1、专业英语八级（ MINI-LECTURE）强化练习试卷 14及答案与解析 SECTION A MINI-LECTURE Directions: In this section you sill 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 them to complete a gap-filling task after t
2、he 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. Use the blank sheet for note-taking. 0 Making and Writing Words I. A brief introduction A. Making words is conceptually an engag
3、ing and effective instructional task. B. Making and writing words is a (1)_of making words. C. The major difference between the two activities Students (2)_letter cards in making words. Students write words on a sheet of paper in making and writing Words. II. Making and writing words A. Making and w
4、riting words should begin by deciding on the (3)_word. B. Selection of words should be guided by the (4)_of the students. Elementary children: 5 or 6 letter challenge word containing one vowel. 7 to 9 year old students;6 to 8 letters and two vowels. Upper elementary grades;longer than 8 letters with
5、 3 or more vowels. C. It works well with students of almost any age as long as they have some(5) in writing. III. The (6)_of playing out the activity A. The (7)_ of vowels and consonants to be used in the lesson. B. Students each write these letters at the top of their making and writing words sheet
6、s. C. Students will write words made from the letter set. Step 1: Write the following letters in the appropriate boxes. Step 2: The teacher works with the class through the (8) _ words she had planned. Step 3; Students are told that it uses all the letters listed, and they are challenged to write th
7、e word in the final word. Step 4: The teacher guides the students to apply what they learned. Step 5: (9)_the words they have just written. Step 6; (10)_the categories. 10 Greek Mythology Greek mythology concerns the ancient Greek gods and heroes, the (1)_of the world, and the origins and significan
8、ce of their own cult and ritual practices, attempting to explain the origins of the world, and details the lives and (2)_of a wide variety of mythological creatures. I. The early periods of the Greek literature 1. Iliad and Odyssey; epic poems, focus on the (3)_ 2. Theogony and Works and Days; two p
9、oems by Homers near contemporary accounts of the genesis of the world, the succession of (4)_ 3. Myths; Homeric Hymns, epic poems, lyric poems, tragedians, writings of scholars and poets, texts of the Roman Empire 4. Greek gods and heroes featured prominently in the decoration of (5)_ II. Greek myth
10、ology influence Many poets and artists have derived (6)_ from Greek mythology and have discovered contemporary significance and relevance in these mythological themes. 1. Culture The poetry of Ovid became a major influence on the diffusion and (7)_of Greek mythology 2. Arts Artists portrayed subject
11、s from Greek mythology along with more conventional (8)_themes 3. Literature In northern Europe, Greek mythology mostly has obvious impact on literature 4. Western civilization The 18th century Enlightenment; Insisting on the scientific and philosophical (9)_of Greece and Rome Romanticism Greek myth
12、ology became popular again and inspired contemporary poets, such as Keats, Byron and Shelley Influence on the Americans; American authors believed that myths should provide (10)_ 20 A Sociocultural Approach to Reading,Language and Literacy I. What taking a sociocultural approach actually means A. It
13、 rejects the (1)_between psychology and anthropology. B. It (2)_academic disciplines. . C. The role of (3)_of culture. our mother-tongue teachers our language teachers our siblings II. The (4) _ of taking a sociocultural approach to literacy research A. Recognizing the (5)_of home and community lite
14、racy practices and learning styles,and how these are taken from home to school. B. Realizing (6)_and biliteracy as giving cognitive, social and cultural advantages. C. Tracing the syncretism as children (7)_new and old practices. D. Nobody is fixed in any particular way of learning. E. Understanding
15、 the role of“ important others “in learning process. F. Enabling (8) _ to express their understanding of the learning process. III. Three principles A. (9)_the funds of knowledge in peoples lives. B. Look at the (10)_creation between teacher and pupil. C. Give pupils and their families a voice in th
16、eir own education. 专业英语八级（ MINI-LECTURE）强化练习试卷 14答案与解析 SECTION A MINI-LECTURE Directions: In this section you sill 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 them to complete a gap-fi
17、lling 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. Use the blank sheet for note-taking. 0 【听力原文】 Making and Writing Words Good morning, everyone. Todays lecture
