福建师范大学英语本科《口译与听力》培训教案.ppt

英语本科口译与听力 自学考试 听力 常微 Purposes of three-day training o1) to get a whole picture of the listening examination o2) to master some useful skills that are suitable to you according to your own level o3) to formulate a reviewing plan for yourself after this training course o4) remember Introduction of the listening examination o听力试题以大学英语听力分级教程 的中级和高级内容为依据，试题 50%来源于大学英语听力分级教程 教材中级部分和高级部分，30%来 源于考试前半年内最新的VOA、BBC新 闻以及名人演讲或访谈内容，20%来 源于托福听力（不指定教材）。 oa) 考试形式： o闭卷，笔试，卷面成绩满分100分。（与 口译成绩合并计算总分达120分者为合格 ） ob) 考试时间：4045分钟 oc) 题型及其他： o1. 三选一选择题。题干长度控制在35个 单词以内，听力原文形式为独白或对白； o2. 四选一选择题。题干长度控制在35个 单词以内，听力原文形式为独白或对白。 o3. 判断正误题。题干长度控制在40个单 词以内，听力原文形式为独白或对白： o4. 复合式听写（填空）.共九空20%，前 面七空每空填写四个单词，每词0.5分， 共14分；后面两空每空填写一个句子，每 个句子约6个单词，每词0.5分，共6分。 o5. 回答问题。五个问题，每个问题2分， 共10%。 Teaching plan for this training course o以题型为线索，重点选择教材中的VOA和 BBC听力材料为分析对象，配合一定的托 福题目和相关的英语新闻材料。 o尽量选取涉猎不同类型的材料（时事、政 治、经济、体育、军事、各国政要演讲和 综合新闻）。 o词汇及相关文化背景介绍。 Brief introduction of approaches to improve listening skills o1）情绪问题 o方法介绍：考生只要肯定能听得清楚的那 些地方，做题也会有不错的效果。 o2)走神问题 o方法介绍：以毒攻毒 o3）记忆力问题 o方法介绍：注意力要放在主题上面 o4) 习惯问题 o方法介绍：dictation o5）语音问题 o方法介绍：跟读录音 o6）词汇问题 o要找到适合自己的记单词的方法。 o要善于积累不同方面的词汇。 o要注意词汇的偏义。 o要尽可能地形成词汇与实物的对应，而减 少头脑中母语翻译的步骤。 o7）句式问题 o方法介绍：背句子 / 大声反复朗读句子 判断对错类型题目解题技巧 o做好题干预读，找主干和关键词，预测出 题点。 o特别关注录音中有原词原句重现的地方， 往往会有解题的关键位置。 o切莫忽视时间、地点、人物等细节信息。 o警惕题干与录音相似但又相异的句子，提 防偷梁换柱的题目。 o注意积累题目中出现的互相替代的同义词 （decade ten year）。 o注意转折性以及否定性的词语。 选择题型 o1) listening for main ideas o2) listening for main purpose o3) listening for major details o4) understanding the function of what is said o5) understanding the Speakers attitude o6) understanding organization o7) connecting content o8) making inferences Listening for main ideas oQuestion types o1) What problem does the man have? o2) What are the speakers mainly discussing? o3) What is the main topic of the lecture? o4) What is the lecture mainly about? o5) What aspect of X does the professor mainly discuss? Useful tips oFocus on the beginning part of the lecture or conversation. oListen carefully to the key words that can lead you to the main idea. oTry to verify the main idea with examples, explanations, and summaries. oTry to figure out what problem and solution the speakers are talking about in the conversation. oAvoid answers which cover only a small portion of the listening or which are not relevant to the listening. oAvoid answers which are too general, and make the most of your notes. Exercise oWhat is the conversation mostly about? oA. Using campus security oB. Studying for an exam oC. Expensive tuition oD. Using the library Listening for main purpose oQuestion Types o1 Why does the student visit the professor? o2 Why does the student visit the registrars office? o3 Why did the professor ask to see the student? o4 Why does the professor explain X? Useful tips oFocus on the reason behind the lecture or conversation. oListen carefully to the end of casual talks. oTry to verify the purpose with the following solution. oAvoid answers that cover only a small portion of the listening or which are not relevant to the listening. oAvoid answers that are too general, and make the most of your notes. Exercise oWhat is the purpose of the conversation? oA. to discuss where to look for part-time job listings oB. to write advertisements for the classified section oC. to go over which companies are hiring oD. to review a newspaper section Listening for major details oQuestion Types o1 According to the professor, what is one way that X can affect Y? o2 What are X? o3 What resulted from the invention of the X? o4 According to the professor, what is the main problem with the X theory? Useful tips oNo question type needs note taking more than detail questions. Make most of your notes about details. oListen carefully to the major details of the conversation or lecture, not the minor ones. oThe answer to the detail question is mostly written in paraphrased sentence