专八听力讲座-4大材料特征.doc

第一周 听力讲座首页留篇章页。星期1 Monday 4大材料特征今日讲堂听力讲座部分是较为复杂的听力测试，录音材料大多是有关某个专题的文章，900词左右的讲座材料需具备以下4个方面的特征。一、题材趋向于英语专业知识课程讲座试题旨在测试考生能否听得懂英语国家的大学课程，因此内容涉及面较广，包括政治、经济、历史、科技、生物、心理学、文学、体育、文化、教育、大学生活等等。【2002-2011年讲座题材归纳】年份涉及课程主要内容20112010语言学介绍语言的辅助语言学特征2009英语写作介绍如何写实验报告2008语言学分析介绍英语成为世界语言的原因与因素2007英美文学介绍艺术史2006英美文学介绍如何领会文学的“意义”2005英语写作介绍怎样写研究性论文2004心理咨询介绍在交谈中令谈话对象感觉轻松的四种技巧2003心理学介绍亚伯拉罕马斯洛的人类需求理论2002英语写作介绍大学学习中的一些学习活动，如写论文和进行专题讨论从上面的归纳可以看出，2005年之后讲座的选材趋向于突出英语专业知识课程的内容，我们预测今后此题型的选材涉及的范围会包括英美文学、英美国家概况、语言学、跨文化交际、英语教学法、英语写作等等专业知识课程。二、“总分总”的语篇模式分析历年真题讲座，我们可以将其语篇模式总结为“总分总”的宏观模式。讲话人开门见山，一开始便点出将要在讲座中谈论的问题，这是全文的核心，即“总”。然后对跟这些问题有关的方面逐一进行详细论述，即“分”。最后部分为结束语，以结论性的语言结束讲座，又是“总”。 【例1】（2010年）结构内容说明总Good morning, everyone. Today well continue our discussion on describing language. Last week we examined In this lecture, well look at another important aspect of language. It refers to features of communication that takes place without the use of grammar and vocabulary. They are called “paralinguistic features of language”. These features fall into two broad categories讲座的开始就明确指出主题是语言问题，在复习上周讲座的主题后，总述这次讲座主要介绍副语言特征，并且指明它包括两大类。分Now, the first category is what we call “vocal paralinguistic features”. The first isThe second isThe last isNow, lets come to the second category physical paralinguistic features which involves the body. First, facial expression. Facial expression is a powerful conveyer of meaning.The second in this category is gesture.The third is proximity, posture and echoing.中间部分将两大类一一进行阐述。在介绍语音特征时举了五个例子，在介绍第二类副语言特征，即肢体的副语言特征时，从三个方面进行介绍。总Ok, in todays lecture, we looked at some paralinguistic features, such as tone of voice, gesture and posture. These features are all part of the way we communicate with each other in face-to-face encounters. In our next lecture最后以结论性的语言再次总结这次讲座的主题，然后提到下次讲座的内容。三、运用提示语比较杂志与讲座中所用的语言，我们会注意到讲座会对所要听的内容给出清楚的指示。这些指示即可称为“提示”，它们引导考生去听一些东西。具体而言，又可以分为以下三个方面的提示：1主题提示 主题提示预示一个主题的导入。具体提示方式又有以下三种：具体的主题提示。例如：Lets look at Today were going to talk aboutOk, lets move on to修辞性问句作主题提示。例如：You might ask well how old the researchers judge psychological distress?以陈述句的口吻用一两个词语总结将要讲的信息作主题提示。例如：OK. Definitions.【历年真题主题提示语归类】年份主题提示方式提示语2011年2010年具体的主题提示。Today well continue our discussion on describing language.2009年具体的主题提示。Today well discuss some preliminaries concerning how to write experimental report.2008年具体的主题提示。Todays lecture is about the popularity of English.2007年修辞性问句作主题提示。So Id like to spend some time discussing with you the following topic: Why do we need to study art history? And where can we learn from it?2006年修辞性问句作主题提示。How do we know what a work of literature is supposed to mean? Or what its real meaning is?2005年修辞性问句作主题提示。Then what is writing a research paper like? How are we going to write one? What are the steps in producing a research paper and what are the points we need to take care of?2结构提示类似于作者写作时总是考虑怎样组织观点才能最清晰地表达观点，讲座报告人也在讲座的结构中运用这些提示，帮助听众理解讲座的观点，以及观点之间的联系。常见的结构提示以及提示语归类如下：分类目的提示语下定义讲座人的目的在于对术语进行定义。Now, X means (is the word for)By X, I mean (meant, referred to)When I used X, I meant (was referring to)What do I mean by X?How can we define X?分类列举通过分类将主题分成若干子话题，同时还对各子话题进行列举。X can be divided/subdivided/broken down/classified into 2 (3, 4 etc.)There are 2 (3, 4 etc.) types of/divisions of/classifications of X.The first (second, etc.) point isNumber one (two, etc.)First (Second, etc.) of all描述因果关系描述各事物间的因果关系，一起事件导致（或可能，或应该导致）一起或多起事件的发生。Due to the fact that/ Because ofSince(Now) this is due to and the reason for this is Thus/Therefore/Consequently/For these reasons, How can I explain this to?Why is this the case?例证主题报告人的目的是通过举例来说明主题。For example/For instance/To illustrate/In this case,Take something like thisIn more concrete terms, 描述过程或事件的顺序按照事情的过程或事件发生的顺序组织信息，以便说明事情是怎样发生的。First (Second etc.),Next (Then, Subsequently, Later, After that, etc.), Prior to (Previously, Before that, etc.), In order to arrive at this point, we had to Lets look at how this came about/where this comes from./ (the steps involved in) this process. 描述特点通过介绍特点来描述物体或生物，尤其重视事物的物理性质与结构。Concerning Xs appearance, Lets look at Xs physical makeup.X is made up ofX looks/acts/feels/smells/sounds/tastes like比较与对比通过比较与对比事物之间的异同，报告人可以先谈论各个事物，然后进行比较、对比。