專八聽力講座 4大材料特征

1、第一周 聽力講座 首頁留篇章頁。 星期1 Monday 4大材料特征 今日講堂 聽力講座部分是較為復(fù)雜的聽力測試，錄音材料大多是有關(guān)某個專題的文章，900詞左右的講座材料需具備以下4個方面的特征。 一、題材趨向于英語專業(yè)知識課程 講座試題旨在測試考生能否聽得懂英語國家的大學(xué)課程，因此內(nèi)容涉及面較廣，包括政治、經(jīng)濟(jì)、歷史、科技、生物、心理學(xué)、文學(xué)、體育、文化、教育、大學(xué)生活等等。 【2002-2011年講座題材歸納】 年份 涉及課程 主要內(nèi)容 2011 2010 語言學(xué) 介紹語言的輔助語言學(xué)特征2009 英語寫作 介紹如何寫實驗報告2008 語言學(xué) 分析介紹英語成為世界語言的原因與因素2007

2、英美文學(xué) 介紹藝術(shù)史2006 英美文學(xué) 介紹如何領(lǐng)會文學(xué)的“意義”2005 英語寫作 介紹怎樣寫研究性論文2004 心理咨詢 介紹在交談中令談話對象感覺輕松的四種技巧2003 心理學(xué) 介紹亞伯拉罕馬斯洛的人類需求理論2002 英語寫作 介紹大學(xué)學(xué)習(xí)中的一些學(xué)習(xí)活動，如寫論文和進(jìn)行專題討論從上面的歸納可以看出，2005年之后講座的選材趨向于突出英語專業(yè)知識課程的內(nèi)容，我們預(yù)測今后此題型的選材涉及的范圍會包括英美文學(xué)、英美國家概況、語言學(xué)、跨文化交際、英語教學(xué)法、英語寫作等等專業(yè)知識課程。 二、“總分總”的語篇模式 分析歷年真題講座，我們可以將其語篇模式總結(jié)為“總分總”的宏觀模式。講話人開門見山，

3、一開始便點出將要在講座中談?wù)摰膯栴}，這是全文的核心，即“總”。然后對跟這些問題有關(guān)的方面逐一進(jìn)行詳細(xì)論述，即“分”。最后部分為結(jié)束語，以結(jié)論性的語言結(jié)束講座，又是“總”。 【例1】（2010年） 結(jié)構(gòu) 內(nèi)容 說明 總 Good morning, everyone. Today well on describing continue our discussion language. Last week we examined In this important at welecture, ll look another aspect of language. It refers to featu

4、res of communication that takes place without the are They and use of grammar vocabulary. . ”paralinguistic features of languagecalled “broad These two into features fall categories講座的開始就明確指出主題是語言問題，在復(fù)習(xí)上周講座的主題后，總述這次講座主要介紹副語言特征，并 且指明它包括兩大類。 分 Now, the first category is what we call first . The vocal

5、paralinguistic features”“ The last isisThe second is s come to the second category Now, letwhich features physical paralinguistic facial involves the body. First,a powerful expression. Facial expression is conveyer of meaning. The second in this category is gesture. The third is proximity, posture a

6、nd echoing.中間部分將兩大類一一進(jìn)行闡述。在介紹語音特征時舉了五個例子，在介紹第二類副語言特征，即肢體的副語言特征時，從三個方面進(jìn)行介紹。 總 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 lec

7、ture 最后以結(jié)論性的語言再次總結(jié)這次講座的主題，然后提到下次講座的內(nèi)容。 三、運(yùn)用提示語 比較雜志與講座中所用的語言，我們會注意到講座會對所要聽的內(nèi)容給出清楚的指示。這些指示即可稱為“提示”，它們引導(dǎo)考生去聽一些東西。具體而言，又可以分為以下三個方面的提示： 1主題提示 主題提示預(yù)示一個主題的導(dǎo)入。具體提示方式又有以下三種： 具體的主題提示。 例如：Lets look at Today were going to talk about Ok, lets move on to 修辭性問句作主題提示。 例如：You might ask well how old the researchers

8、judge psychological distress? 以陳述句的口吻用一兩個詞語總結(jié) 將要講的信息作主題提示。例如：OK. Definitions. 【歷年真題主題提示語歸類】 年份 主題提示方式 提示語 2011年 年 2010具體的主題提示。 describing our well Today continue discussion on language. 年2009 具體的主題提示。ll discuss some preliminaries concerning how Today weto write experimental report. 年2008具體的主題提示。 s l

9、ecture is about the popularity of English. Today 2007年提修題主作句性辭問 示。you time some to d ISo like spend discussing with art do Why following the topic: to we need study history? And where can we learn from it? 年2006問性辭修句提題主作 示。How do we know what a work of literature is supposed to mean? Or what its rea

