[专业英语考试复习资料]专业八级分类模拟240.docx
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1、专业英语考试复习资料专业八级分类模拟240专业英语考试复习资料专业八级分类模拟240专业八级分类模拟240LISTENING COMPREHENSIONSECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE T
2、HAN 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. Now listen to the mini-lecture. When it is over, you will be given THREE minu
3、tes to check your work. Planning a Writing Lesson . What is a genre various in kind features of genre: layout, formality level, language variation between 1 . Stages of a writing lesson A. Generating ideas importance of learners own ideas e.g. a complaint letter thinking about a situation comparing
4、ideas in 2 presenting the best ideas to the class B. Focusing ideas 3 of relevant ideas method: putting ideas into a(n) 4 writing continuously without worrying about grammar, punctuation or 5 C. Focusing on a model text purpose: to find appropriate 6 to raise awareness of genres 7 method: model text
5、 examination identifying 8 and language from examples of a genre replacing the 9 according to the organization of the essay D. Organizing ideas 10 drafting ideas grouping E. Modifying the manuscript informing students 11 whether to revise or not focusing more on a(n) 12 other than the teacher incorp
6、orating 13 comments F. Writing the final draft check of 14 . Conclusion learners own ideas applied within a certain genre sense of 15 (如需获取本MP3听力录音请搜索标题名) 1.答案:cultures听力原文 Planning a Writing Lesson Good morning, everyone. Today well talk about how to plan a writing lesson. Writing, unlike speaking,
7、 is not an ability we acquire naturally, even in our first language. It needs a process of learning and practicing. Unless the second language learners are explicitly taught how to write in the new language, their writing skills are likely to get left behind as their speaking progresses. But teachin
8、g writing is not just about grammar, spelling, or the mechanics of the Roman alphabet. Learners also need to be aware of and use the conventions of the genre in the new language. First of all, we have to make it clear what a genre is. A genre can be anything from a menu to a wedding invitation, from
9、 a newspaper article to an estate agents description of a house. Pieces of writing of the same genre share some features, in terms of layout, level of formality, and language. However, a genre may vary considerably between cultures, and even adult learners familiar with a range of genre in their fir
10、st language need to learn to use the conventions of those genre in English. In general, there are a couple of stages involved in the product of writing in accordance with a specific genre. I dont necessarily include all these stages in every writing lesson, and the emphasis given to each stage may d
11、iffer according to the genre of the writing and the time available. As is often the case, to inspire learners to formulate their ideas is the first stage of a process approach to writing. Even when producing a piece of writing of a highly conventional genre, such as a letter of complaint, using own
12、ideas can make the writing more memorable and meaningful. Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service or have felt like complaining, and tell a partner. As the first stage of preparing to write an essay, I give le
13、arners the essay title and pieces of scrap paper. They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class. Then, there is another stage taken from a process approach, and it involves thinking
14、about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view. As part of the essay-writing process, students in groups put the ideas generated in the previous stage into a mind map. The teacher then draws a mind map on the board, using ide
15、as from the different groups. At this stage he/she can also feed in some useful collocations. This gives the learners the tools to better express their own ideas, I tell my students to write individually for about 10 minutes, without stopping and without worrying about grammar or punctuation. If the
16、y dont know a particular word, they write it in their first language. This often helps learners to further develop some of the ideas used during this stage. Once the students have got their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express
17、 those ideas in the most appropriate way. The examination of model texts is often prominent in product or genre approaches to writing, and will help raise awareness of the conventions of typical texts of different genres in English. I give learners in groups several examples of a genre, and they use
18、 a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language chunks they can use in their own writing. Learners are given an essay with the topic sentences taken out, and put them back in the r
19、ight place. This raises their awareness of the organization of the essay and the importance of topic sentences. Once learners have seen how the ideas are organized in typical examples of the genre, they can go about organizing their own ideas in a similar way. Students in groups draft a plan of thei
20、r work, including how many paragraphs and the main points of each paragraph. When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements. In a pure process approach, the writer goes through several drafts before producing a final version.:
21、In practical terms, and as part of a general English course, this is not always possible. Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. This stage affords learners a chance to become aware of an audience other than the teacher.
22、If students are to write a second draft, I ask other learners to comment on what they liked or didnt like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft. Finally, when writing a final draft, students should be encouraged to check
23、 the details of grammar and spelling, which may have taken a back seat to ideas and organization in the previous stages. All right, today weve illustrated necessary stages learners have to follow before getting started. By going through some or all of these stages, learners use their own ideas to pr
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