[外语类试卷]专业英语四级（听力）模拟试卷204及答案与解析.doc

1、专业英语四级（听力）模拟试卷 204及答案与解析 SECTION A TALK In this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word (s) you fill in is (are) both grammatically and semantically acceptabl

2、e. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 A New Approach to Debate I. Teachers hesitation: debate is beyond students 【 T1】 _【 T1】 _ II. Suggestions from Prof. Charles Lebeau to teachers a) Begin with controlled practice: to【 T2】 _opini

3、ons and arguments【 T2】_ b) Caution: no【 T3】 _topics 【 T3】 _ III. “Discover Debate“ Approach Team members: depending on the【 T4】 _of students 【 T4】 _ The first stage: creating a【 T5】 _aid【 T5】 _ The second stage: presenting arguments The third stage: answering the【 T6】 _argument 【 T6】 _ a) Pause for

4、the opponents to develop answers or【 T7】 _【 T7】 _ b) Evaluate arguments: to look for【 T8】 _ . 【 T8】 _ c) Write easily remembered【 T9】 _【 T9】 _ Ending: ask for audience 【 T10】 _【 T10】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 10 Can Teaching Grammar Really Be

5、 Fun? 【 T1】 _among average teachers 【 T1】 _ Teaching grammar is boring Grammar can be taught as a【 T2】 _【 T2】 _ Get students【 T3】 _ rules 【 T3】 _ Betty Azars view of grammar The starting point and【 T4】 _【 T4】 _ Enables students to experience better【 T5】 _【 T5】 _ Advice for teachers To know the diffe

6、rent【 T6】 _of each student【 T6】 _ To realize students 【 T7】 _【 T7】 _ Reasons for some teachers 【 T8】 _of teaching grammar 【 T8】 _ Some teachers dont know grammar and may fail to【 T9】 _【 T9】 _ TIRFs research Teach grammar with communication is【 T10】 _【 T10】 _ 11 【 T1】 12 【 T2】 13 【 T3】 14 【 T4】 15 【

7、T5】 16 【 T6】 17 【 T7】 18 【 T8】 19 【 T9】 20 【 T10】 专业英语四级（听力）模拟试卷 204答案与解析 SECTION A TALK In this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word (s) you fill in is (a

8、re) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 【听力原文】 A New Approach to Debate (1)Teachers of English may hesitate to teach debate because they think it is beyond their students language abil

9、ity, or proficiency. But debate can be a powerful tool. It can help students learn to speak naturally and to listen carefully. Professor Charles Lebeau teaches English and debate in Japan. He wrote “Discover Debate“ with Michael Lubetsky. The book helps English teachers and learners understand how t

10、o carry on a simple debate. The “Discover Debate“ approach has three stages: creating a visual aid to communicate an argument, presenting the argument and answering the other teams argument. Each stage puts increasing demands on language ability. It begins with a pre-debate experience. When teaching

11、 debate to English learners, Mr. Lebeau recommends beginning with “controlled practice.“ Students work in pairs to practice saying opinions and giving reasons in short conversations. (2)They learn to identify opinions and arguments about everyday topics, such as sports stars, foods, weather and habi

12、ts. (3)Teachers may be tempted to give students serious topics, such as “People should stop using nuclear power.“ However, Mr. Lebeau cautions that English learners may not have the necessary language ability to handle such topics. More serious topics often require special vocabulary and research. M

13、r. Lebeaus classes in Japan are like many in universities; they have 40 to 50 students. (4)He has students form debate teams of three or six, depending on the total number of students. (5)Each_team creates a visual aid to show their thinking on the topic. The visual is a house: a roof represents an

14、opinion, pillars are the reasons supporting the opinion and the foundation is the evidence. In the next stage, students present their argument. They have to do some talking, but not too much. (6)The third stage is answering the opponents argument. Here, debaters need a higher level of language abili

15、ty. (7)Mr. Lebeau recommends pausing for the opposing team to develop their answers, or refutations. Each team might go to a different area and discuss the weak points in the opposing argument. Students must first think about the arguments carefully. In “Discover Debate,“ Michael Lubetsky and Charle

16、s Lebeau include a guide to help students evaluate arguments. The evaluation also takes advantage of the visual aid of a house. (8)Students are asked to look for flaws, or problems. They identify things that are either “not true“ or “not important.“ (9)Students can write easily remembered abbreviati

17、ons on their opponents houses: “NT“ for not true, “NAT“ for not always true, or “NNT“ for not necessarily true. These simple expressions make it easier for students to refute their opponents arguments. Traditional debate includes several cycles of presentation and refutation. For English learners, o

