2024年3月2日发(作者：)
学英语 找长喜
第一周 听力讲座
首页留篇章页。
星期1 Monday 4大材料特征
今日讲堂
听力讲座部分是较为复杂的听力测试，录音材料大多是有关某个专题的文章，900词左右的讲座材料需具备以下4个方面的特征。
一、题材趋向于英语专业知识课程
讲座试题旨在测试考生能否听得懂英语国家的大学课程，因此内容涉及面较广，包括政治、经济、历史、科技、生物、心理学、文学、体育、文化、教育、大学生活等等。
【2002-2011年讲座题材归纳】
年份
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
语言学
英语写作
语言学
英美文学
英美文学
英语写作
心理咨询
心理学
英语写作
涉及课程
介绍语言的辅助语言学特征
介绍如何写实验报告
分析介绍英语成为世界语言的原因与因素
介绍艺术史
介绍如何领会文学的“意义”
介绍怎样写研究性论文
介绍在交谈中令谈话对象感觉轻松的四种技巧
介绍亚伯拉罕·马斯洛的人类需求理论
介绍大学学习中的一些学习活动，如写论文和进行专题讨论
主要内容
从上面的归纳可以看出，2005年之后讲座的选材趋向于突出英语专业知识课程的内容，我们预测今后此题型的选材涉及的范围会包括英美文学、英美国家概况、语言学、跨文化交际、英语教学法、英语写作等等专业知识课程。
二、“总―分―总”的语篇模式
分析历年真题讲座，我们可以将其语篇模式总结为“总―分―总”的宏观模式。讲话人开门见山，一开始便点出将要在讲座中谈论的问题，这是全文的核心，即“总”。然后对跟这些问题有关的方面逐一进行详细论述，即“分”。最后部分为结束语，以结论性的语言结束讲座，又是“总”。
【例1】（2010年）
结构
总
内容
Good morning, everyone. Today we’ll
continue our discussion on describing
language. Last week we examined… In this
lecture, we’ll look at another important
aspect It refers to features of
communication that takes place without the
use of grammar and vocabulary. They are
called “paralinguistic features of language”.
These features fall into two broad
categories…
说明
讲座的开始就明确指出主题是语言问题，在复习上周讲座的主题后，总述这次讲座主要介绍副语言特征，并且指明它包括两大类。
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分
Now, the first category is what we call
“vocal paralinguistic features”. The first
is…The second is…The last is…
Now, let’s come to the second category —
physical paralinguistic features which
involves the body…. First, facial
expression. Facial expression is a powerful
conveyer of meaning.
The second in this category is gesture.
The third is proximity, posture and echoing.
中间部分将两大类一一进行阐述。在介绍语音特征时举了五个例子，在介绍第二类副语言特征，即肢体的副语言特征时，从三个方面进行介绍。
总
Ok, in today’s lecture, we looked at some
最后以结论性的语言再次总结这次paralinguistic features, such as tone of
讲座的主题，然后提到下次讲座的内voice, gesture and posture. These features…
容。
are all part of the way we communicate with
each other in face-to-face encounters. In our
next lecture…
三、运用提示语
比较杂志与讲座中所用的语言，我们会注意到讲座会对所要听的内容给出清楚的指示。这些指示即可称为“提示”，它们引导考生去听一些东西。具体而言，又可以分为以下三个方面的提示：
1．主题提示
主题提示预示一个主题的导入。具体提示方式又有以下三种：
具体的主题提示。
修辞性问句作主题提示。
以陈述句的口吻用一两个词语总结将要讲的信息作主题提示。
年份
2011年
2010年
2009年
2008年
2007年
具体的主题提示。
具体的主题提示。
具体的主题提示。
修辞性问句作主题提示。
修辞性问句作主题提示。
主题提示方式
Today we'll continue our discussion on describing
language.
Today we’ll discuss some preliminaries concerning how
to write experimental report.
Today’s lecture is about the popularity of English.
…So I’d like to spend some time discussing with you
the following topic: Why do we need to study art
history? And where can we learn from it?