10、l meaning is? 2005年 修辭性問句作主題提 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結(jié)構(gòu)提示 類似于作者寫作時總是考慮怎樣組織觀點才能最清晰地表達(dá)觀點，講座報告人也在講座的結(jié)構(gòu)中運(yùn)用這些提示，幫助聽眾理解講座的觀點，以及觀點之間的聯(lián)系。常見的結(jié)構(gòu)提示以及提示語歸類如下：

11、分類 目的 提示語 下定義 講座人的目的在于對術(shù)語進(jìn)行定義。 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? 分類列舉 通過分類將主題分成若干子話題，同時還對各子話題進(jìn)行列舉。 X can be divided/subdivided/broken down/classified into 2 (3, 4 etc.) etc.) types of/d

12、ivisions There are 2 (3, 4 of/classifications of X. The first (second, etc.) point is Number one (two, etc.) First (Second, etc.) of all描述因果關(guān)系 描述各事物間的因果關(guān)系，一起事件導(dǎo)致（或可能，或應(yīng)該導(dǎo)致）一起或多起事件的發(fā)生。 Due to the fact that/ Because of Since (Now) this is due to and the reason for this is Thus/Therefore/Consequently/F

13、or these reasons, ? How can I explain this toWhy is this the case? 例證主題 報告人的目的是通過舉例來說明主題。 For example/For instance/To illustrate/In this case, Take something like this In more concrete terms, 描述過程或事件的順序 按照事情的過程或事件發(fā)生的順序組織信息，以便說明事情是怎樣發(fā)生 的。First (Second etc.), Next (Then, Subsequently, Later, After tha

14、t, etc.), Prior to (Previously, Before that, etc.), In order to arrive at this point, we had to comes how look Lets at this this came about/where from./ (the steps involved in) this process. 描述特點 通過介紹特點來描述物體或生物，尤其重視事物的物理性質(zhì)與結(jié)構(gòu)。 s appearance, Concerning XLets physical makeup. s look at X X is made up

15、of X looks/acts/feels/smells/sounds/tastes like比較與對 比通過比較與對比事物之報告人可以先間的異同， But/However, On the other hand, 談?wù)摳鱾€事物，然后進(jìn)行 比較、對比。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 paralinguist

16、ic 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 s

17、econd in this category is The third is 【分析】上面講座的主體部分結(jié)構(gòu)方式以分類列舉為主，報告人將主題分成若干個子話題講述，同時聽眾也能通過The first, the second, the third等提示語跟隨報告人的思路記下筆記。 3主題結(jié)論提示 大多數(shù)講座以結(jié)論性語言來結(jié)束?？赡馨ɑ仡欀攸c內(nèi)容；使用概括性的語言將主題的不同側(cè)面有機(jī)地聯(lián)系起來；也可能討論所談主題的后果。同時，報告人還會簡單提示下一個講座的內(nèi)容。 【例3】（2010年） Ok, in todays lecture, we looked at some paralinguistic

18、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

19、 actually use paralinguistic means in communication to express their intention or desire or mood. 【分析】本講座結(jié)束語前一部分We looked at回顧了重點內(nèi)容，同時There features一句將主題的不同側(cè)面有機(jī)地聯(lián)系起來；最后部分In our next lecture則簡單介紹了下一個講座的目的。 四、運(yùn)用解釋、重復(fù)、舉例、離題信息 寫作時，一個觀點作者只需要陳述一遍，因為讀者可以反復(fù)閱讀，想讀多少遍就多少遍。而在聽的時候，人們常?！白蠖溥M(jìn)，右耳朵出”，所以報告人要給聽眾一定的時間來

20、對他們所聽到的內(nèi)容進(jìn)行整理或記筆記。為達(dá)到這一目的，報告人可以重新用不同的話語闡述某一定義或觀點（即解釋）、用完全相同的詞語重復(fù)、或用更多的細(xì)節(jié)來擴(kuò)展觀點（如舉例）。 此外，講座中突然改變主題或跑題的現(xiàn)象（離題信息）要比文章中的多一些，因為講座是現(xiàn)場活動，報告人在講話時也許會說一些事先沒有考慮過的想法。 講座報告人重新闡述、重復(fù)和舉例并不增加新觀點，而是留給聽者更多時間來理解其觀點。報告人離題時，聽者可以盡快分辨出來，權(quán)且把離題內(nèi)容當(dāng)作長時間記筆記過程中的一次輕松愉快的休息。 【例4】（2010年） Now, the first category is what we call “vocal

