專八聽力預(yù)測(cè)試題二.

1、星期 2 Tuesday 預(yù)測(cè)試題二預(yù)測(cè)試題Section AMini-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 lec

2、ture 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 refe

3、r to your notes while completing the task. Use the blank sheet for note-taking.Group discussion skillsI. Importance of group discussion skillsA. Useful for everyday life, from (1)_ to more seriousdiscussions.B. For job interviews and selection procedures.C. For extended speaking and listening practi

4、ce.II. Types of discussionsA. Making decisions.B. Sharing opinions on a given topic.C. (2)_.D. Solving a problem.III. Useful sub-skills for students and how to develop them. A. To analyse.(1)_(2)_(3) _(4) _(5) _(6) _(7) _(8) _(9) _(10) _1. Give each student a different topic and ask them to put down

5、 all the sub-topics.2. Ask them to swap their notes and analyse the (3) _ of each sub-topics.3. Let them together draw up a new list and discuss the relevance of the sub-topics.B. To persuade (eg. which candidate should get a job).1. Students create a list of 7 adjectives to describe (4)_.2. Re-grou

6、p and persuade the other group members that their selection is the best.3. Make a second list out of (5)_ and find who retain the most from their original lists.C. To control emotions.1. Ask students to give opinions on (6)_.2. Make notes on their main arguments.D. To support.1. Get students to make

7、 a list of when it is and isn tappropriate to interrupt.2. Give them phrases used to (7)_. Practice using them in group discussions.E. To use functional language.IV. How teachers set up group discussionsA. Give some planning time to the students.B. Get interesting topics, maybe from (8)_.C. Ensure a

8、 balance between input and practice.D. Vary the styles.E. Use a variety of (9)_.F. Encourage group discussions outside of class.G. Give and encourage feedback.H. Try (10)_ and analyze them.I. Monitor the groups and make notes for feedback on the performances.Section BInterviewIn this section you wil

9、l 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.No

10、w listen to the interview.1. Which of the following is CORRECT?A The man is to advertise for his new book.B The man specializes in communication.C His talk is about communication techniques.D His talk is actually an autobiography.2. The man did all the following EXCEPT _ to better his presentation p

11、erformance. A consulting some relevant booksB communicating with good speakersC observing the preparation of good speakersD doing performance comparison with good speakers3. The man recommends the method of _ to give a better presentation.A practicing it before colleaguesB recording practice present

12、ation rather than using colleaguesC asking colleagues to examine the recorded practice presentationD learning from other real presentation videos4. Which of the following is NOT what speakers tend to worry about when making a presentation? A Too much nervousness.B Rude audience. C Self diffidence.D

13、Equipment failure.5. In the mans view, the way of really overcoming nervousness isA preparing well.B relaxing face muscles.C concentrating on your recent enjoyments.D doing breathing exercises.Section CNews BroadcastIn this section you will hear everything ONCE ONLY. Listen carefully and then answer

14、 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. Which of the following in INCORRECT about the summit

15、on Nuclear Security? A It is the biggest international meeting since 1945.B More than 50 countries have attended it.C It is hosted by the US and called by President Obama.D Ukraine has attended the summit.7. The content of the summit isA securing stocks of fissile material.B highly enriched uranium.

16、C plutonium.D material terrorists use to build nuclear bombs.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. What is the news mainly talking about?A A broken well leading to large oil spill

17、in the Gulf of Mexico.B The high cost of tackling oil spill.C Large number of people and boats being sent to help with the oil spill.D The high compensation claims the oil company is facing.9. The initially calculated figure of everyday cost is A $33m.B more than $33m. C more than $6.6m.D less than

18、$6.6m.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. Which of the following is NOT true about the explosion?A It could be heard from more than 8 km away.B It caused a woman injured.C The bomb was

19、 placed next to the wall housing women prisoners.D It exploded 20 minutes after the warning was received.答疑解惑Section AMini-Lecture【聽力原文】Hello, everyone! Today s lecture is about group discussion skills. The first thing I have to explain is why to talk about group discussion skills.Developing group d

