考研英语听力练习材料(优秀3篇)

考研英语听力练习材料 篇一

如何高效利用考研英语听力练习材料

考研英语听力是考研的一项重要内容，而听力练习材料是提高英语听力能力的关键。本文将介绍如何高效利用考研英语听力练习材料，帮助考生取得好的成绩。

首先，要选择合适的听力练习材料。考生可以选择真题、模拟试题、听力教材等不同类型的材料进行练习。真题是考生了解考试形式和难度的重要途径，模拟试题则可以让考生在模拟考试环境下进行练习，提高应试能力。听力教材则可以帮助考生系统地学习和训练不同类型的听力题目。

其次，要有系统的学习计划。考生可以根据自己的时间和能力制定一个合理的学习计划。在学习计划中，要有具体的目标和时间安排。例如，每天听力练习的时间、练习的题目类型和数量等。同时，要有一个合理的复习安排，定期复习已经练习过的题目，巩固所学知识。

第三，要注意练习的方法。在进行听力练习时，可以采用分段听、整体听和听写等不同的方法。分段听可以帮助考生更好地理解听力材料的内容，整体听可以提高考生的听力速度和理解能力，而听写则可以帮助考生提高听力准确度和注意力。在练习过程中，要注意模拟考试环境，例如使用耳机、关闭外界噪音等。

最后，要进行反思和总结。在每次练习后，考生要对自己的表现进行反思和总结。可以记录下自己在听力练习中遇到的困难和错误，并思考如何改进和提高。同时，要注意积累听力技巧和策略，例如预测、推断、留意关键词等。通过不断的反思和总结，考生可以逐渐提高自己的听力能力。

综上所述，要想提高考研英语听力成绩，高效利用考研英语听力练习材料是非常重要的。考生可以选择合适的材料，制定学习计划，注意练习方法，并进行反思和总结，以提高自己的听力能力。希望考生们都能取得好的成绩。

考研英语听力练习材料 篇二

如何选择适合自己的考研英语听力练习材料

考研英语听力是考研的一项重要内容，而选择适合自己的听力练习材料是提高英语听力能力的关键。本文将介绍如何选择适合自己的考研英语听力练习材料，帮助考生提高听力水平。

首先，要了解自己的水平和需求。不同的考生在英语听力能力上存在差异，有的考生可能需要提高听力速度，有的考生可能需要提高听力理解能力。因此，考生要根据自己的需求选择适合自己的听力练习材料。例如，如果考生觉得听力速度较慢，可以选择一些较慢的听力材料进行练习，逐渐提高自己的听力速度。

其次，要选择与考试形式相符的练习材料。考研英语听力的题目类型多种多样，有选择题、填空题、简答题等。考生在选择听力练习材料时，要选择与考试形式相符的材料，这样可以更好地了解考试要求和难度。可以选择一些历年真题进行练习，了解考试的出题规律和难点，提高应试能力。

第三，要选择有针对性的练习材料。考生可以根据自己在听力练习中的薄弱环节选择相应的练习材料。例如，如果考生在听力理解中常常遇到困难，可以选择一些重点难点的听力材料进行练习，逐渐提高自己的听力理解能力。同时，考生也可以选择一些专门针对听力技巧和策略的练习材料，帮助自己掌握听力技巧和策略。

最后，要选择符合个人学习习惯的练习材料。每个人的学习习惯和喜好不同，有的人喜欢听力教材，有的人喜欢模拟试题。考生在选择听力练习材料时，要根据自己的学习习惯选择适合自己的材料。这样可以提高学习的效果和兴趣，更好地坚持下去。

综上所述，选择适合自己的考研英语听力练习材料是提高听力水平的关键。考生可以了解自己的水平和需求，选择与考试形式相符的练习材料，选择有针对性的练习材料，以及选择符合个人学习习惯的练习材料。希望考生们都能选择适合自己的练习材料，提高自己的听力水平。

考研英语听力练习材料 篇三

Section I Use of English

Directions:

Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET. (10 Points)
　　
As many people hit middle age, they often start to notice that their memory and mental clarity are not what they used to be. We suddenly can’t remember 1 we put the keys just a moment ago, or an old acquaintance’s name, or the name of an old band we used to love. As the brain 2 , we refer to these occurrences as “senior moments.” 3 seemingly innocent, this loss of mental focus can potentially have a(an) 4 impact on our professional, social, and personal 5 .