21、paralinguistic features”. Vocal features are actually to central not perhaps, are, they While voice. of tones 講座中首先談到副語言特征的第一類即是語音特征，其后給出了定義，of tones actually are features Vocal meaning in communication in the same way as grammar nevertheless, convey attitude or vocabulary, they may, you some or int

22、ention in some way. Let me give The first whispering, which indicates the examples. . This is to needs for secrecy. The second is breathinessshow deep emotion. The third is huskiness, which is to to nasality. This is show unimportance. The fourth is which indicate anxiety. The last is extra lip-roun

23、ding, intimacy, especially with babies, for expresses greater example. So we can see that there are a number of ways of altering our tones of voice. And when we do this do consciously, we it to create different effects in communication. voicethey may, nevertheless, convey attitude or intention in so

24、me way，即語音特征是指語調(diào)在某種方式上能夠表達(dá)態(tài)度或意愿。 其次，此段中通過表示語音特征的關(guān)鍵詞詞vocal，features，tones of voice，communication等的重復(fù)，表達(dá)了句子之間的承接關(guān)系。 而且，在介紹語音特征時列舉了五個例子，而且用The first isThe second isThe third isThe fourth isThe last is連接而成，行文邏輯清楚明了。 今日練習(xí)Mini-Lecture 1 下面內(nèi)容排在表格內(nèi),左列原文,右列題號與下劃線,注意左右序號基本對齊。 Considerations of Learning-center

25、ed Teaching I. Introduction A. goal of most courses: to enhance students understanding different understanding calls for different teaching methods B. most forms of understanding are expressed by new (1) example: “weight” for “heaviness” C. other kinds of learning besides understanding 1. the key le

26、arning activity: (2) 2. memorizing and recalling (3) 3. acquiring attitudes and values, ect. different learning calls for different teaching methods II. Ways of categorization and modeling students A. holists: students who view a (4) as a whole B. serialists: students who begin at the (5) C. visuali

27、sers: students who depend on visual materials D. verbalisers: students who prefer to listen, read, discuss, ect. E. (6) : students who believe that to practice is to understand III. Students approaches to learning A. (7) approach: intending to further understanding and question ideas. B. (8) approac

28、h: intending to memorize information and obey IV. Course evaluation through feedback A. 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 2 Dealing with Lifes Sticky

29、Situations sticky some into is unavoidable that we run In our daily life, it 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 accidentd better (1) _. A. First of all, y

30、ouB. They will not believe you if you say you do not mean it, so instead turn (2) _ the situation into Somebody insulted or badmouthed a person you like IIyour silence Put in mind that never be silent and let it pass by, for might be interpreted as (3)_. way the already on spill III. You something o

31、n yourself but are somewhere A. A Tide Stain Stick works miraculous your arriving any remedy, just (4)_after do 1. If you not take 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 bill (6)_if

32、 be A. You might accused as being you insist pay your 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 out A. (8)_ will give you a lot help. B. Also, (9)_will give you a glow and

33、make you look amazing. . You realize too late that you do not take any money A. Call a friend who lives nearby. B. Ask a co-worker at the same level for help instead of a (10)_. for Take C. some glove case your money in phone or compartment emergency. (1)_ (2)_ (3) _ (4) _ (5) _ (6)_ (7) _ (8) _ (9)

34、 _ (10) _ 答疑解惑 排版時注意題號與【解析】用彩。Mini-Lecture 1 【聽力原文】 discussshall we lecture, todays n Ieveryone. morning, Good 【答案解析】 concepts 1. some considerations of learning-centered teaching. most courses of today try to help students First of all, Id say,develop their understanding. But understanding a foreig

35、n language is or someone is upset not the same as understanding why understanding electromagnetism or understanding history. Therefore, same the teaching methods will be it is not to be expected that appropriate to these different kinds of understanding. forms of (1)most The next point Id like to ma

36、ke is that, 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 of “heaviness”.

37、laid and alongside the commonsense concept we are when Similarly we all know that time passes quickly absorbed and slowly when we are bored, but science tells us that this that at a steady rate. Note really is an illusion; time ticks away conceptual change should not be the aim, as is sometimes sugg

38、ested, 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 demonstration to master. (2)Instruction, and need students error-correction are the key teaching activi

39、ties 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 methods. different of values) each which calls for teaching So of conscious

40、learning-centered teaching includes a matching teaching methods to the intended kind of learning. things, among While good teaching involves, other helping students to achieve their chosen learning goals, the picture is further by styles different complicated by the learning adopted different groups

41、 of students. And the following are ways of categorization and are students, modeling which proved in useful, to be particularly connection with understanding. Iwhich means d like to call some students (4) “holists”: Firstly, like they to in then first subject and fill the a overview take an of conc

