Course Feedback劍橋雅思9聽(tīng)力-原文翻譯及答案解析

一、Course Feedback 聽(tīng)力原文：

TEACHER:Before we start, Spiros and Hiroko, thanks for coming in today to talk about your recent study experiences and congratulations to you both in doing so well in your first semester exams!

I'd like to discuss with you the value of the English for Academic Purposes course you did here last year before starting your university course.

Spiros, if I could start with you, what parts of the programme have now proved to be particularly valuable to you?

SPIROS:I think that having to do a seminar presentation really helped me.

For example, a couple of weeks ago in our marketing subject, when it was my turn to give a presentation I felt quite confident.

Of course, I was still nervous but because I had done one before, I knew what to expect.

Also, I know I was well-prepared and I had practised my timing.

In fact, I think that in relation to some of the other people in my group.

I did quite a good job because  my overall style was quite professional.

What about you, Hiroko?

HIROKO:Mmm, that's interesting.

In my group, I was really surprised by the way the students did their presentations - they just read their notes aloud!

Can you believe that?

They didn't worry about their presentation Style or keeping eye contact with their audience - and I remember that these things were really stressed to us in the course here.

TEACHER:So, how did you approach your presentation, Hiroko?

HIROKO:Well, to speak frankly.

I read my notes too!

At the time, it was a relief to do it this way, but actually when I had finished,  I didn't feel any real sense of satisfaction.

I didn't feel positive about the experience at all.

SPIROS:That's a pity.

You know, although I was pleased with my presentation,  I am not so pleased with my actual performance right now in the tutorials - during the whole semester I've not said anything in our tutorial discussions.

Not a word.

HIROKO:Really.

Spiros?

Why's that?

Do the other students talk too much?

SPIROS:It's partly that, but it's mostly because I have had no confidence to speak out.

Their style of speaking is so different - it's not the style we were used to during the course.

They use so many colloquialisms, they're not very polite and sometimes there seems to be no order in their discussion.

Also,  they are very familiar with each other, so because they know each other's habits, they can let each other into the discussion.

HIROKO:You're right, Spiros, I've experienced that too.

HIROKO:For most of this semester, I've said absolutely nothing in tutorials.

But recently,  I've been trying to speak up more and I just jump in, and I've noticed an Interesting thing, I've noticed that if they thought my point was interesting or new, then the next time they actually asked for my opinion, and then it was much easier for me to be part of the discussion

SPIROS:That's great, Hiroko!

I hope that happens for me next semester - in have to work hard to find some Interesting points.

What helped you to find these ideas?

HIROKO:I think that one thing that helped me with this was the reading.

I've had to do so much reading this semester just to help me make sense of the lectures.

At first I couldn't understand what the lecturers were talking about,  so I had to turn to the books and journals.

Every night I read for hours, using the lists of references that were given, and I made pages of notes.

At breakfast, I read and read my notes again.

This habit has helped me to follow the ideas in the lectures, and it's also given me some ideas to use in the tutorials.

SPIROS:But I did so much reading anyway - I don't think there's any time left over for anything extra.

My reading speed is still quite slow, though I'm much better at dealing with vocabulary than I used to be.

TEACHER:What else do you think we could add to the course program to help with this reading problem?

SPIROS:There's not really anything because it's my problem.

I remember we were given long articles to read.

We didn't like that but now I realise that reading those long articles was good preparation for the things I need to read now.

Also, in class we regularly had speed-reading tasks to do, and we kept a record of our reading speed, so the teachers were encouraging us to work on that.

HIROKO:That's true Spiros, but what we read could have been different.

Sometimes in the English class I felt frustrated when I had to read articles about the environment or health or education, because  I wanted to concentrate on my own field, but we didn't read anything about engineering.

So, I think I wasted some time learning vocabulary I didn't need.

TEACHER:But surely the strategies you were taught for dealing with that vocabulary were helpful.

HIROKO:Yes, but psychologically speaking,  I would have felt much better working on reading from my own field.

What do you think Spiros?

SPIROS:I agree;

that would have helped my confidence too and I would have been more motivated.

