1、专业英语八级（听力）模拟试卷 93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 The Use of Childrens Literature in English Teaching I . A case: the【 T1】 in childrens literature helping them learn English in【
3、 T1】 _ Paris II. The value of stories in education A. Why using stories from childrens literature teachers becoming more【 T2】 with methods based on acquisition【 T2】 _ stories being related to the major goals for language teaching: linguistic, psychological, cognitive,【 T3】 and cultural【 T3】 _ B. The
4、 value of using stories teachers enriching their【 T4】【 T4】 _ stories offering the starting point and rich【 T5】【 T5】 _ III. Appropriate storybooks for teaching having international fame containing rich and【 T6】 examples【 T6】 _ good quality and various styles and illustrations happening in settings ot
5、her than western and urban developing【 T7】 consciousness【 T7】 _ improving social skills and【 T8】 development【 T8】 _ stories with an outcome in the form of【 T9】 , related songs and【 T9】 _ rhymes, book-making, etc. IV. Pupils own reactions to the stories younger children responding in【 T10】【 T10】 _ ol
6、der pupils completing a more detailed written evaluation focusing on genre,【 T11】 , setting, illustrations, etc.【 T11】 _ V .【 T12】 and development of teachers【 T12】 _ energy, creativity and classroom management skills and flexibility teachers having【 T13】 language teaching【 T13】 _ teachers critical
7、appraisal, resourcefulness and【 T14】 being【 T14】 _ improved teachers other skills being developed: storytelling, ways of using authentic language, creating activities for 【 T15】 languages【 T15】 _ 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
8、 【 T13】 14 【 T14】 15 【 T15】 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question the
9、re will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. （ A） They are too busy working. （ B） They arent aware of the importance of sleep. （
10、C） They have some health problems. （ D） They dont think sleep can influence health. （ A） One half. （ B） Two fifths. （ C） One quarter. （ D） 10% to 15% . （ A） They should keep awake at a scheduled time. （ B） They should set an alarm to wake up. （ C） They should not lie in bed when awake. （ D） They sho
11、uld stick to their sleep schedule. （ A） At any time in a day as long as one wishes. （ B） At the time when one plans to sleep. （ C） At a very early time at night. （ D） At a very late time at night. （ A） Go to bed at 3 a. m. （ B） Just go to bed as usual. （ C） Get up at 10 a. m. （ D） Wake up naturally.
12、 （ A） Putting sleep ahead of any other things. （ B） Preventing having caffeine after breakfast. （ C） Making the bedroom comfortable. （ D） Preventing taking a long nap during the day. （ A） The overall color of the bedroom should be bright. （ B） There should be a comfortable pillow on bed. （ C） No com
13、puter is to be put in the bedroom. （ D） People should not foot the bills when lying in bed. （ A） Ambivalent. （ B） Subjective. （ C） Objective. （ D） Oppositive. （ A） No more than 45 minutes. （ B） No more than one and a half hours. （ C） No more than two hours. （ D） No more than two and a half hours. （
14、A） Differentiation of problem sleepers. （ B） Advice for the insomnious people. （ C） The necessity of having a good sleep. （ D） Different sleep habits of people. 专业英语八级（听力）模拟试卷 93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
15、 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) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to
16、 preview the gap-filling task. 0 【听力原文】 The Use of Childrens Literature in English Teaching The topic today is the British Councils Young Learners Centre in Paris and how they use childrens literature in their teaching of English. I will tackle the following four aspects: the role of stories and sto
17、rytelling in language teaching: selecting story books: pupil responses: personal and professional development of the teachers. Once upon a time and not so very long ago in the capital city of France, a teaching centre for little children and not so little children was opened. One little child and th
18、en two and then three and then many, many more came along. And so our story unfolds. There was a little red hen, a cat in trouble, a brown bear, a black elephant and a white elephant, a very hungry caterpillar, a clever tortoise, a big, roaring, yellow, whiskery lion, a kangaroo from Woolloomooloo a
19、nd many more. (1) These are just some of the colorful characters from childrens literature who have helped children aged 5 to 10 attending holiday classes at the British Councils Young Learners Centre in Paris learn English. These weekly courses take place each afternoon for two hours. The education
20、al value of using stories and the technique of storytelling has always been undisputed throughout the world. Now more and more English as a foreign language teachers of young learners are using carefully selected stories from the world of childrens literature because(2) they have become more familia
21、r with an acquisition-based methodology and because stories comply with the major objectives in most countries for foreign language teaching to young learners:(3) linguistic, psychological, cognitive, social and cultural.(4) EFL teachers use stories to supplement their core materials or to create se
22、lf-contained units of work that constitute mini-syllabuses.(5) In this way, a story provides the starting point and rich context for developing a wide variety of related language and learning activities involving children personally, creatively and actively in an all round whole curriculum approach.