42、epts and details in there Secondly, are (5) way. their own subject, a progression logical a to who “serialists” like follow of Gordon Educational beginning. the beginning at researcher Pask serialist and holist a in materials teaching structured some both a manner, and then tested previously-scorted

43、 cohorts of students using of performance the that found them. He best who those were serialist with students (i.e. mismatched holist vice and material, were who those of performance worst the than worse was versa) 【解析】這篇講座主要談到了“以學(xué)習(xí)為中心的教學(xué)”的一些注意事項。演講者通過學(xué)生對某一學(xué)科或某個問題的understanding引入話題。首先談到了大多數(shù)課程的目標(biāo)就是幫助

44、學(xué)生提高對該學(xué)科的understanding；接著演講者談到了大多數(shù)形式的understanding是通過concepts來表達(dá)的，這些concepts不同于日常生活中的concepts，并在后面舉了具體的例子進(jìn)行說明。所以本題應(yīng)填入concepts。 2. practice 【解析】這里考查除understanding以外，另外一些種類的學(xué)習(xí)。在介紹完understanding后，演講者筆鋒一轉(zhuǎn)，提出But “understanding” is not the only kind of learning；practice is the main learning activity.因此，本題

45、應(yīng)填practice。需注意的是，前面還談到了the key teaching activities，不要弄混了。 3. information 【解析】在practice之后，演講者談到了學(xué)生還要做的事，即to memorize information and be able to recall it when required。所以本題應(yīng)填information。 4. subject 【解析】演講者在談到ways of categorization and modeling students時，用了matched to the learning materials. This seems

46、 to imply, for example, that educational textbooks which are naturally serialist in character should include signposts, explanations of difficult concepts, summaries, alternative explanatory figure captions, a glossary of terms, a good index, etc, to Similarly find holist students their own way thro

47、ugh them. help naturally holist in character, since they are projects, which are cause problems for usually specified in terms of a final goal, can serialists, who may therefore need step-by-step guidance. ” whose learning is visualisersThe third group of students are “helped by the inclusion of dia

48、grams, pictures, flow-charts, films, etc. listen, ” who prefer to read, are while the fourth group “verbalisersconceptual during discuss, argue, attend tutorials and write their development. (6)Finally, the fifth group find that are “doers” who overt practical activity is best. The saying that “to h

49、ear is to forget, to for only understandto is to remember, but do is to ” is true see . With a typical mix of students, attempts should be made to “doers”cater for each preferred style. . It My third main point is about students approaches to learningis of for known nowadays that the development wel

50、l is of memorization information, it and “understanding” for the learning, ”approach to their a important that students adopt “deep ”rather than a “surface approach. (7)The deep approach refers to an to their understanding and challenge ideas, develop intention to intention ”“surface approach is the

51、 to memorize the (8)while Although instructions. students are follow and information to rather inclined naturally towards one approach than the other surface towards inclination new subject the is the a often with can subject vary this approach can from to subject and usually be changed by the teach

52、ing they receive. Overloading, for example, may interest stimulating encourage will the surface approach; encourage the deep approach. Given the deep approach, even good a to considerable contribution students make lectures can . understanding”“Recently, the need to encourage the deep approach in st

53、udents of the to been has allowed dominate choice teaching method, effective of expense the teaching. Constructivism in at sometimes science teaching, for example, in which students are encouraged to to tends phenomena, explanations own their devise of certainly with students leave can it but deep t

54、he encourage approach, also usually is problem-based tough Similarly, misconceptions. learning rather ”know-howteaches it students, with popular “than : unless explicit conceptual guidance is also given. understanding“”course is to attention pay to you want I point last The FirstlySecondlyThirdly等，將

55、學(xué)生分成了幾類。其中，holists這類人喜歡take an overview of a subject first and then，所以，本題填subject。 5. beginning 【解析】serialists屬于第二類學(xué)生，他們喜歡follow a logical progression of a subject, beginning at the beginning。所以，本題填begin。 6. doers 【解析】演講者在談到第五類學(xué)生（the fifth group）時說，這類人發(fā)覺公開的實踐活動是最好的，他們認(rèn)為to do is to understand。這類學(xué)生就是d

56、oers（實干家），所以本題填doers。 7. deep 【解析】在介紹完學(xué)生的分類之后，演講者談到了“學(xué)生的學(xué)習(xí)方法”。其中，有deep approach和surface approach兩種。在談到deep approach時說，The deep approach refers to an intention to develop their understanding and to challenge ideas。所以，本題填deep。 8. surface 【解析】根據(jù)the “surface approach” is the intention to memorize information and to follow instructions可知，本題應(yīng)填surface。 9. lecture 【解析】根據(jù)提綱可知，演講者最后談到的一個evaluation through feedback. It often seems to be ass