复合式听写ppt课件

1、1四级听力四级听力复合式听写复合式听写 一一 听写试题的基本类型及考查形式听写试题的基本类型及考查形式 复合式听写有11个小题。第1-8题要求用原文词汇填写，第9-11题是补全信息，不必用原文词汇。复合式听写的短文约有240-260词，共朗读三遍。第一遍为正常语速朗读，中间没有任何停顿，旨在让考生把握文章整体内容；第二遍朗读时每个空格后略有停顿，后三个空的停顿时间略长，以便考生填写所缺信息；第三遍朗读与第一遍一样，没有停顿，主要让学生进行核对。整个考试时间约为15分钟，旨在考核学生听、记的能力和书面表达能力。2 二二 听写题型设计的一般规律听写题型设计的一般规律 1 所填单词多以实词为主，基本

2、上是名词、动词、形容词或副词。 2 所填句子为: 一般的陈述性句子。陈述一件事情或表达一个完整的意思，常常出现在说明文中。 概括性的结论或主题。这部分听写一般是段落的主题句已经给出，要求考生补全支撑细节，或者直接让考生写出全文的结论性句子。3 三三 应试技巧应试技巧 复合式听写实际操作过程应严格按照以下步骤进行：听前预览 精听速记 写后检查。具体答题方法如下： 1 预测。复合式听写材料多为说明文，这类文章具有主题突出、条理清楚、逻辑性强等特点。文章开头或段首多半有主题句，之后的段落、句子都是对主题句的进一步扩展、说明或论证。考生应利用一切机会，如考前空隙或播放Directions时间，浏览全文

3、，捕捉卷面文字信息，预测将要听到的内容。通过预测我们可以判断文章谈论的话题、文章的主旨大意及脉络走向，同时我们也能判断可能出现的单词范围和词性等。 4 关于文章主旨大意的预测如2007年6月份的试题，文章的首句“Students pressure sometimes comes from their parents.”开门见山，点明文章将要讨论的问题是学生的压力可能来自他们的父母，这是关于亲子关系方面的话题。作为听者，我们应迅速判断出话题的方向，然后根据自己的知识储备，从记忆库里调出平时积累的相关信息，激活有关这一话题的思维，做出相应的预测。5 关于文章细节的预测复合式听写的文章都有严密的逻辑

4、关系和紧密的上下文结构，所以我们在听前可以利用卷面内容，根据文章的逻辑关系和上下文之间的结构，推测出文章中要求填写的单词、短语或句子。例如2006年12月考题：“All languages have two general levels of (37) _: a formal level and an informal level. English is no (38) _. ”其中38题即使我们没有听到录音也大概能判断此处应该填exception或difference之类的词。这样一来，就可将即将听到的内容的范围缩小到几个词，能够大大提高对听力内容的把握。 6 2 听第一遍录音应以听为主，记

5、为辅，听写结合，双管齐下。第一遍是正常语速朗读，要求考生注意听懂全文内容。由于听前考生已浏览了卷面文字，对听力材料有了大致的了解，因此听第一遍时，考生可以适当地填写些单词和做些笔记，但应该以听为主，记为辅。第一遍记下关键词有助于第二遍听写时启发记忆，提示要点，同时也减轻了第二遍记笔记的任务，使笔记更加充实、完整，依次写出的内容要点才会更加全面、准确。需要特别注意的是，听第一遍时不要手忙脚乱，或为了某一个词而造成意识上的暂时停顿，破坏对整句或整段的理解。 7 3 听第二遍录音时，留神停顿信号，注意意群和关键词语。第二遍在听懂的基础上，迅速记下所听的内容。这一遍主要是抢速度，用简写等方式或用图形、

6、符号记录下内容就行。一般考生听完两遍基本可听懂句意；但只凭记忆写要点，往往容易有疏漏和错误。足够信息量的笔记是写好要点的重要条件，但如何在有限的时间内记录下更多的内容呢？这里介绍两种方法。8 使用缩略语。如可用esp.代especially，sth.代something， apprec代appreciation等。没有缩略语的词汇，如字母较少的单词，可完整写出该词，如gift, take等；字母较多的单词，只写该词前几个字母即可。这里的基本要求是快速、省时并能表达含义。缩略语不一定要求规范，甚至可用些符号，所记内容不一定要求完整，只要能起到提示的作用，自己能看懂就行了。 9 记中心词。因为复合