How do we know what a work of literature is supposed
to mean? Or what its real meaning is?
2
例如：Let’s look at …
Today we’re going to talk about…
Ok, let's move on to…
例如：You might ask… well … how old the researchers
judge psychological distress?
例如：OK. Definitions.
【历年真题主题提示语归类】
提示语
2006年
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2005年 修辞性问句作主题提示。
Then what is writing a research paper like? How are we
going to write one? What are the steps in producing a
research paper and what are the points we need to take
care of?
2．结构提示
类似于作者写作时总是考虑怎样组织观点才能最清晰地表达观点，讲座报告人也在讲座的结构中运用这些提示，帮助听众理解讲座的观点，以及观点之间的联系。常见的结构提示以及提示语归类如下：
分类
下定义
目的
讲座人的目的在于对术语进行定义。
提示语
Now, X means (is the word for)…
By X, I mean (meant, referred to)…
When I used X, I meant (was referring to)…
What do I mean by X?
How can we define X?
X can be divided/subdivided/broken down/classified
into 2 (3, 4 etc.)
There are 2 (3, 4 etc.) types of/divisions
of/classifications of X.
The first (second, etc.) point is…
Number one (two, etc.)…
First (Second, etc.) of all…
Due to the fact that/ Because of…
Since…
(Now) this is due to…
… and the reason for this is …
Thus/Therefore/Consequently/For these reasons, …
How can I explain this to…?
Why is this the case?
For example/For instance/To illustrate/In this case,…
Take something like this…
In more concrete terms, …
First (Second etc.),…
Next (Then, Subsequently, Later, After that, etc.), …
Prior to (Previously, Before that, etc.), …
In order to arrive at this point, we had to …
Let’s look at how this came about/where this comes
from./ (the steps involved in) this process.
Concerning X’s appearance, …
Let’s look at X’s physical makeup.
X is made up of…
X looks/acts/feels/smells/sounds/tastes like…
But/However, …
On the other hand, …
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分类列举 通过分类将主题分成若干子话题，同时还对各子话题进行列举。
描述因果关系
描述各事物间的因果关系，一起事件导致（或可能，或应该导致）一起或多起事件的发生。
例证主题 报告人的目的是通过举例来说明主题。
按照事情的过程或事件发生的顺序组织信息，以便说明事情是怎样发生的。
描述过程或事件的顺序
描述特点 通过介绍特点来描述物体或生物，尤其重视事物的物理性质与结构。
通过比较与对比事物之间的异同，报告人可以先比较与对比
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谈论各个事物，然后进行比较、对比。
On the contrary/Conversely, …
Similarly/Likewise, …
Along the same lines, …
In the same fashion/manner, …
Again, …
【例2】（2010年）
Now, the first category is what we call vocal paralinguistic features. Vocal features are actually
tones of voice. … The first is whispering… The second is breathiness. … The third is
huskiness, … The fourth The last is extra lip-rounding, ….
Now, let's come to the second category, physical paralinguistic features, which involves the
body. First, … The second in this category is… The third is…
【分析】上面讲座的主体部分结构方式以分类列举为主，报告人将主题分成若干个子话题讲述，同时听众也能通过The first, the second, the third等提示语跟随报告人的思路记下笔记。
3．主题结论提示
大多数讲座以结论性语言来结束。可能包括回顾重点内容；使用概括性的语言将主题的不同侧面有机地联系起来；也可能讨论所谈主题的后果。同时，报告人还会简单提示下一个讲座的内容。
【例3】（2010年）
Ok, in today's lecture, we looked at some paralinguistic features, such as tone of voice, gesture
and posture. These features, together with linguistic features of language, like grammar, or
vocabulary, are all part of the way we communicate with each other in face to face encounters. In
our next lecture, we'll watch some video material, and see how people actually use paralinguistic
means in communication to express their intention or desire or mood.