20、iscussion skills is useful for everyday life, as we regularly find ourselves having discussions amongst friends, family and colleagues. These may vary from very informal chats about day-to-day things, to more serious topics, for example a discussion about a recent news story or a problem that needs

21、to be solved. Two more things:【答案解析】1. very informal chats【解析】本篇演講的主題是group discussion skills ，演講者開門見山，指出第一個(gè)要說明的問題就是談?wù)撨@個(gè)話題的理由。本題針對(duì)演講中提到的第一個(gè)理由進(jìn)行設(shè)題。演講中提到，提高小組談話技巧對(duì)日常生活非常有用，因?yàn)槲覀冊(cè)诓粩嗟睾团笥选?家人和同事交談，F(xiàn)irstly, group discussions are increasingly being used in the job market during interviews and selection proc

22、edures. These can take a variety of formats, but the key skills remain very similar.Secondly, group discussions offer an opportunity for extended speaking and listening practice by all of the contributors. Group discussion practice and skill development is therefore useful for all students.Now that

23、we know the importance of group discussion skills, let s go step forward to know more about discussion.There are a variety of different types of discussions. We can recreate them all naturally in the classroom. In different discussions, participants do the following different things.No.1, make decis

24、ions, for example, decide who to invite to a party and where to seat them.No.2, give and / or share their opinions on a given topic, for example, discuss beliefs about the effectiveness of capital punishment.No.3, create something, for example, plan and make a poster as a medium for feedback on a la

25、nguage course.No.4, solve a problem, for example, discuss the situations behind a series of logic problems.Some discussion topics may fall into more than one of these categories, but it is useful to consider a variety of formats to which the students can apply the skills they are learning.There are

26、also a number of different sub-skills, which students will need to be able to successfully and effectively participate in a group discussion.No.1, the ability to analyseThis skill can be developed by giving students the topic individually and asking them to brainstorm or mind-map all of the possible

27、 sub-topics they could speak about. The students can then swap their notes and assess or analyse the relevance這些交談可能是很不正式的，也可能是關(guān)于某些比較嚴(yán)肅的話題的（ These may vary fromvery informal chats about day-to-day things, to more serious topics ）。根據(jù)題干的句子結(jié)構(gòu)判斷，此處應(yīng)該填入very informal chats 。2. Creating something【解析】演講者在講述

28、過了小組談話技巧的重要性以后，開始講述其他問題，第一個(gè)就是談話的幾種類型。根據(jù)完成的工作的不同，談話可以分為四種，本題是要求給出第三種（ No.3, create something）。根據(jù)并列的其他三種談話的表達(dá)方式（動(dòng)名詞形式） ，將演講中的詞句改為動(dòng)名詞形式即可。3. relevance【解析】在對(duì)談話進(jìn)行分類之后，講座中又講述了一些小技巧，這些技巧可以幫助學(xué)生們成功而有效地參與小組談話。講座中提到的第一種技巧就是 the ability to analyse （分析的能力）。本題針對(duì)如何提高這種技巧進(jìn)行設(shè)題。講座中提到，要讓學(xué)生們先根據(jù)一個(gè)大的話題在便條上寫下一些小的話題，然后交換便條

29、，并分析伙伴的便條上的各個(gè)小話題之間的關(guān)聯(lián)性。（ The students can then swap their notes and assess or analyse the relevance of each of the sub-topics ）可知答案。4. a perfect candidate【解析】本題針對(duì)第二種技巧（ the ability to persuade ）的鍛【解析】與上題相同，本題針對(duì)“說服”技巧的鍛煉方法設(shè)題。講座中提到，學(xué)生們?cè)趯慶andidate。5. negotiationa perfectof each of the sub-topics their

30、partner has included. Together, the students then draw up a fresh list or mind-map and discuss how the sub-topics might be linked together, along with examples or reasons for any arguments they might have.No. 2, the ability to persuadeThis skill comes in useful when students need to make decisions o

