1、专业英语八级（听力）模拟试卷 149及答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)
2、 you fill in is (are) 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 Communicative Approach The Communicative Approach emphasizes that the goal of language learning is communicative competence. H
3、ere are three aspects of it. 1. The Development of the Communicative Approach In 1971, experts began to explore. In 1976, D. A. Wilkins revised it in Notional Syllabuses. Communicative Approach expanded and some variants appeared: The Natural Approach the core:【 T1】 _【 T1】 _ four stages: Pre-Product
4、ion, Early Production, Speech Emergence, and【 T2】 _【 T2】 _ 【 T3】 _【 T3】 _ to teach language skills in integrated fashion through target language three general models:【 T4】 _, adjunct, and sheltered【 T4】 _ Task-based Teaching aiming at experimenting with and exploring spoken and written language thro
5、ugh【 T5】 _【 T5】 _ three stages: pre-task, task cycle,【 T6】 _【 T6】 _ 2. The Features of the Communicative Approach everything being done with a(n)【 T7】 _【 T7】 _ the activities being implemented by students【 T8】 _【 T8】 _ learner-centered teaching method: the main role of the teacher being to 【 T9】 _th
6、e communicative process【 T9】 _ 3. The Advantages and Disadvantages of the Communicative Approach Advantages: develop communicative competence: target language being used more 【 T10】 _and commonly【 T10】 _ 【 T11】 _being taught integrally【 T11】 _ more attention being paid to【 T12】 _【 T12】 _ emphasize【
7、T13】 _and operational capabilities【 T13】 _ Disadvantages: 【 T14】 _being not clear【 T14】 _ the usage of【 T15】 _being ignored【 T15】 _ students errors being not corrected effectively 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14
8、】 15 【 T15】 15 Understanding Types of Poems I. Epic poems A. Definition: a narrative concentrating on【 T1】 _and events that are significant to【 T1】_ a particular culture B. Examples: 2000 B. C. : Gilgamesh recorded on【 T2】 _【 T2】 _ Greek: Homers Iliad and Odyssey 【 T3】 _: Virgils Aeneid and Ovids Me
9、tamorphoses【 T3】 _ Medieval period: Beowulf 【 T4】 _: Dantes The Divine Comedy, John Miltons Paradise Lost【 T4】_ C. Characteristics: an imposing, significant【 T5】 _: a vast setting: courageous, even【 T5】_ superhuman actions: supernatural forces: an objective point of view II.【 T6】 _【 T6】 _ A. Definit
10、ion: short poems expressing deep feelings, set to【 T7】 _and performed【 T7】_ to audience B. Examples: the Greeks: Sappho and Pindar the Romans: Catullus and Horace the middle ages: Omar Khayyam from Persia later centuries: John Donne and Ben Jonson the 19th and 20th centuries: Wordsworth, Keats, Byro
11、n and Shelley C. Characteristics:depending on【 T8】 _【 T8】 _ III. Dramatic poems A. Definition: derived from theatrical drama, written in the form of a dialogue or a 【 T9】 _【 T9】 _ B. Examples: 【 T10】 _, Indian drama, Chinese opera, and Japanese Noh theatre【 T10】_ IV. The【 T11】 _: sonnets, ballads, o
12、des, epigrams and so on【 T11】 _ A. Sonnets 1)English sonnets: written by Shakespeare length: 14 lines rhyme: abab, cdcd, efef, gg rhythm: five two-syllable feet 2)Petrarchan or Italian sonnet: named after Francesco Petrarch rhyme: 8 line: abbaabba 6 line: xyzxyz 3)theme: love and affection with【 T12
13、】 _【 T12】 _ B. Ballads: presenting a dramatic or exciting episode from【 T13】 _【 T13】_ form: four lines per stanza and a refrain rhyme: abab C. Odes: poems with serious subject matters, elevated styles and elaborate structures 1)uniform stanzas and a regular rhythm pattern 2)three sections of stanza:
14、 describing the【 T14】 _or situation【 T14】 _ presenting the problem presenting an insight D. Epigrams: short poems ending with a wise point functions【 T15】 _in different traditions【 T15】 _ 16 【 T1】 17 【 T2】 18 【 T3】 19 【 T4】 20 【 T5】 21 【 T6】 22 【 T7】 23 【 T8】 24 【 T9】 25 【 T10】 26 【 T11】 27 【 T12】 2
15、8 【 T13】 29 【 T14】 30 【 T15】 专业英语八级（听力）模拟试卷 149答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for eac
16、h gap. Make sure the word(s) you fill in is (are) 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】 Communicative Approach Good morning, boys and girls, today Ill talk about the Communicative
17、 Approach. The Communicative Approach is an approach to second or foreign language teaching which emphasizes that the goal of language learning is communicative competence. Teaching materials used with the Communicative Approach often teach the language needed to express and understand different kin
18、ds of functions such as requesting, describing, expressing likes and dislikes. The approach follows a national syllabus and emphasizes the processes of communication to get information, and using language for social interaction with other people. Here Id like to introduce the development of the Comm
19、unicative Approach, its features, advantages and disadvantages. First, lets have a look at the development of the Communicative Approach. In 1971, a group of experts began to explore if it was possible to develop a system in which learning tasks are broken down into “ portions or units, each of whic