【分析】本讲座结束语前一部分We looked at…回顾了重点内容，同时There features一句将主题的不同侧面有机地联系起来；最后部分In our next lecture则简单介绍了下一个讲座的目的。
四、运用解释、重复、举例、离题信息
写作时，一个观点作者只需要陈述一遍，因为读者可以反复阅读，想读多少遍就多少遍。而在听的时候，人们常常“左耳朵进，右耳朵出”，所以报告人要给听众一定的时间来对他们所听到的内容进行整理或记笔记。为达到这一目的，报告人可以重新用不同的话语阐述某一定义或观点（即解释）、用完全相同的词语重复、或用更多的细节来扩展观点（如举例）。
此外，讲座中突然改变主题或跑题的现象（离题信息）要比文章中的多一些，因为讲座是现场活动，报告人在讲话时也许会说一些事先没有考虑过的想法。
讲座报告人重新阐述、重复和举例并不增加新观点，而是留给听者更多时间来理解其观点。报告人离题时，听者可以尽快分辨出来，权且把离题内容当作长时间记笔记过程中的一次轻松愉快的休息。
【例4】（2010年）
Now, the first category is what we call “vocal
讲座中首先谈到副语言特征的第一paralinguistic features”. Vocal features are actually
类即是语音特征，其后给出了定义，tones of voice. While they are, perhaps, not central to Vocal features are actually tones of
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meaning in communication in the same way as grammar
or vocabulary, they may, nevertheless, convey attitude
or intention in some way. Let me give you some
examples. The first whispering, which indicates the
needs for secrecy. The second is breathiness. This is to
show deep emotion. The third is huskiness, which is to
show unimportance. The fourth is nasality. This is to
indicate anxiety. The last is extra lip-rounding, which
expresses greater intimacy, especially with babies, for
example. So we can see that there are a number of ways
of altering our tones of voice. And when we do this
consciously, we do it to create different effects in
communication.
今日练习
voice…they may, nevertheless, convey
attitude or intention in some way，即语音特征是指语调在某种方式上能够表达态度或意愿。
其次，此段中通过表示语音特征的关键词词vocal，features，tones of voice，communication等的重复，表达了句子之间的承接关系。
而且，在介绍语音特征时列举了五个例子，而且用The first is…The second
is…The third is…The fourth is…The
last is…连接而成，行文逻辑清楚明了。
Mini-Lecture 1
下面内容排在表格内,左列原文,右列题号与下划线,注意左右序号基本对齐。
Considerations of Learning-centered Teaching
I. Introduction
A. goal of most courses: to enhance students’ understanding
——different understanding calls for different teaching methods
B. most forms of understanding are expressed by new (1) (1)_______
——example: “weight” for “heaviness”
C. other kinds of learning besides understanding
1. the key learning activity: (2) (2)______
2. memorizing and recalling (3)
(3)
______
3. acquiring attitudes and values, ect.
——different learning calls for different teaching methods
II. Ways of categorization and modeling students (4) ______
A. holists: students who view a (4) as a whole
B. serialists: students who begin at the (5)
(5)
______
C. visualisers: students who depend on visual materials
D. verbalisers: students who prefer to listen, read, discuss, ect.
E. (6) : students who believe that to practice is to understand
(6)
______
III. Students’ approaches to learning
A. (7) approach: intending to further understanding and question
(7) ______
ideas.
B. (8) approach: intending to memorize information and obey
(8)
______
IV. Course evaluation through feedback
A. feedback reveal about the learners and the course or (9)
(9)
______
B. feedback can be quite (10) unless properly analyzed
(10) ______
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Mini-Lecture 2
Dealing with Life's Sticky Situations
In our daily life, it is unavoidable that we run into some sticky
situations. If we react properly, the harm can be reduced to the minimum.
There are ways to tackle several such situations.
I. Sending a incriminating e-mail to the wrong person by accident
A. First of all, you’d better (1) ____.
B. They will not believe you if you say you do not mean it, so instead turn
the situation into (2) ____
II．Somebody insulted or badmouthed a person you like
Put in mind that never be silent and let it pass by, for your silence
might be interpreted as (3)_____.