But/However, On the other hand, On the contrary/Conversely, Similarly/Likewise, Along the same lines, In the same fashion/manner, Again, 【例2】（2010年）Now, the first category is what we call vocal paralinguistic features. Vocal features are actually tones of voice. The first is whispering The second is breathiness. The third is huskiness, The fourth is nasality. The last is extra lip-rounding, .Now, lets come to the second category, physical paralinguistic features, which involves the body. First, The second in this category is The third is【分析】上面讲座的主体部分结构方式以分类列举为主，报告人将主题分成若干个子话题讲述，同时听众也能通过The first, the second, the third等提示语跟随报告人的思路记下笔记。3主题结论提示大多数讲座以结论性语言来结束。可能包括回顾重点内容；使用概括性的语言将主题的不同侧面有机地联系起来；也可能讨论所谈主题的后果。同时，报告人还会简单提示下一个讲座的内容。【例3】（2010年）Ok, in todays lecture, we looked at some paralinguistic features, such as tone of voice, gesture and posture. These features, together with linguistic features of language, like grammar, or vocabulary, are all part of the way we communicate with each other in face to face encounters. In our next lecture, well watch some video material, and see how people actually use paralinguistic means in communication to express their intention or desire or mood. 【分析】本讲座结束语前一部分We looked at回顾了重点内容，同时There features一句将主题的不同侧面有机地联系起来；最后部分In our next lecture则简单介绍了下一个讲座的目的。四、运用解释、重复、举例、离题信息写作时，一个观点作者只需要陈述一遍，因为读者可以反复阅读，想读多少遍就多少遍。而在听的时候，人们常常“左耳朵进，右耳朵出”，所以报告人要给听众一定的时间来对他们所听到的内容进行整理或记笔记。为达到这一目的，报告人可以重新用不同的话语阐述某一定义或观点（即解释）、用完全相同的词语重复、或用更多的细节来扩展观点（如举例）。 此外，讲座中突然改变主题或跑题的现象（离题信息）要比文章中的多一些，因为讲座是现场活动，报告人在讲话时也许会说一些事先没有考虑过的想法。讲座报告人重新阐述、重复和举例并不增加新观点，而是留给听者更多时间来理解其观点。报告人离题时，听者可以尽快分辨出来，权且把离题内容当作长时间记笔记过程中的一次轻松愉快的休息。【例4】（2010年）Now, the first category is what we call “vocal paralinguistic features”. Vocal features are actually tones of voice. While they are, perhaps, not central to meaning in communication in the same way as grammar or vocabulary, they may, nevertheless, convey attitude or intention in some way. Let me give you some examples. The first whispering, which indicates the needs for secrecy. The second is breathiness. This is to show deep emotion. The third is huskiness, which is to show unimportance. The fourth is nasality. This is to indicate anxiety. The last is extra lip-rounding, which expresses greater intimacy, especially with babies, for example. So we can see that there are a number of ways of altering our tones of voice. And when we do this consciously, we do it to create different effects in communication.讲座中首先谈到副语言特征的第一类即是语音特征，其后给出了定义，Vocal features are actually tones of voicethey may, nevertheless, convey attitude or intention in some way，即语音特征是指语调在某种方式上能够表达态度或意愿。其次，此段中通过表示语音特征的关键词词vocal，features，tones of voice，communication等的重复，表达了句子之间的承接关系。而且，在介绍语音特征时列举了五个例子，而且用The first isThe second isThe third isThe fourth isThe last is连接而成，行文逻辑清楚明了。今日练习Mini-Lecture 1下面内容排在表格内,左列原文,右列题号与下划线,注意左右序号基本对齐。Considerations of Learning-centered TeachingI. Introduction A. goal of most courses: to enhance students understanding different understanding calls for different teaching methodsB. most forms of understanding are expressed by new (1) example: “weight” for “heaviness”C. other kinds of learning besides understanding1. the key learning activity: (2) 2. memorizing and recalling (3) 3. acquiring attitudes and values, ect. different learning calls for different teaching methodsII. Ways of categorization and modeling studentsA. holists: students who view a (4) as a whole B. serialists: students who begin at the (5) C. visualisers: students who depend on visual materialsD. verbalisers: students who prefer to listen, read, discuss, ect.E. (6) : students who believe that to practice is to understand III. Students approaches to learningA. (7) approach: intending to further understanding and question ideas. B. (8) approach: intending to memorize information and obey IV. Course evaluation through feedbackA. feedback reveal about the learners and the course or (9) B. feedback can be quite (10) unless properly analyzed (1)_(2)_(3) _(4) _(5) _(6)_(7) _(8) _(9) _(10) _ Mini-Lecture 2Dealing with Lifes Sticky SituationsIn our daily life, it is unavoidable that we run into some sticky situations. If we react properly, the harm can be reduced to the minimum.There are ways