大学英语四级听力教案

大学英语四级听力教案（精选8篇）

大学英语四级听力教案 篇1

Experiencing English Advanced Listening and Speaking

Book II 大学体验英语听说教程

下册 Unit 1 International Conferences

Teaching Objectives: In this unit, students will listen to an introduction speech at an English Language Teaching Conference in the Listening Task section and a speech on mnemonics for real world listening.They are expected to find many useful concepts and practices for English language learning in this unit, so tell them to pay particular attention.Teaching Difficulties: 1.Students may encounter some difficult words while listening, and they are required to figure out the contextual meanings of these words.It takes time and the instructor has to take pains to gradually acquaint students the skill of how to understand unfamiliar words while listening.2.Students may come across difficulties of taking down notes while listening.The instructor has to pause while listening to tell the students how to jot down brief notes in process of listening comprehension.Teaching Procedures: 1.Warming-up exercise The purpose of this task is to draw students into the unit by asking them to reflect on their personal experiences and linking those with the unit topic.Instructors are advised to ask students as many questions as they can think of, relating to the conference a student talks about to the class.The purpose of your questions is to give the students an opportunity to speak up in English, and also to get students thinking about the unit topic.2.Vocabulary—Read and Choose strategy: n.a particular plan or method for winning success in a particular activity insight: n.deep understanding, the power of using one’s mind to understand something deeply effective: a.having a noticeable or desired effect;producing the desired result honored: a.feeling very proud and pleased principle: n.a general truth or belief that is used as a base for reasoning or action or for the development of further ideas overall: a.including everything

acclaimed: a.publicly praised by a lot of people currently: adv.at present fundamental: a.of or forming the basis or foundation of something;essential meticulous: a.very careful;with attention to detail fluency: n.the quality or condition of speaking a language very well issue: n.an important point;a point in question or a matter that is in dispute or may be argued about because of its importance 3.Listening Task Pre-listening Activity: Students are asked to present their problems in learning English and discuss these problems in pairs.Listening Activities: 1)First Listening

The chairperson at an International English Language Teaching Conference is introducing three speakers.Listen and choose the best summary of each introduction.2)Second Listening Who are the most likely to attend educational conferences? What do people share at an educational conference? Discuss the words below.Then listen to Part 1 of the introduction again and circle the words that are mentioned.Learning Strategies: Staying Motivated Studies have shown that motivation plays a huge role in learning and achievement.However, after many years of study, our enthusiasm can diminish.There are many ways to stay motivated and different methods to work well for different people.It’s important to find the method that works best for you.4.Real World Listening 1 1)Ingrid Anderson is giving her speech to the conference.Listen to Part 1 and complete the sentences.Then choose the sentence that best states what Ingrid will talk about in the rest of her speech.2)Listen to Part 2 and complete the outline of this part of Ingrid’s speech.3)Listen to Part 3 and complete the following tasks.5.Real World Listening 2 1)Listen to Part 1 and circle the best answer.2)Listen to Part 2.Which of the following is NOT one of Karl Grass’s concerns?

6.Post-listening Activity What would you ask if you were at the Q&A session with the three speakers? Look at the following three examples and then write down three questions of your own.7.Homework Students are asked to listen to Listening Tasks and Real World Listening materials one more time in their spare time.Tapescript for Listening Tasks:

Introducing Speakers at a Conference [Part 1] Host: Good evening ladies and gentlemen and welcome to the fifth annual International English Language Teaching Conference.Every year English language educators of all kinds—teachers, lecturers, researchers, authors and publishers—come from all over the world to share research results, strategies and fresh insights for effective English language teaching and learning.As usual, this year, we’re honored to have here some very highly regarded speakers, who are all leading experts in their fields.[Part 2] Host: We have three speakers tonight.Our first speaker this evening is Professor Ingrid Anderson.She will be talking about using mnemonics in vocabulary learning.Mnemonics are often mentioned as useful memory aids but how do they work? Ingrid Anderson will be telling us about some general principles behind mnemonics and how these principles can improve our overall learning.Ingrid Anderson has been an English language teacher for the past twenty-five years;she is the author of the widely acclaimed book Vocabulary and Language Learning and is currently a senior professor of ELT at The Institute of Foreign Languages in Shanghai.It’s my great pleasure to introduce to you Professor Ingrid Anderson.[Applause] Host: Mr.John Bhudrani will follow Professor Anderson to talk to us about another fundamental area of language—grammar.In particular John Bhudrani will be focusing on the confusing area of grammar and natural language.Why do some second language learners who pay meticulous attention to grammar, sometimes lack a natural fluency? John Bhudrani will be tackling this and other related issues in his speech.John Bhudrani’s career has taken him through twenty-two years of study, lecturing and research at Edinburgh University in the UK and Harvard University in the United States, where he is currently the head of the linguistics department.He wrote his Ph.D thesis on language teaching theory and is a leading expert in ELT pedagogy.Please welcome Mr.John Bhudranni.[Applause]