18、ne cycle of presentation and refutation is usually enough practice. Mr. Lebeau says sometimes he asks the rest of the class to vote on which side won. (10)Asking for audience feedback gives the lesson a good ending. But, he says, additional discussion depends on the situation and the level of the st

19、udents. 【知识模块】 讲座 1 【正确答案】 language ability proficiency 【试题解析】 空格前的 beyond students提示填入一个名词，表示 “超出学生的 范围 ”。讲话人在开始提到很多英语老师犹豫要不要教学生辩论，原因就是担心辩论太难，超过了学生的语言能力，因此填入 language ability或proficiency，表示 “语言能力 ”。 【知识模块】 讲座 2 【正确答案】 identify 【试题解析】 在开展辩论之前，讲话人提到的一个建议 是进行 “控制性训练 ”，即学生两两一组在短对话中训练表达观点和提供论据。他们学会就一些日常

20、话题识别观点和论据 (opinions and arguments)，所以空前需要填动词 identify，表示 “辨别 ”。 【知识模块】 讲座 3 【正确答案】 serious 【试题解析】 空格处填入名词 topics的限定词，推测可能填入形容词。录音提到勒博先生提醒教师英语学习者可能不具备辩论一些严肃话题的语言能力，换言之，在辩论中不要挑选太严肃的话题。故填入 serious。 【知识模块】 讲座 4 【正确答案】 total number 【试题解析】 本题考查辩论队的成员。录音提到，勒博先生会根据学生的总人数进行分组，每组 3到 6个人。因而本题填入 total number。 【

21、知识模块】 讲座 5 【正确答案】 visual 【试题解析】 本题考查 Discover Debate第一阶段的内容。录音中提到每个辩论组用视觉工具来帮助他们表达想法，并以房子图示为例：屋顶代表观点，柱子就是支撑观点的论据 ，即通过房子这个视觉工具 (visual aid)生动地呈现所表达内容，所以填入 visual。 【知识模块】 讲座 6 【正确答案】 opponents opposing teams other teams 【试题解析】 本题考查 Discover Debate第三阶段的内容。录音提到，第三阶段就是反驳对方的观点。因此填入 opponents，也可用录音提到的 oppo

22、sing teams other teams作答。 【知识模块】 讲座 7 【正确答案】 refutations 【试题解析】 本题与第三阶段反驳对方观点相关。录音提到： “勒博先生建议 暂停让对方辩友构思答辩或者辩驳 ”，因此填入 refutations。 【知识模块】 讲座 8 【正确答案】 flaws problems 【试题解析】 动词短语 look for提示空格处需填入名词。录音提及学生在评论观点的过程中，需要找瑕疵或问题。因此这里填 flaws或者 problems都可以。 【知识模块】 讲座 9 【正确答案】 abbreviations 【试题解析】 录音提到，学生在寻找对方的

23、瑕疵或问题时可以写下一些容易记住的缩写，比如用 NT表示 not true等，因而 此处填 abbreviations，表示 “缩写 ”。 【知识模块】 讲座 10 【正确答案】 feedback 【试题解析】 录音提到在整个辩论流程结束后，勒博先生会要求其他学生给正反两方投票谁输谁赢，询问观众的反馈能给这堂课画上圆满的句号，因此应填入feedback，表示 “反馈 ”。 【知识模块】 讲座 10 【听力原文】 Can Teaching Grammar Really Be Fun? Today we have a special guest. Betty Azar is the most su

24、ccessful writer of grammar textbooks. Generations of English learners will recognize her best-selling book Understanding and Using English Grammar. Today Ms. Azar will offer some advice on how to teach grammar. Have you ever heard an English teacher say, “Teaching grammar is boring!“ Betty Azar has,

25、 and she strongly disagrees. “For me teaching grammar is the most fun class of all. 1I think that is a misconception that teaching grammar is a boring thing to do. Teaching grammar, for me, always was the class I looked forward to the most because (4)grammar was just the foundation. It was where you

26、 started. Grammar is just the starting point.“ (2)The common misunderstanding that Ms. Azar sees is that grammar can be taught as a subject, like history or math. (3)Teachers try to get students to memorize rules. Grammar is not just learning rules. It is a way to help students along the way to comm

27、unication. “If you have a class named grammar, it doesnt mean youre teaching rules that the students have to learn. It just means, grammar is where were going to start, and then were going to have a lot of fun with it, and practice, and do a lot of interesting things, (5)and most importantly, have s