It was good though that we could work on our own topics when we wrote the research assignments.

TEACHER:Okay, let's move on to writing now ...

二、Course Feedback 聽(tīng)力中文翻譯：

老師：在我們開(kāi)始之前，Spiros和Hiroko，感謝你們今天來(lái)談?wù)勀銈冏罱膶W(xué)習(xí)經(jīng)歷，并祝賀你們兩人在第一學(xué)期的考試中取得了這么好的成績(jī)！

我想和你討論一下你去年開(kāi)始大學(xué)課程之前在這里學(xué)習(xí)的學(xué)術(shù)英語(yǔ)課程的價(jià)值。

斯皮羅斯，如果我可以從你開(kāi)始，這個(gè)項(xiàng)目的哪些部分現(xiàn)在證明對(duì)你特別有價(jià)值？

斯皮羅斯：我認(rèn)為做一個(gè)研討會(huì)演講真的對(duì)我有幫助。

例如，幾周前，在我們的營(yíng)銷主題中，當(dāng)輪到我做演講時(shí)，我感到非常自信。

當(dāng)然，我還是很緊張，但因?yàn)槲乙郧白鲞^(guò)一次，我知道會(huì)發(fā)生什么。

而且，我知道我已經(jīng)做好了充分的準(zhǔn)備，我已經(jīng)練習(xí)了我的時(shí)機(jī)。

事實(shí)上，我認(rèn)為這與我團(tuán)隊(duì)中的其他一些人有關(guān)。

我做得很好，因?yàn)槲业恼w風(fēng)格很專業(yè)。

你呢，Hiroko？

弘子：嗯，那很有趣。

在我的小組里，我對(duì)學(xué)生們做報(bào)告的方式感到非常驚訝——他們只是大聲朗讀筆記！

你能相信嗎？

他們不擔(dān)心自己的演講風(fēng)格，也不擔(dān)心與觀眾保持眼神交流，我記得在這里的課程中，這些事情確實(shí)給我們帶來(lái)了壓力。

老師：Hiroko，你是怎么做演講的？

弘子：嗯，坦率地說(shuō)。

我也讀了筆記！

當(dāng)時(shí)，這樣做讓我松了一口氣，但實(shí)際上當(dāng)我完成時(shí)，我并沒(méi)有感到任何真正的滿足感。

我對(duì)這次經(jīng)歷一點(diǎn)也不樂(lè)觀。

斯皮羅斯：真遺憾。

你知道，雖然我對(duì)自己的演講很滿意，但我對(duì)自己目前在教程中的實(shí)際表現(xiàn)并不滿意——在整個(gè)學(xué)期的教程討論中，我都沒(méi)有說(shuō)任何話。

一句話也沒(méi)說(shuō)。

弘子：真的。

斯皮羅斯？

為什么會(huì)這樣？

其他學(xué)生說(shuō)得太多了嗎？

斯皮羅斯：部分原因是這樣，但主要是因?yàn)槲覜](méi)有信心說(shuō)出來(lái)。

他們的說(shuō)話風(fēng)格非常不同——這不是我們?cè)谡n程中習(xí)慣的風(fēng)格。

他們使用了太多的口語(yǔ)，他們不太禮貌，有時(shí)他們的討論似乎沒(méi)有秩序。

此外，他們彼此非常熟悉，因此，因?yàn)樗麄兞私獗舜说牧?xí)慣，所以可以讓對(duì)方參與討論。

弘子：你說(shuō)得對(duì)，斯皮羅斯，我也經(jīng)歷過(guò)。

弘子：這學(xué)期的大部分時(shí)間，我在輔導(dǎo)課上都沒(méi)說(shuō)什么。

但最近，我一直在努力多說(shuō)點(diǎn)，我只是插嘴，我注意到了一件有趣的事情，我注意到如果他們認(rèn)為我的觀點(diǎn)有趣或新穎，那么下次他們真的征求我的意見(jiàn)時(shí)，我就更容易參與討論了