[Part 3] Host: Our final speaker will talk on a subject that teachers spend a great deal of time thinking about: motivation.Motivation has long been recognized as an important area of language learning—so how do educators create the best conditions to stimulate motivation? What can educators do when faced with a classroom of unmotivated students? Or, if a teacher is lucky enough to have well motivated students, how can that teacher get the most out of the students’ motivation? To help us find answers to these and other questions about motivation Ms.Naomi Green will be our third speaker.[Part 4] Host: Naomi Green is a highly effective and experienced language teacher.She started her career in ELT more than thirty-five years ago and since then has worked all over the world as a teacher and an administrator.She is currently the director of the British Council in Tokyo.She has a master’s degree in ELT and will soon complete a second master’s degree in applied linguistics at Reading University.She’s not only an excellent teacher but also an outstanding student of languages herself and is fluent in Spanish, French and Japanese.Ladies and gentlemen, please welcome Ms.Naomi Green.[Applause]

大学英语四级听力教案 篇2

从交际角度出发, 听力水平直接决定着外语学习者运用该语言进行实际交际的能力, 但是听力却是外语学习中最难学习的一种技能 (Hasan, 2000) , 这一点也同样适用于中国学生的英语学习。

独立院校由于其生源特点, 学生的英语基础与其它一般本科院校的学生相比, 要相对薄弱, 而听力则尤其如此。所以, 独立学院英语教学应该根据自身的实际情况, 找到适合自己学生特点的听力教学模式来提高学生的听力水平, 促进学生运用英语进行交际的能力。为了了解独立学院听力的实际状况, 本论文对武汉大学珞珈学院即将参加2012年6月份国家大学英语四级 (以下简称CET4) 的大二学生听力水平进行了调查。

2 统计方式及统计结果

本次调查的对象为本校2010级非英语专业即将参加CET4考试的大二学生。统计的方式是从全校性四级模拟考试 (模拟考试试卷为历年CET4考试真题) 答卷中随机抽取了10个班 (全校共32个班) , 并从这10个班每班随机抽取3名共90名 (其中男生47名, 女生43名) 学生的试卷, 对这90份试卷除复合式听写以外的25道听力单项选择题, 分项目用以下方式进行了统计:

1) 90名学生25道听力选择提 (共25分) 的平均得分;

2) 短对话、长对话和短文各个得分段的人数进行了统计, 具体统计结果如下:

经统计, 这90名学生25道听力选择题的平均得分为12分;短对话对5个及5个以上 (及格水平) 的占33.3%, 做对4个及4个以下 (不及格水平) 占66.7%;长对话做对5个及5个以上 (及格水平) 的占34.4%, 做对4个及4个以下 (不及格水平) 的同学占65.6%。短文做对6个及6个以上 (及格水平) 的占26.7%, 做对5个及5个以下 (不及格水平) 的同学占73.3%。

从整个统计结果可以看出:1) 无论短对话、长对话, 还是短文, 大多数同学都处于不及格水平;2) 短对话、长对话、短文得0-3分者分别占了28%、49%、37%;3) 对词汇、专注力要求较低的短对话准确率并没有明显高于其它两个题型;对于词汇、专注力要求高、题材广泛的短文准确率最低。

通过对这90名学生每道题对错情况的进一步分析, 发现有以下规律:1) 对话题中, 一般直接就对话发生的时间、地点及正在做什么进行提问的题正确率高;需要学生根据对话推测说话者隐含、暗示了什么的题, 学生准确率低;2) 一般学生在平时训练中出现频率较高的对话场景或者学生熟悉的话题, 答题正确率高;3) 短文听力中, 一般来说主旨题的得分率较高, 细节题得分率较低。

听力理解一般分三个方面:主要内容、细节、对内容进行推论 (Brown, 2006) 。四级听力题目设置也以这三类题型居多。从分析可以看出, 学生“理解言外之意 (listening between lines) ”, 即听力推测能力比较差;比较熟悉的话题场景准确率高表明已有知识 (prior knowledge) 对学生的听力理解有积极的影响;细节题准确率低则反映出学生在听力过程中借助听力策略帮助听力理解的能力不够;专注力差, 容易走神。

3 提高独立学院学生听力的对策

针对以上实际问题, 独立学院教师应该在实际教学中从以下几个方面改善听力教学, 提高教学质量:

3.1 扩大词汇量

从认知角度, 听力理解包含自下而上 (bottom-up processing) 和自上而下 (top-down processing) 两种信息处理方式, 这两种在听力理解过程中往往是同时进行的。自下而上的听力理解过程是指听者对听到的内容对语言本身的语义进行理解 (Richards, 2008) , 其中包括音、形、意、句子结构等各个层面的含义。外语习得者只有掌握一定的词汇及语法, 才能进行听力理解。而词汇量的大小与听力理解能力有着很大的关联 (Stahr, 2009) , 笔者在教学过程也发现, 文本和选项中不认识的单词往往是学生听力理解困难的主因, 所以扩大学生的词汇量是提高听力水平的基础。