III. You spill something on yourself but are already on the way
somewhere
A. A Tide Stain Stick works miraculous
1. If you do not take any remedy, just (4)_____after arriving your
destination.
2. If you try to pretend there is no stain on you, then the stain might be
(5)______.
Ⅳ. You ordered far less than your friend who wants to go halvies
A. You might be accused as being (6)_____if you insist pay your bill
only.
B. You should be straightforward and say you are on a budget.
It is important to say you would like to share the bill (7)_____.
Ⅴ. You forget to makeup while on the way out
A. (8)_____ will give you a lot help.
B. Also, (9)____will give you a glow and make you look amazing.
Ⅵ. You realize too late that you do not take any money
A. Call a friend who lives nearby.
B. Ask a co-worker at the same level for help instead of a (10)_____.
C. Take some money in your phone case or glove compartment for
emergency.
答疑解惑
排版时注意题号与【解析】用彩。
Mini-Lecture 1
(1)_______
(2)______
(3) ______
(4) ______
(5) ______
(6)______
(7) ______
(8) ______
(9) ______
(10) ______
【听力原文】 【答案解析】
Good morning, everyone. In today’s lecture, we shall discuss 1. concepts
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some considerations of learning-centered teaching.
First of all, I’d say, most courses of today try to help students
develop their understanding. But understanding a foreign language is
not the same as understanding why someone is upset or
understanding electromagnetism or understanding history. Therefore,
it is not to be expected that the same teaching methods will be
appropriate to these different kinds of understanding.
The next point I’d like to make is that, (1)most forms of
understanding are expressed by concepts which differ from everyday
ones. For example, we all know that suitcases get heavier the longer
you carry them, but in science this is described in terms of constant
weight plus increasing fatigue. The concept “weight” is introduced
and laid alongside the commonsense concept of “heaviness”.
Similarly we all know that time passes quickly when we are
absorbed and slowly when we are bored, but science tells us that this
is an illusion; time really ticks away at a steady rate. Note that
conceptual change should not be the aim, as is sometimes suggested,
since people still also need their common sense. The aim is to add
new sets of concepts and to explain when to use which set.
Thirdly, “understanding” is not the only kind of learning which
students need to master. (2)Instruction, demonstration and
error-correction are the key teaching activities while practice is the
main learning activity. (3)Students also have to memorize
information and be able to recall it when required, as well as acquire
several other kinds of learning (such as know-how and attitudes and
values) each of which calls for different teaching methods. So
learning-centered teaching includes a conscious matching of
teaching methods to the intended kind of learning.
While good teaching involves, among other things, helping
students to achieve their chosen learning goals, the picture is further
complicated by the different learning styles adopted by different
groups of students. And the following are ways of categorization and
modeling students, which are proved to be useful, particularly in
connection with understanding.
Firstly, I’d like to call some students (4) “holists”: which means
they like to take an overview of a subject first and then fill in the
details and concepts in their own way. Secondly, there are (5)
“serialists” who like to follow a logical progression of a subject,
beginning at the beginning. Educational researcher Gordon Pask
structured some teaching materials in both a holist and a serialist
manner, and then tested previously-scorted cohorts of students using
them. He found that the best performance of those who were
mismatched (i.e. holist students with serialist material, and vice
versa) was worse than the worst performance of those who were
【解析】这篇讲座主要谈到了“以学习为中心的教学”的一些注意事项。演讲者通过学生对某一学科或某个问题的understanding引入话题。首先谈到了大多数课程的目标就是帮助学生提高对该学科的understanding；接着演讲者谈到了大多数形式的understanding是通过concepts来表达的，这些concepts不同于日常生活中的concepts，并在后面举了具体的例子进行说明。所以本题应填入concepts。
2. practice
【解析】这里考查除understanding以外，另外一些种类的学习。在介绍完understanding后，演讲者笔锋一转，提出But
“understanding” is not the
only kind of learning…；practice is the main
learning activity.因此，本题应填practice。需注意的是，前面还谈到了the
key teaching activities，不要弄混了。
3. information
【解析】在practice之后，演讲者谈到了学生还要做的事，即to memorize
information and be able to
recall it when required。所以本题应填information。
4. subject
【解析】演讲者在谈到ways of categorization and
modeling students时，用了7
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matched to the learning materials.
