专八听力预测试题三.doc

星期3 Wednesday预测试题三预测试题Section A Mini-LectureIn this section you will 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-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. Some of the gaps may require a maximum of THREE words. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking.Why Use Drama Texts in the Language Classroom?I. Value and use of dramaA. The teacher being able to realize “reality” through dramaovercoming the students (1) to learning creating the need to learn the languageB. (2) culture and languagerevealing insights into the target cultureproviding language contextsC. Comparison with traditional literatureusing more (3) language than in poems and novelsemphasizing the need for enough texts for (4) readingII. How to develop the (5) of the drama textsA. “a” type analytical approachB. “b” type (6) approachC. Teachers basing activities on (7) III. Classroom practices linked to standard approaches in dramaA. Warm-up activitiesgetting the learner to (8) B. The stage of text reading and listeningwhile listening or reading taskthe task (9) into the textC. Extended activities comprehending questions multiple-choice question text attack questions interpretation and (10) questions(1)_(2)_(3) _(4) _(5) _(6)_(7) _(8) _(9) _(10) _Section B InterviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following is NOT a “customer” of National Weather Centre?A Retail sector.B Stock market.C Health agency.D Transportation company.2. Why does the Centre want to relocate?A The running costs are too high in the first site. B The space of the first site is limited.C There are too many government restrictions in the first site.D The Centre needs more room for development.3. The new site of the Centre is inA London.B Oxford.C Ipswich.D Plymouth.4. The staff moved to the new base are most pleased with the _ there.A beautiful environmentB general relocation packageC low consumptionD city facilities5. The Centre gets all the following helps in the new site EXCEPTA land leasing.B loose taxation.C technical advice.D specific work environment.Section C News BroadcastIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO. Question 6 and 7 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.6. The news is mainly talking aboutA Mount Everest.B a clean-up expedition.C the conquest of death zone.D a mountain climbing.7. Which of the following is INCORRECT？A The Sherpa mountaineers team includes 20 members.B All of the team members have mountain climbing experience.C They will set off on May 1.D The death zone is called because of low level of oxygen and treacherous conditions. Question 8 and 9 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.8. Which of the following is INCORRECT about Fidesz?A It got a victory in Hungarys parliamentary elections.B It has held office for eight years.C It is expected to win between 54 and 57% of the vote.D It may become the first party to govern without a coalition since 1990.9. Which of the following party mentioned get the least vote based on the exit polls?A Fidesz.B The Christian Democratic Party.C Socialists.D Jobbik.Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.10. The nationalist politician Dervis Eroglu is in favor of A the reunion of the Republic of Cyprus.B the principles adopted by the United Nations.C the proposal of the majority of Greek Cypriots.D separate Greek and Turkish Cypriot states.答疑解惑Section A Mini-Lecture【听力原文】Good morning, everyone. I have emphasized the drama texts role in language classroom for several times. This time Ill try to define what I mean by language learning through drama texts, outline some of the benefits it can bring to the language learning classroom and some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts.Writers such as Maley and Duff and Wessels have pointed to the values and uses of drama: “Drama can help the teacher to achieve reality in several ways. 1It can overcome the students resistance to learning the new language by making the learning of the new language an enjoyable experience, by setting realistic targets for the students to aim for, by creative slowing down of real experience and by linking the language-learning experience with the students own experience of life. Drama can create in students a need to learn the language by the use of creative tension and by putting more responsibility on the learner, as opposed to the teacher.” 2Drama provides cultural and language enrichment by revealing insights into the target culture and presenting language contexts that make items memorable by placing them in a realistic social and physical context. By allowing reading and the adding of some characterization to a drama text, learners became personally and fully involved in the learning process, in a context in which it is possible for learners to feel less self-conscious and more empowered to express themselves through the multiple voices of the differing characters. One of the drawbacks in the use of literary texts such as novels and poems is that many of them contain language forms that learners of a language find difficult to understand. This could be overcome by simplifying them, often leading to a loss of literarinessleading to criticism that the texts became pale imitations of the original writing. 