31、n how to do something, for example, which candidate should get a job. A fun activity to develop this skillis to give groups of students this topic and ask them to decide on the profile of the perfect candidate, creating a list of 7 adjectives. The students are then re-grouped and asked to persuade t

32、he other members of the group that their selection is the best while compiling a second, negotiated list. The group members who retain the most from their original lists are the winners. Note down useful phrases that you hear the students using while doing this task and discuss these at the end for

33、future reference.No. 3, the ability to control emotions煉方法設(shè)題。講座中提到，要讓學(xué)生就“哪個(gè)候選人可以得到某個(gè)工作”這個(gè)話題做出決定，創(chuàng)造七個(gè)形容詞來為最佳候選人寫一個(gè)簡(jiǎn)介。 （ askthem to decide on the profile ofthe perfect candidate, creating alist of 7 adjectives. ）講座中先提及最終結(jié)果（最佳候選人簡(jiǎn)介），后提及具體要求（寫出七個(gè)形容詞）。題目中是先提及具體要求，空格處要補(bǔ)充上的肯定與最終結(jié)果有關(guān)。因?yàn)楦魅诵哪恐械淖罴押蜻x人不同，所以不用講座中

34、的定冠詞 the，改用不定冠詞，答案是This can be practised by givingthe students a fairlycontroversial topic, such as Friends are more important than出最佳候選人的簡(jiǎn)介（一張由family and asking the students to decide whether they agree, 七個(gè)形容詞組成的清單）后，disagree or have no opinion,making notes on their main重新分組并說服同組的人，然arguments to su

35、pport their viewpoint. Divide the students into后同組的人一起制定出第二個(gè)groups ensuring that there is a mix ofviews within each經(jīng)過協(xié)商的形容詞清單（group. Explain that for this discussion, the aim is to keep theirwhile compiling a second,voices low and try to control their emotions as far as possible.negotiated list. ）。題

36、干中的形式Monitor and give feedback on these areas.要求填入名詞性的內(nèi)容，將講No. 4, the ability to support座中的原詞 negotiated 轉(zhuǎn)變?yōu)樗拿~性形式即可。One of the most importantthingsfor this skill is for6. a fairly controversial topicstudents to learn when it is and isn appropriate to interruptand how to do it. Very often students

37、will talk over each other【解析】本題針對(duì)“控制情緒”in an effort to get their point across and forget to listen.技巧的鍛煉方法設(shè)題。講座中To practise this, you can get your students to make a list提到，給學(xué)生們一個(gè)相當(dāng)有爭(zhēng)議的話題（ giving the students ain small groups of when it is and isn t appropriate to interruptother speakers. They shoul

38、dincludethings like “notfairly controversial topic ），要求學(xué)生們給出他們自己的決定appropriate during the middle of a point, if the speaker has not（ asking the students tosaid very much previously, or when you are feeling angry anddecide）：贊成、反對(duì)或者沒意liable to say something you ll. regretItisappropriate when the見（ whe

39、ther they agree, disagreespeaker has been dominating the discussion for too long, what the speaker is saying is completely irrelevant to the topic, or you don t understand the point he / she has made.You can then give them or elicit a list of phrases which they might use to interrupt politely (e.g.

40、CanI just add something here? , SorryI justd like to clarify something, etc.) The students then write five of these on slips of paper (one per slip) and have a group discussion on a given topic. The aim is to use all of the language on their slips. When they have used a phrase, they put the slip in

41、the middle of the table. The other students in the group judge whether the interruption was appropriate / polite. If not, they take the slip back and try again.or have no opinion ）。顯然這些決定就是題干中所說的opinions” ，所以介詞 on 后填 a fairly controversial topic 。7. interrupt politely【解析】本題針對(duì)“支持”技巧的鍛煉方法的第二點(diǎn)（ phrases

42、）設(shè)題。講座中提到要給學(xué)生們一個(gè)短語清單，他們可以用這些短語來禮貌地插話（ then give them or elicit a list of phrases which they might use to interrupt politely ）。然后在分No.5, The ability to use functional language.組討論中鍛煉這些短語。講座中的主動(dòng)語態(tài)（ use to interruptDepending on the types of group discussions that youpolitely ）在題干中變成了被動(dòng)plan to do with y

