专业英语八级听力36.docx

专业英语八级听力36.docx

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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、{{B}}LISTENINGCOMPREHENSION{{/B}}（总题数：

0，分数：

0.00）

二、{{B}}SECTIONAMini-Lecture{{/B}}（总题数：

2，分数：

50.00）

Inthissectionyouwillhearamini-lecture.YouwillhearthelectureONCEONLY.Whilelistening,takenotesontheimportantpoints.Yournoteswillnotbemarked,butyouwillneedthemtocompleteagap-fillingtaskafterthemini-lecture.Whenthelectureisover,youwillbegiventwominutestocheckyournotes,andanothertenminutestocompletethegap-fillingtaskonANSWERSHEETONE,usingnomorethanTHREEwordsineachgap.Makesuretheword（s）youfillinis（are）bothgrammaticallyandsemanticallyacceptable.Youmayrefertoyournoteswhilecompletingthetask.Usetheblanksheetfornote-taking.

Now,listentothemini-lecture.

SuggestionsonReadingActivities

Ⅰ.Three{{U}}{{U}}1{{/U}}{{/U}}phasesofreading

—before-reading

—inthecourseofreading

—after-reading

Ⅱ.Before-readingactivities

—finding{{U}}{{U}}2{{/U}}{{/U}}tomakecomprehensioneasier

—makingpre-readingdiscussiontoeasecognition

—beingawareofthe{{U}}{{U}}3{{/U}}{{/U}}ofreadingmaterials

—consideringthedifferentreadingskills:

skimming,scanning,extensivereading,{{U}}{{U}}4{{/U}}{{/U}}

—understandingthelayoutofthethematerial

Ⅲ.Suggestionsforduring-readingactivities

A.Tipsofactivereadings

—summarising;reacting;questioning;{{U}}{{U}}5{{/U}}{{/U}};evaluating;involvingone'sownexperiences

B.Mysuggestions

—makingpredictions

—makingselections

—combining{{U}}{{U}}6{{/U}}{{/U}}tofacilitatecomprehension

—focusingonsignificantpiecesofinformation

—makinguseofcontextorguessing

—breakingwordsintotheir{{U}}{{U}}7{{/U}}{{/U}}

—readinginchunks

—learningtopause

—{{U}}{{U}}8{{/U}}{{/U}}

Ⅳ.Post-readingsuggestions

A.Dependingonthegoalofreading

—penetrating{{U}}{{U}}9{{/U}}{{/U}}

—meshingnewinformation

B.{{U}}{{U}}10{{/U}}{{/U}}

—discussing

—summarising

—raisingquestions

—fillinginformsandcharts

—takingreadingnotes

—role-playing

Inthissectionyouwillhearamini-lecture.YouwillhearthelectureONCEONLY.Whilelistening,takenotesontheimportantpoints.Yournoteswillnotbemarked,butyouwillneedthemtocompleteagap-fillingtaskafterthemini-lecture.Whenthelectureisover,youwillbegiventwominutestocheckyournotes,andanothertenminutestocompletethegap-fillingtaskonANSWERSHEETONE,usingnomorethanTHREEwordsineachgap.Makesuretheword（s）youfillinis（are）bothgrammaticallyandsemanticallyacceptable.Youmayrefertoyournoteswhilecompletingthetask.Usetheblanksheetfornote-taking.

Now,listentothemini-lecture.

SuggestionsonReadingActivities

Ⅰ.Three{{U}}{{U}}1{{/U}}{{/U}}phasesofreading

—before-reading

—inthecourseofreading

—after-reading

Ⅱ.Before-readingactivities

—finding{{U}}{{U}}2{{/U}}{{/U}}tomakecomprehensioneasier

—makingpre-readingdiscussiontoeasecognition

—beingawareofthe{{U}}{{U}}3{{/U}}{{/U}}ofreadingmaterials

—consideringthedifferentreadingskills:

skimming,scanning,extensivereading,{{U}}{{U}}4{{/U}}{{/U}}

—understandingthelayoutofthethematerial

Ⅲ.Suggestionsforduring-readingactivities

A.Tipsofactivereadings

—summarising;reacting;questioning;{{U}}{{U}}5{{/U}}{{/U}};evaluating;involvingone'sownexperiences

B.Mysuggestions

—makingpredictions

—makingselections

—combining{{U}}{{U}}6{{/U}}{{/U}}tofacilitatecomprehension

—focusingonsignificantpiecesofinformation

—makinguseofcontextorguessing

—breakingwordsintotheir{{U}}{{U}}7{{/U}}{{/U}}

—readinginchunks

—learningtopause

—{{U}}{{U}}8{{/U}}{{/U}}

Ⅳ.Post-readingsuggestions

A.Dependingonthegoalofreading

—penetrating{{U}}{{U}}9{{/U}}{{/U}}

—meshingnewinformation

B.{{U}}{{U}}10{{/U}}{{/U}}

—discussing

—summarising

—raisingquestions

—fillinginformsandcharts

—takingreadingnotes

—role-playing

（分数：

25.00）

填空项1:

