call this model the rhetorical model, where you have to tailor your argument to the audience at hand.

我们把这个模式叫作修辞模式，你可以根据面前的观众修改辩论。 Of those three, the argument as war is the dominant one. 这三个模式中，将辩论当作战争的模式占主导地位。

It dominates how we talk about arguments, it dominates how we think about arguments,

它使每当我们提起辩论，就是这种模式。这种模式基本代表了我们对辩论的理解，

and because of that, it shapes how we argue, our actual conduct in arguments.

因此，它也影响着我们论证的方式以及在论证中我们的实际做法。 We want strong arguments, arguments that have a lot of punch, arguments that are right on target. 我们需要强有力的辩论，直指目标。

We want to have our defenses up and our strategies all in order. 我们想把自己武装起来，组织好策略去应对。

We want killer arguments. That's the kind of argument we want. 我们想要击败对手。这是我们想要的辩论。 It is the dominant way of thinking about arguments. 这就是一种主流的辩论观。

When I'm talking about arguments, that's probably what you thought of, the adversarial model.

谈到论证，你可能会想到对抗模式。

But the war metaphor, the war paradigm or model for thinking about arguments, has, I think, negative effects on how we argue.

但是我认为战争这个隐喻，将论证看作战争的范式或者模式对我们的辩论方式产生了消极作用。

First, it elevates tactics over substance. 首先，它将技巧置于内容之上。

You can take a class in logic argumentation. 你可以去上一节逻辑辩论课。

You learn all about the strategies that people use to try and win arguments and that makes arguing adversarial; it's polarizing.

你可以学到几乎所有人们常用的辩论技巧去赢得辩论，这些技巧将辩论两极化，对抗化。

And the only foreseeable outcomes are triumph, glorious triumph, or disgraceful defeat.

可预见的结果只有光荣的胜利或者可耻的败北。

I think those are very destructive effects, and worst of all, it seems to prevent things like negotiation and collaboration.

我觉得那些技巧是具有杀伤力的，它将协商合作这些事排除在外。 Um, I think the argument-as-war metaphor inhibits those other kinds of resolutions to argumentation.

我觉得，将辩论看作战争这个隐喻排除了其他各种解决争论的方案。 And finally, this is really the worst thing, arguments don't seem to get us anywhere; they're dead ends.

最后，最糟糕的是，这样的辩论并没有得出任何结论，变成了死胡同。 We don't get anywhere. 无法得出任何结论。

Oh, and one more thing. That is, if argument is war, then there's also an implicit aspect of meaning, learning with losing.

哦!还有，如果辩论是战争的话，那么还有一点含义，就是吸取失败的教训。 And let me explain what I mean. Suppose you and I have an argument. 我解释一下。假设你和我在辩论。

You believe a proposition and I don't. And I say, \"Well, why do you believe that?\"

你相信一个命题而我不信。我就说：“你为什么相信这个?” And you give me your reasons. And I object and say, \"Well, what about...?\"

你给出了你的理由，我反对说，“那么……” And you answer my objection. 你回答了我的反对意见。

And I have a question: \"Well, what do you mean? 我问：“那你是什么意思?

How does it apply over here?\" And you answer my question. 那么在这个地方如何解释?”你回答了我的问题。 Now, suppose at the end of the day, 假设，这一天要结束了，

I've objected, I've questioned, I've raised all sorts of questions from an opposite perspective and in every case you've responded to my satisfaction. 我提出了反对意见，提出了质疑，也从反面问了各种问题，你的回答都令我满意。

And so at the end of the day, I say, \"You know what? I guess you're right.\" 一天结束了，我说，“你知道吗?我觉得你是对的。” Maybe finally I lost my argument.

最后我输了辩论。

But isn't it also a process of learning? 可是这不是学习的过程吗?

So you see arguments may also have positive effects. 所以，你看，辩论也有积极作用的。

So, how can we find new ways to achieve those positive effects? 那么，我们要怎么找到实现这些积极作用的新方式呢? We need to think of new kinds of arguments. 我们要想出新的辩论。 Here I have some suggestions. 这里我有几个问题。

If we want to think of new kinds of arguments, what we need to do is think of new kinds of arguers, people who argue.