在单词记忆过程中, 学生比较注重单词的形和义, 而忽视了单词发音, 这也是造成学生读得懂, 会写会用, 但是却听不懂的原因之一。因而在平时的教学中应改变单词的记忆方式, 采取注重单词声、形、义同时输入, 帮助记忆的单词记忆方式, 使学生的听力水平不再滞后于他们的读、写、译的水平;同时也可以在课堂中设置一些环节和任务, 使学生通过语言输出过程中, 如在要求学生口语、作文中使用学到和听到的单词, 以用促学。

3.2 扩充相关背景知识

上面我们提到了自下而上的信息处理方式主要是基于语言语义本身, 而自上而下的信息处理方式指的是听者利用背景知识 (background knowledge) 或已有知识 (prior knowledge) 来对说话者的话语进行理解。这个过程所涉及的背景知识主要有以下几种:听者已有的与主题相关的知识;情景、语境知识;以“图示 (schemata) ”或“脚本 (scripts) ”形式存在的知识 (Richards, 2008) 。因此, 在教学过程中, 教师可以从以下方面来扩充学生的背景知识:1) 文化背景知识。在课文的讲授上不应该停留在字面含义的讲解, 而应该深挖文章文化背景知识, 使学生在语言学习的过程中也了解目的语国家相关的文化背景知识;2) 分场景进行听力训练, 并发散性地扩充该场景的涉及的相关单词和词组, 并培养学生抓住关键场景词, 进行判断推理的能力。

3.3 培养学生使用听力策略的能力

听力理解是一个听者利用背景知识和目的语语言知识对输入进行积极重构的过程 (Byrnes, 1984;Nagel&Sanders, 1986) , 在此过程中, 听者会使用各种策略帮助理解和记忆主要信息。例如:利用上下文推断不熟悉或者新单词的意思;利用背景知识帮助理解;想象;归纳总结;记笔记;重复等。研究证明, 听力成绩更好的外语习得者在听力理解过程中使用策略的频率更高 (Murphy, 1985) 。为了培养学生有意识使用策略和提高运用策略帮助进行理解的能力, 教师可以在听力课堂上设计涉及语言各个层次的教学环节, 例如将听力与写作或者口语结合起来, 让学生先听, 并且根据听力内容做笔记、归纳, 然后写出Summary或者进行角色扮演 (role play) 。这种方式既锻炼学生使用各种策略完成听力任务的能力, 写作或表演等输出过程可以检查和巩固学生听力训练的成果, 同时这些策略也能训练学生的听力专注力。

4 结语

所以听力教学不仅是语言的听力理解过程 (listening as comprehension) , 而且也应该是语言习得过程 (listening as acquisition) 。在听力教学中应该将输入理解和输出巩固结合起来, 使学生在听懂的基础上运用听力理解学到的知识, 完成输入到习得的转化。

本文在调查过程中仅对独立学院英语听力现状进行一定的了解, 关于学生听力水平差的原因很复杂, 涉及到认知、语言本身还有学习者的情感因素, 还有待于进一步的调查研究, 从而真正找到一条适合独立学院听力教学的模式。

参考文献

[1]Brown, S.Teaching Listening[M].Cambridge:Cambridge University Press, 2006.

[2]Byrnes, H.The role of listening comprehension:A theoretical base[J].Foreign Language Annals, 1984 (17) :317-329.

[3]Hasan, A.Learners’perceptions of listening comprehension problems[J].Language, Culture and Curriculum, 2000 (13) :137-153.

[4]Lund, Randall J.A comparison of second language listening and reading[J].Modern Language Journal, 1991 (75) :196-204.

[5]Murphy, J.M.An investigation into the listening strategies of ESL college students[Z].Unpublished doctoral dissertation, Columbia University, 1985.

[6]Nagle, S.J., &Sanders, S.L.Comprehension theory and second language pedagogy[J].TESOL Quarterly, 1986 (20) :9-26.

[7]Richards, J.C.Teaching listening and speaking[M].Cambridge:Cambridge University Press, 2008.

大学英语四级听力策略 篇3

【关键词】英语;听力

中图分类号:G633.41文献标识码:A 文章编号:1009-8283(2010)07-0198-01

近些年来,大学生对于学习外语的热情不断高涨,他们学习英语的热情、兴趣和努力使他们的英语水平在会话、阅读、写作及翻译方面有了很大的提高,但是在听力方面提高的却不尽人意。因为许多学生在大学英语四级考试中,阅读理解、完型填空、写作等部分成绩非常突出,而听力理解部分的成绩却很低,甚至连及格分都拿不到。

而就《大学英语课程教学基本要求》对学生英语听力能力的一般要求来说。 我们可以量化为:能听懂英语授课、能听懂日常英语谈话和一般性题材讲座、能基本听懂英语慢速节目,语速130词每分钟,并能运用基本听力技巧帮助理解中心思想和信息要点,准确率不低于70%。因此解决听力种所出现得障碍是当前最为迫切的关键。

1 影响大学生英语听力水平的主要因素

(1)听音材料语速快,学生在听的过程中反应不过来。在平时上课时,教师的语速都不快,特别使外教,为了使学生充分理解所讲内容,有意放慢语速,发音很标准。而听力材料的内容一般按英语国家正常语速录制的,语音流畅。这使很多学生一下子适应不了,对听的内容反应不过来。