43、our class, it is useful to draw up a list of語態(tài)（ used to）， to 后內(nèi)容即是useful functional language for the students to refer to. This答案。could include phrases for functions such as Giving reasons , Giving your opinion , Agreeing and disagreeing8. brainstorming,etc.Youcan either make up the list yourself an

44、d distribute it or get thestudents to do this. For each group discussion, you can then【解析】本題針對(duì)開展小組討refer them to the appropriate section of the list and give them a論的具體方法的第二個(gè)進(jìn)行設(shè)few moments to consider the language before beginning the置。第一個(gè)方法是給學(xué)生一些discussion.做計(jì)劃的時(shí)間。第二個(gè)方法是選擇一些學(xué)生們感興趣的話Then comes the qu

45、estion how we set up group題，可以先讓學(xué)生們通過腦力discussions. To ensure that the discussions run successfully,風(fēng)暴想出一些愿意討論的東西there are several key things to consider.（ Get them to brainstorm someideas for discussions they wouldNo.1, give the students some planning time either individuallylike to do and use this

46、 as aor in small groups. Don tjust give them the topicand saystarting point ）。演講者顯然是要 go ! It is often useful to discuss some associated vocabulary 從學(xué)生們的腦力風(fēng)暴中找到一or functional language that they might find useful.些有趣的話題。演講中用的是動(dòng)詞 brainstorm ，題干中要求填No.2, choose topics which you are confident your stude

47、nts入名詞，填入 brainstorming 即will find interesting. Get them to brainstorm some ideas for可。discussions they would like to do and use this as a startingpoint9. group sizes and proceduresNo.3, ensure a balance between input and practice.【解析】本題針對(duì)開展小組討論的具體方法的第五個(gè)進(jìn)行設(shè)置。演講中提到的第五個(gè)方法No.4, use a variety of styles

48、/ types.是改變小組的人數(shù)和程序 （ varygroup size and procedure）。題干No.5, vary group size and procedure. Some companies do中，空格前面是 a variety of“多selection group discussions with very large groups of people 種不同的” ，所以空格上應(yīng)填入over ten in some cases. If your students will be facing thesegroup sizes and procedures，注types

49、 of group discussions in the future, make sure they get意使用復(fù)數(shù)形式。some practice doing them. It can also be useful to mix classesof students so they have practice doing discussions with10. videoing the grouppeople they don t knowyet.discussionsNo.6, encourage group discussions outside class time. Give【解

50、析】本題針對(duì)開展小組討students some extra feedback forms to use to give each other論的具體方法的第八個(gè)進(jìn)行設(shè)input on how they perform in group discussions outside of置。演講中提到的第八個(gè)方法class.是把小組討論進(jìn)行錄像（tryvideo-taping the groupNo.7, giving and encouraging feedback. Feedback can takediscussion.），然后拿回班里進(jìn)several forms and it is a go

51、od idea to vary the way it is given.行分析。所以答案是 videoingStudents can observe each other doing group discussions andthe group discussions。give each other feedback on the specific areas of input thatyou have covered (ideally using a feedback form that you havecreated). Additionally, students can do a Re

52、flective groupfeedback exercise where at the end of the group discussionthey discuss how effective each of the participants was during the discussion. Again, giving them some focused questions to guide this stage will help them.No.8, you could also try video-taping the group discussionsand playing s

53、ections of these back to the class to analyse.Some students find this extremely useful.No.9, finally, monitor the groups yourself and make notes for feedback on whole groups or individual performances. Keeping a record of these will help you and the students to see where they have improved.As we hav

54、e seen, group discussions can take a variety of formats and are useful for all types of students. They can be done in preparation for job interviews or as extended speaking practice simply to increase fluency.It is important to consider the different sub-skills that are involved in participating in a group discussion and ensure that you do activities that address each of these. Additionally, structuring and varying the way that feedback is given will help the students to identify areas for improvement.Section BIn