復合式聽寫ppt課件

1、1四級聽力四級聽力復合式聽寫復合式聽寫 一一 聽寫試題的基本類型及考查形式聽寫試題的基本類型及考查形式 復合式聽寫有11個小題。第1-8題要求用原文詞匯填寫，第9-11題是補全信息，不必用原文詞匯。復合式聽寫的短文約有240-260詞，共朗讀三遍。第一遍為正常語速朗讀，中間沒有任何停頓，旨在讓考生把握文章整體內(nèi)容；第二遍朗讀時每個空格后略有停頓，后三個空的停頓時間略長，以便考生填寫所缺信息；第三遍朗讀與第一遍一樣，沒有停頓，主要讓學生進行核對。整個考試時間約為15分鐘，旨在考核學生聽、記的能力和書面表達能力。2 二二 聽寫題型設計的一般規(guī)律聽寫題型設計的一般規(guī)律 1 所填單詞多以實詞為主，基本

2、上是名詞、動詞、形容詞或副詞。 2 所填句子為: 一般的陳述性句子。陳述一件事情或表達一個完整的意思，常常出現(xiàn)在說明文中。 概括性的結論或主題。這部分聽寫一般是段落的主題句已經(jīng)給出，要求考生補全支撐細節(jié)，或者直接讓考生寫出全文的結論性句子。3 三三 應試技巧應試技巧 復合式聽寫實際操作過程應嚴格按照以下步驟進行：聽前預覽 精聽速記 寫后檢查。具體答題方法如下： 1 預測。復合式聽寫材料多為說明文，這類文章具有主題突出、條理清楚、邏輯性強等特點。文章開頭或段首多半有主題句，之后的段落、句子都是對主題句的進一步擴展、說明或論證?？忌鷳靡磺袡C會，如考前空隙或播放Directions時間，瀏覽全文

3、，捕捉卷面文字信息，預測將要聽到的內(nèi)容。通過預測我們可以判斷文章談論的話題、文章的主旨大意及脈絡走向，同時我們也能判斷可能出現(xiàn)的單詞范圍和詞性等。 4 關于文章主旨大意的預測如2007年6月份的試題，文章的首句“Students pressure sometimes comes from their parents.”開門見山，點明文章將要討論的問題是學生的壓力可能來自他們的父母，這是關于親子關系方面的話題。作為聽者，我們應迅速判斷出話題的方向，然后根據(jù)自己的知識儲備，從記憶庫里調(diào)出平時積累的相關信息，激活有關這一話題的思維，做出相應的預測。5 關于文章細節(jié)的預測復合式聽寫的文章都有嚴密的邏輯

4、關系和緊密的上下文結構，所以我們在聽前可以利用卷面內(nèi)容，根據(jù)文章的邏輯關系和上下文之間的結構，推測出文章中要求填寫的單詞、短語或句子。例如2006年12月考題：“All languages have two general levels of (37) _: a formal level and an informal level. English is no (38) _. ”其中38題即使我們沒有聽到錄音也大概能判斷此處應該填exception或difference之類的詞。這樣一來，就可將即將聽到的內(nèi)容的范圍縮小到幾個詞，能夠大大提高對聽力內(nèi)容的把握。 6 2 聽第一遍錄音應以聽為主，記

5、為輔，聽寫結合，雙管齊下。第一遍是正常語速朗讀，要求考生注意聽懂全文內(nèi)容。由于聽前考生已瀏覽了卷面文字，對聽力材料有了大致的了解，因此聽第一遍時，考生可以適當?shù)靥顚懶﹩卧~和做些筆記，但應該以聽為主，記為輔。第一遍記下關鍵詞有助于第二遍聽寫時啟發(fā)記憶，提示要點，同時也減輕了第二遍記筆記的任務，使筆記更加充實、完整，依次寫出的內(nèi)容要點才會更加全面、準確。需要特別注意的是，聽第一遍時不要手忙腳亂，或為了某一個詞而造成意識上的暫時停頓，破壞對整句或整段的理解。 7 3 聽第二遍錄音時，留神停頓信號，注意意群和關鍵詞語。第二遍在聽懂的基礎上，迅速記下所聽的內(nèi)容。這一遍主要是搶速度，用簡寫等方式或用圖形、

6、符號記錄下內(nèi)容就行。一般考生聽完兩遍基本可聽懂句意；但只憑記憶寫要點，往往容易有疏漏和錯誤。足夠信息量的筆記是寫好要點的重要條件，但如何在有限的時間內(nèi)記錄下更多的內(nèi)容呢？這里介紹兩種方法。8 使用縮略語。如可用esp.代especially，sth.代something， apprec代appreciation等。沒有縮略語的詞匯，如字母較少的單詞，可完整寫出該詞，如gift, take等；字母較多的單詞，只寫該詞前幾個字母即可。這里的基本要求是快速、省時并能表達含義。縮略語不一定要求規(guī)范，甚至可用些符號，所記內(nèi)容不一定要求完整，只要能起到提示的作用，自己能看懂就行了。 9 記中心詞。因為復合