7、式听写第二部分只要求写出内容要点，所以考生应重点记下句中出现的中心词，如短语a thank-you gift，greatly appreciated和quite acceptable中的定、状语便可略去不记。这样考生可以赢得更多的时间，为写好内容要点创造了条件。 10 4 第三遍朗读供考生进行核对。核对是最后必不可少的环节，考生应抓住时机，弥补前两遍听音时所忽略或遗漏的内容，进一步修改和完善自己的答案。 听写第一部分要求考生填入所缺单词，有时考生只凭辩音仍难以准确地判断出应为何词，此时考生可运用自己的语言知识，修正听力细节上的不足。主要可以从语法结构、词语搭配、意义连贯、上下文等多角度去推测、

8、分析和判断，并正确拼写出单词。而在核对听写第二部分内容要点时，则应注意力求要点完整、准确，尽量减少语言中语法、拼写等错误。 单词拼写正确与否往往暗示你是否真正听懂了。写错了单词而且错误还比较多的话，很难表明你已经听懂了。所以，平时应加强拼写练习。11如有关名词的单复数问题（这也是复合式听写考查的一个重点），不仅考查考生的听力，同时考查考生的语法应用能力，该考点往往使一些考生因为单词形式错误而丢分，仔细检查就可以解决这一问题。例如：06年12月份考题。“You would also use formal English in compositions and (41) _ that you wr

9、ite in school. Informal language is used in conversation with (42) _, family members and friends.”其中41题的答案是“essays”，为复数形式。根据“compositions and”，我们就可以推断出这里可数名词essay一定为复数形式。42题“colleagues”也可以通过这样的方法推测出来。如果我们在听的过程中没有听得太清楚，那么检查的过程则可以帮助我们对这些问题进行补救。 12又如关于动词形式，是用现在分词还是过去分词等。考生在听到该单词后还应注意它的正确形式，否则丢分丢得很冤枉。例如

10、07年6月份考题：“Most parents are well (36) _, but some of them arent very helpful with the problems their sons and daughters have in (37) _ to college, and a few of them seem to go out of their way to add to their childrens difficulties.” 根据前文“in”这一介词，我们可以推断出37题要填的是“adjust”的动名词形式。还有此套试题的第41题“(41) _ to see

11、ing As and Bs on high school report cards, they may be upset when their childrens first .”在听的过程中，由于连读、吞音，我们可能听不到或听不清“accustomed ”末尾的/d/ 音，但在核对的过程中，根据整个句子的结构，我们可以确定这里需要的是一个过去分词。由此可见核对的过程是必不可少的。 13 5 复合式听写第二部分只要求写出内容要点即可。内容要点不可缺漏，但也并非必须一字不差，考生应分清主次，有所取舍。从这个意义上说，复合式听写还要求考生具有一定的逻辑分析和归纳能力。考生在答这部分时应注意：可将内

12、容要点分列为几点，清楚明白，一目了然；所填要点尽可能用完整的简单句表达，不宜用短语，句式也不宜过于复杂；尽量省去句中可有可无的修饰成份。总之，考生应用有限的词语简洁明了地概括出所听内容的全部要点，使内容要点和语言表达达到完美统一。 14 四四 听写真题举例分析听写真题举例分析 下面以2008年12月复合式听写为例，分析其答题技巧。15 1快速浏览，预知该文是对全球犯罪率增加这个现象为何会持续一段时间所做的分析。 2 精听速记。对36-43空缺处的单词可采用速记的形式，标注自己明白的字母符号，以此来节省时间。如36 trend (tre);37 phenomenon (pheno);38 sce

13、ne (sce);39 offences (offen);40 murder (mur);41 particularly (parti);42 explosion (explo); 43 associated (associ)。 16 3 完善核对。对36-43要注意时态、语态、所有格及单复数的变化，从语法结构上对所填单词的准确性做进一步分析。44-46要注意表达意思的完整性，力求准确传达原文的含义，不过分拘泥于细节，同时要以整个段落为参数，与文章整体保持一致，努力把握作者的意图。1709年6月复合式听写vDirections: In this section, you will hear a

14、 passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46

15、 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.18vAround 120 years ago, Ebbing

16、haus began his study of memory. He (36) on studying how quickly the human mind can remember (37) . One result of his research is known as the total time hypothesis (假设), which simply means the amount you learn (38) on the time you spend trying to learn it. This can be taken as our first rule of lear

17、ning.19vAlthough it is usually true that studying for four hours is better than studying for one, there is still the question of how we should use the four hours. For example, is it better to study for four hours (39) _ or to study for one hour a day for four days in a (40) _?. The answer, as you ma

