专八听力讲座 4大材料特征

1、第一周 听力讲座 首页留篇章页。 星期1 Monday 4大材料特征 今日讲堂 听力讲座部分是较为复杂的听力测试，录音材料大多是有关某个专题的文章，900词左右的讲座材料需具备以下4个方面的特征。 一、题材趋向于英语专业知识课程 讲座试题旨在测试考生能否听得懂英语国家的大学课程，因此内容涉及面较广，包括政治、经济、历史、科技、生物、心理学、文学、体育、文化、教育、大学生活等等。 【2002-2011年讲座题材归纳】 年份 涉及课程 主要内容 2011 2010 语言学 介绍语言的辅助语言学特征2009 英语写作 介绍如何写实验报告2008 语言学 分析介绍英语成为世界语言的原因与因素2007

2、英美文学 介绍艺术史2006 英美文学 介绍如何领会文学的“意义”2005 英语写作 介绍怎样写研究性论文2004 心理咨询 介绍在交谈中令谈话对象感觉轻松的四种技巧2003 心理学 介绍亚伯拉罕马斯洛的人类需求理论2002 英语写作 介绍大学学习中的一些学习活动，如写论文和进行专题讨论从上面的归纳可以看出，2005年之后讲座的选材趋向于突出英语专业知识课程的内容，我们预测今后此题型的选材涉及的范围会包括英美文学、英美国家概况、语言学、跨文化交际、英语教学法、英语写作等等专业知识课程。 二、“总分总”的语篇模式 分析历年真题讲座，我们可以将其语篇模式总结为“总分总”的宏观模式。讲话人开门见山，

3、一开始便点出将要在讲座中谈论的问题，这是全文的核心，即“总”。然后对跟这些问题有关的方面逐一进行详细论述，即“分”。最后部分为结束语，以结论性的语言结束讲座，又是“总”。 【例1】（2010年） 结构 内容 说明 总 Good morning, everyone. Today well on describing continue our discussion language. Last week we examined In this important at welecture, ll look another aspect of language. It refers to featu

4、res of communication that takes place without the are They and use of grammar vocabulary. . ”paralinguistic features of languagecalled “broad These two into features fall categories讲座的开始就明确指出主题是语言问题，在复习上周讲座的主题后，总述这次讲座主要介绍副语言特征，并 且指明它包括两大类。 分 Now, the first category is what we call first . The vocal

5、paralinguistic features”“ The last isisThe second is s come to the second category Now, letwhich features physical paralinguistic facial involves the body. First,a powerful expression. Facial expression is conveyer of meaning. The second in this category is gesture. The third is proximity, posture a

6、nd echoing.中间部分将两大类一一进行阐述。在介绍语音特征时举了五个例子，在介绍第二类副语言特征，即肢体的副语言特征时，从三个方面进行介绍。 总 Ok, in todays lecture, we looked at some paralinguistic features, such as tone of voice, gesture and posture. These features are all part of the way we communicate with each other in face-to-face encounters. In our next lec

7、ture 最后以结论性的语言再次总结这次讲座的主题，然后提到下次讲座的内容。 三、运用提示语 比较杂志与讲座中所用的语言，我们会注意到讲座会对所要听的内容给出清楚的指示。这些指示即可称为“提示”，它们引导考生去听一些东西。具体而言，又可以分为以下三个方面的提示： 1主题提示 主题提示预示一个主题的导入。具体提示方式又有以下三种： 具体的主题提示。 例如：Lets look at Today were going to talk about Ok, lets move on to 修辞性问句作主题提示。 例如：You might ask well how old the researchers

8、judge psychological distress? 以陈述句的口吻用一两个词语总结 将要讲的信息作主题提示。例如：OK. Definitions. 【历年真题主题提示语归类】 年份 主题提示方式 提示语 2011年 年 2010具体的主题提示。 describing our well Today continue discussion on language. 年2009 具体的主题提示。ll discuss some preliminaries concerning how Today weto write experimental report. 年2008具体的主题提示。 s l

9、ecture is about the popularity of English. Today 2007年提修题主作句性辞问 示。you time some to d ISo like spend discussing with art do Why following the topic: to we need study history? And where can we learn from it? 年2006问性辞修句提题主作 示。How do we know what a work of literature is supposed to mean? Or what its rea

10、l meaning is? 2005年 修辞性问句作主题提 示。Then what is writing a research paper like? How are we going to write one? What are the steps in producing a research paper and what are the points we need to take care of? 2结构提示 类似于作者写作时总是考虑怎样组织观点才能最清晰地表达观点，讲座报告人也在讲座的结构中运用这些提示，帮助听众理解讲座的观点，以及观点之间的联系。常见的结构提示以及提示语归类如下：