7、式聽寫第二部分只要求寫出內(nèi)容要點，所以考生應重點記下句中出現(xiàn)的中心詞，如短語a thank-you gift，greatly appreciated和quite acceptable中的定、狀語便可略去不記。這樣考生可以贏得更多的時間，為寫好內(nèi)容要點創(chuàng)造了條件。 10 4 第三遍朗讀供考生進行核對。核對是最后必不可少的環(huán)節(jié)，考生應抓住時機，彌補前兩遍聽音時所忽略或遺漏的內(nèi)容，進一步修改和完善自己的答案。 聽寫第一部分要求考生填入所缺單詞，有時考生只憑辯音仍難以準確地判斷出應為何詞，此時考生可運用自己的語言知識，修正聽力細節(jié)上的不足。主要可以從語法結構、詞語搭配、意義連貫、上下文等多角度去推測、

8、分析和判斷，并正確拼寫出單詞。而在核對聽寫第二部分內(nèi)容要點時，則應注意力求要點完整、準確，盡量減少語言中語法、拼寫等錯誤。 單詞拼寫正確與否往往暗示你是否真正聽懂了。寫錯了單詞而且錯誤還比較多的話，很難表明你已經(jīng)聽懂了。所以，平時應加強拼寫練習。11如有關名詞的單復數(shù)問題（這也是復合式聽寫考查的一個重點），不僅考查考生的聽力，同時考查考生的語法應用能力，該考點往往使一些考生因為單詞形式錯誤而丟分，仔細檢查就可以解決這一問題。例如：06年12月份考題。“You would also use formal English in compositions and (41) _ that you wr

9、ite in school. Informal language is used in conversation with (42) _, family members and friends.”其中41題的答案是“essays”，為復數(shù)形式。根據(jù)“compositions and”，我們就可以推斷出這里可數(shù)名詞essay一定為復數(shù)形式。42題“colleagues”也可以通過這樣的方法推測出來。如果我們在聽的過程中沒有聽得太清楚，那么檢查的過程則可以幫助我們對這些問題進行補救。 12又如關于動詞形式，是用現(xiàn)在分詞還是過去分詞等?？忌诼牭皆搯卧~后還應注意它的正確形式，否則丟分丟得很冤枉。例如

10、07年6月份考題：“Most parents are well (36) _, but some of them arent very helpful with the problems their sons and daughters have in (37) _ to college, and a few of them seem to go out of their way to add to their childrens difficulties.” 根據(jù)前文“in”這一介詞，我們可以推斷出37題要填的是“adjust”的動名詞形式。還有此套試題的第41題“(41) _ to see

11、ing As and Bs on high school report cards, they may be upset when their childrens first .”在聽的過程中，由于連讀、吞音，我們可能聽不到或聽不清“accustomed ”末尾的/d/ 音，但在核對的過程中，根據(jù)整個句子的結構，我們可以確定這里需要的是一個過去分詞。由此可見核對的過程是必不可少的。 13 5 復合式聽寫第二部分只要求寫出內(nèi)容要點即可。內(nèi)容要點不可缺漏，但也并非必須一字不差，考生應分清主次，有所取舍。從這個意義上說，復合式聽寫還要求考生具有一定的邏輯分析和歸納能力?？忌诖疬@部分時應注意：可將內(nèi)

12、容要點分列為幾點，清楚明白，一目了然；所填要點盡可能用完整的簡單句表達，不宜用短語，句式也不宜過于復雜；盡量省去句中可有可無的修飾成份?？傊?，考生應用有限的詞語簡潔明了地概括出所聽內(nèi)容的全部要點，使內(nèi)容要點和語言表達達到完美統(tǒng)一。 14 四四 聽寫真題舉例分析聽寫真題舉例分析 下面以2008年12月復合式聽寫為例，分析其答題技巧。15 1快速瀏覽，預知該文是對全球犯罪率增加這個現(xiàn)象為何會持續(xù)一段時間所做的分析。 2 精聽速記。對36-43空缺處的單詞可采用速記的形式，標注自己明白的字母符號，以此來節(jié)省時間。如36 trend (tre);37 phenomenon (pheno);38 sce

13、ne (sce);39 offences (offen);40 murder (mur);41 particularly (parti);42 explosion (explo); 43 associated (associ)。 16 3 完善核對。對36-43要注意時態(tài)、語態(tài)、所有格及單復數(shù)的變化，從語法結構上對所填單詞的準確性做進一步分析。44-46要注意表達意思的完整性，力求準確傳達原文的含義，不過分拘泥于細節(jié)，同時要以整個段落為參數(shù)，與文章整體保持一致，努力把握作者的意圖。1709年6月復合式聽寫vDirections: In this section, you will hear a