(2)没有掌握单词的正确发音,对英语的语调和连读不熟悉。许多学生对单词的正确读音不重视,平时读记单词时只是按照自己的意念,不按单词的正确音标来读、来记,因而当听到单词的正确读音时,就不能做出正确的反应和理解。

(3)听音的方法不正确。许多学生听时不以句子、意群为单位,而是把注意力放在每个单词上,造成词与词之间不连贯。另外,有的学生在听的过程中边听边翻译,如果前面的内容没理解,后边的内容又来了,速度自然也难以跟上。

(4)对英语国家的社会文化、风土人情了解不够,没有亲身的体验,似懂非懂难以确定。

2 提高英语听力的理论依据

一般来说,在理论上我们可将听力理解分成5个部分,即辨音、信息感知、听觉记忆、信息解码、运用所使语言使用或储存信息。在顺序上,后一个部分总是依赖前一个部分。辨音包括辨别各种语音、语调和音质等,这是听力理解的第一步。信息感知是指学生在具备了辨音能力之后有意识的感知语流中的语音组合,从而获取句子意义的阶段。听觉记忆指的是将感知到的听觉信息在被理解之前在大脑中保存一定的时间。信息解码是指理解或获取信息的过程。在经过了以上四个阶段之后,学生就可以运用所学语言将信息表达出来或储存在记忆中。Anderson对听力理解过程的划分更为简单,他认为,听力理解包括3个相互联系而又循环往复的过程:感知处理、切分和运用。在切分阶段,听话者将短时记忆中的语音串切分成从句、短语、单词或其他语言单位,并在大脑中以心理表征的方式建构意义。在运用阶段,听话者借助世界知识和语言知识将大脑中的心理表征语与已有知识联系起来,从而对听力材料做出正确的理解。总之,听力理解是通过听觉器官和大脑的认知活动,并运用语音、词汇、语法和各种非语言知识,把感知到的声音转化为信息的过程。

3 提高大学英语四级听力的方法

(1)打好语音基础,重视发音差异。语音是学好英语最重要的基本功,发音不准,很难提高听力水平,也很难被他人听懂。而学生刚进入大学时,听说能力参差不齐,英语发音因地域不同风格各异。教师有必要向学生传授一些语音知识,强化学生语音语调的训练,让学生养成严格按照标准语音语调发音说话的习惯。

(2)精听与泛听相结合。为了克服听音后翻译这个不良习惯,教师要有针对性的进行段落快速听力练习,使学生做到能立刻听出段落内容,迅速回答所提问题。然后对所听材料进行一遍又一遍的精听,准确听出每个单词、短语和句子。教师选取的听力材料要先易后难,先慢后快,然后让学生逐渐适应。在听力课上,要培养正确的听音方法,有时一词半句听不清楚是正常现象,切忌焦躁,要跟上录音的速度,不要在某一单词或句子上纠缠,全神贯注,,快速梳理听到的信息。要注意首句、关键词或关键句,把听音的重点放在意群上,并记下录音中提到的相关信息,这样可以提高答题正确率。

(3)了解英语国家的风土人情,增强体验感。要经常参加专题讲座形式的小论坛,话题可涉及到方方面面。例如:民俗、教育、历史、时尚、食物等。每个学生可以根据自己的爱好选择不同的话题。一个学生讲完后,其他学生可以补充或提问。通过这样的活动,既可以使学生对西方的文化有更深的了解,也可时学生达到多说多练的目的,从而提高听力水平。

(4)善于运用一些技巧。在听力练习、考试中运用一些技巧也有助于对所听内容的理解,提高答题的正确率。

1)关于短对话听力的应对策略:八个短对话按照真题分析可以归纳为如下场景:涉及校园场景、天气场景、医院场景、面试场景、租房场景、娱乐场景、餐馆场景、选课场景、作业场景、图书馆场景。英语交际通常使用一种模式化的语言,在固定的场景中其词汇和表达也相对比较固定,平时注意积累场景高频词汇和习惯表达,考生只要在复习时重点突出,强化训练,就可以在四级听力短对话部分做到未听半知的状态。 2)两组长对话是个新生事物,对学生短时记忆和快速提取信息的能力提出了更为严峻的挑战。长对话分值为7%,难度上增加不大,但话轮的频繁更替使部分考生不太适应。建议学生训练时要抓紧时间审题、读选项、做笔记,否则考试中很难适应。从出题类型分析,长对话的问题主要集中在:原因追问、建议句型、反问句式、语意转折,固定表达。3)短文听力一般由三个自然段构成,体裁涉及范围变化不大,而且重复率较高。基本上以议论文、说明文和记叙文三大体裁为听力素材的基本内容。听力理解的短文每段一般有三到四个问题,问题往往涉及议论文的论点、分论点、典型论据以及结论和作者态度方面等;而说明文则就所说明的对象、它的典型特征、主要步骤和关键细节等提问;记叙文则以考察事情的起因、经过和结果等要素为提问的核心内容。短文听力理解和短文阅读理解的不同之处就在于口头信息转瞬消失,所以考生必须充分利用问题后面的选项提示,(a)大膽预测短文的内容。(b)及时做好听力笔记,摘要记录关键信息。(c)抓住问题的含义,进行正确推导。(d)利用题目之间的选项关系进行适度地类推和印证,从而得出正确答案。短文听力对考生的语言感知能力、逻辑思维能力、短时记忆能力都是一个挑战。考生只有在多读、多听的基础上才能提高短文理解的准确率。