to tackle several such situations.I. Sending a incriminating e-mail to the wrong person by accidentA. First of all, youd better (1) _.B. They will not believe you if you say you do not mean it, so instead turn the situation into (2) _IISomebody insulted or badmouthed a person you likePut in mind that never be silent and let it pass by, for your silence might be interpreted as (3)_.III. You spill something on yourself but are already on the way somewhereA. A Tide Stain Stick works miraculous 1. If you do not take any remedy, just (4)_after arriving your destination.2. If you try to pretend there is no stain on you, then the stain might be (5)_. You ordered far less than your friend who wants to go halvies A. You might be accused as being (6)_if you insist pay your bill only.B. You should be straightforward and say you are on a budget.It is important to say you would like to share the bill (7)_. You forget to makeup while on the way outA. (8)_ will give you a lot help.B. Also, (9)_will give you a glow and make you look amazing. You realize too late that you do not take any moneyA. Call a friend who lives nearby.B. Ask a co-worker at the same level for help instead of a (10)_.C. Take some money in your phone case or glove compartment for emergency.(1)_(2)_(3) _(4) _(5) _(6)_(7) _(8) _(9) _(10) _答疑解惑排版时注意题号与【解析】用彩。Mini-Lecture 1【听力原文】Good morning, everyone. In todays lecture, we shall discuss some considerations of learning-centered teaching. First of all, Id say, most courses of today try to help students develop their understanding. But understanding a foreign language is not the same as understanding why someone is upset or understanding electromagnetism or understanding history. Therefore, it is not to be expected that the same teaching methods will be appropriate to these different kinds of understanding.The next point Id like to make is that, (1)most forms of understanding are expressed by concepts which differ from everyday ones. For example, we all know that suitcases get heavier the longer you carry them, but in science this is described in terms of constant weight plus increasing fatigue. The concept “weight” is introduced and laid alongside the commonsense concept of “heaviness”. Similarly we all know that time passes quickly when we are absorbed and slowly when we are bored, but science tells us that this is an illusion; time really ticks away at a steady rate. Note that conceptual change should not be the aim, as is sometimes suggested, since people still also need their common sense. The aim is to add new sets of concepts and to explain when to use which set.Thirdly, “understanding” is not the only kind of learning which students need to master. (2)Instruction, demonstration and error-correction are the key teaching activities while practice is the main learning activity. (3)Students also have to memorize information and be able to recall it when required, as well as acquire several other kinds of learning (such as know-how and attitudes and values) each of which calls for different teaching methods. So learning-centered teaching includes a conscious matching of teaching methods to the intended kind of learning.While good teaching involves, among other things, helping students to achieve their chosen learning goals, the picture is further complicated by the different learning styles adopted by different groups of students. And the following are ways of categorization and modeling students, which are proved to be useful, particularly in connection with understanding. Firstly, Id like to call some students (4) “holists”: which means they like to take an overview of a subject first and then fill in the details and concepts in their own way. Secondly, there are (5) “serialists” who like to follow a logical progression of a subject, beginning at the beginning. Educational researcher Gordon Pask structured some teaching materials in both a holist and a serialist manner, and then tested previously-scorted cohorts of students using them. He found that the best performance of those who were mismatched (i.e. holist students with serialist material, and vice versa) was worse than the worst performance of those who were matched to the