1、专业八级-243 及答案解析(总分：100.00，做题时间：90 分钟)一、LISTENING COMPREHENS(总题数：0，分数：0.00)二、SECTION A MINI-LECTU(总题数：1，分数：60.00)Why Use Drama Texts in the Language Classroom?. 1 of drama A. The teacher being able to realize “reality“ through drama overcoming the students“ 2 to learning creating the need to learn the
2、 language B. 3 culture and language revealing insights into the target culture providing language 4 C. Comparison with traditional literature using more 5 language than in poems and novels emphasizing the need for enough texts for 6 reading . How to develop the 7 of the drama texts A. “a“ type 8 app
3、roach B. “b“ type 9 approach C. teachers basing activities on 10 . Classroom practices linked to standard approaches in drama A. 11 activities getting the learner to 12 B. The stage of text reading and listening while listening or reading task the task 13 into the text C. Extended activities: 14 muh
4、iple-choice questions; text attack questions; interpretation and 15 questions （分数：60.00）填空项 1:_三、SECTION B INTERVIEW(总题数：2，分数：40.00)（分数：20.00）A.It is very adventurous.B.It is very sensual.C.It is very private.D.It is very interesting.A.She is an educator.B.She is a relationship expert.C.She is a web
5、 owner.D.She is a single woman.A.Because they are worthy of memorizing.B.Because they are vivid.C.Because they are heart-breaking.D.Because they are educational.A.Losing weight.B.Preparing herself mentally.C.Going online.D.Accepting the rejection.A.She should be more cautious.B.She should be more op
6、en-minded.C.She should view it as a shame.D.She should view it as a chance to learn.（分数：20.00）A.All the big no-no standards are listed in the interview.B.Sticking to these no-no standards will make you feel lonely.C.We should hold a no-never attitude towards dating.D.Meeting all kinds of people will
7、 make us learn a lot.A.To date someone unfamiliar.B.To date someone with a big age gap.C.To date someone with enormous height difference.D.To date someone attractive in public place.A.Supportive.B.Oppositive.C.Neutral.D.Uninterested.A.They are better than those in real life.B.They are worse than tho
8、se in real life.C.They are the same with those in real life.D.They are totally different from those in real life.A.Relationship.B.Love.C.Marriage.D.Companion.专业八级-243 答案解析(总分：100.00，做题时间：90 分钟)一、LISTENING COMPREHENS(总题数：0，分数：0.00)二、SECTION A MINI-LECTU(总题数：1，分数：60.00)Why Use Drama Texts in the Langu
9、age Classroom?. 1 of drama A. The teacher being able to realize “reality“ through drama overcoming the students“ 2 to learning creating the need to learn the language B. 3 culture and language revealing insights into the target culture providing language 4 C. Comparison with traditional literature u
10、sing more 5 language than in poems and novels emphasizing the need for enough texts for 6 reading . How to develop the 7 of the drama texts A. “a“ type 8 approach B. “b“ type 9 approach C. teachers basing activities on 10 . Classroom practices linked to standard approaches in drama A. 11 activities
11、getting the learner to 12 B. The stage of text reading and listening while listening or reading task the task 13 into the text C. Extended activities: 14 muhiple-choice questions; text attack questions; interpretation and 15 questions （分数：60.00）填空项 1:_ （正确答案：Values and uses）解析： Values and uses 听力原文
12、Why Use Drama Texts in the Language Classroom?Good morning, everyone. I have emphasized the drama texts“ role in language classroom for several times. This time I“ll try to define what I mean by language learning through drama texts, outline some of the benefits it can bring to the language learning
13、 classroom and some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts. Writers such as Maley and Duff and Wessels have pointed to the values and uses of“ drama: “Drama can help the teacher to achieve “reality“ in several ways. It c
14、an overcome the students“ resistance to learning the new language by making the learning of the new language an enjoyable experience, by setting realistic targets for the students to aim for, by creative “slowing down“ of real experience and by linking the language-learning experience with the stude
15、nt“s own experience of life. Drama can create in students a need to learn the language by the use of “creative tension“ and by putting more responsibility on the learner, as opposed to the teacher.“ Drama provides cultural and language enrichment by revealing insights into the target culture and pre
16、senting language contexts that make items memorable by placing them in a realistic social and physical context. By allowing reading and the adding of some characterization to a drama text, learners become personally and fully involved in the learning process, in a context in which it is possible for
17、 learners to feel less self-conscious and more empowered to express themselves through the multiple voices of the different characters. One of the drawbacks in the use of literary texts such as novels and poems is that many of them contain language forms that learners of a language find difficult to
18、 understand. This could be overcome by simplifying them, often leading to a loss of “literariness“leading to criticism that the texts became pale imitations of the original writing. The lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of drama
19、 in language learning curricula as it tends to use much more naturalistic language than in poems and novels. Drama texts help to address the need for sufficient texts for worthwhile reading in which suitable materials can be accessed. Another problem, then, arises. How should we exploit drama texts?