(4)复合式听写的短文长度一般为250字左右,全文通读三遍,要求考生在第一遍后能够了解材料的主要内容和关键信息。第二遍要求考生根据听到的内容将短文中缺少的词汇填空,第二遍朗读速度较慢。第三遍阅读速度最快,要求考生检查听写的内容。听写填空对于四级考生来讲,主要难度在于词汇的掌握和理解,尤其是测试中常见的高频词汇。

げ慰嘉南:

六年级英语听力教案 篇4

一、教学目标与要求：

1． 能够听、说、读、写形容词的比较级形式：heavier, lnger, thinner, bigger和saller.

2． 能够灵活准确地运用以上形容词比较描述人物和动物的`特征差异。

3．能够完成Let’s pla部分的活动并在活动中相应的语言正确表达。

4．能够理解str tie中的故事。

二、教学重难点

1． 重点是四会掌握五个形容词的比较形式。

2．难点是掌握以下形容词比较级的构成方式：heav―heavier, thin―thinner, big―bigger.

三、课前准备

1． 准备录音机、B Let’s learn 和 C Str tie 部分的录音带

2．准备本课的教学挂图和单词卡片。

3． 准备一个汽球，一段弹力皮筋和一组对比明显的人物图片。

四、教学步骤

War up

放本单元Let’s chant 录音，学生和着录音吟唱，

大学英语四级听力试题练习 篇5

Film Shows Effort to Stop Tribes from Killing Children

电影展示努力阻止部落杀害儿童的成果

Filmmaker John Rowe discovered a secret after many visits to the Omo River Valley in Ethiopia: people there thought some children were “cursed.”

Villagers blamed the children for sickness, a lack of rainfall and other problems. So they killed them.

The Omo Valley is a place of beauty. It is home to villagers with customs that date back many generations.

Rowe says the villagers believe that if a child’s teeth first appear on the upper gum instead of the lower part of the mouth, the child is cursed and must be killed. He says children are also killed when they are born to a woman who is not married, or if they are disabled or are twins.

Rowe heard about this belief from Lale Labuko, the man who helped him during his visits to the Omo Valley. Rowe made a documentary film about the practice. He called the film “Omo Child.”

Labuko says that when he was 15 years old, he saw a two-year-old child being drowned in a river. His mother told him that he had two sisters who were killed before he was born.

In the film, a woman says 15 of her children were considered cursed. She says when they were born, older members of her village took them and fed them to crocodiles.

In the film, Labuko says “I want to stop these things.”

Labuko was the first member of his village to be educated. He asked Rowe to help him end the killings. First, he persuaded some young villagers, then families and leaders of the village.

Rowe’s son Tyler filmed the documentary over a five year period. He says it was not easy. He says some people admitted they had killed their children. But others said children were not killed.

Tyler says some villagers told him, “It doesn’t happen here. We stopped it a long time ago. It only happens (in another village, not here.)”

Labuko’s work caused people to begin speaking out about the practice. His tribe agreed to ban the killings in 2012. Rowe’s documentary shows Labuko’s efforts.

A charity group created by Labuko and his wife has saved more than 40 children. They now live in a home in Jinka, Ethiopia.

The Ethiopian government has banned the practice, but Rowe says “there are two other tribes that continue to” kill children. But because of the film, more people know about the killings and the efforts of one man to stop them.

I’m Christopher Jones-Cruise.

______________________________________________________________

Words in This Story

twin n. either one of two babies that are born at the same time to the same mother

charity group n. an organization that helps people who are poor, sick, etc.

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大学英语四级听力辅导材料 篇6

Many of the 285 million people who have vision problems live in low-income countries, according to the World Health Organization. The WHO says most people with vision problems could be helped or cured C but only if they can get the right treatment.

Enter Orbis and its flying eye hospital. The nonprofit organization has a plane that is also a state-of-the-art eye clinic. The plane allows medical workers to perform visionscreenings and operations around the world.

Orbis has the world’s only flying eye hospital. This June, it introduced its latest model, a MD-10 airplane donated by the FedEx company.

It is the third version of the flying eye hospital.

Dan Neely of the Indiana School of Medicine is a volunteer doctor for Orbis. He has traveled to Jamaica, Southeast Asia and Africa on the new plane. He says this plane has all the newest technology. Some facilities on the ground do not.

“You can be in Zambia and the power goes out in the middle of the surgery,” Neely said. “You can be there needing to scrub your hands for the surgery and you have to use a bucket of water because the water’s gone out.”

The CEO of Orbis is Bob Ranck. Ranck is a retired U.S. Air Force brigadier general.

Ranck explained that the new plane also includes a classroom. Orbis uses the room to train doctors and nurses in the countries where it lands. He said Orbis teaches local health care providers to make it a priority to reduce cases of blindness.