learning materials.This seems to imply, for example, that educational textbooks which are naturally serialist in character should include signposts, summaries, alternative explanations of difficult concepts, explanatory figure captions, a glossary of terms, a good index, etc, to help holist students find their own way through them. Similarly projects, which are naturally holist in character, since they are usually specified in terms of a final goal, can cause problems for serialists, who may therefore need step-by-step guidance.The third group of students are “visualisers” whose learning is helped by the inclusion of diagrams, pictures, flow-charts, films, etc. while the fourth group are “verbalisers” who prefer to listen, read, discuss, argue, attend tutorials and write during their conceptual development. (6)Finally, the fifth group are “doers” who find that overt practical activity is best. The saying that “to hear is to forget, to see is to remember, but to do is to understand” is only true for “doers”. With a typical mix of students, attempts should be made to cater for each preferred style.My third main point is about students approaches to learning. It is well known nowadays that for the development of “understanding” and for the memorization of information, it is important that students adopt a “deep approach” to their learning, rather than a “surface approach”. (7)The deep approach refers to an intention to develop their understanding and to challenge ideas, (8)while the “surface approach” is the intention to memorize information and to follow instructions. Although students are naturally inclined towards one approach rather than the other often with a new subject the inclination is towards the surface approach this can vary from subject to subject and can usually be changed by the teaching they receive. Overloading, for example, will encourage the surface approach; stimulating interest may encourage the deep approach. Given the deep approach, even good lectures can make a considerable contribution to students “understanding”.Recently, the need to encourage the deep approach in students has been allowed to dominate the choice of teaching method, sometimes at the expense of effective teaching. Constructivism in science teaching, for example, in which students are encouraged to devise their own explanations of phenomena, certainly tends to encourage the deep approach, but it can also leave students with misconceptions. Similarly, tough problem-based learning is usually popular with students, it teaches “know-how” rather than “understanding”: unless explicit conceptual guidance is also given.The last point I want you to pay attention to is course evaluation through feedback. It often seems to be assumed that students are a homogeneous bunch and that therefore a majority opinion condemning a certain aspect of a course justifies changing it for the future. But this can well be a mistake. If a course is well matched, say, to “holist verbalisers”, it is unlikely to be found very helpful to “serialist visualisers”. In other words, (9)feedback is likely to reveal as much about the students as about the course or lecturer, (10)and can be quite misleading unless it is properly analyzed in terms of the preferred learning styles of the particular cohort of students.(10)Indeed, student feedback about the teaching of “understanding” can, in any case, be quite misleading, since students cannot be expected to judge what has been helpful to them until much of the necessary conceptual development has occurred. Only after “the penny has dropped” is such feedback likely to be reliable. Similarly, favorable feedback about the necessary but tedious practising of important “skills” cannot normally be expected.Ok, in todays lecture, we looked at some considerations of learning-centered teaching, with which all lecturers should, in due course, become familiar. And I believe innovation in education without taking these matters into consideration is at best cavalier, at worst irresponsible, for it is the students who suffer from teachers ill-founded experiments.【答案解析】1. concepts【解析】这篇讲座主要谈到了“以学习为中心的教学”的一些注意事项。演讲者通过学生对某一学科或某个问题的understanding引入话题。首先谈到了大多数课程的目标就