专业英语四级（听力）模拟试卷204 (题后含答案及解析)
题型有： 2. LISTENING COMPREHENSION
PART II LISTENING COMPREHENSION
SECTION A TALKIn this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word (s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.
听力原文： A New Approach to Debate (1)Teachers of English may hesitate to teach debate because they think it is beyond their students’ language ability, or proficiency. But debate can be a powerful tool. It can help students learn to speak naturally and to listen carefully. Professor Charles Lebeau teaches English and debate in Japan. He wrote “Discover Debate” with Michael Lubetsky. The book helps English teachers and learners und
erstand how to carry on a simple debate. The “Discover Debate” approach has three stages: creating a visual aid to communicate an argument, presenting the argument and answering the other team’四级听力s argument. Each stage puts increasing demands on language ability. It begins with a pre-debate experience. When teaching debate to English learners, Mr. Lebeau recommends beginning with “controlled practice.” Students work in pairs to practice saying opinions and giving reasons in short conversations. (2)They learn to identify opinions and arguments about everyday topics, such as sports stars, foods, weather and habits. (3)Teachers may be tempted to give students serious topics, such as “People should stop using nuclear power.” However, Mr. Lebeau cautions that English learners may not have the necessary language ability to handle such topics. More serious topics often require special vocabulary and research. Mr. Lebeau’s classes in Japan are like many in universities; they have 40 to 50 students. (4)He has students form debate teams of three or six, depending on the total number of students. (5)Each_team creates a visual aid to show their thinking on the topic. The visual is a house: a roof represents an opinion, pillars are the reasons supporting the opinion and the foundation is the evidence.
In the next stage, students present their argument. They have to do some talking, but not too much. (6)The third stage is answering the opponents’ argument. Here, debaters need a higher level of language ability. (7)Mr. Lebeau recommends pausing for the opposing team to develop their answers, or refutations. Each team might go to a different area and discuss the weak points in the opposing argument. Students must first think about the arguments carefully. In “Discover Debate,” Michael Lubetsky and Charles Lebeau include a guide to help students evaluate arguments. The evaluation also takes advantage of the visual aid of a house. (8)Students are asked to look for flaws, or problems. They identify things that are either “not true” or “not important.” (9)Students can write easily remembered abbreviations on their opponents’ houses: “NT” for not true, “NAT” for not always true, or “NNT” for not necessarily true. These simple expressions make it easier for students to refute their opponents’ arguments. Traditional debate includes several cycles of presentation and refutation. For English learners, one cycle of presentation and refutation is usually enough practice. Mr. Lebeau says sometimes he asks the rest of the class to vote on which side won. (10)Asking for audience feedback gives the lesson a good
ending. But, he says, additional discussion depends on the situation and the level of the students.
A New Approach to DebateI. Teachers’ hesitation: debate is beyond students’ 【T1】______【T1】______II. Suggestions from Prof. Charles Lebeau to teachersa) Begin with controlled practice: to【T2】______opinions and arguments【T2】______b) Caution: no【T3】______topics 【T3】______III. “Discover Debate” ApproachTeam members: depending on the【T4】______of students 【T4】______The first stage: creating a【T5】______aid【T5】______The second stage: presenting argumentsThe third stage: answering the【T6】______argument 【T6】______a) Pause for the opponents to develop answers or【T7】______【T7】______b) Evaluate arguments: to look for【T8】______ . 【T8】______c) Write easily remembered【T9】______【T9】______Ending: ask for audience 【T10】______【T10】______
1． 【T1】
正确答案：language ability／proficiency
解析：空格前的beyond students’提示填入一个名词，表示“超出学生的……范围”。讲话人在开始提到很多英语老师犹豫要不要教学生辩论，原因就是担心辩论太难，超过了学生的语言能力，因此填入language ability或proficiency，表示“语言能力”。 知识模块：讲座
2． 【T2】
正确答案：identify
解析：在开展辩论之前，讲话人提到的一个建议是进行“控制性训练”，即学生两两一组在短对话中训练表达观点和提供论据。他们学会就一些日常话题识别观点和论据(opinions and arguments)，所以空前需要填动词identify，表示“辨别”。 知识模块：讲座
3． 【T3】
正确答案：serious
解析：空格处填入名词topics的限定词，推测可能填入形容词。录音提到勒博先生提醒教师
英语学习者可能不具备辩论一些严肃话题的语言能力，换言之，在辩论中不要挑选太严肃的话题。故填入serious。 知识模块：讲座
4． 【T4】
正确答案：total number
解析：本题考查辩论队的成员。录音提到，勒博先生会根据学生的总人数进行分组，每组3到6个人。因而本题填入total number。 知识模块：讲座
5． 【T5】
