专业八级-224

1、 专业八级-224(总分：100.05，做题时间：90分钟)一、listening comprehension(总题数：0，分数：0.00)二、 (总题数：3，分数：100.00)intercultural learningmany teachers may wonder what i am actually doing sometimes. it doesnt seem enough to teachgrammar, vocabulary, pronunciation and communicative skills with unreal and meaningless content.

2、introductiongap between language teaching in class and in the real world 1 of intercultural awareness:crucial to comprehend and communicate in the global village. definition of intercultural learninga. the concept of cultureincluding lifestyles, 2 , beliefs, history or experiences, etc.existing in o

3、ne place or many placesexisting in a religion with followers from different 3b. interpretation of intercultural learninga process of getting better understanding of cultures around the worldobjective:to increase mutual 4 and understanding 5 :not only a part of efl, but applied in all fields of educa

4、tion. intercultural awarenessthe 6 of language teaching rather than a fifth skill: to understand the relation between asecond language/culture with the first onea(n) 7 made up of a collection of skills and attitudes:1)observing, identifying and recognizing2) 83)negotiating meaning4)dealing with or t

5、olerating 95)effectively interpreting messages6)limiting the possibility of 107)defending ones own point of view while acknowledging legitimacy of others8)accepting difference 11 :realizing the vital importance of these skillsusing 12 themes as materials in teaching. teachers role 13 :to influence s

6、tudents in some wayto raise more awareness of the worldto interact better with the worldmediator of cultural relativity with various 14. when should it be introduced?accessible to 15 intercultural learningmany teachers may wonder what i am actually doing sometimes. it doesnt seem enough to teachgram

7、mar, vocabulary, pronunciation and communicative skills with unreal and meaningless content. introductiongap between language teaching in class and in the real world 1 of intercultural awareness:crucial to comprehend and communicate in the global village. definition of intercultural learninga. the c

8、oncept of cultureincluding lifestyles, 2 , beliefs, history or experiences, etc.existing in one place or many placesexisting in a religion with followers from different 3b. interpretation of intercultural learninga process of getting better understanding of cultures around the worldobjective:to incr

9、ease mutual 4 and understanding 5 :not only a part of efl, but applied in all fields of education. intercultural awarenessthe 6 of language teaching rather than a fifth skill: to understand the relation between asecond language/culture with the first onea(n) 7 made up of a collection of skills and a

10、ttitudes:1)observing, identifying and recognizing2) 83)negotiating meaning4)dealing with or tolerating 95)effectively interpreting messages6)limiting the possibility of 107)defending ones own point of view while acknowledging legitimacy of others8)accepting difference 11 :realizing the vital importa

11、nce of these skillsusing 12 themes as materials in teaching. teachers role 13 :to influence students in some wayto raise more awareness of the worldto interact better with the worldmediator of cultural relativity with various 14. when should it be introduced?accessible to 15（分数：30.00）填空项1:_ （正确答案：im

12、portance）解析： importance 听力原文intercultural learninggood morning, welcome to join our discussion. today is the first of two lectures that deal withthe topic of intercultural awareness and learning. there will have been points in most teachers careers when we have stopped to wonder what ami actually do

13、ing? sometimes, filling our students up with all the requisite grammar and vocabulary,and polishing their pronunciation and sharpening their communicative skills doesnt actually seemto be helping them to achieve the wider goal of being able to genuinely communicate with andunderstand the real world

14、outside the classroom at all.for too long, we have been concentrating on structures and forms and producing materials thatmay help our students to have perfect diphthongs or a flawless command of the third conditionalwhile leaving out anything approaching real, valid, meaningful content. major elt p

15、ublishers haveproduced materials so carefully calculated not to offend anyone that they far too often end upbeing vacuous if not completely meaningless. if our students are to have any hope of using theirlanguage skills to genuinely comprehend and communicate in the global village, interculturalawar

16、eness is crucial.the concept of culture is quite expansive, nearly covering everyaspect of the society under thesun. it could be a way of life, a set of social practices, a system of beliefs, or a shared historyor set of experiences. a culture may be synonymous with a country, or a region, or a nati

