专业英语八级听力-22及答案解析.doc

1、专业英语八级听力-22及答案解析 (总分：100.00，做题时间：90分钟)一、lilist-style-type:n(总题数：0，分数：0.00)二、SECTION A MINI-LECTU(总题数：1，分数：50.00)In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need the

2、m to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE, using no more than three words in each gap. Make sure the word(s) you fill in is (are) b

3、oth grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking. Now, listen to the mini-lecture.Why Use Drama Texts in the Language Classroom?B. Value and use of drama/BA. The teacher being able to realize reality through dra

4、maovercoming the students U U 1 /U /Uto learningcreating the need to learn the languageB. U U 2 /U /Uculture and languagerevealing insights into the target cultureproviding language contextsC. Comparison with traditional literatureusing more U U 3 /U /Ulanguage than in poems and novelsemphasizing th

5、e need for enough texts for U U 4 /U /UreadingB. How to develop the U U 5 /U /Uof the drama texts/BA. a type analytical approachB. b type U U 6 /U /UapproachC. teachers basing activities on U U 7 /U /UB. Classroom practices linked to standard approaches in drama/BA. Warm-up activitiesgetting the lea

6、rner to U U 8 /U /UB. The stage of text reading and listeningwhile listening or reading taskthe task U U 9 /U /Uinto the textC. Extended activities: comprehending questionsmultiple-choice questions; text attack questions; interpretation and U U 10 /U /Uquestions （分数：50.00）填空项1:_填空项1:_填空项1:_填空项1:_填空项

7、1:_填空项1:_填空项1:_填空项1:_填空项1:_填空项1:_三、SECTION B INTERVIEW(总题数：1，分数：25.00)In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on ANSWER SHEET TWO.（分数：25.00）(1).Pepper Schwartz puts her personal affairs into

8、 her book because they are _. A. worthy of memorizing B. vivid C. heart-breaking D. educational（分数：5.00）A.B.C.D.(2).Which of the following statements is INCORRECT about Pepper Schwartz? A. She is an educator. B. She is a relationship expert. C. She is a web owner. D. She is a single woman.（分数：5.00）A

9、B.C.D.(3).After an unsuccessful date, a woman should _. A. be more cautious B. be more open-minded C. view it as a shame D. view it as a chance to learn（分数：5.00）A.B.C.D.(4).Which of the following statements about dating standards is INCORRECT? A. All the big no-no standards are listed in the interv

10、iew. B. Sticking to these no-no standards will make you feel lonely. C. We should hold a no-never attitude towards dating. D. Meeting all kinds of people will make us learn a lot.（分数：5.00）A.B.C.D.(5).For many older people, which of the following is NOT what they search for online? A. Relationship. B

11、 Love. C. Marriage. D. Companion.（分数：5.00）A.B.C.D.四、SECTION C NEWS BROAD(总题数：3，分数：25.00)1.In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on ANSWER SHEET TWO.What is the outcome of the summit? A. J

12、apan agrees to cut gas release. B. The US wants the World Bank to help developing countries. C. Developing countries claim to stick to the agreement. D. No commitment has been made on gas cuts.语音下载（分数：5.00）A.B.C.D.（分数：10.00）(1).What is the current situation of job market in the US? A. Unemployment r

13、ate is still changing. B. Job offers only reach half of the estimated number. C. There is no employment growth in August. D. There are decreases of vacancies in American businesses.（分数：5.00）A.B.C.D.(2).Which of the following statements is INCORRECT? A. More civil servants were laid off by US governm

14、ent. B. American businesses added 100, 000 jobs last month. C. The strike of a phone company worsened the situation. D. The overall economy was running low.（分数：5.00）A.B.C.D.（分数：10.00）(1).The news is mainly about the EUs meeting to _. A. confirm the Euro as their currency B. find a solution to debt c