如果要想出新的辩论，我们需要想出新的辩论者，也就是参与辩论的人。 So try this: 试试这个方法：

Think of all the roles that people play in arguments. 想出辩论中人的所有角色。

There's the proponent and the opponent in an adversarial, dialectical argument.

对抗辩论，辨证辩论中有支持者和反对者。 There's the audience in rhetorical arguments. 修辞辩论中要有观众。

There's the reasoner in arguments as proofs. 把辩论当作依据，需要有人做推理。 All these different roles. 这些都是辩论中的不同角色。

Now, can you imagine an argument in which you are the arguer, but you're also in the audience, watching yourself argue?

现在想象一下，在一场论争中，你是辩论者，同时也是观众，看着你自己辩论。

Can you imagine yourself watching yourself argue? 你能想象自己看着自己辩论吗?

That means you need to be supported by yourself. 也就是说你要自己支持自己。

Even when you lose the argument, still, at the end of the argument,you could say, \"Wow, that was a good argument!\"

这样即使最后输掉争论，你也可以说“好精彩的辩论啊!” Can you do that? I think you can. 你可以做到吗?我觉得你可以的。

In this way, you've been supported by yourself. Up till now, I have lost a lot of arguments.

这样，你自己支持自己。迄今为止，我已经输了很多场争论。 It really takes practice to become a good arguer, in the sense of being able to benefit from losing,

成为出色的辩论者真的需要练习，因为可以从失败中吸取教训。

but fortunately, I've had many, many colleagues who have been willing to step up and provide that practice for me.

不过，很幸运，我有很多同事，他们都愿意陪我练习。

OK. To sum up, in today's lecture, I have introduced three models of arguments.

总结一下，今天我介绍了三种辩论的模型。 The first model is called the dialectical model. 第一种叫作辩证模型。

The second one is the model of arguments as proofs. 第二种模型将辩论作为依据。

And the last one is called the rhetorical model, the model of arguments as performances.

最后一种叫作修辞模型，将辩论看作表演。

I have also emphasized that, though the adversarial type of arguments is quite common, we can still make arguments produce some positive effects. 要强调的是，虽然对抗式辩论非常常见，我们还是可以让辩论产生积极作用。 Next time I will continue our discussion on the process of arguing. 下次我会继续讨论辩论过程。

sectionB interview

M: Good evening, everybody. Today we are pleased to have invited Maggie Shorts from Harvard University to tell us her feeling of studying together with her mom. Well, Maggie.

男：大家晚上好。很高兴我们今天邀请到哈佛大学的玛吉·肖茨来跟我们分享，和妈妈一起上学的感觉。玛吉。 W: Thanks. I'm happy to meet you all. 女：谢谢。很高兴见到大家。

M: Maggie, are you and your mom studying the same major at the university?

男：玛吉，你和妈妈在大学学的是同一专业吗?

W:Not really. She is studying in law school and I'm studying journalism. So, you see she is a graduate student while I am an undergraduate. Since we study at the same time and hers is a four-year night program, our school schedules are synched.

女:没有。她在法学院学习，我学新闻。她是研究生，而我是本科生。我们在同一时间学习，她上的是四年制夜校，我们的学校时间表是一样的。 M: Which means? 男：这意味着什么?

W: We follow the same schedules of study. We take our exams during the same busy weeks and experience similar relief at the end of December and May. Last spring, we compared notes on our cover letters and interviews for our job applications. Last June, as we were both preparing for our summer internships, my mother and I traded fashion advice. Presently, we will probably graduate within days of each other.

女：我们遵循相同的学习时间表。我们在相同的几个考试周里忙着参加考试，在12月底和5月底的时候一起放松。去年春天，我们对比了求职信和面试的笔记。去年6月，当我们都在为暑期实习做准备时，妈妈和我交换了关于穿着打扮的建议。目前，我们两个可能会在几天内相继毕业。

M: Interesting. Then you must have a lot in common at study. 男：很有趣。那你们在学习上一定有很多共同点。

W: You bet. As students, we've shared study habits (take notes by hand), general truths (You can't avoid having a few bad professors), and encouraging platitude(like, it's okay! No one will care how you did on your \"Science of Cooking\"or \"Constitutional Law\" midterm!). Where she's listened to my

complaints about freshman-year roommates and dining-hall food, I've helped her buy textbooks online and wished her luck in moot-court practice.