14、 passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46

15、 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.18vAround 120 years ago, Ebbing

16、haus began his study of memory. He (36) on studying how quickly the human mind can remember (37) . One result of his research is known as the total time hypothesis (假設), which simply means the amount you learn (38) on the time you spend trying to learn it. This can be taken as our first rule of lear

17、ning.19vAlthough it is usually true that studying for four hours is better than studying for one, there is still the question of how we should use the four hours. For example, is it better to study for four hours (39) _ or to study for one hour a day for four days in a (40) _?. The answer, as you ma

18、y have (41) _, is that it is better to spread out the study times. This (42) _, through which we can learn more (43) _. by dividing our practice time, is known as the distribution of practice effect. Thus,(44) _.20vBut were not finished yet. We havent considered how we should study over very short p

19、eriods of time. (45) _. Should you look at the same word in rapid succession, or look at the word and then have some delay before you look at it again?(46) _.21keyvAround 120 years ago, Ebbinghaus began his study of memory. He 36concentrated on studying how quickly the human mind can remember 37info

20、rmation. One result of his research is known as the total time hypothesis, which simply mean the amount you learn 38depends on the time you spend trying to learn it. This can be taken as our first rule of learning. 22vAlthough it is usually true that studying for 4 hours is better than studying for

21、1, there is still the question of how to use the 4 hours. For example, is it better to study for 4 hours 39straight or to study for 1 hour a day for 4 days in a 40row? The answer, as you may have 41suspected, is that it is better to spread out the study times. This 42phenomenon through which we can

22、learn more 43efficiently by dividing our practice time is known as the distribution of practice effect. Thus, 44our second rule of learning is this. Its better to study fairly briefly but often. But we are not finished yet. 23vWe havent considered how we should study over very short periods of time.

23、45 Lets say you are trying to learn some new and rather difficult English vocabulary using a stack of cards. Should you look at the same word in rapid succession or look at the word and then have some delay before you look at it again? 46The answer is it is better to space up the presentations of th

24、e word you are to learn. 2409年年12月復合式聽寫月復合式聽寫v In the humanities, authors write to inform you in many ways. These methods can be (36) into three types of informational writing: factual, descriptive, and process.25vFactual writing provides (37) information on an author, composer, or artist or on a ty

25、pe of music, literature, or art. Example of factual writing include notes on a book jacket or (38) cover and longer pieces, such as an article describing a stle of music which you might read in a music (39) courses. This kind of writing provides a (40) for your study of the humanities.26vAs its name

26、 (41), descriptive writing simply describes, or provides an (42) of, a piece of music, art, or literature. For example, descriptive writing might list the colors an artist used in a painting or the (43) a composer included in a musical composition, so as to make pictures or sounds in the readers min

27、d by calling up specific details of the work. (44) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.vProcess writing explains a series of actions that bring about a result. (45) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

28、 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. This kind of writing is often found in art, where understanding how an artist created a certain effect is important. (46) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

29、27KEYvIn the humanities, authors write to inform you in many ways. These methods can be (36) classified into three types of informational writing: factual, descriptive, and process28vFactual writing provides (37) provides information on an author, composer, or artist or on a type of music, literatur

30、e, or art. Example of factual writing include notes on a book jacket or (38) album cover and longer pieces, such as an article describing a stle of music which you might read in a music (39) appreciation courses. This kind of writing provides a (40) context for your study of the humanities.29vAs its

31、 name (41) implies , descriptive writing simply describes, or provides an (42) image of, a piece of music, art, or literature. For example, descriptive writing might list the colors an artist used in a painting or the (43) instrument a composer included in a musical composition, so as to make pictur

32、es or sounds in the readers mind by calling up specific details of the work. (44) _ Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing. vProcess writing explains a series of actions that bring about a result. (45) _It tells the reader how to do so

33、mething. For example, explaining the technique used to shoot a film. This kind of writing is often found in art, where understanding how an artist created a certain effect is important. (46) _Authors may actually use more than one type of technique in a given piece of informational writing . _302010

34、年6月vAlmost every child, on the first day he sets foot in a school building, is smarter, more (36) , less afraid of what he doesnt know, better at finding and (37) things out, more confident, resourceful (機敏的), persistent and (38) than he will ever be again in his schooling or, unless he is very (39)

35、 and very lucky, for the rest of his life. 31vAlready, by paying close attention to and (40) with the world and people around him, and without any school-type (41)instruction, he has done a task far more difficult, complicated and (42) than anything he will be asked to do in school, or than any of h

36、is teachers has done for years. He has solved the (43) . of language. He has discovered it babies dont even know that language existsand (44) . 32vHe has done it by exploring, by experimenting, by developing his own model of the grammar of language, (45) v until it does work. And while he has been doing this, he has been learning other things as well, (46) , and many that are more complicated than the ones they do try to teach him.33keyvAlmost every child, on the first day he sets foot in a school building, is smarter, more (36) curious,