20、 Next, I would like to share several approaches with you. First, I call it the “a“ type analytical approach. As I have suggested, the analysis of language in a text is just one aspect of its use. In the type “a“ approach, language is separated into its phonological, lexical components, etc. and diss
21、eminating strategies then adopted. Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be “taught“. A literary text exemplifying these structures was then selected and used in order to practice or raise the learner“s conscio
22、usness of it. Second, it is the “b“ type experiential approach. Here, language was not seen as an object but as a tool. Much more emphasis was placed upon, for example, the inductive method of learning through “experiencing“ and applying the learner“s experience to the text through encouraging comme
23、nts, responses and expressions based on the text or its theme. The topic-based syllabus is often seen as more relevant to language learning. From a task point of view the learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing multi-level acti
24、vities for students, such as identifying the story, characters, plot; identifying the author“s and characters“ viewpoint, attitude or opinion; understanding the work in relation to its socio-cultural and historical-political context; giving a personal and creative response and answering the question
25、: “does it work as literature?“ Finally, I would like to talk about the stages of a type “b“ approach to introducing a drama text to a class of EFL learners. The process involves linking standard approaches in drama to approaches suitable for the classroom. Classroom practice, then, may follow three
26、 stages. The first stage is the warm-up. Standard methods in the type “b“ approach involve warmer activities to get the learner to anticipate what they“re going_ to meet in the language in the text using guessing, pre-discussion, or pictures. It involves little or no stylistic analysis. Its aims are
27、 to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focusing on waking the imagination, and the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage. Use of text
28、 can be one of the more in-depth and sophisticated drama activities. Warmers, drama games, role-plays, individual and group improvisation can all be used to support higher-level drama activities such as performing the text in the classroom. The idea is that the pre-reading stage will sensitize the l
29、earner to the language and concepts to be encountered and engage prior knowledge and experience. Pictures, the book cover, prompt questions, learners“ own memory etc. are used. The second stage is text reading and listening. The stage may involve two task types: one is the while listening or reading
30、 task involves the learner having a task to fulfill based on his or her reading, such as finding out a piece of information from the text; the other is the task inserted into the text such as one where learners complete the task using their own ideas. The third stage is extension activities format.
31、This stage could incorporate comprehension questions such as: Who? When? What? etc.; multiple-choice questions which are useful for evoking possible alternative answers; text attack questions requiring the learner to realize certain meanings in the text and the way they are achieved in the language
32、use; interpretation and response questions such as what“s the message from the author, what general meanings can we infer from the antagonists“ statements, or what conclusions can we draw about the character and motivations of the antagonists and so on. Well, of the main approaches I have mentioned,
33、 I believe there is no absolute dichotomy between them. You must bear in mind different approaches need to be incorporated in language learning for their relative merits. That“s all for today. Thanks for listening. 考点 本题设题点在分论点处。 根据听力原文可知，演讲者首先说道作家 Maley, Duff 和 Wessels 都已指出戏剧的价值和用处，并在接下来进行了详细论述，因此填
34、 Values and uses，注意该空首字母须大写。 解析： resistance 考点 本题考查重要细节。 根据听力原文可知，戏剧有多种帮助老师解决“现实问题”的方式，第一种就是克服学生对学习新语言的抗拒性，故答案为 resistance。 解析： Enriching 考点 本题设题点在分论点处。 听力原文是说话人提到的第二点关于戏剧的价值和用处，即丰富文化和语言。此空用于句首，故答案为Enriching，注意需填动名词形式。 解析： contexts 考点 本题考查重要细节。 根据听力原文可知，戏剧可以通过呈现一定语境使语言更生动形象，即把语言融入现实的社会和物质环境中，从而让学生更容
35、易牢记相关语言表达，所以填 contexts。 解析： naturalistic 考点 本题设题点在比较级处。 根据听力原文可知，戏剧与诗歌和小说相比，优点之一就是使用更多的自然语言，故答案为naturalistic。 解析： worthwhile 考点 本题考查重要细节。 根据听力原文可知，戏剧中有大量值得阅读的文本内容，故答案为 worthwhile。 解析： exploitation 考点 本题设题点在疑问句处。 听力原文是说话者提到的第二个问题，怎样利用戏剧文本。根据题干的语法要求，故答案为exploitation。 解析： analytical 考点 本题考查重要细节。 根据听力原文
36、可知，演讲者把“a”类型称为分析型方法，所以填 analytical。 解析： experiential 考点 本题设题点在分论点处。 根据听力原文可知，分析戏剧文本的第二种方式是经验，故答案为 experiential。 解析： learners“ tasks 考点 本题考查重要细节。 根据听力原文可知，从任务角度来看，教师可以根据学生要达到的目标和能力来设置不同层次的活动，故答案为。learners“ tasks。 解析： Warm-up 考点 本题设题点在分论点处。 根据听力原文可知，第一个阶段是准备活动，所以填 Warm-up，注意该空首字母须大写。 解析： anticipate 考点
37、 本题设题点在目的处。 根据听力原文可知，准备活动的目的是为了让学习者预测他们在文章中将会碰到什么问题，故答案为anticipate。 解析： inserted 考点 本题设题点在方法途径处。 根据听力原文可知，第二步由两个任务构成，一是根据阅读内容寻找信息，另一个就是穿插在文本中的任务，故答案为 inserted。 解析： comprehension questions 考点 本题考查重要细节。 根据听力原文可知，拓展练习阶段主要包括理解性问题的解答，比如：是谁?什么时候?发生什么?所以填comprehension questions。 解析： response 考点 本题设题点在方法途径处
38、。 根据听力原文可知，第三步还可以用解释和回应式的问题，故答案为 response。 三、SECTION B INTERVIEW(总题数：2，分数：40.00)（分数：20.00）A.It is very adventurous.B.It is very sensual.C.It is very private. D.It is very interesting.解析：听力原文 M: Pepper Schwartz is a sociologist and author of Prime: adventures and advice on love and the sensual years.