Neuroscientists, experts who study the nervous system, are increasingly showing that there’s actually a lot that can be done. It 6 out that the brain needs exercise in much the same way our muscles do, and the right mental 7 can significantly improve our basic cognitive 8 . Thinking is essentially a 9 of making connections in the brain. To a certain extent, our ability to 10 in making the connections that drive intelligence is inherited. 11 , because these connections are made through effort and practice, scientists believe that intelligence can expand and fluctuate 12 mental effort.

Now, a new Web-based company has taken it a step 13 and developed the first “brain training program” designed to actually help people improve and regain their mental 14 .

The Web-based program 15 you to systematically improve your memory and attention skills. The program keeps 16 of your progress and provides detailed feedback 17 your performance and improvement. Most importantly, it 18 modifies and enhances the games you play to 19 on the strengths you are developing—much like a(n) 20 exercise routine requires you to increase resistance and vary your muscle use.

1.[A]where [B]when [C]that [D]why

2.[A]improves [B]fades [C]recovers [D]collapses

3.[A]If [B]Unless [C]Once [D]While

4.[A]uneven [B]limited [C]damaging [D]obscure

5.[

6.[A]turns [B]finds [C]points [D]figures

7.[A]roundabouts [B]responses [C]workouts [D]associations

8.[A]genre [B]functions [C]circumstances [D]criterion

9.[A]channel [B]condition [C]sequence [D]process

10.[A]persist [B]believe [C]excel [D]feature

11.[A]Therefore [B]Moreover [C]Otherwise [D]However

12.[A]according to [B]regardless of [C]apart from [D]instead of

13.[A]back [B]further [C]aside [D]around

14.[A]sharpness [B]stability [C]framework [D]flexibility

15.[A]forces [B]reminds [C]hurries [D]allows

16.[A]hold [B]track [C]order [D]pace

17.[A] to [B]with [C]for [D]on

18.[A]irregularly [B]habitually [C]constantly [D]unusually

19.[A]carry [B]put [C]build [D]take

20.[A]risky [B]effective [C]idle [D]familiar
Section II Reading Comprehension

Part A

Directions:

Read the following four texts. Answer the questions below each text by choosing A, B, C, D. Mark your choice on ANSWER SHEET 1. (40 points)

Text 1

In order to “change lives for the better” and reduce “dependency,” George Osborne, Chancellor of the Exchequer, introduced the “upfront work search” scheme. Only if the jobless arrive at the jobcentre with a CV register for online job search, and start looking for work will they be eligible for benefit—and then they should report weekly rather than fortnightly. What could be more reasonable?

More apparent reasonableness followed. There will now be a seven-day wait for the jobseeker’s allowance. “Those first few days should be spent looking for work, not looking to sign on.” he claimed. “We’re doing these things because we know they help people stay off benefits and help those on benefits get into work faster” Help? Really? On first hearing, this was the socially concerned chancellor, trying to change lives for the better, complete with “reforms” to an obviously indulgent system that demands too little effort from the newly unemployed to find work, and subsides laziness. What motivated him, we were to understand, was his zeal for “fundamental fairness”—protecting the taxpayer, controlling spending and ensuring that only the most deserving claimants received their benefits.

Losing a job is hurting: you don’t skip down to the jobcentre with a song in your heart, delighted at the prospect of doubling your income from the generous state. It is financially terrifying, psychologically embarrassing and you know that support is minimal and extraordinarily hard to get. You are now not wanted; you are now excluded from the work environment that offers purpose and structure in your life. Worse, the crucial income to feed yourself and your family and pay the bills has disappeared. Ask anyone newly unemployed what they want and the answer is always: a job.

But in Osborneland, your first instinct is to fall into dependency —permanent dependency if you can get it — supported by a state only too ready to indulge your falsehood. It is as though 20 years of ever-tougher reforms of the job search and benefit administration system never happened. The principle of British welfare is no longer that you can insure yourself against the risk of unemployment and receive unconditional payments if the disaster happens. Even the very phrase “jobseeker’s allowance” is about redefining the unemployed as a “jobseeker” who had no fundamental right to a benefit he or she has earned through making national insurance contributions. Instead, the claimant receives a time-limited “allowance,” conditional on actively seeking a job; no entitlement and no insurance, at ￡71.70 a week, one of the least generous in the EU.