Gary Dyson is a pilot who usually flies cargo planes for FedEx. But he volunteers flying time for Orbis.

“When you see a child who can’t see on Monday and they can see on Wednesday, you’re hooked,” Dyson said.

The change in a patient’s life after surgery can be dramatic, said Rosalind Stevens. Stevens is a volunteer doctor from the Geisel School of Medicine at Dartmouth College.

“When we remove the patch the next day, the patient breaks into a big smile,” she said.

The newest version of the flying hospital will make flights to a few cities in the United States. Then it will provide a medical program in China in September.

Orbis also operates programs in Cameroon, Ethiopia, Ghana, China, Vietnam, India, Bangladesh, Indonesia and Latin America.

I’m John Russell.

Words in This Story

vision C n. the ability to see: sight or eyesight

state-of-the-art C adj. using or having the most modern methods, knowledge, or technology

clinic C n. a place where people get medical help

facility C n. something (such as a building or large piece of equipment) that is built for a specific purpose

scrub C v. to rub (something) hard with a rough object or substance and often with soap in order to clean it

bucket C n. an open container with a handle that is used especially to hold and carry water and other liquids

priority C n. something that is more important than other things and that needs to be done or dealt with first

blindness C n. the inability to see

cargo C n. something that is carried from one place to another by boat, airplane, etc.

screening C n. the act of doing a test on a person or a person’s blood, urine or sight to look for evidence of a disease

hooked C v. to become connected to something

dramatic C adj. sudden and extreme

patch C n. a piece of material that is worn over your eye because of injury or for medical reasons

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大学英语四级听力考试应试技巧 篇7

大学英语四级考试题型相同, 都包括五个部分:听力理解、阅读理解、词语用法与语法结构、综合测试、短文写作。听力理解部分题量从原来的20题增加到35题, 比例从20%提高到35%。大学英语四级听力考试总共设置了8个短对话、2个长对话 (共7个问题) 、3篇听力短文理解 (共10个问题以及听写 (10个单词或短语) 。虽然听力理解的比重较大, 但是对大部分学生来说, 大学英语四级的听力部分却是所有部分里面最难的一个。因此, 如何适当运用听力应试技巧, 在四级听力考试中取得较好的成绩是大多数考生共同关注的话题。笔者根据个人教学经验, 以2013年12月份的大学英语四级题为例, 针对听力考试的各个部分, 分析并总结一些实用的大学英语四级听力考试的应试技巧。

一、短对话部分应试技巧:听懂题意, 同义替换

短对话一般与日常生活紧密相关, 如衣、食、住、行、工作、学习、生活等话题。短对话是一男一女的形式, 每人说一句, 然后提问, 美式英语发音和英式英语发音的混合对话。在短对话部分, 大多数的题目都需要考生理解含义并进行语义替换。

第三题:

A) She is exhausted.

B) She is near-sighted.

C) She cannot finish work in time.

D) She cannot go straight home.

W: Is it almost time to go home now? I'm so tired.I canhardly see straight.

M: Just a few more minutes, then we can go.Q: What is the woman’s problem?

A为正确答案。原文中女士说到I'm so tired.I can hardlysee straight, 意为我太累了, 我都快看不清楚了。考生在理解这句话的基础上, 可以同义替换发现选项A中提及exhausted, 筋疲力尽为正确答案。

第七题:

A) International trade.

B) Product development.

C) Financial consulting.

D) Domestic retailing.

M: Could you tell me a bit about the business your companyis doing?

W: We mainly deal with large volume buyers from westerncountries and our products have been well received.Q: What business is the woman’s company doing?

A为正确答案。原文中女士回答男士说到large volume, western countries等信息, 即大批量的和西方国家, 在理解了这些关键信息的基础上, 考生可选出A, 国际贸易这一选项。

除了以上的两个例子, 短文对话中的其他题也是可以用同样的方法来应对。第一步先认真听原文, 理解原文的意思, 然后在选项里找到同义的表达, 即可选出正确答案。

二、长对话及短文部分应试技巧:作好记号, 记下信息

长对话也是男女日常对话的方式, 但是内容增加了很多, 约有200到300个单词, 长对话涉及的内容与短对话相比也更深入, 一般情况下有一个“中心”, 对话双方都是围绕中心而展开话题。短文理解部分包括三篇短文, 每篇短文提出三到四个问题, 共十道题。这三篇听力短文选材广泛, 包罗万象, 如社会生活、人物故事、历史、科普知识以及文化教育等, 每篇文章的词数平均都在250词左右。

第十三题:

A) About 8:30.

B) About 6:30.

C) About 5:30.

D) About 4:15.

第十四题:

A) Mr.Gartner from Milan.

B) Gianni Riva at Megastar.

C) The company's sales representative.

D) Gavin from the Chamber of Commerce.