18、y have (41) _, is that it is better to spread out the study times. This (42) _, through which we can learn more (43) _. by dividing our practice time, is known as the distribution of practice effect. Thus,(44) _.20vBut were not finished yet. We havent considered how we should study over very short p

19、eriods of time. (45) _. Should you look at the same word in rapid succession, or look at the word and then have some delay before you look at it again?(46) _.21keyvAround 120 years ago, Ebbinghaus began his study of memory. He 36concentrated on studying how quickly the human mind can remember 37info

20、rmation. One result of his research is known as the total time hypothesis, which simply mean the amount you learn 38depends on the time you spend trying to learn it. This can be taken as our first rule of learning. 22vAlthough it is usually true that studying for 4 hours is better than studying for

21、1, there is still the question of how to use the 4 hours. For example, is it better to study for 4 hours 39straight or to study for 1 hour a day for 4 days in a 40row? The answer, as you may have 41suspected, is that it is better to spread out the study times. This 42phenomenon through which we can

22、learn more 43efficiently by dividing our practice time is known as the distribution of practice effect. Thus, 44our second rule of learning is this. Its better to study fairly briefly but often. But we are not finished yet. 23vWe havent considered how we should study over very short periods of time.

23、45 Lets say you are trying to learn some new and rather difficult English vocabulary using a stack of cards. Should you look at the same word in rapid succession or look at the word and then have some delay before you look at it again? 46The answer is it is better to space up the presentations of th

24、e word you are to learn. 2409年年12月复合式听写月复合式听写v In the humanities, authors write to inform you in many ways. These methods can be (36) into three types of informational writing: factual, descriptive, and process.25vFactual writing provides (37) information on an author, composer, or artist or on a ty

25、pe of music, literature, or art. Example of factual writing include notes on a book jacket or (38) cover and longer pieces, such as an article describing a stle of music which you might read in a music (39) courses. This kind of writing provides a (40) for your study of the humanities.26vAs its name

26、 (41), descriptive writing simply describes, or provides an (42) of, a piece of music, art, or literature. For example, descriptive writing might list the colors an artist used in a painting or the (43) a composer included in a musical composition, so as to make pictures or sounds in the readers min

27、d by calling up specific details of the work. (44) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.vProcess writing explains a series of actions that bring about a result. (45) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

28、 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. This kind of writing is often found in art, where understanding how an artist created a certain effect is important. (46) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

29、27KEYvIn the humanities, authors write to inform you in many ways. These methods can be (36) classified into three types of informational writing: factual, descriptive, and process28vFactual writing provides (37) provides information on an author, composer, or artist or on a type of music, literatur

30、e, or art. Example of factual writing include notes on a book jacket or (38) album cover and longer pieces, such as an article describing a stle of music which you might read in a music (39) appreciation courses. This kind of writing provides a (40) context for your study of the humanities.29vAs its

31、 name (41) implies , descriptive writing simply describes, or provides an (42) image of, a piece of music, art, or literature. For example, descriptive writing might list the colors an artist used in a painting or the (43) instrument a composer included in a musical composition, so as to make pictur

32、es or sounds in the readers mind by calling up specific details of the work. (44) _ Descriptive writing in the humanities, particularly in literature, is often mixed with critical writing. vProcess writing explains a series of actions that bring about a result. (45) _It tells the reader how to do so

33、mething. For example, explaining the technique used to shoot a film. This kind of writing is often found in art, where understanding how an artist created a certain effect is important. (46) _Authors may actually use more than one type of technique in a given piece of informational writing . _302010

34、年6月vAlmost every child, on the first day he sets foot in a school building, is smarter, more (36) , less afraid of what he doesnt know, better at finding and (37) things out, more confident, resourceful (机敏的), persistent and (38) than he will ever be again in his schooling or, unless he is very (39)

35、 and very lucky, for the rest of his life. 31vAlready, by paying close attention to and (40) with the world and people around him, and without any school-type (41)instruction, he has done a task far more difficult, complicated and (42) than anything he will be asked to do in school, or than any of h

36、is teachers has done for years. He has solved the (43) . of language. He has discovered it babies dont even know that language existsand (44) . 32vHe has done it by exploring, by experimenting, by developing his own model of the grammar of language, (45) v until it does work. And while he has been doing this, he has been learning other things as well, (46) , and many that are more complicated than the ones they do try to teach him.33keyvAlmost every child, on the first day he sets foot in a school building, is smarter, more (36) curious,