23、 What kinds of storybooks are suitable for teaching? In other words, how to select storybooks? Storybooks are carefully selected from the world of authentic childrens literature mainly from the lists of British publishers.(6) We look for stories that have gained an international reputation and conta
24、in rich and authentic examples of English, as well as literary devices commonly found in childrens literature such as repetition and cumulative content, rhyme, onomatopoeia, humor and suspense, etc. : and which allow us to implement a story-based methodology structured around the familiar three stag
25、es of pre, while and post storytelling. We look for stories with high quality and varied illustrative styles and illustrations which synchronize with the text to support childrens understanding and to develop their visual literacy.(7) We look for stories that take place in settings other than wester
26、n and urban and address issues such as citizenship and multicultural education in order to develop intercultural awareness:(8) stories that develop social skills and emotional development and stories that allow links to be made with other subjects in the curriculum in order to build on childrens gen
27、eral knowledge, reinforce concepts and help them learn how to learn.(9) Finally, we look for stories that offer a concrete outcome in the form of dramatization, related songs and rhymes, book-making, making a game, a quiz/competition, poster-design, project work, etc. The educational gains from usin
28、g authentic childrens literature are very rich indeed as reflected by pupils personal response to the stories.(10) Younger children from 5 to 7 respond in pictorial form and(11) older pupils complete a more detailed written evaluation focusing on genre, characters, setting, illustrations, what they
29、liked about the story and what they learned from the story. For example, when asked what they learned from the story The Pied Piper, someone answered, “we must keep our promises and not be greedy“. When asked about Tusk Tusk which is a story about how elephants became grey and tolerant, a 6-year-old
30、 girl answered, “I learnt about tolerance and racism. I learnt to know how to respect others because we cant all be the same. You have to love each other. “ In the story The Very Hungry Caterpillar, children said they learned the life cycle of the butterfly. From The Little Red Hen, some learned the
31、y must help people. (12) Implementing a story-based approach requires a great deal of energy, creativity and excellent classroom management skills and flexibility from teachers. In addition, at the final of the course children present their work to parents, which provides an ideal way of strengtheni
32、ng our parent and teacher relationships. This can, however, put teachers under a certain amount of strain as the performance of their pupils is often equated with their performance as teachers. As one teacher said “it keeps you on your toes!“(13) In other words, it maintains high-quality language te
33、aching.(14) Teachers critical appraisal, resourcefulness and confidence develop greatly: they are now able to appraise a prospective storybook for use in class very quickly and decide if its suitable and for what age group it could be used: they are also able to see the potential of a particular boo
34、k and can create the support material necessary and that has links to other curriculum areas. Using storybooks has been an enjoyable experience and has given them another approach to teaching English to children that is authentic and interactive where both teachers and students learn something new!(
35、15) They have developed their own storytelling techniques and ways of making authentic language accessible to foreign language students and techniques for creating worksheets and activities for exploiting the language in the story. The choice of the storybook is very important: if a teacher is enthu