正确答案：visual
解析：本题考查Discover Debate第一阶段的内容。录音中提到每个辩论组用视觉工具来帮助他们表达想法，并以房子图示为例：屋顶代表观点，柱子就是支撑观点的论据……，即通过房子这个视觉工具(visual aid)生动地呈现所表达内容，所以填入visual。 知识模块：讲座
6． 【T6】
正确答案：opponents’／opposing team’s／other team’s
解析：本题考查Discover Debate第三阶段的内容。录音提到，第三阶段就是反驳对方的观点。因此填入opponents’，也可用录音提到的opposing team’s／other team’s作答。 知识模块：讲座
7． 【T7】
正确答案：refutations
解析：本题与第三阶段反驳对方观点相关。录音提到：“勒博先生建议暂停让对方辩友构思答辩或者辩驳”，因此填入refutations。 知识模块：讲座
8． 【T8】
正确答案：flaws／problems
解析：动词短语look for提示空格处需填入名词。录音提及学生在评论观点的过程中，需要瑕疵或问题。因此这里填flaws或者problems都可以。 知识模块：讲座
9． 【T9】
正确答案：abbreviations
解析：录音提到，学生在寻对方的瑕疵或问题时可以写下一些容易记住的缩写，比如用NT表示not true等，因而此处填abbreviations，表示“缩写”。 知识模块：讲座
10． 【T10】
正确答案：feedback
解析：录音提到在整个辩论流程结束后，勒博先生会要求其他学生给正反两方投票谁输谁赢，询问观众的反馈能给这堂课画上圆满的句号，因此应填入feedback，表示“反馈”。 知识模块：讲座
听力原文： Can Teaching Grammar Really Be Fun? Today we have a special guest. Betty Azar is the most successful writer of grammar textbooks. Generations of English learners will recognize her best-selling book Understanding and Using English Grammar. T
oday Ms. Azar will offer some advice on how to teach grammar. Have you ever heard an English teacher say, “Teaching grammar is boring!” Betty Azar has, and she strongly disagrees. “For me teaching grammar is the most fun class of all. [1]I think that is a misconception—that teaching grammar is a boring thing to do. Teaching grammar, for me, always was the class I looked forward to the most because (4)grammar was just the foundation. It was where you started. Grammar is just the starting point.” (2)The common misunderstanding that Ms. Azar sees is that grammar can be taught as a subject, like history or math. (3)Teachers try to get students to memorize rules. Grammar is not just learning rules. It is a way to help students along the way to communication. “If you have a class named ‘grammar’, it doesn’t mean you’re teaching rules that the students have to learn. It just means, grammar is where we’re going to start, and then we’re going to have a lot of fun with it, and practice, and do a lot of interesting things, (5)and most importantly, have successful communication experiences. Those are the building blocks of learning a second language.” A piece of advice for teachers is that students do not all learn in the same way. (6)Each may have a different learning style when it comes to learning grammar.
Some may see a pattern and understand the rule. Others need more explanations and practice. (7)Another piece of advice for teachers is to understand their students’ language backgrounds. If the students have a native language with a similar grammar rule, they do not need to spend time practicing it in English. “But to teach grammar as a subject matter and test it as though you were testing the memorization of dates in history is sure to bore everybody and not reach the goals that you are trying to reach—successful communication experiences.” (8)Some teachers hate teaching grammar. Why? Because grammar was removed from the regular course of study in the U.S. and U.K. in the 1960s, most native speakers of English did not learn it in school. (9)Ms. Azar imagines that many teachers are not comfortable teaching grammar because they do not know how to answer their students’ questions. “We now have an entire pool of possible teachers who don’t know the grammar of their own language. If you don’t know any grammar of your own language, and then you are asked to teach it, you walk into a class; very likely your students may know more grammar than you know, and you cannot answer their questions. You’re going to have hostility towards teaching grammar.” An organization called The International Research F
oundation for English Language Education (TIRF) has been doing long-term studies of ESL students. (10)TIRF’s research reports that teaching grammar along with communication is effective.
Can Teaching Grammar Really Be Fun?【T1】______among average teachers 【T1】______Teaching grammar is boringGrammar can be taught as a【T2】______【T2】______Get students【T3】______ rules 【T3】______Betty Azar’s view of grammarThe starting point and【T4】______【T4】______Enables students to experience better【T5】______【T5】______Advice for teachersTo know the different【T6】______of each student【T6】______To realize students’ 【T7】______【T7】______Reasons for some teachers’ 【T8】______of teaching grammar 【T8】______Some teachers don’t know grammar and may fail to【T9】______【T9】______TIRF’s researchTeach grammar with communication is【T10】______【T10】______
11． 【T1】
正确答案：Misconception／Misunderstanding
解析：录音开头讨论教语法是否枯燥的问题。语法书编者贝蒂·阿扎完全不赞同此观点，认为教授语法也可以很开心，语法教学很枯燥实际上是一种错误的想法。本空填入misconception(误解)，也可填入后文提及的misunderstanding，注意首字母大写。 知识模块：讲座
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