17、onalityor it may cross several countries and regions. a culture may be synonymous with a religion, thoughfollowers of christianity or judaism or islam may also come from different cultures. it is highlypossible to belong to or identify oneself with more than one culture.what is intercultural learnin

18、g? the process of becoming more aware of and better understandingones own culture and other cultures around the world. the aim of intercultural learning is toincrease international and cross-cultural tolerance and understanding. this can take lots offorms intercultural learning is by no means only a

19、 part of efl, but has exponents in all fieldsof education.intercultural awareness in language learning is often talked about as though it were a fifthskill the ability to be aware of cultural relativity following reading, writing, listeningand speaking. there is something to be said for this as an i

20、nitial attempt to understand or definesomething that may seem a difficult concept but, as claire kramsch points out: if language isseen as social practice, culture becomes the very core of language teaching. cultural awarenessmust then be viewed as enabling language proficiency. culture in language

21、teaching is not anexpendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, readingand writing.language itself is defined by a culture. we cannot be competent in the language if we do not alsounderstand the culture that has shaped and informed it. we cannot learn a seco

22、nd language if wedo not have an awareness of that culture, and how that culture relates to our own firstlanguage/first culture. it is not only therefore essential to have cultural awareness, but alsointercultural awareness.following on from what kramsch says above, intercultural awareness is not rea

23、lly therefore a skill,but a collection of skills and attitudes better thought of as a competence.intercultural communicative competence is an attempt to raise students awareness of their ownculture, and in so doing, help them to interpret and understand other cultures. it is not justa body of knowle

24、dge, but a set of practices requiring knowledge, skills and attitudes.what are these attitudes and skills that make up the competence? among them are:observing, identifying and recognizing comparing and contrastingnegotiating meaning dealing with or tolerating ambiguityeffectively interpreting messa

25、ges limiting the possibility of misinterpretationdefending ones own point of view while acknowledging the legitimacy of others accepting differencethese are very similar to many of the skills we teach normally. so what makes intercultural learningdifferent? raised awareness of what we do and of the

26、vital importance of these skills alreadymakes intercultural communicative competence a more attainable goal. moreover and despite thefact that the competence is more than just a body of knowledge intercultural awareness skillscan be developed by designing materials which have cultural and intercultu

27、ral themes as theircontent, a kind of loop input, if you like.how does intercultural learning affect the role of the teacher? you may start to wonder whatteachers are. activity managers? language facilitation units? babysitters? interculturallearning gives the teacher a role not only asone or more o

28、f these,but also as an educator. thismakes many teachers feel uncomfortable, above all with the idea that we may be influencing ourstudents in some way. are we responsible for transmitting some kind of ideology to our students?no, we are helping them to become more aware of the world around them, an

29、d to better interactwith that world. these are the crucial roles of the teacher.moreover, efl teachers tend to have a wide variety of different backgrounds in differentdisciplines. they have different experiences, and in many cases may have travelled extensivelyand got to know several different cult

30、ures. they may have undergone the experience ofliving in,adjusting to and understanding a different culture. there is a lot that they can bring to thejob. they are unique mediators of cultural relativity.anyway, in the practical way when shall we introduce intercultural learning? previously, cultura

31、lawareness has often only been seen as something for advanced learners, an extension exercisethat can be tacked on to an ordinary lesson. this is partially due to the all-too-frequent errorof assuming that students with a low level of english also have a low intellect generally, orthat it is impossi

32、ble to explain intellectual concepts in level one english. interculturalawareness, as a fundamental feature of language and an integral part of language learning, isimportant at all levels.so much about today, i hope this lecture could help you realize the importance of interculturallearning. the ne