This seems to imply, for example, that educational textbooks —
which are naturally serialist in character — should include signposts,
summaries, alternative explanations of difficult concepts,
explanatory figure captions, a glossary of terms, a good index, etc, to
help holist students find their own way through them. Similarly
projects, which are naturally holist in character, since they are
usually specified in terms of a final goal, can cause problems for
serialists, who may therefore need step-by-step guidance.
The third group of students are “visualisers” whose learning is
helped by the inclusion of diagrams, pictures, flow-charts, films, etc.
while the fourth group are “verbalisers” who prefer to listen, read,
discuss, argue, attend tutorials and write during their conceptual
development. (6)Finally, the fifth group are “doers” who find that
overt practical activity is best. The saying that “to hear is to forget, to
see is to remember, but to do is to understand” is only true for
“doers”. With a typical mix of students, attempts should be made to
cater for each preferred style.
My third main point is about students’ approaches to learning. It
is well known nowadays that for the development of
“understanding” and for the memorization of information, it is
important that students adopt a “deep approach” to their learning,
rather than a “surface approach”. (7)The deep approach refers to an
intention to develop their understanding and to challenge ideas,
(8)while the “surface approach” is the intention to memorize
information and to follow instructions. Although students are
naturally inclined towards one approach rather than the other —
often with a new subject the inclination is towards the surface
approach — this can vary from subject to subject and can usually
be changed by the teaching they receive. Overloading, for example,
will encourage the surface approach; stimulating interest may
encourage the deep approach. Given the deep approach, even good
lectures can make a considerable contribution to students’
“understanding”.
Recently, the need to encourage the deep approach in students
has been allowed to dominate the choice of teaching method,
sometimes at the expense of effective teaching. Constructivism in
science teaching, for example, in which students are encouraged to
devise their own explanations of phenomena, certainly tends to
encourage the deep approach, but it can also leave students with
misconceptions. Similarly, tough problem-based learning is usually
popular with students, it teaches “know-how” rather than
“understanding”: unless explicit conceptual guidance is also given.
The last point I want you to pay attention to is course
Firstly…Secondly…Thirdly等，将学生分成了几类。其中，holists这类人喜欢take an overview of a
subject first and then„，所以，本题填subject。
5. beginning
【解析】serialists属于第二类学生，他们喜欢follow a logical
progression of a subject,
beginning at the
beginning。所以，本题填begin。
6. doers
【解析】演讲者在谈到第五类学生（the fifth
group）时说，这类人发觉公开的实践活动是最好的，他们认为to do is to
understand。这类学生就是doers（实干家），所以本题填doers。
7. deep
【解析】在介绍完学生的分类之后，演讲者谈到了“学生的学习方法”。其中，有deep approach和surface approach两种。在谈到deep approach时说，The deep approach refers
to an intention to develop
their understanding and to
challenge ideas。所以，本题填deep。
8. surface
【解析】根据the “surface
approach” is the intention
to memorize information
and to follow instructions可知，本题应填surface。
9. lecture
【解析】根据提纲可知，演讲者最后谈到的一个8
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evaluation through feedback. It often seems to be assumed that
students are a homogeneous bunch and that therefore a majority
opinion condemning a certain aspect of a course justifies changing it
for the future. But this can well be a mistake. If a course is well
matched, say, to “holist verbalisers”, it is unlikely to be found very
helpful to “serialist visualisers”. In other words, (9)feedback is likely
to reveal as much about the students as about the course or lecturer,
(10)and can be quite misleading unless it is properly analyzed in
terms of the preferred learning styles of the particular cohort of
students.
(10)Indeed, student feedback about the teaching of
“understanding” can, in any case, be quite misleading, since students
cannot be expected to judge what has been helpful to them until
much of the necessary conceptual development has occurred. Only
after “the penny has dropped” is such feedback likely to be reliable.