39、 Pepper, good morning to you. Now this book is extremely personal. You were married for 23 years and you“ve_recently divorced. How did you feel about putting all of your personal business into a book? W: Well, it was hard, I mean, to make a decision. Once you made the decision, you move ahead. But I
40、 felt as an educatorI teach at the University of Washington that sometimes the best education is personal: your life, the ups, the downs, the heartbreaks, the triumphs, and then get some lessons from it. M: So was it tough? I mean how you started off, getting back into the dating world, after 23 yea
41、rs of being married. What“s the first thing you did? W: Well, I tried to lose weight. That“s the first thing I did. But the second thing was just to get my mind in shape, just say: “OK, I really want to find somebody.“ Then I went online. I was actually already a relationship expert at P, but I had
42、never done it myself. So I had to go. M: So what“s it to go online? W: Well. You know, you have to prepare your ego. Not everybody is going to want you, not everybody is going to meet you and say: “Oh, you are great.“ They are going to say nothing. So, you have to deal with that. M: I love the story
43、 you said about how you met a guy online who made “animalized noises during conversation“, and then you met this tattoo-clad French guy. But what I love about you is you didn“t just go plug your nose and say, “Oh, that was horrible.“ You take little lessons away from these dates. W: Oh, absolutely.
44、At the end of every chapter, I say, here is what I learned out of the lesson; here is what you can too. I think like an anthropologist, I am out in the world, learning things I wouldn“t normally learn. There is nothing I can“t be educated by. And I don“t even have to take this as “Oh, gosh, another
45、bad date.“ Because that“s what a lot of women do. They say: “OK, there are three bad dates. It“s over. I am not going there. I am done.“ No, you have to be able to be flexible, and look at it as education and you will find someone if you take, if you keep at it. What does the interviewer think of Pe
46、pper Schwartz“s book? 本题设题点在访谈开篇处。根据听力原文可知，Pepper 出版了一本书，而采访者认为该书的内容非常私人化，因此 C 为正确答案。A.She is an educator.B.She is a relationship expert.C.She is a web owner. D.She is a single woman.解析：听力原文 Which of the following statements is INCORRECT about Pepper Schwartz? 本题考查重要细节。根据听力原文可知，Pepper 在经历了 23 年的婚姻后于
47、最近离了婚，因此可以判断其为单身，故排除 D；根据听力原文可知，Pepper 在华盛顿大学教书，因此她是一位教师，故排除 A；根据听力原文可知，Pepper 是一位情感专家，并在完美约会网站给人们提供咨询建议，故排除 B；但此处没有提到她是不是这个网站的所有人，因此 C 为正确答案。A.Because they are worthy of memorizing.B.Because they are vivid.C.Because they are heart-breaking.D.Because they are educational. 解析：听力原文 Why does Pepper Sch
48、wartz put her personal affairs into her book? 本题考查重要细节。根据听力原文可知，发生在个人身上的真实事件是最具教育意义的，因为它里面含有生活的点点滴滴，得意与失落，成功与失败，我们可以从中学到很多，因此 D 为正确答案。A.Losing weight. B.Preparing herself mentally.C.Going online.D.Accepting the rejection.解析：听力原文 What was the first thing Pepper did to start dating again after divorce
49、? 本题设题点在对话问答处。根据听力原文可知，Pepper 离婚后为了重新生活便开始约会，她做的第一件事情就是减肥，因此 A 为正确答案。根据听力原文可知，Pepper 做的第二件事情是做好要约会的思想准备，故排除 B；根据听力原文可知，Pepper 做的第三件事情是上网，由此排除 C；根据听力原文可知，上网的目的是让自己意识到不是每个人都会喜欢自己，要学会接受拒绝，所以排除 D。A.She should be more cautious.B.She should be more open-minded.C.She should view it as a shame.D.She should view it as a chance to learn. 解析：听力原文 What should a woman do after an unsuccessful date? 本题设题点在对话问答处。根据听力原文可知，我们可以从每一次不成功的约会中学到些东西。对于失败的约会经历应该灵活看待，将之视作一次受教育的过程，如果坚持这样的态度，你终会找到