斯皮羅斯：太好了，弘子！

我希望下學(xué)期我能做到這一點(diǎn)，我必須努力找到一些有趣的觀點(diǎn)。

是什么幫助你找到了這些想法？

弘子：我想有一件事對(duì)我有幫助，那就是閱讀。

這學(xué)期我不得不讀很多書(shū)來(lái)幫助我理解這些講座。

起初，我不明白講師們?cè)谡f(shuō)什么，所以我不得不求助于書(shū)籍和期刊。

每天晚上，我用給出的參考文獻(xiàn)列表閱讀幾個(gè)小時(shí)，并做了幾頁(yè)筆記。

早餐時(shí)，我一遍又一遍地讀筆記。

這個(gè)習(xí)慣幫助我在課堂上遵循這些想法，也給了我一些在教程中使用的想法。

斯皮羅斯：但不管怎樣，我讀了這么多書(shū)——我覺(jué)得沒(méi)有多余的時(shí)間了。

我的閱讀速度仍然很慢，盡管我在處理詞匯方面比以前好多了。

老師：你認(rèn)為我們還可以在課程中添加什么來(lái)幫助解決這個(gè)閱讀問(wèn)題？

斯皮羅斯：其實(shí)什么都沒(méi)有，因?yàn)檫@是我的問(wèn)題。

我記得我們有很長(zhǎng)的文章要讀。

我們不喜歡這樣，但現(xiàn)在我意識(shí)到，讀那些長(zhǎng)文章是為我現(xiàn)在需要讀的東西做好準(zhǔn)備的。

此外，在課堂上，我們經(jīng)常有快速閱讀任務(wù)要做，并且我們記錄了我們的閱讀速度，所以老師鼓勵(lì)我們努力。

弘子：沒(méi)錯(cuò)，斯皮羅斯，但我們讀到的可能會(huì)有所不同。

有時(shí)在英語(yǔ)課上，當(dāng)我不得不閱讀有關(guān)環(huán)境、健康或教育的文章時(shí)，我感到很沮喪，因?yàn)槲蚁雽Ｗ⒂谧约旱念I(lǐng)域，但我們沒(méi)有讀任何有關(guān)工程的文章。

所以，我想我浪費(fèi)了一些時(shí)間學(xué)習(xí)我不需要的詞匯。

老師：但你所學(xué)的處理這些詞匯的策略確實(shí)很有幫助。

弘子：是的，但從心理上講，如果我在自己的領(lǐng)域讀書(shū)，我會(huì)感覺(jué)好多了。

你覺(jué)得斯皮羅斯怎么樣？

斯皮羅斯：我同意；

這也會(huì)增強(qiáng)我的信心，我會(huì)更有動(dòng)力。

盡管如此，當(dāng)我們寫(xiě)研究作業(yè)時(shí)，我們可以在自己的主題上工作，這很好。

老師：好的，我們現(xiàn)在開(kāi)始寫(xiě)作。

三、Course Feedback 聽(tīng)力問(wèn)題：

Question 21-30

Choose the correct letter, A, B or C.

21.One reason why Spiros felt happy about his marketing presentation was that

A. he was not nervous.

B. his style was good.

C. the presentation was the best in his group.

22.What surprised Hiroko about the other students' presentations?

A. Their presentations were not interesting.

B. They found their presentations stressful.

C. They didn't look at the audience enough.

23.After she gave her presentation. Hiroko felt

A. delighted.

B. dissatisfied.

C. embarrassed.

24.How does Spiros feel about his performance in tutorials?

A. not very happy

B. really pleased

C. fairly confident

25.Why can the other students participate so easily in discussions?

A. They are polite to each other.

B. They agree to take turns in speaking.

C. They know each other well.

26.Why is Hiroko feeling more positive about tutorials now?

A. She finds the other students' opinions more interesting.

B. She is making more of a contribution.

C. The tutor includes her in the discussion.

27.To help her understand lectures, Hiroko

A. consulted reference materials.

B. had extra tutorials with her lecturers.

C. borrowed lecture notes from other students.

28.What does Spiros think of his reading skills?

A. He reads faster than he used to.

B. It still takes him a long time to read.

C. He tends to struggle with new vocabulary.

29.What is Hiroko's subject area?