28、uccessful communication experiences. Those are the building blocks of learning a second language.“ A piece of advice for teachers is that students do not all learn in the same way. (6)Each may have a different learning style when it comes to learning grammar. Some may see a pattern and understand th

29、e rule. Others need more explanations and practice. (7)Another piece of advice for teachers is to understand their students language backgrounds. If the students have a native language with a similar grammar rule, they do not need to spend time practicing it in English. “But to teach grammar as a su

30、bject matter and test it as though you were testing the memorization of dates in history is sure to bore everybody and not reach the goals that you are trying to reach successful communication experiences.“ (8)Some teachers hate teaching grammar. Why? Because grammar was removed from the regular cou

31、rse of study in the U.S. and U.K. in the 1960s, most native speakers of English did not learn it in school. (9)Ms. Azar imagines that many teachers are not comfortable teaching grammar because they do not know how to answer their students questions. “We now have an entire pool of possible teachers w

32、ho dont know the grammar of their own language. If you dont know any grammar of your own language, and then you are asked to teach it, you walk into a class; very likely your students may know more grammar than you know, and you cannot answer their questions. Youre going to have hostility towards te

33、aching grammar.“ An organization called The International Research Foundation for English Language Education (TIRF) has been doing long-term studies of ESL students. (10)TIRFs research reports that teaching grammar along with communication is effective. 【知识模块】 讲座 11 【正确答案】 Misconception Misunderstan

34、ding 【试题解析】 录音开头讨论教语法是否枯燥的问题。语法书编者贝蒂 阿扎完全不赞同此观点，认为教授语法也可以很开心，语法教学很枯燥实际上是一种错误的想法。本空填入 misconception(误解 )，也可填入后文提及的misunderstanding，注意首字母大写。 【知识模块】 讲座 12 【正确答案】 subject 【试题解析】 录音提到教授语法普遍的误区就是把语法当作某一门科目来教，例如历史或者数学。故填入名词 subject“科目 ”。 【知识模块】 讲座 13 【正确答案】 memorize learn 【试题解析】 录音提到如果把语法当成一门课程来教，老师们就会让学生去

35、记忆语法规则 (memorize rules)，因此本空填 memorize，其近义词 learn也可表达相同的意思。 【知识模块】 讲座 14 【正确答案】 the foundation 【试题解析】 本题考查贝蒂 阿扎对语法课程的看法。录音提到， Betty Azar认为语法课是她最向往的课，因为语法是基础 (the foundation)，是起点 (starting point)。所以此空应填 入 the foundation，表示 “基础 ”。 【知识模块】 讲座 15 【正确答案】 communication 【试题解析】 录音中提到学习语法不仅仅是有趣的，而且更为重要的是学习语法能

36、让学生有成功的交流体验 (successful communication experiences)。题目部分 to experience better 是对此处的同义转换，所以此空应填入 communication。 【知识模块】 讲座 16 【正确答案】 learning style 【试题 解析】 本题考查贝蒂对老师教授语法的建议。录音提到的第一条建议就是老师需要了解学生的学习方式是不一样的，每个人都有自己的学习风格，因此填入 learning style。 【知识模块】 讲座 17 【正确答案】 language backgrounds 【试题解析】 本题仍考查贝蒂的建议。录音提到的另

37、一条建议就是了解学生的语言背景，不难得出 language backgrounds为本空答案。题目中的 realize是录音原词 understand的近义表达。 【知识模块】 讲座 18 【 正确答案】 hatred 【试题解析】 由 “老师不懂语法、可能无法 ” 推知，空格应填入具有消极意义的名词。录音最后提到了一些老师讨厌 (hate)教语法，因此空格应填入 hate的名词形式 hatred。 【知识模块】 讲座 19 【正确答案】 answer studentsquestions 【试题解析】 录音中提到多数英美国家的本土教师在学校的时候并没有学习过语法，所以许多人在教语法的时候都会觉得力不从心，不知道怎么回答学生们的提问 (do not know how to answer their studentsquestions)。这是一些老师不喜欢教语法课的原因，所以本空填 answer studentsquestions。 【知识模块】 讲座 20 【正确答案】 effective 【试题解析】 本题考查 TIRF机构的研究结果。录音末尾提到 TIRF机构对英语学习者长期的调查研究发现，在交际中教授语法是非常有效的 (effective)。因此空格处应填入 effective，表示 “有效的 ”。 【知识模块】 讲座