專八模擬題-聽(tīng)力原文

ModelTest

SectionAMini-Lecture

TeachingMethodsforEffectiveCommunication

Goodevening,everyone.Afewmonthslater,youwillstarttoteachinternationalstudents.Today,wewilltalkabouttheteachingmethodsforeffectivecommunication,whicharegenerallyhelpfulforyourfutureteachingcareer.

Teachingmethodscanhelpincreasecommunicationeffectiveness.(1)Clearlyorganizingideasandwritinganoutlineonthechalkboardthatliststhemainpointstobecoveredduringtheclasshelpsstudentsfollowalongwiththeorganizationofideas.(2)Itisalsoveryhelpfulforstudentswhenteacherswritetechnicaltermsortheoreticalconceptsontheboardastheyarementioned.Studentsneedandappreciatethiseffort.

Whenateacherisunsureaboutthepronunciationofcertainwords,thosewordsshouldalsobewrittenontheboard.Theimportanceofwritingwordsontheboardisillustratedinthefollowingexperienceofanundergraduatestudent.

“IhadabiologyprofessorfromLatinAmerica.Hegavealectureonhungtrees.Ihadneverheardaboutthatkindoftreebefore…Afterclassabunchofusstudentsweretalkingaboutthehungtrees.TheAmericanteacherheardusandaskeduswhatweweretalkingabout.Itwasreallyfunny.Hesaidthelecturewasaboutyoungtrees,nothungtrees!”

(3)Thisexampleofmiscommunicationpointsoutthenecessityforstudentparticipationintheinternationalteacher’sclassroom.(4)Bysettingasideclasstimeforstudentstoexplainanddiscusstheirunderstandingofthecoursematerialandtheteacher’slectureorexplanations,manycommunicationerrorscanbecorrectedbeforetheyinterferewithstudentlearning.

Ofcourse,somedifficultiesmaybeassumedtoresultfromlanguageproblemswheninfacttheproblemlieselsewhere.

“Fortheforeignteacher,wehaveaproblemwiththelanguage.(5)Whenstudentsdon’tunderstand,itcouldbealanguageproblem,butitalsocouldbethattheteacherdoesn’thavegoodteachingskills.Soit’simportanttocommunicatewithstudentstofindoutwhattheproblemis.”

Usingeffectiveteachingmethodsdoesfacilitateclassroomcommunication.(6)Asteacherswithteachingexperienceintheirnativecountriesalreadyknow,whenlecturing,itisimportanttoclearlystateeachpointbeforespeakingaboutit,makethepointandthensummarizewhathasbeensaid.(7)Beforebeginninganotherideaorpoint,it’snecessarytoinformstudentsofthischangeortransition.

(8)Studentsarereluctanttocontinuallyaskteacherstorepeatwhatthey’vesaid,evenwhentheyhaven’tcompletelyunderstoodtheteacher.Thus,itisimportantforteacherstofrequentlystoptoaskifstudentshaveanyquestions.(9)Anevenbettermethodistoaskquestionsofthestudentsinordertochecktheirunderstandingbeforegoingontoanothertopic.(10)AnothermethodoftenusesbybothinternationalandAmericanteachersispresentingthesameideainmorethanoneway.

OneteacherfromFrancesays“AsaforeignerandsinceIdon’tspeakthelanguageaswellasanAmerican,Irepeatveryoftenthesamethingindifferentways.SotheymaypickitupthewaytheywantduringthemanytimesIsayitindifferentways.It’satechniqueIamspontaneouslyusing.Iguessithelpsthemtounderstandmeasaforeignerspeaking.Andcertainlyit’susefulforunderstandingcertainthingsthatareveryhardtounderstand…Ifyousayitonetime,it’snotenough,sorepeatingitseveralwaysfromdifferentaspects—evenmakingsomelanguagemistakes—willhelpthemtopickuptheidea.”

Whengivingmultipleexplanationsorexamplesofthesameidea,theteachershouldprefaceeachexplanationtoindicatethatthesameideaisbeingexplained,onlyinadifferentway.Commonphrasesusedtoindicatethatadifferentexplanationofthesameideaisabouttobegivenare:

“Statedanotherway…”

“Asimplerexplanationofthesameideais…”

“Saidanotherway…”

“Letmepresentanotherwayofunderstandingthis…”

“Thesameideacanbeexplainedinthisway…”

“Anotherexampleofthisis…”

“I’llrepeatthatinadifferentway…”

Althoughteacherswhohavehadextensivelectureexperienceintheirhomecountriesmayalreadyusethelecturetechniquesdescribedhere,itmaybenecessarytoexaggeratethesemethodstoensureadequatecommunication.

Manyeffectiveteacherslearntoelicitthehelpoftheirstudents.(11)Iftheteacherandstudentshaveafriendlyrelationship,studentsusuallyaremorewillingtohelpfacilitatecommunicationintheclassroom.InthefollowingstatementateacherfromIrandescribedhowheusescertainteachingmethodstobesurehisstudentsunderstandhim.