15、risis C. collect money for Greece D. collect money for Europes banks（分数：5.00）A.B.C.D.(2).The meeting is said to reach the following aims EXCEPT _. A. restructuring the Euro zone B. strengthening European banks C. using monetary support more effectively D. making Greeces debt restructured（分数：5.00）A.B

16、C.D.专业英语八级听力-22答案解析 (总分：100.00，做题时间：90分钟)一、lilist-style-type:n(总题数：0，分数：0.00)二、SECTION A MINI-LECTU(总题数：1，分数：50.00)In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need

17、 them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE, using no more than three words in each gap. Make sure the word(s) you fill in is (ar

18、e) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking. Now, listen to the mini-lecture.Why Use Drama Texts in the Language Classroom?B. Value and use of drama/BA. The teacher being able to realize reality through

19、 dramaovercoming the students U U 1 /U /Uto learningcreating the need to learn the languageB. U U 2 /U /Uculture and languagerevealing insights into the target cultureproviding language contextsC. Comparison with traditional literatureusing more U U 3 /U /Ulanguage than in poems and novelsemphasizin

20、g the need for enough texts for U U 4 /U /UreadingB. How to develop the U U 5 /U /Uof the drama texts/BA. a type analytical approachB. b type U U 6 /U /UapproachC. teachers basing activities on U U 7 /U /UB. Classroom practices linked to standard approaches in drama/BA. Warm-up activitiesgetting the

21、 learner to U U 8 /U /UB. The stage of text reading and listeningwhile listening or reading taskthe task U U 9 /U /Uinto the textC. Extended activities: comprehending questionsmultiple-choice questions; text attack questions; interpretation and U U 10 /U /Uquestions （分数：50.00）填空项1:_（正确答案：resistance）

22、解析：听力原文Why Use Drama Texts in the Language Classroom?Good morning, everyone. I have emphasized the drama texts role in language classroom for several times. This time Ill try to define what I mean by language learning through drama texts, outline some of the benefits it can bring to the language lea

23、rning classroom and some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts.Writers such as Maley and Duff and Wessels have pointed to the values and uses of drama: UDrama can help the teacher to achieve reality in several ways. It

24、can overcome the students resistance to learning the new language/U (戏剧有多种帮助老师解决“现实问题”的方式，第一种就是克服学生对学习新语言的抗拒，所以填resistance。)by making the learning of the new language an enjoyable experience, by setting realistic targets for the students to aim for, by creative slowing down of real experience and by

25、 linking the language-learning experience with the students own experience of life. Drama can create in students a need to learn the language by the use of creative tension and by putting more responsibility on the learner, as opposed to the teacher. UDrama provides cultural and language enrichment/

26、U (这是说话人提到的第二点关于戏剧的价值和用处，即丰富文化和语言，用于句首，所以填Enriching，注意需填动名词形式。) by revealing insights into the target culture and presenting language contexts that make items memorable by placing them in a realistic social and physical context. By allowing reading and the adding of some characterization to a drama

27、text, learners become personally and fully involved in the learning process, in a context in which it is possible for learners to feel less self-conscious and more empowered to express themselves through the multiple voices of the different characters.One of the drawbacks in the use of literary text

28、s such as novels and poems is that many of them contain language forms that learners of a language find difficult to understand. This could be overcome by simplifying them, often leading to a loss of literarinessleading to criticism that the texts became pale imitations of the original writing. The

29、lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of drama in language learning curricula as Uit tends to use much more naturalistic language than in poems and novels/U. (戏剧与诗歌和小说相比的优点之一就是使用更多的自然语言，所以填naturalistic。) UDrama texts help to address

30、 the need for sufficient texts for worthwhile reading in which suitable materials can be accessed/U. (戏剧中有足够多值得阅读的文本内容，所以应填worthwhile。)Another problem, then, arises. UHow should we exploit drama texts?/U (这是说话者提到的第二个问题，怎样利用戏剧文本。这里根据题干语法要求，应填名词exploitation。) Next, I would like to share several approa

