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,1) to get a whole picture of the listening examination 2) to master some useful skills that are suitable to you according to your own level 3) to formulate a reviewing plan for yourself after this training course 4) remember,Introduction of the listening examination,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）。,a) 考试形式： 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） b) 考试时间：4045分钟 c) 题型及其他： 1. 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； 2. 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。,3. 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： 4. 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。 5. 回答问题。五个问题，每个问题2分，共10%。,Teaching plan for this training course,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。 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）。 词汇及相关文化背景介绍。,Brief introduction of approaches to improve listening skills,1）情绪问题 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。 2)走神问题 方法介绍：以毒攻毒,3）记忆力问题 方法介绍：注意力要放在主题上面 4) 习惯问题 方法介绍：dictation 5）语音问题 方法介绍：跟读录音,6）词汇问题 要找到适合自己的记单词的方法。 要善于积累不同方面的词汇。 要注意词汇的偏义。 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。,7）句式问题 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,做好题干预读，找主干和关键词，预测出题点。 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。 切莫忽视时间、地点、人物等细节信息。 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。 注意积累题目中出现的互相替代的同义词 （decade ten year）。 注意转折性以及否定性的词语。,选择题型,1) listening for main ideas 2) listening for main purpose 3) listening for major details 4) understanding the function of what is said 5) understanding the Speakers attitude 6) understanding organization 7) connecting content 8) making inferences,Listening for main ideas,Question types 1) What problem does the man have? 2) What are the speakers mainly discussing? 3) What is the main topic of the lecture? 4) What is the lecture mainly about? 5) What aspect of X does the professor mainly discuss?,Useful tips,Focus on the beginning part of the lecture or conversation. Listen carefully to the key words that can lead you to the main idea. Try to verify the main idea with examples, explanations, and summaries.,Try to figure out what problem and solution the speakers are talking about in the conversation. Avoid answers which cover only a small portion of the listening or which are not relevant to the listening. Avoid answers which are too general, and make the most of your notes.,Exercise,What is the conversation mostly about? A. Using campus security B. Studying for an exam C. Expensive tuition D. Using the library,Listening for main purpose,Question Types 1 Why does the student visit the professor? 2 Why does the student visit the registrars office? 3 Why did the professor ask to see the student? 4 Why does the professor explain X?,Useful tips,Focus on the reason behind the lecture or conversation. Listen carefully to the end of casual talks. Try to verify the purpose with the following solution. Avoid answers that cover only a small portion of the listening or which are not relevant to the listening. Avoid answers that are too general, and make the most of your notes.,Exercise,What is the purpose of the conversation? A. to discuss where to look for part-time job listings B. to write advertisements for the classified section C. to go over which companies are hiring D. to review a newspaper section,Listening for major details,Question Types 1 According to the professor, what is one way that X can affect Y? 2 What are X? 3 What resulted from the invention of the X? 4 According to the professor, what is the main problem with the X theory?,Useful tips,No question type needs note taking more than detail questions. Make most of your notes about details. Listen carefully to the major details of the conversation or lecture, not the minor ones.,The answer to the detail question is mostly written in paraphrased sentence form from the text. If 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,Where is the students purse? A. Her purse is in the lunch room. B. She left it in a taxi. C. She lost it. D. It is in her room.,Understanding the function of what is said,Question types 1 what does the professor imply when he says this 2 What can be inferred from the professors response to the student? 3 What is the purpose of the womans response? 4 Why does the student say this?,Useful tips,Practice reading between the lines Try to take notes of the context of a lecture or conversation. Refer to the tones the speakers are using in a conversation or lecture.,Exercise,Why did the office worker say this? A. to explain why the student has a different roommate B. to tell the student she must change roommate C. to explain that the form is too old D. to tell the student how to fill out the form,Understanding the speakers attitude,Question types 1. What can be inferred about the student? 2. What is the professors attitude toward X? 3. What is the professors opinion of X? 4. What can be inferred about the student when she says this 5. What does the woman mean when she says this,Useful tips,Focus on the tone of voice, intonation, and the sentence stress the speakers are using in a conversation or lecture. Practice distinguishing between referencing and giving personal opinions,Avoid answers that are too far from the general tone of the lecture or conversation. Try to take notes on the context of the lecture or conversation. Pay attention to adjectives and verbs of feeling.,Exercise,What can be inferred about the student? A. He thinks he is president of his school. B. He thinks his door should be fixed immediately. C. He wants to pay the Student Service Center extra money to fix his door. D. He doesnt want his door fixed.,Understanding Organization,Question types 1. How does the professor organize the information about X that he presents to the class? 2. How is the discussion organized? 3. In what order does the speaker describe the topic?,4. Why does the professor discuss X? 5. Why does the professor mention X 6. Why does the professor talk about X?,Useful tips,Typical types of organizations include the following patterns: - giving examples - contrasting - comparing - classifying / categorizing - describing causes and effects - explaining in chronological order,Listen carefully for the transitions that indicate the sequence Focus on the relationship between the contents led by the transitional words.,Exercise,Why does the professor mention majors in criminology and forensic science? A. Because he wants Mary to major in them B. Because he thinks they are bad subjects C. Because they are two majors that go well together D. Because he thinks society needs more forensic detectives,Connecting content,Question types 1 What is the likely outcome of doing procedure X before procedure Y? 2 What can be inferred about X? 3 What does the professor imply about X?,Useful tips,Pay attention to the way you format your notes. Focus on the category words, their characteristics, and examples.,Exercise,What can we infer about the students essay? A. The students essay is in general terms. B. The students essay is not very general. C. The students essay supported the evidence well. D. The evidence didnt fit well in the students essay.,Making inferences,Question Types 1 What does the professor imply about X? 2 What will the student probably do next? 3 What can be inferred about X? 4 What does the professor imply when he says this,Useful tips,While taking notes, try to add up the details from the passage to reach a conclusion. Make efforts to generalize about what you hear in the listening passages. Try to find out the meaning behind the