英语四级听力试题练习

英语四级听力试题练习（通用8篇）

篇1：英语四级听力试题练习

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 . 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.

1.英语四级听力练习试题

2.大学英语四级听力试题练习

3.2017英语四级听力练习试题附答案

4.英语四级练习试题

5.206月英语四级听力练习题与答案

6.2017年6月英语四级听力练习辅导

7.英语四级36期听力对话练习题答案解析

8.英语四级听力练习题及答案

9.6月英语四级听力练习题及答案

10.效果最好的英语四级听力练习方法

篇2：英语四级听力试题练习

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.

1.2017英语四级听力练习试题

2.2017大学英语四级听力真题练习

3.2017年大学英语四级听力试题

4.2015年6月大学英语四级听力练习

5.大学英语四级听力备考 练习易入误区及原则

6.2017最新英语CET4听力试题练习

7.2017英语四级听力练习试题附答案

8.2016年6月大学英语四级听力真题模拟练习

9.2015年12月大学英语四级听力练习题

篇3：幼师英语听力练习课的新尝试

一、以英语电影为听力训练的材料

现行教科书上使用的听力材料, 机械化的练习偏多, 内容枯燥, 不太切合学生实际, 难以引起学生的兴趣;而幼师学生没有升学的压力, 自主学习和活动的机会和空间较大。我们知道, 学习英语需要一个英语环境。因此, 笔者采用真实材料, 把英语电影引入听力课堂, 曾选《音乐之声》、《泰坦尼克号》等片段作为听力材料, 组织学生观赏原版英文电影, 创造一种多维立体的英语听说教学环境。看影片比起单一的听录音生动有趣多了, 对话可看可听, 学生可通过面部表情、行为动作来猜测说话人的意思。学生英语水平不太高, 在听的过程中要停顿、重复或作适当解释, 让学生带着问题去看、去听、去欣赏。如影片中的老师Maria是怎样跟孩子们逐步建立起友谊成为朋友的?她有什么好的方法教孩子学习?你从中得到什么启发?哪些片段精彩难忘?幼师学生毕业后从事幼教工作, 这些问题切合学生实际, 引起她们极大的兴趣。课堂上, 学生兴趣浓厚, 注意力集中的时间比较长, 大部分学生能积极参与到教学中来。有些同学即使听不太懂也被激起兴趣参与到讨论中, 课堂气氛轻松愉快。美国现代教育学家布鲁姆曾说过:“一个带着积极情感学习课程的学生, 应该比那些缺乏热情、兴趣或乐趣的学生, 或者比那些对学习材料感到焦虑和恐惧无趣的学生, 学习得更加轻松, 也更加迅速。”

利用英语电影作为听力训练的材料, 课堂不再枯燥无味, 不再是机械的重复, 学生有全新的体验, 视野更加开阔。“DO RA MI”、“孤独的牧羊人”、“雪绒花”等美妙的歌曲深深吸引了学生, 通过听唱英文歌, 歌词也在不知不觉中记住了。随着英语电影电视节目的增多普及, 看电影学英语, 从而提高学生听英语的兴趣, 可以从课堂延伸到课外。笔者介绍几部电影给学生课后看, 如《飞屋环游记》、《加菲猫》、《阿甘正传》等。只要是真正吸引学生的电影, 他们就会有兴趣去挖掘, 去品味。

二、以小组活动为听力学习的形式

传统听力课的模式是材料的呈现——做题——对答案——老师讲评。通常以教师和材料为中心, 侧重答案, 缺少情感交流, 学生缺乏学习动力, 容易产生厌学情绪。新的《英语课程标准》明确指出, 教师应该避免单纯传授语言知识的教学方法, 尽量采用“任务型”的教学途径。所谓任务型教学就是以具体的任务为学习动力或动机, 以完成任务的过程为学习的过程, 以展示任务成果的方式 (而不是以测验的分数) 来体现教学的成就。任务型教学法有利于激励学生的学习积极性, 其理论基础来源于语言习得的研究成果, 课堂中师生和生生之间的互动和交际有助于学生运用语言, 学生在完成任务的过程中习得语言, 并最终达到掌握语言的目的。

我们倡导的任务型教学模式是学生在教师的指导下, 通过感知、体验、实践、参与和合作等方式, 实现任务的目标, 感受成功。以此为理论依据, 笔者把听、说、读、写有机结合到听力训练中, 为学生创设思考的空间和机会, 把听力训练学习过程变成一个情感体验的过程。具体是把全班分成六个组, 以小组为单位合作完成老师设计的任务。如在欣赏影片“The sound of music”一课, 笔者设计了以下几个任务:

1. 填空, 要求学生听写划线的词, 看哪个组听到的内容又多又准。 (幼儿英语教师要有听音、辨音的能力)

Written Exercise: (fill in the missing words by listening to the song)

Let's start at the very beginning.A very good place to start.When you read you begin with ABC.When you sing you begin with Do Re Mi.Do Re Mi, Do Re Mi, the first three notes just happen to be.

