1、专业英语八级（听力）模拟试卷 55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 the mini-lectu
2、re. 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 Communicative Approach The Communicative Approach emphasizes that the goal of language learning is com
3、municative competence. Here 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:【 B1】 _ four st
4、ages: Pre-Production, Early Production, Speech Emergence, and【 B2】 _ Content-based Teaching to teach language skills in integrated fashion through target language three general models:【 B3】 _, adjunct, and sheltered Task-based Teaching aiming at experimenting with and exploring spoken and written la
5、nguage through【 B4】 _ three stages: pre-task, task cycle, language focus 2. The Features of the Communicative Approach everything being done with a(n)【 B5】 _ the activities being implemented by students in small groups learner-centered teaching method: the main role of the teacher being to 【 B6】 _th
6、e communicative process 3. The Advantages and Disadvantages of the Communicative Approach Advantages: develop communicative competence: target language being used more 【 B7】 _and commonly 【 B8】 _being taught integrally more attention being paid to【 B9】 _ emphasize cognitive and operational capabilit
7、ies Disadvantages: learners needs being not clear the usage of【 B10】 _being ignored students errors being not corrected effectively 1 【 B1】 2 【 B2】 3 【 B3】 4 【 B4】 5 【 B5】 6 【 B6】 7 【 B7】 8 【 B8】 9 【 B9】 10 【 B10】 10 Understanding Types of Poems I. Epic poems A. Definition: a narrative concentrating
8、 on【 B1】 _and events that are significant to【 B1】_ a particular culture B. Examples: 2000 B. C. : Gilgamesh recorded on【 B2】 _【 B2】 _ Greek: Homers Iliad and Odyssey Roman: Virgils Aeneid and Ovids Metamorphoses Medieval period: Beowulf recent times: Dantes Tlie Divine Comedy, John Miltons Paradise
9、Lost C. Characteristics: an imposing, significant【 B3】 _: a vast setting: courageous, even【 B3】_ superhuman actions: supernatural forces: an objective point of view II. Lyrical poems A. Definition: short poems expressing deep feelings, set to【 B4】 _and performed【 B4】_ to audience B. Examples: the Gr
10、eeks: 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, Byron and Shelley C. Characteristics: depending on【 B5】 _【 B5】 _ III. Dramatic poems A. Definition: derived fro
11、m theatrical drama, written in the form of a dialogue or a monologue B. Examples: 【 B6】 _, Indian drama, Chinese opera, and Japanese Noh theatre【 B6】_ IV. The【 B7】 _: sonnets, ballads, odes, epigrams and so on【 B7】 _ A. Sonnets 1)English sonnets: written by Shakespeare length: 14 lines rhyme: abab,
12、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【 B8】 _【 B8】 _ B. Ballads: presenting a dramatic or exciting episode from real life form: four lines per stanza and a re
13、frain 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: describing the【 B9】 _or situation【 B9】 _ presenting the problem presenting an insight D. Epigrams: short poems ending wit
14、h a wise point functions【 B10】 _in different traditions【 B10】 _ 11 【 B1】 12 【 B2】 13 【 B3】 14 【 B4】 15 【 B5】 16 【 B6】 17 【 B7】 18 【 B8】 19 【 B9】 20 【 B10】 20 How to Be Effective Readers? I. Introduction of reading and how to be effective readers A. Introduction of reading A method of absorbing【 B1】
15、_【 B1】 _ comprehension reading speed Factors influencing our reading ability: vocabulary cultural background knowledge -【 B2】 _【 B2】 _ B. How to be effective readers Developing a love of reading: making reading a regular and enjoyable activity Having a clear purpose in reading: why improve the readi
16、ng speed different strategies for【 B3】 _【 B3】 _ Developing good reading habits: concentrating on the important parts skimming the rest skipping the insignificant parts II. The types of reading A. Intensive reading: reading carefully for a(n)【 B4】 _of text【 B4】 _ Benefits: achieving fluency and compe
17、tence in vocabulary recognition developing critical thinking skills B. Extensive reading: reading a lot for pleasure with emphasis on【 B5】 _【 B5】 _ Benefits: increasing language proficiency, especially reading level and speed promoting our own reading development encouraging us to be【 B6】 _readers【
18、B6】 _ developing the habit of reading for pleasure III. The skills of effective reading A. Skill focuses for different levels of readers Programs for beginners: developing a basic reading vocabulary 【 B7】 _skills【 B7】 _ reading for meaning Programs for intermediate or advanced readers: expanding voc
19、abulary 【 B8】 _comprehension skills【 B8】 _ mastering skills B. Skills for quick and efficient reading Skimming: finding the【 B9】 _of the passage【 B9】 _ only trying to locate specific information Scanning: searching for【 B10】 _or ideas【 B10】 _ moving your eyes quickly down the page 21 【 B1】 22 【 B2】
20、23 【 B3】 24 【 B4】 25 【 B5】 26 【 B6】 27 【 B7】 28 【 B8】 29 【 B9】 30 【 B10】 专业英语八级（听力）模拟试卷 55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, bu