21. George Osborne’s scheme was intended to

[A] provide the unemployed with easier access to benefits.

[B] encourage jobseekers’ active engagement in job seeking.

[C] motivate the unemployed to report voluntarily.

[D] guarantee jobseekers’ legitimate right to benefits.

22. The phrase “to sign on”(Line3, Para.2)most probably means

[A] to check on the availability of jobs at the jobcentre.

[B] to accept the government’s restriction on the allowance.

[C] to register for an allowance form the government.

[D] to attend a government job-training program.

23. What prompted the chancellor to develop his scheme?

[A] A desire to secure a better life for all

[B] An eagerness to protect the unemployed.

[C] An urge to be generous to the claimants.

[D] A passion to ensure fairness for taxpayers.

24.According to Paragraph 3，being unemployed makes one feel

[A]uneasy

[B]enraged

[C]insulted

[D]guilty

25.To which of the following would the author most probably agree?

[A] The British welfare system indulges jobseekers’ laziness.

[B] Osborne’s reforms will reduce the risk of unemployment.

[C] The jobseekers’ allowance has met their actual needs.

[D] Unemployment benefits should not be made conditional.Text 2

All around the world, lawyers generate more hostility than the members of any other profession—with the possible exception of journalism. But there are few places where clients have more grounds for complaint than America.

During the decade before the economic crisis, spending on legal services in America grew twice as fast as inflation. The best lawyers made skyscrapers-full of money, tempting ever more students to pile into law schools. But most law graduates never get a big-firm job. Many of them instead become the kind of nuisance-lawsuit filer that makes the tort system a costly nightmare.

There are many reasons for this. One is the excessive costs of a legal education. There is just one path for a lawyer in most American states: a four-year undergraduate degree at one of 200 law schools authorized by the American Bar Association and an expensive preparation for the bar exam. This leaves today’s average law-school graduate with $100,000 of debt on top of undergraduate debts. Law-school debt means that they have to work fearsomely hard.

Reforming the system would help both lawyers and their customers. Sensible ideas have been around for a long time, but the state-level bodies that govern the profession have been too conservative to implement them. One idea is to allow people to study law as an undergraduate degree. Another is to let students sit for the bar after only two years of law school. If the bar exam is truly a stern enough test for a would-be lawyer, those who can sit it earlier should be allowed to do so. Students who do not need the extra training could cut their debt mountain by a third.

The other reason why costs are so high is the restrictive guild-like ownership structure of the business. Except in the District of Columbia, non-lawyers may not own any share of a law firm. This keeps fees high and innovation slow. There is pressure for change from within the profession, but opponents of change among the regulators insist that keeping outsiders out of a law firm isolates lawyers from the pressure to make money rather than serve clients ethically.

In fact, allowing non-lawyers to own shares in law firms would reduce costs and improve services to customers, by encouraging law firms to use technology and to employ professional managers to focus on improving firms’ efficiency. After all, other countries, such as Australia and Britain, have started liberalizing their legal professions. America should follow

26. A lot of students take up law as their profession due to

[A] the growing demand from clients.

[B] the increasing pressure of inflation.

[C] the prospect of working in big firms.

[D] the attraction of financial rewards.

27. Which of the following adds to the costs of legal education in most American states?

[A] Higher tuition fees for undergraduate studies.

[B] Admissions approval from the bar association.

[C] Pursuing a bachelor’s degree in another major.

[D] Receiving training by professional associations.

28. Hindrance to the reform of the legal system originates from

[A] lawyers’ and clients’ strong resistance.

[B] the rigid bodies governing the profession.

[C] the stern exam for would-be lawyers.

[D] non-professionals’ sharp criticism.

29. The guild-like ownership structure is considered “restrictive” partly because it

[A] bans outsiders’ involvement in the profession.

[B] keeps lawyers from holding law-firm shares.

[C] aggravates the ethical situation in the trade.

[D] prevents lawyers from gaining due profits.

30. In this text, the author mainly discusses

[A] flawed ownership of America’s law firms and causes.

[B] the factors that help make a successful lawyer in American.

[C] a problem in America’s legal profession and solutions to it.

[D] the role of undergraduate studies in America’s legal education.