20、h corresponds to a component of a learners needs and is systematically related to all the other portions“(Richards and Rodgem, 1986). Among them, British linguist D. A. Wilkins document proposed a functional or communicative definition of language that could serve as a basis for developing communica
21、tive syllabuses for language teaching. In 1976, he revised his document into a book titled Notional Syllabuses. Since then, the scope of Communicative Approach has expanded. During the process of taking Communicative Approach into action, some variants appear, such as the Natural Approach, Content-b
22、ased Teaching and Task-based Teaching. The Natural Approach is a second or foreign language acquisition-based method. It emphasizes natural communication rather than formal grammar study.(1)The core of this approach is language acquisition which is considered to be a subconscious process. It aims to
23、 develop learners communicative skills, enable students to use the target language adequately and make their meanings clear.(2)The teaching process of this approach is divided into four stages: Pre-production, Early Production, Speech Emergence, and Intermediate Fluency. (3)Content-based Teaching is
24、 a second or foreign language teaching method which teachers teach students language skills in a highly integrated fashion through the target language while learning content such as science, mathematics, and English business.(4)There are three general models of content-based teaching: theme-based, a
25、djunct, and sheltered. Task-based Teaching is a further development of the Communicative Approach, focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves or jointly.(5)It aims at providing opportunities for the
26、 learners to experiment with and explore both spoken and written language through learning activities.(6)During the process of using the Task-based Teaching, there are three stages: pre-task, task cycle, language focus. Second, lets move to the features of the Communicative Approach. The Communicati
27、ve Approach has several features.(7)The most obvious characteristic is that almost everything that is done has a communicative intent during the process of using this method. Meaning is the paramount.(8)Another feature is that the activities in the Communicative Approach are always carried out by st
28、udents in small groups. Students are encouraged to interact with each other in order to learn to negotiate meaning. Through these small group activities, students are engaged in meaningful and half-authentic language use rather than in the merely mechanical practice of language patterns. The last fe
29、ature is that it is learner-centered second language teaching. In the Communicative Approach, classroom performance is managed not just by the teacher, but also by all participants. Teachers are not seen only as teachers, learners simply as learners, instead of being the dominating authority in the
30、classroom,(9)one primary role for the teacher is to facilitate the communicative process between all participants in the classroom and between these participants and the various activities and texts. The second role is to act as an interdependent participant within the learning-teaching groups(David
31、 and Ann, 2001). Third, Ill say something about the advantages and disadvantages of the Communicative Approach. The Communicative Approach is widely accepted today because it has many advantages.(10)Firstly, it develops students communicative competence much better. Students are required to use the
32、target language appropriately and commonly.(11)Secondly, the four skills of listening, speaking, reading and writing can be taught integrally by using the Communicative Approach.(12)Thirdly, it pays much more attention to students needs. The activities are based on the consideration of what the lear
33、ners should most likely to communicate in the target language, so that students are likely to put more efforts into it and work more efficiently.(13)Finally, the Communicative Approach emphasizes the learners cognitive ability and operational capabilities, which allow the students themselves to thin
34、k about and express their views, so that the ability of using the target language to communicate in real life is trained. Nevertheless, the Communicative Approach still has its limitations.(14)First of all, there is a problem of learners needs: how to identify the students needs in a short period ex
35、ecutively, to what extent learners can be said to have a common need. All these questions still dont have any clear answers. Secondly, the Communicative Approach does not solve the problems of grammatical teaching well.(15)Communicative Approach just emphasizes the use of the language, but not the u
36、sage of grammar. Although grammar is not regarded so important these years, it is still an essential factor for mastering a second or foreign language. Finally, students are expected to interact primarily with each other rather than with the teacher, correction of errors may be absent or infrequent.