__________________ （正确答案：

consecutive）

解析：

[听力原文]Goodmorning,everyone.Lastclasswediscussedsomeoftheshiftsandtrendsintheoriesrelatingtoreading.Thistimewewillexaminetipswhichwillhelptodevelopourabilitiesaslearnersinreadingclasses.Thesetipscanbeviewedinthreeconsecutivestages:

before-reading,during-reading,andafter-reading.Forinstance,beforestartingtoreadatextitisnaturaltothinkofthepurposeofreadingthetext.Asanexampleoftheduring-readingtechniques,re-readingforbettercomprehensioncanbementioned.Andfillingoutformsandchartscanbereferredtoasanafter-readingactivity.Thesetasksandideascanbeusedtoenhancereadingcomprehension.Firstofall,Iwillbegintointroduceyousomepre-readingtips.Beforetheactualactofreadingatextbegins,somepointsshouldberegardedinordertomaketheprocessofreadingeasier.Itishelpfultoprovidethenecessarybackgroundinformationtothereadertofacilitatecomprehension.Inaddition,pre-readingdiscussionactivitiescanlightenstudents'cognitiveburdenwhilereadingbecausepriordiscussionswillhavebeenincorporated.Somekeyvocabularyandideasinthetextshouldbeacquiredbeforehand,includingkeyconcepts,importantvocabulary,andappropriateconceptualframework.Theteachermayleadadiscussioninwhichhe/shedrawsouttheinformationstudentsalreadyhaveandinterjectsadditionalinformationdeemednecessarytoanunderstandingofthetexttoberead.Moreover,theteachercanmakeexplicitlinksbetweenpriorknowledgeandimportantinformationinthetext.Therefore,involveyourselvesinthispart.Itisalsonecessaryforstudentstobecomeawareofthepurposeandgoalofreadingacertainpieceofwrittenmaterial.Atthebeginningstagesthiscanbeledbytheteacher,butasthestudentsbecomemoremature,thistask,i.e.awareness-raisingstrategy,canbelefttothemselves.Forinstance,thestudentsmaybeguidedtoaskthemselves,"WhyamIreadingthistext?

WhatdoIwanttoknowordoafterreading?

"Oneofthemostobvious,butoftenunnoticed,pointsrelatedtoreadingpurposeistheconsiderationofthedifferenttypesofreadingskills.Skimmingisreadingrapidlyforthemainpoints;scanningisreadingrapidlytofindaspecificpieceofinformation;extensivereadingisreadingalongertext,oftenforpleasurewithemphasisonoverallmeaning;intensivereadingisreadingashorttextfordetailedinformation.However,thefourskillsareoftensubsumedintoone—intensivereading.Themostfrequentlyencounteredreasonisthatwhenyoustudyaforeignlanguage,youfeeltheurgetolookupeverywordyoudon'tunderstandandtopinpointoneverystructuralpointyoufindunfamiliar.Beawareofthedifferenttypesofreading,andaskyourselvesaboutthetypesofreadingyoudoinyourfirstlanguage.What'smore,youmustbecomefamiliarwiththefactthattextsmaytakeondifferentformsandholdcertainpiecesofinformationindifferentplaces.Thus,itisnecessarytounderstandthelayoutofthematerialbeingreadinordertofocusmoredeeplyonthepartsthataremoredenselycompactedwithinformation.Evenpayingattentiontotheyearofpublicationofatext,ifapplicable,mayaidthereaderinpresuppositionsaboutthetextascanglancingatthenameoftheauthor.ThetipsImentionedinpre-readingwillnottakeaverylongtimetocarryout.Thepurposeistoremindyoutoovercomethecommonurgetostartreadingatextcloselyrightawayfromthebeginning.Afterlearningaboutthepre-readingtips,ofcoursewewillmovetotheduring-readingtips.Whatfollowsaretipsthatencourageactivereading.Theyconsistofsummarising,reacting,questioning,arguing,evaluating,andplacingatextwithinone'sownexperience.Theseprocessesmaybethemostcomplextodevelopinaclassroomsetting,thereasonbeingthatinEnglishreadingclassesmostattentionisoftenpaidtodictionaries,thetext,andtheteacher.Theteachermayinterruptthisroutineandencourageyoutotalkaboutwhatyouarereading.Isuggestthefollowingstrategies.Makepredictionsastowhatisgoingtohappennextinthetexttobeabletointegrateandcombinewhathascomewithwhatistocome.Readerswhoaremoreproficientreadselectively,continuallymakingdecisionsabouttheirreading.Thepriorknowledgethathasbeenactivatedinthepre-readingsectionshouldbecalledupontofacilitatecomprehension.Concentrateonsignificantpiecesofinformationwhileskippinginsignificantpieces.Makeuseofcontextorguessing.Youarenotencouragedtodefineandunderstandeverysingleunknownwordinatext.Insteadyoushouldlearntomakeuseofcontexttoguessthemeaningofunknownwords.Breakwordsintotheircomponentpartstokeeptheprocessofcomprehensionongoing.Efficientreadersbreakwordsintotheiraffixesorbases.Thesepartscanhelpreadersguessthemeaningofaword.Readinginchunks:

toensurereadingspeed,youshouldgetusedtoreadinggroupsofwordstogether.Thisactwillalsoenhancecomprehensionbyfocusingongroupsofmeaning-conveyingsymbolssimultaneously.Learntopause.Goodreaderswillpauseatcertainplaceswhilereadingatexttoabsorbandinternalisethematerialbeingreadandsortoutinformation.Paraphrase:

Whilereadingtextsitmaybenecessarytoparaphraseandinterprettextssubvocallyinordertoverifywhatwascomprehended.Finally,Iwillgiveyouseveralafter-readingtips.Itisnecessarytostatethatpost-readingactivitiesalmostalwaysdependonthepurposeofreading.Doingpost-readingexercisesfirstchecksstudents'comprehensionandthenleadsthemtoadeeperanalysisofthetext.Int