(听力原文可参见2013年12月CET-4真题)

13、14题答案都为D。13题的选项全部是时间, 所以考生在听到跟这些时间相关的事件时就要记下相关的信息, 因为在听的时候我们不知道问题是关于哪个时间点的, 而这些时间在文中都提到过, 因此只能先记下相关信息以免听到问题的时候脑子里已经记不清楚哪个时间点做了什么事。但是边听边记的时候是没有足够时间记下每一件完整的事情的, 因此就要学会记下一些核心单词和重要信息。如在A选项后记下get in, B选项后记下leave, C选项后记下check in, D选项后记下leaving home。这样作好记录后问到相关的事件时就可以准确选出答案了。14题的选项是不同的人, 我们也需要在听原文的时候记下相关的事件或者记号。同理, A选项中提及Mr.Gartner却未说他来自Milan, 可根据个人习惯画叉或是写Not, B选项后记下11, seeing, C后记下3:30, D后记下lunch, 以应对与这些选项相关的问题。短文和对话类似, 都是在听完录音后再来看连续几个问题的答案, 我们的瞬间记忆是记不下这么多内容的, 因此都需要用到记笔记, 做记号的方法帮助我们选择问题的正确答案。

三、听写部分应试技巧:通读全文, 理解大意

听写部分的短文一般字数也在250个左右, 题材和难度与听力理解部分的短文相似, 包括英、美国家的文化教育、人文环境、科普知识以及任务、故事等。全文朗读三遍, 第一遍让考生对短文内容有大致的了解;第二遍以稍慢的语速朗读, 在空格处有短暂的停顿, 要求考生把听到的单词或者短语填入空格;第三遍以正常的语速朗读全文, 考生可以核对所填写的内容。

When Captain Cook asked the chiefs in Tahiti why theyalways ate 26 apart and alone, they replied, “Becauseit is right.”If we ask Americans why they eat with knivesand forks, or why their men wear pants 27 instead skirts, or why they may be married to only one person at a time, we are likely to get 28 similar and very uninformative answers:“Because it’s right.”“Because that’s the way it’sdone.”“Because it’s the 29 custom.”Or even“I don’tknow.”The reason for these and countless other patterns ofsocial behavior is that they are 30 controlled by social norms—shared rules or guidelines which prescribe the behaviorthat is appropriate in a given situation.Norms 31 define howpeople“ought”to behave under particular circumstances in aparticular society.We conform (遵守) to norms so readily that weare hardly aware they 32 exist .In fact, we are much more likelyto notice 33 departures from norms than conformity to them.Youwould not be surprised if a stranger tried to shake hands whenyou were introduced, but you might be a little 34 startled if theybowed, started to stroke you, or kissed you on both 35 cheeks.Yet each of these other forms of greeting is appropriate in otherparts of the world.When we visit another society whose norms aredifferent, we quickly become aware that things we do this way, they do that way.

在听这段话之前有一段关于Directions的录音, 考生可以利用这个时间通读全文。读后我们可以得知, 这篇文章主要讲的是人们生活中的很多行为都是由约定俗成的生活习俗或者是大家认同的行为准则决定的, 但是却很少有人会去思考我们为什么这么做。了解大意可以帮助考生更好地捕捉空格里的内容并联想到相关的单词或是短语。以学生反映较难的34题为例, 如果考生事先通读了文章就可以大概了解到这句话讲的是和陌生人第一次见面时, 如果对方来握你的手你可能不会惊讶, 但是如果对方鞠躬, 开始轻抚你或者亲你, 那你就会觉得——。根据推测, 考生可以比较容易想到会很惊讶, 那么在听的时候就很容易把听到单词和“惊讶的”这样的意思联系起来, 也就更容易写出startled (惊讶的) 这个词来。

虽然以上提到的听力技巧可以帮助考生更好地应对考试, 但是也只能是起到辅助的作用。要想听力成绩高, 首先是要提高听力水平, 平时的时候坚持多听广泛丰富的听力材料, 并在同时多记词汇, 这样才能真正从本质上提高听力水平。

摘要：本文介绍了在应对大学英语四级考试听力部分时的应试技巧。短对话部分, 考生要听懂原文大意并同义替换, 长对话及短文需要边听边作记录, 听写部分先通读全文, 了解大意。

关键词：大学英语四级考试,听力,应试技巧

参考文献

[1]全国大学英语四、六级考试委员会编.大学英语四级考试大纲 (2006修订版) [M].外语教学与研究出版社.2007 (1) .

大学英语听力教学探究 篇8

关键词： 大学英语 听力教学 教学方法

一、引言

听力教学是大学英语教学的重要组成部分，是英语学习的重要方面。听力教学能否上好，直接关系到英语教学质量的高低。长期以来，大学英语听力教学都以教师为中心，采用教师“满堂灌”的传统教学模式。在这样的模式下，教师成为教学的中心，学生被动地接受教师讲授的教学内容，师生之间缺乏感情沟通和知识交流，课堂气氛枯燥沉闷，学生的主动性无法得到应有的发挥，致使教与学在很大程度上脱节。由于教学学时的限制，英语教学的重点往往集中在语法和阅读理解上，听力训练受到一定的制约，成为学生的薄弱环节。因此，要改进大学英语听力教学，使学生实现预期的学习目标，优化听力教学效果，教师应首先对大学英语听力教学现状进行分析。