37、 These will become obstacles when they are trying to get their language skills improved or further developed. OK, today we have briefly introduced the development of the Communicative Approach, its features, advantages and disadvantages. I hope that after todays lecture, youll understand the Communi
38、cative Approach better. Thats all for todays lecture. Thanks for your attention! 【知识模块】 讲座 1 【正确答案】 language acquisition 【试题解析】 本题考查重要细节。根据句 (1)可知，自然教学法的核心是语言习得这一潜意识 的学习过程，因此填入 language acquisition。 【知识模块】 讲座 2 【正确答案】 Intermediate Fluency 【试题解析】 本题考查重要细节。根据句 (2)可知，自然教学法的教学过程分为四个阶段：前期阶段、早期表达阶段、表达阶段和中
39、度流畅阶段，因此填入Intermediate Fluency。 【知识模块】 讲座 3 【正确答案】 Content-based Teaching 【试题解析】 本题考查对重要细节的概括。根据提纲可知，此处是与自然教 学法和任务型教学法并列的一种教学法。通过句 (3)Content based Teaching is a second or foreign language teaching method 可知，此处介绍的是内容型教学法，注意首字母应大写，因此答案为 Content-based Teaching。 【知识模块】 讲座 4 【正确答案】 theme-based 【试题解析】 本题
40、设题点在信息列举处。根据句 (4)可知，内容型教学法有三种教学模式：主题型、辅助型和保护型，因此填入 theme-based。 【知识模块】 讲座 5 【正确答案】 learning activities 【试题解析】 本题设题点在方法途径处。根据句 (5)可知，任务型教学法的教学目的是让学习者有机会通过各种学习活动实践并探索其口头和书面表达的能力，因此填入 learning activities。 【知识模块】 讲座 6 【正确答案】 language focus 【试题解析】 本题考查重要细节。根据句 (6)可知，演讲者认为在运用任务型教学法的过程中，要经过三个阶段：任务前、任务实施和语言
41、要点，因 此答案为language focus。 【知识模块】 讲座 7 【正确答案】 communicative intent intention 【试题解析】 本题考查重要细节。根据句 (7)可知，交际教学法最显著的特征是教学过程中所有的一切都以交际为目的，因此填入 communicative intentintention。 【知识模块】 讲座 8 【正确答案】 in small groups 【试题解析】 本题考查重要细节。根据句 (8)可知，演讲者认为在运用交际教学法时，学生应分 成小组实施教学活动，因此答案为 in small groups。 【知识模块】 讲座 9 【正确答案】
42、facilitate 【试题解析】 本题考查重要细节。根据句 (9)可知，交际教学法的最后一个特征是以学习者为中心，并指出老师的主要作用是促进所有参与者之间以及这些参与者与各种活动和文本之间的交流过程，因此填入 facilitate。 【知识模块】 讲座 10 【正确答案】 appropriately 【试题解析】 本题考查重要细节。根据句 (10)可知，交际教学法的第一个优点是培 养学生的交际能力，学生需要频繁而且恰如其分地使用目标语言，因此填入appropriately。 【知识模块】 讲座 11 【正确答案】 the four skills 【试题解析】 本题考查重要细节。句 (11)讲
43、到了交际教学法的第二个优点，即在使用交际教学法时，学生的听、说、读、写四项技能会从整体上得到训练，因此填入 the four skills。 【知识模块】 讲座 12 【正确答案】 studentsneeds 【试题解析】 本题考查重要细节。根据句 (12)可知，交际教 学法的第三个优点是其更关注学生的需求，因此填入 students needs。 【知识模块】 讲座 13 【正确答案】 cognitive 【试题解析】 本题考查重要细节。根据句 (13)可知，交际教学法强调学习者的认知能力和操作能力，因此答案为 cognitive。 【知识模块】 讲座 14 【正确答案】 students
44、learnersneeds 【试题解析】 本题考查重要细节。根据句 (14)可知，交际教学法的第一个缺点是对学生的需求不够清楚，如怎么样识别学生短期内的需 求、在多大程度上可以归纳为学生的共同需求，因此答案为 students learnersneeds。 【知识模块】 讲座 15 【正确答案】 grammar 【试题解析】 本题考查重要细节。根据句 (15)可知，交际教学法的第二个缺点是仅仅强调语言的使用，而忽视了语法的运用，因此填入 grammar。 【知识模块】 讲座 15 【听力原文】 Understanding Types of Poems Good morning, everyon
45、e, welcome to my lecture. Todays topic is about the types of poems. We all know a poem is a created work that uses language to express ideas that are meaningful and memorable. Several broad types of poems that have been used throughout history include the epic poems, lyrical poems, dramatic poems, a
46、nd the various familiar fixed forms such as ballads and sonnets. So, today, wed like to talk about different types of poems, a special kind of literature. The first type we will talk about is the epic poems, the oldest poetic form. Sometimes we call it the heroic poem.(1)An epic poem is a long narra
47、tive that concentrates on heroic deeds and events that are significant to a particular culture. Mythology is often expressed in the form of an epic poem. Many epics existed in oral form only and have not survived. Examples of epic poems that have survived in written form include(2)Gilgamesh, which w
48、as recorded about 2000 BC on clay tablets. Much of Greek mythology was recorded as epic poems by numerous authors, including Homers Iliad and his Odyssey.(3)Virgils Aeneid and Ovids Metamorphoses are famous epics which cover Roman mythology. Written during the medieval period, Beowulf relates numerous Anglo-Saxon legends.(4)More recent examples of popular epic poems include Dantes The Divine Comedy, John Miltons Paradise