A. environmental studies

B. health education

C. engineering

30.Hiroko thinks that in the reading classes the students should

A. learn more vocabulary.

B. read more in their own subject areas.

C. develop better reading strategies.

四、Course Feedback 聽(tīng)力答案：

21.B

22.C

23.B

24.A

25.C

26.B

27.A

28.B

29.C

30.B

五、Course Feedback 聽(tīng)力答案解析

21． B　考生可以聽(tīng)到 Spiros 對(duì)自己 marketing presentation 的評(píng)價(jià)是 I did quite a good job because my overall style was quite professional。quite professional 對(duì)應(yīng)選項(xiàng) B 中的 good，由此可知答案為 B（演講風(fēng)格很好）。此外，錄音中提到了 I was still nervous...，排除 A。C中的 the best 在錄音中沒(méi)有涉及。

22． C　考生聽(tīng)到 Hiroko 在描述其他學(xué)生的演講時(shí)用到了 They didn’t worry about their presentation style or keeping eye contact with their audience，其中 keeping eye contact with their audience 對(duì)應(yīng)選項(xiàng) C 中的 look at the audience enough，由此可知答案為 C（他們沒(méi)有與觀眾進(jìn)行足夠多的眼神交流）。

23． B　錄音中的 when I had finished 對(duì)應(yīng)題干中的 after she gave her presentation?？忌?tīng)到 when I had finished 之后，緊接著會(huì)聽(tīng)到 Hiroko 說(shuō) I didn’t feel any real sense of satisfaction.，didn’t feel any real sense of satisfaction 對(duì)應(yīng)選項(xiàng) B 中的 dissatisfied，由此可知答案為 B。?

24． A　考生會(huì)聽(tīng)到 Spiros 在評(píng)價(jià)完自己對(duì) presentation 的表現(xiàn)之后 (although I was pleased with my presentation) 說(shuō)出了 I am not so pleased with my actual performance right now in the tutorials.，由此可知 Spiros 對(duì)自己 tutorial 的評(píng)價(jià)是否定的，選項(xiàng)中包含否定含義的只有 A。

25． C　考生會(huì)聽(tīng)到 ... they are very familiar with each other, so because they know each other’s habits.， very familiar with each other 對(duì)應(yīng)選項(xiàng) C 中的 know each other well，由此可知答案為 C（他們彼此很了解）。

26． B　考生會(huì)聽(tīng)到 ... trying to speak up more and I just jump in，總結(jié)一下這句話的內(nèi)容就是 B making more of a contribution。這道題相對(duì)而言比較難，用排除法會(huì)好些，A（覺(jué)得其他同學(xué)的觀點(diǎn)沒(méi)意思）和 C（導(dǎo)師讓她加入討論）在錄音中均未涉及。

27． A　考生聽(tīng)到 I couldn’t understand what the lecturers were talking about... 之后，Hiroko 緊接著說(shuō) I had to turn to the books and journals。turn to 對(duì)應(yīng)選項(xiàng) A 中的 consulted，the books and journals 對(duì)應(yīng)選項(xiàng) A 中的 reference materials，由此可知答案為 A。此外錄音中提到了 made pages of notes，這里指的是 Hiroko 自己記筆記，而并非 C 中所說(shuō)的借別人的筆記。

28． B　考生會(huì)聽(tīng)到 My reading speed is still quite slow.。這就意味著 Spiros 要花大量的時(shí)間來(lái)閱讀，由此可知答案為 B。此外考生還可以利用排除法來(lái)解答這道題，選項(xiàng) A 和 B 都是關(guān)于速度的， C 則是與 reading skill 不相關(guān)的 vocabulary。

29． C　錄音中有關(guān)課題名稱的有 environment, health, education 和 engineering?？忌衫?Hiroko 話中的 my own field 來(lái)確定她的課題名稱為 engineering，因此答案為 C。

30． B　考生可以聽(tīng)到 I would have felt much better working on reading from my own field.，由此可知答案為 B（閱讀更多關(guān)于他們自己研究領(lǐng)域的內(nèi)容）。

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