Occasionally, we've even studied together. When Mom came to visit during Freshman Parents Weekend, I took her into the libraries on the pretext that she was on the library tour. We sat side by side in the big open room on the first floor, she diligently taking notes on a huge red volume that she had lugged from New York City on the train, I casually reading about Greek myths. 女：当然。作为学生，我们有共同的学习习惯(手写笔记)，面临同样的现实(不可避免地会碰到一些糟糕的教授)，并互相鼓励(比如，没关系!没有人会关心你在“烹饪科学”或“”期中考试中表现怎么样的!)她会听我抱怨新生室友和食堂伙食，我帮她在网上买了课本，并祝她在模拟法庭联系中表现出色。偶尔，我们还一起学习。双亲周妈妈来看望我时，我借口她去书海遨游，带她进了图书馆。我们肩并肩坐在一楼的大房间里，她翻看着坐火车从纽约市拖来的一本红色的大书，认真写笔记，我就随便读点希腊神话。

M: What do you think is the biggest advantage of having a parent studying together with you?

男：你认为父母和你一起学习最大的好处是什么?

W: I know that my mother has felt the frustration of a paper that won't write and the excitement of mastering a difficult topic. I don't need to explain my elaborate theory that I am a \"bad test-taker\herself. And talking with her is a good way to get perspective on those occasional hurdles that crop up in college. Although we are both taking a substantial course load, Mom is also working a full-time job in the financial industry. That urges me to study harder, so I should say encouragement. 女:我知道我的母亲面对一篇写不出来的论文有多么沮丧，也知道掌握一个高难度的话题之后她有多兴奋。我是一个“不会考试的人”，这不需要解释，我妈说她也是这样。和妈妈聊天可以换一个角度看待大学里偶尔出现的障碍。虽然我们都在承受巨大的课程负担，但妈妈还在金融行业做全职工作。这激励着我更努力地学习，所以我认为最大的好处就是受到鼓励。 M: Any disadvantages then? 男：有没有什么缺点呢?

W: Well, sometimes I wonder whether we are getting a little too involved in each other's scholastic lives. This usually occurs to me about twice a year, when my mother calls to inform me of her grades. Once, she reached me in the middle of a date (\"I got my first A! Aren't you going to congratulate me?\"), and often, when the news has been disappointing, I haven't known how to respond. Last fall, I was chastised for passing along a speculative tidbit I had heard in the dining hall--- that, because of grade inflation, GPAs once

considered good might be viewed with new scrutiny. \"Jane has informed me that 'B is the new F,'\" Mom announced at Thanksgiving. I didn't know what to say to comfort her.

女：嗯，有时候我在想我们是不是对彼此的学习生活干涉太多了。这样的想法我每年会有两次，也就是我妈妈打电话通知我她的成绩的时候。有一次，我正在约会，她打电话过来(“我得到了我的第一个A!你要恭喜我吗?”)通常，传来的不是好消息，我还不知道该如何回应。去年秋天，我因传播在餐厅里听到的一段小道消息而受到惩罚。有人说，考试成绩给分过高，因此从前比较好的平均分数，可能会受到新的审查。“简告诉我，‘B是新的F’，”妈妈在感恩节这样说。我不知道该说什么安慰她。

M: I see. Is the phenomenon of parent and kidsstudying together at university a rare case?

男：我明白了。父母和孩子一起上大学，这种现象算是罕见的吗? W: I am afraid not. Changing careers later in life isno longer a rarity, so it is not uncommon forstudents and their parents to be toying with bigdecisions at the same time. Class surveys indicatethat the majority of Harvard alumni have shifteddirections when it comes to their careers. With thefinancial

collapse of 2008, such shifts have become more widespread. Students have

seentheir family members lose jobs or change them. Gone is the time when you start out at acompany and work there for the rest of your life.

女：恐怕不是。毕业之后换工作不再是件稀罕事，因此，学生和父母在同一时间做出重大决定，这种情况并不少见。班级调查显示，大多数哈佛校友在职业生涯中已经改变了方向。随着2008年的金融崩溃，这种转变变得更加普遍。学生们都能看到家人失去工作或换了工作。找到个工作就一辈子不换，那都是过去的事了。

M: So your mom started study again just because she wanted to change her career?