form from the text. oIf you are not sure of the correct response, decide which one of the choices is the most consistent with the main idea of the conversation or lecture. Exercise oWhere is the students purse? oA. Her purse is in the lunch room. oB. She left it in a taxi. oC. She lost it. oD. It is in her room. Understanding the function of what is said oQuestion types o1 what does the professor imply when he says this o2 What can be inferred from the professors response to the student? o3 What is the purpose of the womans response? o4 Why does the student say this? Useful tips oPractice reading between the lines oTry to take notes of the context of a lecture or conversation. oRefer to the tones the speakers are using in a conversation or lecture. Exercise oWhy did the office worker say this? oA. to explain why the student has a different roommate oB. to tell the student she must change roommate oC. to explain that the form is too old oD. to tell the student how to fill out the form Understanding the speakers attitude oQuestion types o1. What can be inferred about the student? o2. What is the professors attitude toward X? o3. What is the professors opinion of X? o4. What can be inferred about the student when she says this o5. What does the woman mean when she says this Useful tips oFocus on the tone of voice, intonation, and the sentence stress the speakers are using in a conversation or lecture. oPractice distinguishing between referencing and giving personal opinions oAvoid answers that are too far from the general tone of the lecture or conversation. oTry to take notes on the context of the lecture or conversation. oPay attention to adjectives and verbs of feeling. Exercise oWhat can be inferred about the student? oA. He thinks he is president of his school. oB. He thinks his door should be fixed immediately. oC. He wants to pay the Student Service Center extra money to fix his door. oD. He doesnt want his door fixed. Understanding Organization oQuestion types o1. How does the professor organize the information about X that he presents to the class? o2. How is the discussion organized? o3. In what order does the speaker describe the topic? o4. Why does the professor discuss X? o5. Why does the professor mention X o6. Why does the professor talk about X? Useful tips oTypical types of organizations include the following patterns: o- giving examples o- contrasting o- comparing o- classifying / categorizing o- describing causes and effects o- explaining in chronological order oListen carefully for the transitions that indicate the sequence oFocus on the relationship between the contents led by the transitional words. Exercise oWhy does the professor mention majors in criminology and forensic science? oA. Because he wants Mary to major in them oB. Because he thinks they are bad subjects oC. Because they are two majors that go well together oD. Because he thinks society needs more forensic detectives Connecting content oQuestion types o1 What is the likely outcome of doing procedure X before procedure Y? o2 What can be inferred about X? o3 What does the professor imply about X? Useful tips oPay attention to the way you format your notes. oFocus on the category words, their characteristics, and examples. Exercise oWhat can we infer about the students essay? oA. The students essay is in general terms. oB. The students essay is not very general. oC. The students essay supported the evidence well. oD. The evidence didnt fit well in the students essay. Making inferences oQuestion Types o1 What does the professor imply about X? o2 What will the student probably do next? o3 What can be inferred about X? o4 What does the professor imply when he says this Useful tips oWhile taking notes, try to add up the details from the passage to reach a conclusion. oMake efforts to generalize about what you hear in the listening passages. oTry to find out the meaning behind the