18、is about making and writing words. Making words is conceptually an engaging and effective instructional task,for some of us its implementation is daunting. Making and writing words is a variation of mak-ing words, a popular spelling and word study instructional activity. In making and writing words,
19、 students are guided by their teacher in writing and sorting words using a limited set of letters. Teachers have found that the activity is engaging and appears to be helpful in developing students proficiency in word recognition and spelling. (2) The major difference between the two activities is t
20、hat in making words students manipulate letter cards,while in making and writing words,students actually write the words on a sheet of paper designed to accommodate the activity. When planning for making and writing words, the teacher should begin by deciding on the challenge word. Usually this word
21、 is connected with an area of study for the class or with a special event. Selection of words for making and writing words should be guided by the ability of the students. Children at the early elementary level may benefit most from a five- or six-letter challenge word containing one vowel. For seve
22、n- to nine-year-old students,a word with six to eight letters and two vowels may be appropriate. Children in the upper elementary grades will be challenged appropriately by a word longer than eight letters and containing three or more vowels. Making and writing words works well with students of almo
23、st any age as long as they have some facility in writing. With beginning readers, I recommend the original making words activity since it involves manipulation of already printed letters. With students who have some writing fluency,the making and writing words variation may be an alternative worth e
24、xploring. Indeed, the task of writing instead of simply maneuvering letter squares may provide additional practice that will help students internalize the structure and spelling of the words. Making words is an excellent activity for helping students develop greater awareness of word structure while
25、 gaining important practice in spelling. As with any exemplary instructional strategy, variants that meet the needs of particular students are likely to emerge. Making and writing words is a variant of the original strategy that is particularly effective in engaging slightly older students in using
26、letters to form and learn about words. As in Making Words, making and writing words begins with the identification of vowels and consonants to be used in the lesson. Students each write these letters at the top of their making and writing words sheets. Students will write words made from the letter
27、set. Before they begin,the teacher reminds them that the word they write in any box may contain only letters listed at the top of the page, and that each letter may be used only once per word unless it appears more than once in the list at the top. Here is how the activity might play out in the clas
28、sroom; The teacher instructs the students to write the following letters in the appropriate boxes on their individual making and writing words sheets;the vowels a,e,i,and o; and the consonants c,n,t,and v. She also asks them to write an apostrophe,placing it for convenience in the consonants box,and
29、 uses this time to review briefly the nature and role of apostrophes in making words. The teacher works with the classy through the remaining words she had planned. Throughout this work the teacher either pronounces the words or provides clues to help students figure out the word,or both. Thus,makin
30、g and writing words promotes not only growth in spelling and decoding but also in vocabulary acquisition. The final word is always the“challenge word“. Students are told that it uses all the letters listed,and they are challenged to write the word in the final box. As in making words,the teacher gui
31、des the students to apply what they learned, where they discover new words that follow or transfer some of the same patterns or principles. Of course,the teacher may wish to challenge students with other transfer words beyond the three for which boxes are provided on the making and writing words she
32、et. Making and writing words involves students sorting the words they have just written. Using scissors, they cut out each box on the sheet to make individual word cards. Students will work with the cards over several days, so providing envelopes for storage is a good idea. For word sorting, student
33、s organize their cards into categories provided by the teacher. Of course, not all the sorts have to be letter-sound related. Teachers can also have students sort words into semantic or meaning-bearing categories. As students become adept at sorting words, teachers may wish to have them name the cat
