专业八级-243及答案解析.doc
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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
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- 专业 243 答案 解析 DOC