31、ches with you. First, I call it the a type analytical approach. As I have suggested, the analysis of language in a text is just one aspect of its use. In the type a approach, language is separated into its phonological, lexical components, etc. and disseminating strategies then adopted. Using this a

32、nalytical approach, a teacher or course designer would think of a series of structures, language items that were to be taught. A literary text exemplifying these structures was then selected and used in order to practice or raise the learners consciousness of it. USecond, it is the b type experienti

33、al approach/U. (对戏剧文本分析的第二种方式是经验式，所以填experiential。) Here, language was not seen as an object but as a tool. Much more emphasis was placed upon, for example, the inductive method of learning through experiencing and applying the learners experience to the text through encouraging comments, responses

34、and expressions based on the text or its theme. The topic-based syllabus is often seen as more relevant to language learning.UFrom a task point of view the learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing multi-level activities for stud

35、ents/U, (从任务角度来看，教师可以根据学生要达到的目标和能力来设置不同层次的活动，所以填learners tasks。) such as identifying the story, characters, plot; identifying the authors and characters viewpoint, attitude or opinion; understanding the work in relation to its socio-cultural and historical-political context; giving a personal and cr

36、eative response and answering the question: does it work as literature?Finally, I would like to talk about the stages of a type b approach to introducing a drama text to a class of EFL learners. The process involves linking standard approaches in drama to approaches suitable for the classroom. Class

37、room practice, then, may follow three stages. The first stage is the warm-up. UStandard methods in the type b approach involve warmer activities to get the learner to anticipate what theyre going to meet in the language in the text using guessing, pre-discussion, or pictures/U. (准备活动的目的是为了让学习者预测他们在文

38、章中将会碰到什么问题，所以填anticipate。)It involves little or no stylistic analysis. Its aims are to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focusing on waking the imagination, and the body including the vocal chords in preparation

39、 for reading or even enacting the text could easily precede this stage. Use of text can be one of the more in-depth and sophisticated drama activities. Warmers, drama games, role-plays, individual and group improvisation can all be used to support higher-level drama activities such as performing the

40、 text in the classroom. The idea is that the pre-reading stage will sensitize the learner to the language and concepts to be encountered and engage prior knowledge and experience. Pictures, the book cover, prompt questions, learners own memory etc. are used.The second stage is text reading and liste

41、ning. The stage may involve two task types: one is the while listening or reading task involves the learner having a task to fulfill based on his or her reading, such as finding out a piece of information from the text; Uthe other is the task inserted into the text such as one where learners complet

42、e the task using their own ideas/U. (第二步由两个任务构成，一是根据阅读内容寻找信息，另一个就是穿插在文本中的任务，所以填inserted。)The third stage is extension activities format. This stage could incorporate comprehension questions such as: Who? When? What? etc.; multiple-choice questions which are useful for evoking possible alternative an

43、swers; text attack questions requiring the learner to realize certain meanings in the text and the way they are achieved in the language use; Uinterpretation and response questions such as whats the message from the author/U, (第三步还可以用解释回应式的问题，故填response。) what general meanings can we infer from the

44、antagonists statements, or what conclusions can we draw about the character and motivations of the antagonists and so on.Well, of the main approaches I have mentioned, I believe there is no absolute dichotomy between them. You must bear in mind different approaches need to be incorporated in languag

45、e learning for their relative merits. Thats all for today. Thanks for listening.填空项1:_（正确答案：Enriching）解析：填空项1:_（正确答案：naturalistic）解析：填空项1:_（正确答案：worthwhile）解析：填空项1:_（正确答案：exploitation）解析：填空项1:_（正确答案：experiential）解析：填空项1:_（正确答案：learners tasks）解析：填空项1:_（正确答案：anticipate）解析：填空项1:_（正确答案：inserted）解析：填空项1:_（正确答案：response）解析：三、SECTION B INTERVIEW(总题数：1，分数：25.00)