21、t you will need 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. Use the blank sheet for note-taking. 0 【听 力原文】 Communicative Approach
22、 Good morning, boys and girls, today Ill talk about the Communicative 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 of
23、ten teach the language needed to express and understand different kinds 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 wit
24、h other people. Here Id like to introduce the development of the Communicative 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
25、learning tasks are broken down into “ portions or units, each of which 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 definit
26、ion of language that could serve as a basis for developing communicative 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 a
27、ction, some variants appear, such as the Natural Approach, Content-based 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 acqu
28、isition which is considered to be a subconscious process. It aims to 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, Spee
29、ch Emergence, and Intermediate Fluency. Content-based Teaching is 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.(3)There a
30、re three general models of content-based teaching: theme-based, adjunct, 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 th
31、emselves or joindy.(4)It aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities. During the process of using the Task-based Teaching, there are three stages: pre-task, task cycle, language focus. Second, lets move
32、to the features of the Communicative Approach. The Communicative Approach has several features.(5)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. Another feature is that the activitie
33、s in the Communicative Approach are always carried out by students 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
34、merely mechanical practice of language patterns. The last feature 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
35、 learners, instead of being the dominating authority in the classroom,(6)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 interdep
36、endent participant within the learning-teaching groups(David 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. (7)Firstly, it develops students communicati
37、ve competence much better. Students are required to use the target language appropriately and commonly.(8)Secondly, the four skills of listening, speaking, reading and writing can be taught integrally by using the Communicative Approach.(9)Thirdly, it pays much more attention to students needs. The
38、activities are based on the consideration of what the learners should most likely to communicate in the target language, so that students are likely to put more efforts into it and work more efficiently. Finally, the Communicative Approach emphasizes the learners cognitive ability and operational ca
39、pabilities, which allow the students themselves to think 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. First of all, there is a problem of learners needs: how
40、 to identify the students needs in a short period executively, 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.(10)Communicative Approach ju
41、st emphasizes the use of the language, but not the usage 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 teache
42、r, correction of errors may be absent or infrequent. 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 tha
43、t after todays lecture, youll understand the Communicative 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 languageacquisition。 【知识模块】 讲座 2 【正确答案】 Intermediate Fluency 【试题解析】 本题考查
44、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、表达阶段和中度流畅阶段，因此填入Intermediate Fluency。 【知识模块】 讲座 3 【正确答案】 theme-based 【试题解析】 本题设题点在信息列举处。根据句 (3)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 4 【正确答案】 learning activities 【试题解析】 本题设题点在方法途径处。根据句 (4)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
45、填入 learning activities。 【知识模块】 讲座 5 【正确答案】 communicative intent intention 【试题解析】 本题考查重要细节。根据句 (5)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 6 【正确答案】 facilitate 【试题解析】 本题考查重要细节。根据句 (6)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 facilita
46、te。 【知识模块】 讲座 7 【正确答案】 appropriately 【试题解析】 本题考查重要细节。根据句 (7)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 8 【正确答案】 the four skills 【试题解析】 本题考查重要细节。句 (8)讲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 9 【正确答案】 studentsneeds 【试题解析】 本题考查重要细
47、节。根据句 (9)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 studentsneeds。 【知识模块】 讲座 10 【正确答案】 grammar 【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 10 【听力原文】 Understanding Types of Poems Good morning, everyone, welcome to my lecture. Todays topic is about the types of poems. We all
48、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, and 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 abou
