专业英语八级听力36.docx

1、专业英语八级听力36专业英语八级听力-36(总分：100.00，做题时间：90分钟)一、BLISTENING COMPREHENSION/B(总题数：0，分数：0.00)二、BSECTION A Mini-Lecture/B(总题数：2，分数：50.00)In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but y

2、ou will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE, using no more than THREE words in each gap. Make sure the word(s) you fi

3、ll in is(are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking.Now, listen to the mini-lecture.Suggestions on Reading Activities. Three U U 1 /U /Uphases of readingbefore-readingin the course of readingafter-re

4、ading. Before-reading activitiesfinding U U 2 /U /Uto make comprehension easiermaking pre-reading discussion to ease cognitionbeing aware of the U U 3 /U /Uof reading materialsconsidering the different reading skills: skimming, scanning, extensive reading, U U 4 /U /Uunderstanding the layout of the

5、the material. Suggestions for during-reading activitiesA. Tips of active readingssummarising; reacting; questioning; U U 5 /U /U; evaluating; involving ones own experiencesB. My suggestionsmaking predictionsmaking selectionscombining U U 6 /U /Uto facilitate comprehensionfocusing on significant piec

6、es of informationmaking use of context or guessingbreaking words into their U U 7 /U /Ureading in chunkslearning to pauseU U 8 /U /U. Post-reading suggestionsA. Depending on the goal of readingpenetrating U U 9 /U /Umeshing new informationB. U U 10 /U /Udiscussingsummarisingraising questionsfilling

7、in forms and chartstaking reading notesrole-playing In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. Whe

8、n the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE, using no more than THREE words in each gap. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may refer

9、to your notes while completing the task. Use the blank sheet for note-taking.Now, listen to the mini-lecture.Suggestions on Reading Activities. Three U U 1 /U /Uphases of readingbefore-readingin the course of readingafter-reading. Before-reading activitiesfinding U U 2 /U /Uto make comprehension eas

10、iermaking pre-reading discussion to ease cognitionbeing aware of the U U 3 /U /Uof reading materialsconsidering the different reading skills: skimming, scanning, extensive reading, U U 4 /U /Uunderstanding the layout of the the material. Suggestions for during-reading activitiesA. Tips of active rea

11、dingssummarising; reacting; questioning; U U 5 /U /U; evaluating; involving ones own experiencesB. My suggestionsmaking predictionsmaking selectionscombining U U 6 /U /Uto facilitate comprehensionfocusing on significant pieces of informationmaking use of context or guessingbreaking words into their

12、U U 7 /U /Ureading in chunkslearning to pauseU U 8 /U /U. Post-reading suggestionsA. Depending on the goal of readingpenetrating U U 9 /U /Umeshing new informationB. U U 10 /U /Udiscussingsummarisingraising questionsfilling in forms and chartstaking reading notesrole-playing （分数：25.00）填空项1:_（正确答案：co

13、nsecutive）解析：听力原文 Good morning, everyone. Last class we discussed some of the shifts and trends in theories relating to reading. This time we will examine tips which will help to develop our abilities as learners in reading classes. These tips can be viewed in three consecutive stages: before-readin

14、g, during-reading, and after-reading. For instance, before starting to read a text it is natural to think of the purpose of reading the text. As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as a

15、n after-reading activity. These tasks and ideas can be used to enhance reading comprehension. First of all, I will begin to introduce you some pre-reading tips. Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading easier. It is helpfu

16、l to provide the necessary background information to the reader to facilitate comprehension. In addition, pre-reading discussion activities can lighten students cognitive burden while reading because prior discussions will have been incorporated. Some key vocabulary and ideas in the text should be a

17、cquired beforehand, including key concepts, important vocabulary, and appropriate conceptual framework. The teacher may lead a discussion in which he/she draws out the information students already have and interjects additional information deemed necessary to an understanding of the text to be read.

18、 Moreover, the teacher can make explicit links between prior knowledge and important information in the text. Therefore, involve yourselves in this part. It is also necessary for students to become aware of the purpose and goal of reading a certain piece of written material. At the beginning stages

19、this can be led by the teacher, but as the students become more mature, this task, i.e. awareness-raising strategy, can be left to themselves. For instance, the students may be guided to ask themselves, Why am I reading this text? What do I want to know or do after reading? One of the most obvious,

20、but often unnoticed, points related to reading purpose is the consideration of the different types of reading skills. Skimming is reading rapidly for the main points; scanning is reading rapidly to find a specific piece of information; extensive reading is reading a longer text, often for pleasure w

21、ith emphasis on overall meaning; intensive reading is reading a short text for detailed information. However, the four skills are often subsumed into oneintensive reading. The most frequently encountered reason is that when you study a foreign language, you feel the urge to look up every word you do

22、nt understand and to pinpoint on every structural point you find unfamiliar. Be aware of the different types of reading, and ask yourselves about the types of reading you do in your first language. Whats more, you must become familiar with the fact that texts may take on different forms and hold cer

23、tain pieces of information in different places. Thus, it is necessary to understand the layout of the material being read in order to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid th

24、e reader in presuppositions about the text as can glancing at the name of the author. The tips I mentioned in pre-reading will not take a very long time to carry out. The purpose is to remind you to overcome the common urge to start reading a text closely right away from the beginning. After learnin

25、g about the pre-reading tips, of course we will move to the during-reading tips. What follows are tips that encourage active reading. They consist of summarising, reacting, questioning, arguing, evaluating, and placing a text within ones own experience. These processes may be the most complex to dev

26、elop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. The teacher may interrupt this routine and encourage you to talk about what you are reading. I suggest the following strategies. Make predictions as

27、to what is going to happen next in the text to be able to integrate and combine what has come with what is to come. Readers who are more proficient read selectively, continually making decisions about their reading. The prior knowledge that has been activated in the pre-reading section should be cal

28、led upon to facilitate comprehension. Concentrate on significant pieces of information while skipping insignificant pieces. Make use of context or guessing. You are not encouraged to define and understand every single unknown word in a text. Instead you should learn to make use of context to guess t

29、he meaning of unknown words. Break words into their component parts to keep the process of comprehension ongoing. Efficient readers break words into their affixes or bases. These parts can help readers guess the meaning of a word. Reading in chunks: to ensure reading speed, you should get used to re

30、ading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. Learn to pause. Good readers will pause at certain places while reading a text to absorb and internalise the material being read and sort out information. Parap

31、hrase: While reading texts it may be necessary to paraphrase and interpret texts subvocally in order to verify what was comprehended. Finally, I will give you several after-reading tips. It is necessary to state that post-reading activities almost always depend on the purpose of reading. Doing post-reading exercises first checks students comprehension and then leads them to a deeper analysis of the text. In t