二、大学英语听力教学现状

在当前的听力教学中，教学模式依然没有摆脱传统教学法的束缚，听力课堂始终气氛沉闷，教学形式呆板。教师坐在多媒体语音室前面机械地播放录音，然后简单地提问材料中的问题，或根据教材按部就班地讲授书后练习，为了上听力课而练习听力，课程教学的程式化削弱了语言的实际交际功能。有些教师在听力课上会播放一些英文电影，但是只是让学生观看，没有做任何听力理解的要求，所以学生在下面似懂非懂地听着、看着，沉浸在电影故事情节和中文字幕中，有的学生甚至昏昏欲睡，也就是说，学生以旁观者的身份听对话和叙述。学生在教学过程中处于被动状态，谈不上积极参与听力教学活动，更谈不上最终获得应有的交际能力。要解决这一问题，改变听力教学现状，教师在教学中就要做好以下几方面的工作：

三、选择合适的教材

听力教学中，教师最重要的工作之一就是为学生选择合适的听力材料。选择学生感兴趣的、程度适宜的材料，并提供相应的指导等，可以有效提升学生的听力水平。如选用外研社出版的英语教材，其中听力材料比较符合学生的英语听力实际。课外听力材料最好从原版英语出版物中选择贴近社会生活的多种话题，如当前教育状况、环境问题、社会文化等一系列具有现实性的话题。除了这些以外，还可以结合一些原声的广播节目，如VOA，CNN等国外著名广播，其中材料用词浅显，句子结构简单，语速缓慢，有助于学生消化、吸收。教师要注意用精心挑选的听力材料吸引学生的注意力，满足他们的听力学习需求，从而提高学生的学习兴趣，使他们真正听有所得、乐在其中，最终通过提升听力水平，促进英语综合技能全面提高，形成英语学习的良性循环。

四、坚持英语授课，培养学生的语感

在平时的英语课堂上，教师应坚持使用英语提问问题，并要求学生用英语回答。针对相应的课文内容，可组织学生自由发言、分组讨论和轮流发言等，最后由教师进行点评、总结及归纳。教师对学生经常犯的一些发音、语法方面的错误，应及时给予纠正。对于一些常用的语式，应要求学生在课堂上尽快掌握，目的是帮助学生养成用英语思考的良好习惯，同时训练他们的英语反应能力。

大学英语听力教学的重点在于培养学生的语感，因此在授课过程中，教师应把语感的培养和增强放在教学首位，坚持进行语言实践，系统讲解国际音标，学生了解国际音标的特点，要求学生按规律熟练背诵元音音标和辅音音标，突出重点、难点，示范解析元音长短音和辅音相似的音符，同时掌握连读、摩擦音、失去爆破等发音技巧。通过示范比较，学生理解掌握国际音标的功能和规律，能迅速把听到的词句记下，从而掌握正确的拼音能力，增强英语语感，有效领会交际信息中语言的整体结构。

五、重视学生的朗读，采用多种练习方式

朗读是英语听力教学中不可缺少的环节。朗读指声音响亮地出声读，只有大声朗读，才能使自己对已熟悉的词语在读中得到巩固，特别对于原来比较陌生的词语，在视觉、听觉的直接作用下，把该词的音、形、义在大脑中迅速统一起来，逐步在听音和朗读过程中学会用英语思维，克服心译障碍。当然，听力训练不能采取单一形式，仅要求学生朗读，还要进行多方面、系统的训练。一方面应提高语音辨别能力，巩固和提高学生对基本词汇、句型、语法的理解水平及应用能力，进行基础的听力训练。另一方面在此基础上展开综合训练，练习内容包括对短文、场景会话及新闻等稍长文章的理解，采取辨音、听写、填空、口头复述等多种练习方式。

六、增加背景知识介绍

传授文化背景知识是组织听力教学必不可少的一个方面，教师应让学生学习掌握外国社会文化、风俗习惯方面的知识，有意识地培养学生的文化意识，从而使学生正确使用语言交际。教师在课堂上可以选择一些反映外国人生活习惯、行为方式、思想内容，以及时代感较强的有关外国社会、政治、文学、历史等方面的材料，拓宽学生的知识面，多了解外国的文化背景、风土人情等，增强学生听音过程中的预知性和领悟感，从而有效提高大学英语听力教学质量。

七、结语

当前大学英语教学目标是培养具有英语创造能力及交际能力的复合型人才，听力是英语教学的基础，加强听力训练，不仅可以增加吸收语言材料的量、扩大知识面，而且可以提高听力能力。学生可以听懂、理解并做出回应，才能激发学习英语的兴趣，提高他们的英语水平。而听力水平的提升又能促进学生口语能力、阅读能力、写作能力的增强，从而增强学生英语综合运用能力，成为社会所需的合格的英语人才，是大学英语教学改革的最终目标。

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[1]刘辉.大学英语听力教学之初探究[J].科技论坛，2011（10）.

[2]李游.大学英语听力教学现状及对策[J].现代交际，2011（07）.

[3]郑晓莉.新形势下再谈大学英语听力教学[J].北方文学，2011（10）.