Similarly, favorable feedback about the necessary but tedious
practising of important “skills” cannot normally be expected.
Ok, in today’s lecture, we looked at some considerations of
learning-centered teaching, with which all lecturers should, in due
course, become familiar. And I believe innovation in education
without taking these matters into consideration is at best cavalier, at
worst irresponsible, for it is the students who suffer from teachers’
ill-founded experiments.
Mini-Lecture 2
【听力原文】
How many times have you found yourself in a sticky
situation? You know — sending an ugly e-mail to the wrong
person. Spill something on yourself. That sort of thing?
They're inevitable for all of us, but there are ways to navigate
those embarrassing — and sometimes potentially harmful —
dilemmas. In today’s lecture, we will discuss solutions to deal
with several such situations.
We all have the experience of accidentally sending an
incriminating e-mail to the wrong person. If such situation
happens, what is the best solution? In the first place, you’d
better pick up the phone immediately and call. Chances are
you'll catch them before they even have a chance to open the
e-mail. Say, "I just sent you an email by accident and you're
not going to like what it says." Don't bother saying that you
didn't mean what you wrote. They won't believe you. Instead,
turn the conversation into a problem-solving session. If you
insulted or made fun of them in some way, tell them it was a
要点是关于feedback的。讲座中在谈到feedback的作用时说，feedback is
likely to reveal as much
about the students as
about the course or
lecturer。所以，本题填lecturer。
10. misleading
【解析】在介绍完feedback的作用之后，演讲者又说，要是分析不当，feedback可能会很具误导性（can be quite
misleading）。所以本题填misleading。这从后面的内容Indeed, student
feedback…can…be quite
misleading也可以得到印证。
【答案解析】
1. call that person
【解析】本题针对讲座提到的第一种尴尬局面——发错邮件——的处理方法设题。若考生捕捉到In the first place, you’d
better pick up the phone
immediately and call，就不难归纳出答案。
2. a problem-solving session
【解析】本题考查的依然是第一种窘境。讲座中提到发错邮件时最好不要跟对方说你不是那个意思，因为他们不会相信；接着分析恰当的处理方法，由讲座中的Instead, turn the
conversation into a
problem-solving session不难定9
学英语 找长喜
jerky thing to do, then confess that you've been feeling
frustrated and explain why. If you really want to patch things
up, suggest getting together face-to-face to talk things out so
they can see that you're sincerely sorry.
If somebody has insulted or is gossiping about somebody
you like, what should your reaction be? Put in mind that never
stay silent and just let it pass. That response is likely to
backfire. The person doing the insulting/gossiping will
interpret your silence as agreement and may even tell others
that they share your opinion of this person. Also, it's just plain
spineless. The best response in this situation might be saying
"Oh, I'm sure you just got the wrong impression. He's really
not like that. It must have just been a bad situation." This
enables the insulter to save face — because you're implying
that the person may have acted out of character for a moment,
while you still successfully defend your friend.
Another situation is that you spill something on yourself
and are already on the way somewhere. Everyone in their right
mind should always put a Tide Stain Stick in their purse, glove
compartment, desk drawer, and anywhere else they can stash
one. The thing is miraculous. A few weeks ago, I was eating a
chocolate energy bar while driving into work and managed to
actually crush the sticky chocolate into my dress. I thought
there was no way I could make myself presentable, but the
Tide Stain Stick worked like magic. If you don't have one and
can't stop to pick one up from a drugstore, the best thing you
can do is point out the stain soon after arriving at your
destination. If you pretend it isn't there, it will be a huge
distraction for the person you're talking to. It's all they'll be
able to think about! So just quickly explain that you were
careless and dropped something on yourself and move on. The
other person will find it charming that you can make light of
it.