男：所以你妈妈又开始学习，就是想换个工作?

W: Yes, she used to be in the real estate industry but now she wants to be a lawyer.

女：是的，她以前从事房地产行业，现在想当律师。 M: Does her experience affect you somewhat? 男：她的经历对你有什么影响吗?

W: Certainly. Freshman Week, in one of the welcoming speeches, our dean mentioned thatmany of us might have grown up thinking that \"doctor, lawyer, teacher\" were our only option. She urged us to stick to our dream. But later I realized talking about passions is one thing--- actually following them is another. By the time I started to think about what professionaldirections I might want to take, I had heard \"The average American changes careers

seventimes\" so often that it was hard not to become numb to its message. The last thing that theenthusiastic Harvard student wants to do is to imagine

moving from job to job until she landssomewhere by chance, especially when the economy is so uncertain. My mom can serve as agood example. Even if she graduated from Harvard herself as a brilliant student, she has tomake alterations of her career.

女：当然有。新生周的一次迎新演讲中，我们的院长提到，我们中的许多人在成长过程中，一直认为“医生、律师、教师”是我们唯一的选择。她敦促我们坚持梦想。但后来我意识到热情这件事，说来容易做起来难。我开始思考未来的职业方向时，听说“美国人一生中7次改变职业生涯”。通常情况下，人们很难不对信息麻木。哈佛大学的学生最不愿意做的，就是想象自己不断从一份工作跳槽到另一份工作，最后偶然地在某个工作安定下来，尤其是在经济形势如此不明朗的情况下。我妈妈就是一个很好的例子。即使她作为优秀学生从哈佛大学毕业，她也不得不改变自己的职业生涯。

M: So, is your mom actually happy studying with younger students? 男：那么，你妈妈真的喜欢和年轻学生一起学习吗?

W: Hard to say. Frustration is routine for older students, you know, who have to learn how tostudy all over again. Mom once described the experience of taking classes with students half herage after 30 years in the workforce:

\"What's most challenging is that you come into classknowing how to make a cake--- but you're all there to make omelets.\"

女：很难说。对于年纪较大的学生来说，挫折是家常便饭，他们必须学习如何重新学习。妈妈曾经描述过在工作30年后，和年龄只有她一半的同学一起上课的经历:“最具挑战性的是，你来到课堂上，知道如何制作蛋糕——但你却在那里做煎蛋卷。”

M: A kind of wasting time? 男：浪费时间? W: Exactly. 女：没错。

M: Do you think your mom has played an important role in shaping your idea of what kind ofperson you want to be?

男：关于你对自己未来的想法，在这方面你妈妈起到了重要的影响吗? W: Absolutely. Harvard offers many resources for students who want

to figure out where theirfuture lies. Advisers, tutors, and OCS keep their doors open to help undergraduates embark onthis kind of discovery. One can't find one's passions in a booklet on summer internships or a listof possible career paths. It's a gradual process that involves sharing thoughts and then

comingback to them; a discussion that doesn't always have its end goal in mind. In the course of mytime at Harvard, it has been just such a give-and-take --- with professors, with friends, andwith my mother --- that has slowly shaped my ideas of who I might want to be. I really cherishthe time she spent together with me at university.

女：当然。哈佛为想要了解自己未来的学生提供了很多资源。顾问、导师和就业指导办公室都对本科生敞开大门，帮助他们开始对未来的探索。单单一本关于暑期实习的小册子，或者一份备选的职业道路清单，你无法找到自己的激情所在。这是一个循序渐进的过程，涉及到分享想法，然后回归想法本身;这也是一场不要求最终目标的讨论。在我在哈佛的求学过程中，这只是一种想法的交流——与教授交流、与朋友交流以及与我的母亲交流——慢慢形成了我对自己未来的想法。我真的很珍惜她在大学里和我一起度过的时光。

M: Well, Maggie. Thank you very much for staying with us today. 男：哦，玛吉。非常感谢您今天来到这里。 W: My pleasure. 女：荣幸之至。