33、xt lecture would offer some practical suggestions for the classroom. thank youfor listening.考点 本题考查对重要细节的概括。根据听力原文可知，如果我们的学生期望运用自己的语言技巧真正地理解其他国家的人并想与之交流，跨文化意识是至关重要的。根据提纲上下文提示，这里应填写一个名词表示“重要性”，故填 importance。解析： social practices 考点 本题设题点在信息举例处。听力原文列举了文化的几种形式：它可以是一种生活方式、一系列的社会实践、一种信仰，或者一段历史或经验，因此空白处应填

34、social practices。解析： countries/backgrounds 考点 本题考查对细节的概括。根据听力原文可知，有相同信仰的人也可能会有共同的文化，即便这些信徒来自不同的国家，有着不同的背景，因此答案为 countries/backgrounds。解析： tolerance 考点 本题设题点在设问与回答处。根据听力原文可知，演讲者认为跨文化学习的目的是提高国际间及跨文化间的容忍度与理解力，因此答案为 tolerance。解析： forms 考点 本题考查对重要细节的概括。通过听力原文可知，跨文化学习有很多方式，即它不仅是外语学习的一部分，而且还涉及到其他教育领域，因此答案为

35、 forms。解析： core/basis/cornerstone 考点 本题设题点在分论点处。在说明跨文化意识的重要性时，演讲者首先说明它被认为是排在读、写、听、说之后的第五项技能，而后转折，借 claire kramsch的话指出，它是语言教学本身的核心，总结指出它并非第五项技能。根据听力原文可知，答案为 core/basis/cornerstone。 解析： competence 考点 本题设题点在分论点处。根据听力原文可知，跨文化意识不是一种技能，而是多种技能和态度的综合，可以认为是一种能力，因此答案为competence。解析： comparing and contrasting 考

36、点 本题考查重要细节。通过听力原文可知，跨文化意识的培养是多种技能和态度的结合，而学会比较和对比则是其中之一，因此答案为comparing and contrasting。解析： ambiguity 考点 本题考查重要细节。通过听力原文可知，在学习跨文化交际时能够很好地处理或者容忍歧义的存在也是一个很重要的方面，因此答案为ambiguity。解析： misinterpretation 考点 本题考查重要细节。通过听力原文可知，跨文化能力也包括了解不同文化之间的异同点，从而减少交际过程中的误解，因此答案为misinterpretation。解析： method 考点 本题考查对重要细节的概括。通

37、过听力原文可知，该段主要论述我们应该提高对自己所做事情及所学习的这些能力重要性的认识，并且可以以文化和跨文化本身进行课程设计，所以本段内容概括为提高跨文化意识的方法，因此答案为method。解析： cultural and intercultural 考点 本题考查重要细节。根据听力原文可知，提高跨文化意识可以以文化和跨文化本身为主题来设计课程内容，因此答案为culturaland intercultural。解析： educator 考点 本题设题点为递进关系处。根据听力原文可知，演讲者认为教师的角色不只是传统的活动管理者、语言促进者或保姆，而是一个教育者。与提纲下文的mediator对应，

38、这里应填单数形式，因此答案为educator。解析： cultural perception 考点 本题考查对细节的概括。根据听力原文可知，在跨文化教学中，教师是文化相对论的中间人，他们必须拥有不同学科的背景知识、丰富的阅历、去过很多地方旅行，并且了解几种不同的文化，在陌生文化中生活过，并能够适应和理解不同的文化。教师要能够把这些经历带到教学实践中去，所有这些可以归纳总结为cultural perception。解析： all-level students 考点 本题考查重要细节。根据听力原文可知，跨文化学习的对象为所有层次的学生，因此答案为all-level students。languag

39、e context and english teaching. the meanings of language context1. generally speaking: it can be divided into situational context and sociocultural context.rivers: the items of language need a system and a setting to show 16 , e.g. the meaning ofcricket2. in a narrow sense: situational contexthallid

40、ay: it includes the setting, the way of talking, 17 .hymes: it can be divided into 18 .3. the relationship between situational context and sociocuhural context: 19. language context & communicative competence1. competence: a central issue in abstract syntactic theory and 20hymes: communicative compe