What is the best solution if you ordered far less than your
friend who wants to go halfsies on the bill? Before the
recession, if you insisted on only paying for what you ordered,
a friend might have accused you of being cheap or stingy. But
these days, everyone understands when you say you're on a
budget, so you should come right out and say that, while
you've always gone halfsies in the past, you're now low on
cash and can't afford it anymore. Saying that you'd normally
be OK with splitting the bill is really important — you don't
want to make your friend feel judged, as if he or she was
trying to pay less than his or her share on purpose.
位答案。
3. agreement
【解析】本题所在处针对第二种窘境——别人冒犯或者议论一个你喜欢的人。讲座中说到当这种情况发生时你不能保持沉默，因为对方会 interpret you
silence as agreement, 由此不难判断答案为agreement。
4. explain the stain
【解析】本题就第三种尴尬局面设题。讲座中说如果身上有污渍，一个Tide Stain Stick 会有神奇的作用，接着分析如果你没有Tide Stain Stick应该怎么做， 讲座中提到了point out
the stain, quickly explain, 而答案必须在三个单词之内，故可将答案归纳为explain the stain，即向对方解释污渍的来历。
5. be a distraction
【解析】本题所在处依然是第三种尴尬局面。考查的是如果到目的地后你假装身上的污渍不存在会有什么后果，讲座提到If you pretend it isn't there, it
will be a huge distraction for the
person you're talking to，而答案只能是三个以内的单词，故可去掉起修饰作用的形容词huge，答案为be a distraction。
6. cheap or stinky
【解析】本题针对第四种尴尬局面——朋友点餐比你多很多却希望和你平摊费用——中的列举处设题，由讲座中的if you
insisted on only paying for what
you ordered, a friend might have
accused you of being cheap or
stingy，可知本题答案为cheap
or stinky。
7. normally/in normal occasion
【解析】本题所在处依然是第四种窘境。讲座中先说如果在10
学英语 找长喜
Sometimes you may leave your house without any
makeup and realize you have somewhere to be. In such
situations, a lipstick will help a lot. Do remember to apply a
little more lipstick to your mouth than usual to help draw
people's eyes there and brighten up your whole face. Then use
your fingers to rub just a touch of lipstick onto the apples of
your cheeks. Another easy thing you can do that will make a
big difference is to lick your fingertip and smooth out your
eyebrows so that they look nice and neat. Also, a few minutes
of exercise can give you an amazing glow. Consider parking
far away from the entrance of the building you're going to or
taking the stairs instead of the elevator so that when you
arrive, your face will have some great color.
The last case I want to discuss is that you realize too late
that you have left all of your money and credit cards at home.
That's what friends are for! Call in a favor and ask a friend
who lives or works nearby if you can swing by and borrow a
few bucks. Alternately, ask a co-worker at your same level —
never ask a subordinate — to loan you just enough to get
through the day. Then make a point of paying them back
ASAP. One great thing to consider doing is to always have an
emergency $20 stashed in your cell phone case or your glove
compartment. Whenever you're forced to use it, make sure to
replace it immediately later that day, so you'll never be without
some quick cash.
OK, this brings to the end of the lecture. I hope after this
discussion, you will find some useful tips to deal with life’s
sticky situations. Then next time when such situations happen,
you won’t be bewildered.