34、egories. Even young children display a surprising degree of creativity in leading this part of making and writing words. For older students,the teacher can modify the activity by having them list the categories on a blank sheet of paper and write the words under the appropriate category,rather than
35、creating cards for manual sorting. With each new sort, students not only gain added exposure to the words but they also analyze the words from different perspectives. This gives them greater control over and knowledge about how the words are constructed and what they mean. To sum up, today we mainly
36、 discussed a variation of making words making and writing words. From the activity of making and writing words,we see that it is helpful in developing students proficiency in word recognition and spelling. Thats all for today. Thanks for your listening. 【知识模块】 讲座 1 【正确答案】 variation 【试题解析】 本题为细节题。根据原
37、文 Making and writing words is a variation of making words a popular spelling and word study instructional activity可知，MWW是 MW的 variation(变体 )。故填人 variation。 【知识模块】 讲座 2 【正确答案】 manipulate 【试题解析】 本题为细节题 。原文提到 MWW和 MW这两种活动的主要区别是The major difference between the two activities is that in making words stud
38、ents manipulate letter cards， while in making and writing words， students actually write the words on a sheet of paper designed to accommodate the activity可知在MW活动过程中，学生拿着字母卡片，因此填入 manipulate。 【知识模块】 讲座 3 【正确答案】 challenge 【试题解析】 本题为细节题。根据原文 When planning for making and writing words， the teacher shou
39、ld begin by deciding on the challenge word可知。在MWW活动中，老师要先决定一个供挑战的单词，故填入 challenge。 【知识模块】 讲座 4 【正确答案】 ability 【试题解析】 本题为细节题。根据原文 Selection of words for making and writing words should be guided by the ability of the students可知，在 MWW活动过程中，要根据学生的能力来选择单词，故填人 ability。 【知识模块】 讲座 5 【正确答案】 facility 【试题解析】
40、本题为细节题。文章提到 Making and writing words works well with students of almost any age as long as they have some facility in writing可知只要有一定的写作技巧，几乎任何年纪的学生都可以完成这个活动，所以填入facility。 【知识模块】 讲座 6 【正确答案】 process 【试题解析】 本题为推断题。此处考查的要点是构词的具体过程和程序，原文指出 Making words is an excellent activity for helping students devel
41、op greater awareness of word structure while gaining important practice in spelling接着后面具体介绍了如何开展这项活动，可推断本处应填入 process。 【知识模块】 讲座 7 【正确答案】 identification 【试题解析】 本题为细节题。原句为 As in Making Words， making and writing words begins with the identification of vowels and consonants to be used in the lesson这项活动
42、以辨别元音和辅音作为开头，故应填人 identification。 【知识模块】 讲座 8 【正确答案】 remaining 【试题解析】 本题为细节题。讲座原句为 The teacher works with the class through the remaining words she had planned即老师接着就剩下的单词和学生展开该活动，所以填人 Remaining。 【知 识模块】 讲座 9 【正确答案】 Sorting 【试题解析】 本题为细节题。此处讲到构词的第五个步骤 Making and writing words involves students sorting
43、 the words they have just written即对所写词汇进行分类，所以填入 Sorting。 【知识模块】 讲座 10 【正确答案】 Name 【试题解析】 本题为细节题。此处为构词的最后一个步骤： As students become adept at sorting words， teachers may wish to have them name the categories即指出词汇的所属类别，因此填入 Name。 【知识模块】 讲座 10 【听力原文】 Greek Mythology Good morning, everyone. Todays topic i
44、s the Greek mythology. (1) Greek mythology is the body of myths and legends belonging to the ancient Greeks, concerning their gods and heroes, the nature of the world, and the origins and significance of their own cult and ritual practices. They were a part of religion in ancient Greece and are part
45、 of religion in modern Greece and around the world. Modern scholars refer to, and study the myths in an attempt to throw light on the religious and political institutions of Ancient Greece, its civilization, and to gain understanding of the nature of myth-making itself. Greek mythology is embodied,
46、explicitly, in a large collection of narratives, and implicitly in Greek representational arts, such as vase-paintings and votive gifts. (2)Greek myth attempts to explain the origins of the world, and details the lives and adventures of a wide variety of gods, goddesses, heroes, heroines, and mythol
47、ogical creatures. These accounts initially were handed down in an oral-poetic tradition; today the Greek myths are known primarily from Greek literature. The oldest known Greek literary sources, (3) the epic poems Iliad and Odyssey, focus on events surrounding the Trojan War. (4) Two poems by Homers
48、 near contemporary Hesiod, the Theogony and the Works and Days, contain accounts of the genesis of the world, the succession of divine rulers, the succession of human ages, the origin of human woes, and the origin of sacrificial practices. Myths also are preserved in the Homeric Hymns, in fragments
49、of epic poems of the Epic Cycle, in lyric poems, in the works of the tragedians of the fifth century BC, in writings of scholars and poets of the Hellenistic Age and in texts from the time of the Roman Empire by writers such as Plutarch and Pausanias. Archaeological findings provide a principal source of detail about Greek mythology, with gods and heroes featured prominently in the decoration of many artifacts. Ge