41、tence includes language competence, sociolinguistic competence,strategic competence, and context competence.1)sociolinguistic competencewallwork: it is 21 in language studying.e.g. learn the meaning by observing 22 and listening to the noises2)context competence & strategic competencein a normal lan

42、guage context: communicate in 23 instead of a single phrase or sentencein different language contexts: strategic competence is also used in a conversation, includingavoidance, tolerance, 24 and accommodation, etc. how to set the language context 1. use all kinds of 25make use of flash cards and wall

43、 pictureslearn to collect and make visual aidsuse 26 to create situations2. design all kinds of activitiesthe teacher in a communicative classroom acts as a 27 .choose suitable 28 worth discussing in classkeep in mind the participation of the students3. use 29 featuresmore convenient and vividteache

44、rs should use it flexibly and appropriately in class.in english teaching, paralinguistic features and teaching aids are 30language context and english teaching. the meanings of language context1. generally speaking: it can be divided into situational context and sociocultural context.rivers: the ite

45、ms of language need a system and a setting to show 16 , e.g. the meaning ofcricket2. in a narrow sense: situational contexthalliday: it includes the setting, the way of talking, 17 .hymes: it can be divided into 18 .3. the relationship between situational context and sociocuhural context: 19. langua

46、ge context & communicative competence1. competence: a central issue in abstract syntactic theory and 20hymes: communicative competence includes language competence, sociolinguistic competence,strategic competence, and context competence.1)sociolinguistic competencewallwork: it is 21 in language stud

47、ying.e.g. learn the meaning by observing 22 and listening to the noises2)context competence & strategic competencein a normal language context: communicate in 23 instead of a single phrase or sentencein different language contexts: strategic competence is also used in a conversation, includingavoida

48、nce, tolerance, 24 and accommodation, etc. how to set the language context1. use all kinds of 25make use of flash cards and wall pictureslearn to collect and make visual aidsuse 26 to create situations2. design all kinds of activitiesthe teacher in a communicative classroom acts as a 27 .choose suit

49、able 28 worth discussing in classkeep in mind the participation of the students3. use 29 featuresmore convenient and vividteachers should use it flexibly and appropriately in class.in english teaching, paralinguistic features and teaching aids are 30（分数：30.00）填空项1:_ （正确答案：function and meaning）解析： fu

50、nction and meaning 听力原文 language context and english teachinggood morning, everyone, today my topic is language context and english teaching. after explainingthe meanings of language context, i will talk about language context and the communicativecompetence, and then ill tell you how to set the lan

51、guage context in the english teaching.first, ill briefly introduce the meanings of language context. generally speaking, the languagecontext can be divided into two major types: situational context and sociocultural context.rivers suggests that items of language in total isolation have no function;

52、they need a systemand a setting to give them both function and meaning. children often ask for the meaning of aword in isolation, without seeing the need to provide anything for it; too quick and too casuala reply can often have unexpected consequences. for example, when the child asks what cricketi

53、s and you say it is a game, and then discover that it was a cricket in the context of insects.even if we know the strict linguistics, we still need to check further into the situation andeven into the society and culture to be sure of what item of the language is appropriate oracceptable.in a narrow

54、 sense, the language context means the situational context. in hallidays opinion,the situational contexts include the setting, the way of talking, and participants . but hymesdivides it into eight elements: setting, role, function, notion, style, stress and intonation,grammar, vocabulary and languag

55、e aids. those factors affect each other and decide which languageform is appropriate.the situational context and sociocultural context cant be isolated from each other. in certainsoeiocuhural context, people must obey the particular communicative rules when they use a certainlanguage. and in a certa

56、in situational context, people should not only pay attention to the socialcommunication rules but also adjust themselves according to the factors of the situational context.second, ill talk about the language context and the communicative competence.competence is a central issue in linguistics, whet

57、her in terms of abstract syntactic theory(as with noam chomsky) or in terms of social interaction (as with dell hymes). and hymes thinksthe communicative competence should include four types: language competence, sociolinguisticcompetence, strategic competence, and context competence. if we consider the language competenceis the core of the language teaching, the