3The lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of drama in language learning curricula as it tends to use much more naturalistic language than in poems and novels. 4Drama texts help to address the need for sufficient texts for worthwhile reading in which suitable materials can be accessed. 5Another problem, then, arises. How should we exploit drama texts? Next, I would like to share approaches with you. First, I call it the a type analytical approach. As I have suggested, the analysis of language in a text is just one aspect of its use. In the type a approach, language is separated into its phonological, lexical components, etc. and disseminating strategies then adopted. Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be taught. A literary text exemplifying these structures was then selected and used in order to practice or raise the learners consciousness of it. 6Second, it is the b type experiential approach. Here, language was not seen as object but as a tool. Much more emphasis was placed upon, for example, the inductive method of learning through experiencing and applying the learners experience to the text through encouraging comment, responses and expression based on the text or its theme. The topic-based syllabus is often seen as more relevant to language learning. 7From a task point of view the learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing multi-level activities for students, such as identifying the story, characters, plot; identifying the authors and characters viewpoint, attitude or opinion; understanding the work in relation to its socio-cultural and historical-political context; giving a personal and creative response and answering the question: does it work as literature? Finally, I would like to talk about the stages of a type b approach to introducing a drama text to a class of EFL learners. The process involves linking standard approaches in drama to approaches suitable for the classroom. Classroom practice, then, may follow three stages. The first stage is the warm-u. 8Standard methods in the type b approach involve warmer activities to get the learner to anticipate what theyre going to meet in the language in the text using guessing, pre-discussion, or pictures. It involves little or no stylistic analysis. Its aims are to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focusing on waking the imagination, and the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage. Use of text can be one of the more in-depth and sophisticated drama activities. Warmers, drama games, role-plays, individual and group improvisation can all be used to support higher-level drama activities such as performing the text in the classroom. The idea is that the pre-reading/listening stage will sensitize the learner to the language and concepts to be encountered and engage prior knowledge and experience. Pictures, the book cover, prompt questions, learners own memorabilia, etc. are used. The second stage is text reading and listening. The stage may involve two task types: one is the while listening or reading task involves the learner having a task to fulfill based on his or her reading, such as finding out a piece of information from the text; 9the other is the tasks inserted into the text such as one where learners complete the task using their own ideas.The third stage is extension activities format. This stage could incorporate comprehension questions such as: Who? When? What? etc.; multiple-choice questions are useful for evoking possible alternative answers; text attack questions require the learner to realize certain meanings in the text and the way they are achieved in the language use; 10interpretation and response questions such as whats the message from the author, what general meanings can we infer from the antagonists statements, or what conclusions can we draw about the character and motivations of the antagonists and so on.Well, of the main approaches I have outlined, I believe there is no absolute dichotomy between them. You must bear in mind differing approaches need to be incorporated in language learning for their relative merits. Thats all for today. Thanks for listening.【答案解析】1. resistance 【解析】本讲座的题目是为什么要在语言课堂上使用戏剧文本，内容主要包括三部分：戏剧的价值和用途、如何利用戏剧文本、以及使用戏剧标准方法的课堂活动。本题所在处涉及戏剧的第一条价值和用途，即通过overcome the students resistance to learning the new language(克服学生对学习新语言的抗拒心理)以及create in students a need to learn the language(使学生产生一种学习的需要)来帮助老师实现“现实”。因此答案为resistance。2. Enriching 【解析】本题所在处涉及戏剧的第二条价值和用途：provides cultural and language enrichment by revealing insights into the target culture and presenting language contextsby placing them in a realistic social and physical context，即通过展现对目标语言的洞察力以及通过现实的社会和物质环境展示语言环境而丰富了文化和语言。注意本题应填enrichment的现在分词形式，并注意首字母大写。3. naturalistic 【解析】本题所在处涉及戏剧的第三条价值和用途，即相对于传统文学的优势。第一条优势就是use much more naturalistic language(使用了更多的自然语言)，因此答案为naturalistic。4. worthwhile 【解析】本题所在处涉及戏剧相对于传统文学的第二条优势，即help to address the need for sufficient texts for worthwhile reading(戏剧中有足够的文本内容值得阅读)。因此答案为worthwhile。5. exploitation 【解析】本题所在处涉及讲座的第二部分内容，即How should we exploit drama texts(如何利用戏剧文本)。注意exploit同义替换为题干中的develop the exploitation。