11、分类 目的 提示语 下定义 讲座人的目的在于对术语进行定义。 Now, X means (is the word for) By X, I mean (meant, referred to) When I used X, I meant (was referring to) What do I mean by X? How can we define X? 分类列举 通过分类将主题分成若干子话题，同时还对各子话题进行列举。 X can be divided/subdivided/broken down/classified into 2 (3, 4 etc.) etc.) types of/d

12、ivisions There are 2 (3, 4 of/classifications of X. The first (second, etc.) point is Number one (two, etc.) First (Second, etc.) of all描述因果关系 描述各事物间的因果关系，一起事件导致（或可能，或应该导致）一起或多起事件的发生。 Due to the fact that/ Because of Since (Now) this is due to and the reason for this is Thus/Therefore/Consequently/F

13、or these reasons, ? How can I explain this toWhy is this the case? 例证主题 报告人的目的是通过举例来说明主题。 For example/For instance/To illustrate/In this case, Take something like this In more concrete terms, 描述过程或事件的顺序 按照事情的过程或事件发生的顺序组织信息，以便说明事情是怎样发生 的。First (Second etc.), Next (Then, Subsequently, Later, After tha

14、t, etc.), Prior to (Previously, Before that, etc.), In order to arrive at this point, we had to comes how look Lets at this this came about/where from./ (the steps involved in) this process. 描述特点 通过介绍特点来描述物体或生物，尤其重视事物的物理性质与结构。 s appearance, Concerning XLets physical makeup. s look at X X is made up

15、of X looks/acts/feels/smells/sounds/tastes like比较与对 比通过比较与对比事物之报告人可以先间的异同， But/However, On the other hand, 谈论各个事物，然后进行 比较、对比。On the contrary/Conversely, Similarly/Likewise, Along the same lines, In the same fashion/manner, Again, 【例2】（2010年） Now, the first category is what we call vocal paralinguist

16、ic features. Vocal features are actually tones of voice. The first is whispering The second is breathiness. The third is huskiness, The fourth is nasality. The last is extra lip-rounding, . Now, lets come to the second category, physical paralinguistic features, which involves the body. First, The s

17、econd in this category is The third is 【分析】上面讲座的主体部分结构方式以分类列举为主，报告人将主题分成若干个子话题讲述，同时听众也能通过The first, the second, the third等提示语跟随报告人的思路记下笔记。 3主题结论提示 大多数讲座以结论性语言来结束。可能包括回顾重点内容；使用概括性的语言将主题的不同侧面有机地联系起来；也可能讨论所谈主题的后果。同时，报告人还会简单提示下一个讲座的内容。 【例3】（2010年） Ok, in todays lecture, we looked at some paralinguistic

18、features, such as tone of voice, gesture and posture. These features, together with linguistic features of language, like grammar, or vocabulary, are all part of the way we communicate with each other in face to face encounters. In our next lecture, well watch some video material, and see how people

19、 actually use paralinguistic means in communication to express their intention or desire or mood. 【分析】本讲座结束语前一部分We looked at回顾了重点内容，同时There features一句将主题的不同侧面有机地联系起来；最后部分In our next lecture则简单介绍了下一个讲座的目的。 四、运用解释、重复、举例、离题信息 写作时，一个观点作者只需要陈述一遍，因为读者可以反复阅读，想读多少遍就多少遍。而在听的时候，人们常常“左耳朵进，右耳朵出”，所以报告人要给听众一定的时间来

20、对他们所听到的内容进行整理或记笔记。为达到这一目的，报告人可以重新用不同的话语阐述某一定义或观点（即解释）、用完全相同的词语重复、或用更多的细节来扩展观点（如举例）。 此外，讲座中突然改变主题或跑题的现象（离题信息）要比文章中的多一些，因为讲座是现场活动，报告人在讲话时也许会说一些事先没有考虑过的想法。 讲座报告人重新阐述、重复和举例并不增加新观点，而是留给听者更多时间来理解其观点。报告人离题时，听者可以尽快分辨出来，权且把离题内容当作长时间记笔记过程中的一次轻松愉快的休息。 【例4】（2010年） Now, the first category is what we call “vocal

21、paralinguistic features”. Vocal features are actually to central not perhaps, are, they While voice. of tones 讲座中首先谈到副语言特征的第一类即是语音特征，其后给出了定义，of tones actually are features Vocal meaning in communication in the same way as grammar nevertheless, convey attitude or vocabulary, they may, you some or int

22、ention in some way. Let me give The first whispering, which indicates the examples. . This is to needs for secrecy. The second is breathinessshow deep emotion. The third is huskiness, which is to to nasality. This is show unimportance. The fourth is which indicate anxiety. The last is extra lip-roun

