[外语类试卷]专业英语八级(听力)模拟试卷170及答案与解析.doc
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1、专业英语八级(听力)模拟试卷 170及答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)
2、 you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 Why Use Drama Texts in the Language Classroom? I .【 T1】 _of drama【 T1】 _ A. The teacher being able to realize “reality“ throug
3、h drama overcoming the students【 T2】 _to learning【 T2】 _ creating the need to learn the language B.【 T3】 _culture and language【 T3】 _ revealing insights into the target culture providing language【 T4】 _【 T4】 _ C. Comparison with traditional literature using more【 T5】 _language than in poems and nove
4、ls【 T5】 _ emphasizing the need for enough texts for【 T6】 _reading【 T6】 _ II. How to develop the【 T7】 _of the drama texts【 T7】 _ A. “a“ type【 T8】 _approach【 T8】 _ B. “b“ type【 T9】 _approach【 T9】 _ C. teachers basing activities on【 T10】 _【 T10】 _ III. Classroom practices linked to standard approaches
5、in drama A.【 T11】 _activities【 T11】 _ getting the learner to【 T12】 _【 T12】 _ B. The stage of text reading and listening while listening or reading task the task【 T13】 _into the text【 T13】 _ C. Extended activities:【 T14】 _【 T14】 _ multiple-choice questions: text attack questions: interpretation and 【
6、 T15】 _questions【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five qu
7、estions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to each question on ANSWER SHEET TWO. You h
8、ave THIRTY seconds to preview the questions. ( 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 owner. ( D) She is a single woman. ( A) Because they are worthy of me
9、morizing. ( 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 open-minded. ( C) She should
10、 view it as a shame. ( D) She should view it as a chance to learn. ( 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 make us lea
11、rn 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.
12、( B) They are worse than those 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. 专业英语八级(听力)模拟试卷 170答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lectu
13、re. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blan
14、k sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 【听力原文】 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 Ill try to define what I mean by language learni
15、ng through drama texts, outline some of the benefits it can bring to the language learning classroom and some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts. (1)Writers such as Maley and Duff and Wessels have pointed to the valu
16、es and uses of drama:(2)“ Drama can help the teacher to achieve reality in several ways. It can 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 slow
17、ing down of real experience and by linking the language-learning experience with the students 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. “(3)Drama provi
18、des cultural and language enrichment by revealing insights into the target culture and(4)presenting 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 per
19、sonally and fully involved in the learning process, in a context in which it is possible for 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 poe
20、ms is that many of them contain language forms that learners of a language find difficult to understand. This could be overcome by simplifying them, often leading to a loss of literarinessleading to criticism that the texts became pale imitations of the original writing. The lack of suitable texts i
21、n the traditional body of literature, in my view opens the door for the inclusion of drama in language learning curricula as(5)it tends to use much more naturalistic language than in poems and novels.(6)Drama texts help to address the need for sufficient texts for worthwhile reading in which suitabl
22、e materials can be accessed. Another problem, then, arises.(7)How should we exploit drama texts? Next, I would like to share several approaches with you.(8)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
23、 type “a“ approach, language is separated into its phonological, lexical components, etc. and disseminating 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 exemplifyi
24、ng these structures was then selected and used in order to practice or raise the learners consciousness of it.(9)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
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