6. experiential 【解析】讲座的第二部分提到三种利用戏剧文本的方法，本题所在处针对第二种，即经验式方式(experiential research)。7. learners tasks 【解析】本题所在处针对第三种利用戏剧文本的方法：From a task point of view the learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing multi-level activities for students，即从任务角度看，教师可以根据学生面临的要达到的目标和能力来设置不同层次的活动。题干将这一内容简化为：老师可以根据学生的任务设置活动。因此答案为learners tasks。8. anticipate 【解析】讲座的第三部分内容，即使用戏剧标准方法的课堂活动中，第一步就是准备活动，其目的就是get the learner to anticipate what theyre going to meet in the language in the text，即帮助学习者预测他们在文章语言中将会遇到什么问题。因此本题答案为anticipate。9. inserted 【解析】课堂活动中的第二步由两个任务构成：一是having a task to fulfill based on his or her reading(根据阅读内容完成任务)；二是the tasks inserted into the text(安插在文本中的任务)。本题所在处涉及第二个任务，答案为inserted。10. response 【解析】课堂活动中的第三步，即扩展活动，包含阅读理解式问题(comprehending questions )、多项选择式问题( multiple-choice question )、文本攻击式问题(text attack questions)、以及解释回应式问题(interpretation and response questions)。本题所在处针对最后一种问题，因此答案为response。Section B Interview【听前预测】浏览各题的题干和选项，由关键词customer，relocate，new site，staff，helps可以推测，该篇对话与国家气象中心迁址有关，其中涉及气象中心的服务客户，迁址原因，新址选择，员工反应，在新址当地得到的帮助等。【听力原文】W: . And our studio guest today is Giles Milton, Operations Director at the National Weather Centre. Giles, welcome.M: Thank you.W: Giles, firstly, most people will know the Centre provides weather reports for TV and radiostations, but theyre not your only customers, are they?M: Not by any means. 1.DThe Centre started out a hundred and fifty years ago, largely serving the shipping industry, but now it provides a whole range of services. 1.AWeve been helping supermarkets for some time to predict when to buy more stocks of ice cream, for example, when a heat waves approaching. 1.COur forecasts for administrators of health authorities help them predict when flu outbreaks might occur. Thats something weve only just got off the ground. And theres also our long-standing industrial advisory service for farmers, fishermen and airlines.W: A real industry, then! Two years ago, the Centre announced its plan to relocate. What brought about that decision?M: Well, our first premises were near London and were leased to us by the government, and wed always expected to stay there. 2.DBut the site offered no scope for desperately needed development, and we had to do something. Although we were initially reluctant to borrow money to finance a relocation, there was no other choice.W: Hm. Did it take long finding an alternative site?M: Over a year which looking back seems excessively long, as 3.Dwe only seriously considered three locations: Oxford, Ipswich - and Plymouth, which was the one we eventually chose. All three places had a good labor supply and running costs were comparable; although I guess Plymouth is slightly cheaper - while being the furthest by road and rail from London. I think, in the end, we realized we could do our work just about anywhere - the data we deal with are all received and sent out via computer, after all.W: And you were sure staff would be happy to make the commitment of moving permanently tosuch a nice part of the country?M: Well, yes, but this is different from tourism. We rely on the expertise of specialist IT people and where we were before, there are hundreds of businesses in the same position. We think therell be less demand for their services here.W: Didnt you have to offer them more money to relocate?M: We decided on a generous relocation package, and that seemed to be enough.W: Are staff who relocated to your new base happy they made the move?M: So fag yes. We thought theyd be most impressed by the beautiful countryside, 4.Cbut all theyve said is how pleased they are they can now afford to move up the ladder in terms of finding a place to live - accommodation costs near London have shot up in recent years. And theyre finding Plymouth has the same amenities they were used to before, so no complaints there.W: Did the Centre receive any local government support to relocate?M: Yes, and that was enormously useful. 5.AWe didnt have to buy land from the local council, and 5.Dour offices were purpose-built according to our specifications. 5.BWe were liable for business taxes from day one, but our first rent isnt due until the site is fully developed, in about twelve months time.W: A big incentive, then!M: Yes. Were very pleased weve established such a good relationship with the local government. Theres a range of generous incentives in this region, and they are available equally to local and national organizations. They see us as a nationally high-profile organization which, by moving here should attract a number of London-based companies to the region.W: So, is there any other help available, from local business agencies, for example?M: Weve been offered various things 5.C one agency provided a consultant to advise us on the initial design phase. Weve just signed an agreement with the local employment agency, whereby theyre prepared to pay fifty percent of the cost of sending our technicians on external computer courses. We could have benefited financially from another scheme if wed been able to take on school leavers, but our openings are only for experienced workers.W: Quite. Tell me about the logistics of.【答案解析】1. 选B。细节题。录音中男士说国家气象中心150年前建立，起先主要是服务运输行业，后来服务范围扩大，包括帮助超市预测什么时候库存某一产品，帮助健康部门预测什么时候可能会爆发流感，还给农民、渔夫、航空公司提供服务性建议。选项A、C、D分别是原文中supermarket