23、ding, intimacy, especially with babies, for expresses greater example. So we can see that there are a number of ways of altering our tones of voice. And when we do this do consciously, we it to create different effects in communication. voicethey may, nevertheless, convey attitude or intention in so

24、me way，即语音特征是指语调在某种方式上能够表达态度或意愿。 其次，此段中通过表示语音特征的关键词词vocal，features，tones of voice，communication等的重复，表达了句子之间的承接关系。 而且，在介绍语音特征时列举了五个例子，而且用The first isThe second isThe third isThe fourth isThe last is连接而成，行文逻辑清楚明了。 今日练习Mini-Lecture 1 下面内容排在表格内,左列原文,右列题号与下划线,注意左右序号基本对齐。 Considerations of Learning-center

25、ed Teaching I. Introduction A. goal of most courses: to enhance students understanding different understanding calls for different teaching methods B. most forms of understanding are expressed by new (1) example: “weight” for “heaviness” C. other kinds of learning besides understanding 1. the key le

26、arning activity: (2) 2. memorizing and recalling (3) 3. acquiring attitudes and values, ect. different learning calls for different teaching methods II. Ways of categorization and modeling students A. holists: students who view a (4) as a whole B. serialists: students who begin at the (5) C. visuali

27、sers: students who depend on visual materials D. verbalisers: students who prefer to listen, read, discuss, ect. E. (6) : students who believe that to practice is to understand III. Students approaches to learning A. (7) approach: intending to further understanding and question ideas. B. (8) approac

28、h: intending to memorize information and obey IV. Course evaluation through feedback A. feedback reveal about the learners and the course or (9) B. feedback can be quite (10) unless properly analyzed (1)_ (2)_ (3) _ (4) _ (5) _ (6) _ (7) _ (8) _ (9) _ (10) _ Mini-Lecture 2 Dealing with Lifes Sticky

29、Situations sticky some into is unavoidable that we run In our daily life, it situations. If we react properly, the harm can be reduced to the minimum. There are ways to tackle several such situations. I. Sending a incriminating e-mail to the wrong person by accidentd better (1) _. A. First of all, y

30、ouB. They will not believe you if you say you do not mean it, so instead turn (2) _ the situation into Somebody insulted or badmouthed a person you like IIyour silence Put in mind that never be silent and let it pass by, for might be interpreted as (3)_. way the already on spill III. You something o

31、n yourself but are somewhere A. A Tide Stain Stick works miraculous your arriving any remedy, just (4)_after do 1. If you not take destination. 2. If you try to pretend there is no stain on you, then the stain might be (5)_. . You ordered far less than your friend who wants to go halvies bill (6)_if

32、 be A. You might accused as being you insist pay your only. B. You should be straightforward and say you are on a budget. It is important to say you would like to share the bill (7)_. . You forget to makeup while on the way out A. (8)_ will give you a lot help. B. Also, (9)_will give you a glow and

33、make you look amazing. . You realize too late that you do not take any money A. Call a friend who lives nearby. B. Ask a co-worker at the same level for help instead of a (10)_. for Take C. some glove case your money in phone or compartment emergency. (1)_ (2)_ (3) _ (4) _ (5) _ (6)_ (7) _ (8) _ (9)

34、 _ (10) _ 答疑解惑 排版时注意题号与【解析】用彩。Mini-Lecture 1 【听力原文】 discussshall we lecture, todays n Ieveryone. morning, Good 【答案解析】 concepts 1. some considerations of learning-centered teaching. most courses of today try to help students First of all, Id say,develop their understanding. But understanding a foreig

35、n language is or someone is upset not the same as understanding why understanding electromagnetism or understanding history. Therefore, same the teaching methods will be it is not to be expected that appropriate to these different kinds of understanding. forms of (1)most The next point Id like to ma

36、ke is that, understanding are expressed by concepts which differ from everyday ones. For example, we all know that suitcases get heavier the longer you carry them, but in science this is described in terms of constant weight plus increasing fatigue. The concept “weight” is introduced of “heaviness”.

37、laid and alongside the commonsense concept we are when Similarly we all know that time passes quickly absorbed and slowly when we are bored, but science tells us that this that at a steady rate. Note really is an illusion; time ticks away conceptual change should not be the aim, as is sometimes sugg

38、ested, since people still also need their common sense. The aim is to add new sets of concepts and to explain when to use which set. Thirdly, “understanding” is not the only kind of learning which demonstration to master. (2)Instruction, and need students error-correction are the key teaching activi

39、ties while practice is the main learning activity. (3)Students also have to memorize information and be able to recall it when required, as well as acquire several other kinds of learning (such as know-how and attitudes and methods. different of values) each which calls for teaching So of conscious

40、learning-centered teaching includes a matching teaching methods to the intended kind of learning. things, among While good teaching involves, other helping students to achieve their chosen learning goals, the picture is further by styles different complicated by the learning adopted different groups