36、siastic, often this is contagious. Well, there is a lot more to say on this topic, but time runs so fast. I hope this lecture may be helpful. And next time we will talk about other interesting ways of teaching English. Thank you. 【知识模块】 听力 1 【正确答案】 colorful characters 【试题解析】 本题设题点在定语从句处。根据句 (1)可知，作者
37、以在巴黎的孩子假期学习英语这个例子开头，指出儿童文学里丰富的人物对孩子的学习帮助很大，故答案为 colorful characters。 【知识模块】 听力 2 【正确答案】 familiar 【试题解析】 本题设题点在原因解释处。根据句 (2)可知，老师使用文学故事教学的原因之一是他们越来越熟悉以习得为基础的教学方式，故答案为 familiar。 【知识模块】 听力 3 【正确答案】 social 【试题解析】 本题设题点在信息列举处。根据句 (3)可知，教学的目标包括语言、心理、认知、社会和文化方面，题干中缺少了 “社会 ”这一点，故答案为social。 【知识模块】 听力 4 【正确答案
38、】 core materials 【试题解析】 本题考查重要细节。根据句 (4)可知，外语教师用故事来补充他们的重点学习材料，所以填 corematerials。 【知识模块】 听力 5 【正确答案】 context 【试题 解析】 本题考查重要细节。根据句 (5)可知，这是故事的价值所在，可以为语言教学提供出发点和丰富的情境，故答案为 context。 【知识模块】 听力 6 【正确答案】 authentic 【试题解析】 本题设题点在定语从句处。根据句 (6)可知，故事书不仅要在国际上享有盛名，而且还需要包含丰富而真实的例子，故答案为 authentic。 【知识模块】 听力 7 【正确答
39、案】 intercultural 【试题解析】 本题考查重要细节。根据句 (7)可知，我们在寻找除了以西方和城市为背 景之外的故事，解决诸如涉及公民和跨文化教育方面的问题，从而提高跨文化意识，所以填 intercultural。 【知识模块】 听力 8 【正确答案】 emotional 【试题解析】 本题设题点在定语从句处。根据句 (8)可知，故事书要有利于社会技能的学习和情感的发展，故答案为 emotional。 【知识模块】 听力 9 【正确答案】 dramatization 【试题解析】 本题考查重要细节。根据句 (9)可知，最后，我们要寻找以戏剧形式提供具体结果的故事，与歌曲和韵律、制
40、作、游 戏、小测试、比赛、海报设计和课题研究等相关，所以填 dramatization。 【知识模块】 听力 10 【正确答案】 pictorial form 【试题解析】 本题考查重要细节。根据句 (10)可知， 5到 7岁的孩子以绘画的形式进行回应，所以填 pictorialform。 【知识模块】 听力 11 【正确答案】 characters 【试题解析】 本题设题点在信息列举处。根据句 (11)可知，大一些的孩子可以更详细地完成一些以主题、人物、背景、例证、喜欢故事的什么内容以及从故事 中学到了什么等为中心的书面评价，故答案为 characters。 【知识模块】 听力 12 【正确
41、答案】 Requirements 【试题解析】 本题考查对信息的概括。这是一道总结题，根据句 (12)和下文的内容可知，该部分涉及对老师的要求以及老师由此获得的发展，故答案为Requirements。 【知识模块】 听力 13 【正确答案】 high-quality 【试题解析】 本题考查重要细节。根据句 (13)可知，运用故事教学可以让老师保持高质量的语言教学，所以填 high-quality。 【知识模块】 听力 14 【正确答案】 confidence 【试题解析】 本题考查重要细节。根据句 (14)可知，教师的批判性评价、应变能力和自信心都会得到很大的提高，故答案为 confidenc
42、e。 【知识模块】 听力 15 【正确答案】 exploiting 【试题解析】 本题考查重要细节。根据句 (15)可知，教师可以培养自己讲故事的技巧，并能够在课堂上使用地道的语言，还能够开发一些活动来运用故事中的语言，故答案为 exploiting。 【知识模块】 听力 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be aske
43、d about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds t
44、o preview the questions. 16 【听力原文】 Interviewer(M) Dr. Joanne Getsy(W) Now, listen to Part One of the interview. M: Another sleepless night. This morning on Todays Health: run-down America. With the hassles of life and other tough hours in the day, more and more people are getting by on less and less
45、 sleep. What can you do to get more effective rest? Joining us now is Dr. Joanne Getsy, medical director of the Drexel sleep center. Dr. Getsy, welcome! W: Good morning! M: Good to have you here. We talk about insomnious people who cant seem to get to sleep. But there are also some people, including
46、 me, who just dont sleep because were just too busy. I meant to go to bed at nine last night. It was 22:30 before I climbed into bed. So how do you separate the two? W: Oh, I think most people who complain of trouble sleeping are really in your category.(1-1) There is just the 24-hour world, but we
47、have too much to do, so there is just not enough time for sleep. And I think the important thing is that people dont understand the importance of sleep. You know, we exercise and we eat right and we try to do what is right for us. But we forget that sleep is as important as all of those things. M:(1
48、-2) It is not a luxury, but something about health. Many people dont realize that, however.(2) The National Institute of Health says 10% to 15% of the general population struggles with chronic insomnia. And some of those people do fall in the category that they cant sleep, as much as they try. W: Th
49、ats right! And when we see them at sleep specialists, we can usually determine from what they tell us, whether they really have insomnia and have trouble sleeping, from a true sleep disorder or whether they just cant seem to find the time for sleep. M: Alright.(3-1) Primary insomnia, again, is people who cant sleep enough because of the health condition. But they simply cant get to sleep. You have got some advice for them,