“I’vebeentryinghardtobeclear,tosaythewordsseparatesothatstudentscanunderstand.(12)OnceinawhileIstopandask,‘Doyoufollow?’or‘AmIclear?’andprettymuchmakethemfeelthatanytimetheycanstopme.Anytimetheywanttheycanstopmeandsay,‘Ididn’tgetthatpoint’.ThenIexplain.Youhavetoencouragetheirquestions,say,‘Goodquestion’,‘Interesting’,or‘Whoelsehasaquestion?’Youhavetomakethemfeelcomfortableintheclass…”

(13)Gettingstudentstoparticipateintheclassbybeingfriendlyandsupportiveoftheircomments,ideas,andquestionscanhelpboththeteacherandthestudentsfeelmorecomfortableintheclassroom.(14)Whenstudentsfeelcomfortableenoughtoparticipateinclass,theymaybemoretolerantoftheteacher’slanguagedifficultiesand(15)bewillingtocooperatewiththeteacherinsolvingcommunicationproblems.

Today,we’vetalkedaboutwaysforyou,futureinternationalteachers,toenhancecommunicationintheclassroom.Thesuggestionsareofferedasastartingpoint.Byendeavoringtounderstandcommunicationproblemsthatcanoccurintheinternationalteacher’sclassroom,youcantakeactiontominimizetheseproblems.Ihopeyouwouldhaveagoodtime.

SectionBConversation

Miriam(W)Frank(M)

Now,listentoPartOneoftheconversation.

W:Hello,Frank.

M:Hello,Miriam.Hownicetoseeyouagain.How’severythinggoing?

W:Fine.Busythesedays?

M:Yeah.Withlotsofthingstodo.Wouldyouliketojoinmeforadrink?

W:OK,thanks.

M:Anynewsrecently?

W:Oh,well,yesterdayIreadthenewspaperandgotveryshockingnews.Youknow,(1/2-1)it’snotthefederalgovernmentthatsetsthecalendarforourpublicschools.Publicschoolcalendarsaresetbyindividualstatesanddistricts.(2-2)Accordingtothenews,insteadofalongsummerbreak,ourlocalschooldecidedtokeepstudentsinclassyear-roundwithshorterbreaksthroughout,offeringabout20additionalschooldays.

M:(2-3)Thestudentsmustfeelverysadwhenhearingthisnews.

W:Yeah,Ithinkso.(3)Andthisideaisgainingincreasingpopularity.It’sastrategyschooldistrictsacrossthecountryareexperimentingwith.PerhapsthemostcloselywatchedisinMassachusetts,whichhasextendedclasstimefor26ofitslow-performingschools.TheideahasevenwontheendorsementofbothPresidentObamaandhiseducationchief.

M:Mm…,(4)Iheardthattheeducationchiefsaidinaninterviewthatourcurrentschoolcalendarwasbasedupontheagrarianeconomyandthevastmajorityofthestudentsinourcountryweren’tworkingthefieldsinthesummers.Sohe—hethoughtitwasreallyanoutdated,outmodedmodel.Itneededtobechanged.

W:Idon’tagreewithhim.(5-1)Extendingschoolyearseemssocompletelyshort-sightedtome.Moretimeisnosilverbulletforreform.TakeMiami-DadeCountySchoolsinFloridaforexample,itusedanextendeddayprogramforthreeyears,butdroppeditbecausetheydidn’tseeimprovementintestscores.(5-2)Besides,it—itdisruptsfamilylife.

ThisistheendofPartOneoftheconversation.

Question1to5arebasedonwhatyouhavejustheard.

Whoset(s)thepublicschoolcalendars?

WhichofthefollowingstatementsisNOTthechangemadetopublicschoolcalendars?

Whichstateexperimentedwiththenewpublicschoolcalendarshasgainedtheclosestattention?

Whydoestheeducationchiefsupportextendingschoolyear?

AccordingtoMiriam,whichofthefollowingstatementsisINCORRECT?

Now,listentoPartTwooftheconversation.

M:Well,surelyyoumusthavetoadmitthatwehaveasignificantlyshorterschoolyear.I’mworried—er—ourstudentsareatacompetitivedisadvantagewiththeirpeersinIndiaandChina.Studentsinthoseothercountriesaregoingtoschool210,220,230daysayear.Ourstudentsaregoingtoschool180daysayear,generally.AndIthinkourstudentsareabsolutelysmart,absolutelycommitted,candoextraordinarythings.Butwehavetoleveltheplayingfield.Andifinasportscontest,oneteamispracticingthreedaysaweekandoneteamispracticingfivedaysaweek,theteamthatispracticingmoreisgoingtodobetter.

W:(6)Butsimplyextendingschooltimeinandofitselfwillnotproducethedesiredresults.LarryCuban,aStanfordUniversityprofessorofeducation,hasarguedthatwhatmattersmostisnotthequantitybutthequalityoftimestudentsandteachersspendtogetherintheclassroom.

M:Well,yes.Mm…,but,extendingschooltimedoesbringsomeadvantages.(7-1)Itgivesthestudentslearningexperiencesthattheymightnotbeabletogetoverthesummertime.

W:Butyouasktheteachersandstudentswhether,whethertheyreckonthatextendingschooltimebringsthemadvantages.Ithinkgoeswithoutsayingthatnoonewantstoextendbadtime.Theteachersarefatiguedattheendoftheday,andthestudentsarefatiguedandunmotivated.Thestudentsneedsummerbreaktohaveagoodrest.

M:Yes,youareright.(7-2)Butwithoutthosecampsandotherstimulatingactivities,somethingcalledsummerlearninglossoccurs.(8)Researchersestimatethatlow-incomestudentscanlosetwomonthsofmathandreadingachievementowingtoalackofreinforcementduringthesummerbreak.It’sparticula