41、 of students. And the following are ways of categorization and are students, modeling which proved in useful, to be particularly connection with understanding. Iwhich means d like to call some students (4) “holists”: Firstly, like they to in then first subject and fill the a overview take an of conc

42、epts and details in there Secondly, are (5) way. their own subject, a progression logical a to who “serialists” like follow of Gordon Educational beginning. the beginning at researcher Pask serialist and holist a in materials teaching structured some both a manner, and then tested previously-scorted

43、 cohorts of students using of performance the that found them. He best who those were serialist with students (i.e. mismatched holist vice and material, were who those of performance worst the than worse was versa) 【解析】这篇讲座主要谈到了“以学习为中心的教学”的一些注意事项。演讲者通过学生对某一学科或某个问题的understanding引入话题。首先谈到了大多数课程的目标就是帮助

44、学生提高对该学科的understanding；接着演讲者谈到了大多数形式的understanding是通过concepts来表达的，这些concepts不同于日常生活中的concepts，并在后面举了具体的例子进行说明。所以本题应填入concepts。 2. practice 【解析】这里考查除understanding以外，另外一些种类的学习。在介绍完understanding后，演讲者笔锋一转，提出But “understanding” is not the only kind of learning；practice is the main learning activity.因此，本题

45、应填practice。需注意的是，前面还谈到了the key teaching activities，不要弄混了。 3. information 【解析】在practice之后，演讲者谈到了学生还要做的事，即to memorize information and be able to recall it when required。所以本题应填information。 4. subject 【解析】演讲者在谈到ways of categorization and modeling students时，用了matched to the learning materials. This seems

46、 to imply, for example, that educational textbooks which are naturally serialist in character should include signposts, explanations of difficult concepts, summaries, alternative explanatory figure captions, a glossary of terms, a good index, etc, to Similarly find holist students their own way thro

47、ugh them. help naturally holist in character, since they are projects, which are cause problems for usually specified in terms of a final goal, can serialists, who may therefore need step-by-step guidance. ” whose learning is visualisersThe third group of students are “helped by the inclusion of dia

48、grams, pictures, flow-charts, films, etc. listen, ” who prefer to read, are while the fourth group “verbalisersconceptual during discuss, argue, attend tutorials and write their development. (6)Finally, the fifth group find that are “doers” who overt practical activity is best. The saying that “to h

49、ear is to forget, to for only understandto is to remember, but do is to ” is true see . With a typical mix of students, attempts should be made to “doers”cater for each preferred style. . It My third main point is about students approaches to learningis of for known nowadays that the development wel

50、l is of memorization information, it and “understanding” for the learning, ”approach to their a important that students adopt “deep ”rather than a “surface approach. (7)The deep approach refers to an to their understanding and challenge ideas, develop intention to intention ”“surface approach is the

51、 to memorize the (8)while Although instructions. students are follow and information to rather inclined naturally towards one approach than the other surface towards inclination new subject the is the a often with can subject vary this approach can from to subject and usually be changed by the teach

52、ing they receive. Overloading, for example, may interest stimulating encourage will the surface approach; encourage the deep approach. Given the deep approach, even good a to considerable contribution students make lectures can . understanding”“Recently, the need to encourage the deep approach in st

53、udents of the to been has allowed dominate choice teaching method, effective of expense the teaching. Constructivism in at sometimes science teaching, for example, in which students are encouraged to to tends phenomena, explanations own their devise of certainly with students leave can it but deep t

54、he encourage approach, also usually is problem-based tough Similarly, misconceptions. learning rather ”know-howteaches it students, with popular “than : unless explicit conceptual guidance is also given. understanding“”course is to attention pay to you want I point last The FirstlySecondlyThirdly等，将

55、学生分成了几类。其中，holists这类人喜欢take an overview of a subject first and then，所以，本题填subject。 5. beginning 【解析】serialists属于第二类学生，他们喜欢follow a logical progression of a subject, beginning at the beginning。所以，本题填begin。 6. doers 【解析】演讲者在谈到第五类学生（the fifth group）时说，这类人发觉公开的实践活动是最好的，他们认为to do is to understand。这类学生就是d

56、oers（实干家），所以本题填doers。 7. deep 【解析】在介绍完学生的分类之后，演讲者谈到了“学生的学习方法”。其中，有deep approach和surface approach两种。在谈到deep approach时说，The deep approach refers to an intention to develop their understanding and to challenge ideas。所以，本题填deep。 8. surface 【解析】根据the “surface approach” is the intention to memorize information and to follow instructions可知，本题应填surface。 9. lecture 【解析】根据提纲可知，演讲者最后谈到的一个evaluation through feedback. It often seems to be ass