节省开支，不妨直接跟朋友说明，紧接着说到Saying that
you'd normally be OK with
splitting the bill is really
important，可见为了顾及朋友的面子，最好告诉朋友通常情况下你愿意均摊费用，答案可以是讲座中的normally，考生也可以将此归纳为in normal
occasion。
8. a lipstick
【解析】本题所在处是第五种窘境——出去见人的路上发现忘记化妆。讲座提到In such
situations, a lipstick will help a
lot，故答案很容易确定为a
lipstick。
9. some exercise
【解析】本题依然是针对第五种窘境设题。由讲座中提到的a
few minutes of exercise，an
amazing glow，可知做一些运动可以让脸色更好更迷人，故答案为some exercise。
10. subordinate
【解析】本题考查最后一种尴尬局面——出门时忘记带钱。讲座中提到这种情况下可以请朋友帮忙，接着说同事也可以，但是同事一定要是at the same
level的同事, 由讲座中的never
ask a subordinate，可知答案为subordinate。
题里淘金
重点句式
Mini-Lecture 1
1. But understanding a foreign language is not the same as understanding why someone is upset or
understanding electromagnetism or understanding history. 然而，学习一门外语不同于弄清楚某个人为何不安，也不同于学习电磁学或历史。
2. Similarly we all know that time passes quickly when we are absorbed and slowly when we are
bored, but science tells us that this is an illusion; time really ticks away at a steady rate. 相同地，我们都知道，当我们专注于某件事时，时间过得很快，而当我们感觉厌烦时，时间会
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学英语 找长喜
过得很慢。但是，科学告诉我们说，那只是我们的幻觉；时间其实是以固定的速度在流失。
3. So learning-centered teaching includes a conscious matching of teaching methods to the
intended kind of learning. 因此，以学习为中心的教学需要有意识地根据学习内容的不同使用与之相匹配的教学方法。
4. While good teaching involves, among other things, helping students to achieve their chosen
learning goals, the picture is further complicated by the different learning styles adopted by
different groups of students. 尽管好的教学另外还涉及到帮助学生完成他们所选择的学习目标，但是因为不同的学生群体采取的学习方法不同，实际情况要复杂得多。
5. The saying that “to hear is to forget, to see is to remember, but to do is to understand” is only
true for “doers”. “只听容易遗忘，亲眼所见有助于牢记，身体力行则有助于真正理解”这一谚语只适用于“实干家”。
6. Although students are naturally inclined towards one approach rather than the other — often
with a new subject the inclination is towards the surface approach — this can vary from
subject to subject and can usually be changed by the teaching they receive. 尽管学生们会自然地倾向于两种方法中的某一种——面对新的学科时通常倾向于“表层学习法”——但情况也会因为学科的不同而不同或者因为学生所接受的教学方法的不同而改变。
7. It often seems to be assumed that students are a homogeneous bunch and that therefore a
majority opinion condemning a certain aspect of a course justifies changing it for the future.
通常，人们都会想当然地认为学生同属于一个群体，因此如果大多数的学生都对某个课程的某一方面提出非难，那么这一点足以成为改变该学科的这一方面的理由。
Mini-Lecture 2
1. If you insulted or made fun of them in some way, tell them it was a jerky thing to do, then
confess that you've been feeling frustrated and explain why. 如果在某种程度上你冒犯了他们或取笑了他们，告诉对方你这样做很愚蠢，然后坦白自己感到很沮丧，并对原因做出解释。
2. The person doing the insulting/gossiping will interpret your silence as agreement and may even
tell others that they share your opinion of this person. 冒犯者或说闲话的人会把你的沉默当作认同，甚至可能告诉其他的人你对这个人（被冒犯的人）和他有同样的看法。
3. This enables the insulter to save face — because you're implying that the person may have
acted out of character for a moment, while you still successfully defend your friend. 这为冒犯者留住了面子——因为你暗示了这个人（被冒犯的人）可能是在某种情况下做出了不符合他个性的事，而同时也成功地维护了你的朋友。
4. But these days, everyone understands when you say you're on a budget, so you should come
right out and say that, while you've always gone halfsies in the past, you're now low on cash
and can't afford it anymore. 但是现在，如果你说你在节省开支的话每个人都会理解的，所以你大可开诚布公地说出来：尽管你们过去常常平摊费用，但你现在手头紧，不能承担这样的开销了。
5. Saying that you'd normally be OK with splitting the bill is really important — you don't want
to make your friend feel judged, as if he or she was trying to pay less than his or her share on
purpose. 告诉对方在正常情况下你愿意平摊费用是很重要的——你一定不想让你的朋友觉得被指责了，好像他/她在故意试图少付钱。
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学英语 找长喜
6. Do remember to apply a little more lipstick to your mouth than usual to help draw people's eyes
there and brighten up your whole face. 切记要在嘴上涂比平时更多的唇膏，这会吸引人们的眼球，提亮你的整张脸。
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