Doe, a deer a female deer.Ray a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.

That will bring us back to Doe, oh, oh, oh.

2. 小组讨论 (Group discussion:stimulating ques-tions)

(1) What do you think of Maria's character?

(2) How did Maria win the children's love and respect?

(3) Say something about the relationship between the Captain, Maria and the Baroness?

(4) Why did the Captain choose Maria instead of the Baroness to be his wife eventually?

3. 小组作文 (Group composition-writing)

Get the students to write a short passage to describe their favorite part of the film.

为了更好地完成这些任务, 就要发挥小组各成员的优势, 发挥学生的积极主动性。在看影片完成任务的过程中, 笔者细心观察学生的学习态度等表现, 记录学生的反应和回答, 关注学生点点滴滴的进步与提高。同学们专注地听, 认真地做笔记, 听力比较好的同学记下整句的对白, 不能听懂整句的, 就把只言片语记录下来, 有些记录说话的情景……每个学生都有自己的智能特点, 各有所长。在训练学习中, 笔者发现幼师学生语言、音乐、人际三个方面的智能比较突出, 有语言智能优势的同学口头表达能力不错, 负责汇报 (group report) ;有音乐智能优势的同学很快就学会唱英文歌曲, 背下歌词并教其他同学;有人际智能优势的同学有良好的组织能力、协商能力, 负责组织协调合作学习活动。学习中穿插小组表演、小组比赛、唱歌等不同的活动, 从不同的角度调动学生的多方面潜能, 生生之间、师生之间有良好的交流互动, 同学积极发言, 兴趣高涨, 语言的流畅程度也是以往未有过的。

三、以分层要求完成听力任务

以往的听力课后作业, 形式单一, 没有拓展性的练习, 无法开拓学生思维, 所有的学生要求完成同一难度的作业, 使得部分学生感觉学习是一种负担。多元智能理论启示我们, 教师必须全面了解学生, 承认他们之间的差异, 尊重这些差异, 并区别对待、因材施教。学生的学习水平和接受能力参差不齐, 学习能力有高低, 掌握有快慢。因此, 要关注学生之间的差异, 根据不同层次学生的情况调整学习任务, 在每个学生不同的起点上提出不同的要求, 使她们树立信心, 体验成功的喜悦。听力训练New Concept English Book 3, Lesson 10“The Loss of Titanic”一文, 笔者布置如下听前任务 (Before-class Task) :Get the students to collect some information about the colossal ship"Titanic"on the internet and then organize the materials.学生可根据自己的能力去完成, 收集到的信息有多有少, 老师对完成任务的质量给予肯定性的评价, 鼓励学生积极的学习态度, 客观地肯定学生的进步。又如课后作业, 因课设计练习, 让学生自选认为有能力完成的任务来做。Homework Assignment (After-class task) :Get the students to choose the type of homework according to the level that they believe they are in.

实践证明, 有针对性的学习才能取得较好的教学效果。分层完成任务, 可以避免学生抄袭或不做, 能在训练中思考问题、解决问题, 适应学生个体的需求, 促进每个人实现最好的发展;能激发学生思维的火花, 变被动的知识接受为主动的知识探究;能帮助学生了解自己的优势, 发展潜能, 使每个学生都更自信、更好地学习, 并有所作为;能帮助学生确立“自己能学好”的学习信念, 促使他们更刻苦地努力学习。

Although you can't please all the students all the time, it's good to bear in mind that there are many different ways of learning (Jo Bud den) .学好英语有不同的方法, 有时候成功只需一点点改变。听力练习课的新尝试, 锻炼了学生的实践能力, 启发了学生的想象力, 发展了学生的个性。学生对听英语的兴趣陡升, 喜欢学英语, 并在原有的基础上取得了进步, 获得了发展, 思维与能力都得到有效提升。

摘要：英语的听说能力是幼师生的基本功。传统的听力训练方式难以引起学生的兴趣, 笔者通过调整教学内容和改进教学方法, 把英语电影引入课堂, 以小组活动、分层完成任务的方式, 进行听力练习课的新尝试, 创造了多维、互动的教学环境, 提高了教学有效性, 使学生变被动学习为主动探究。

关键词：听力训练,英语电影,小组活动,任务

参考文献

[1]王智敏.浅谈初中农村英语听力的重要性[J].今日中国教研, 2009 (4) .

[2]刘竑波.多元智能与教师[M].上海教育出版社, 2005.

篇4：英语四级听力试题练习

【关键词】新闻英语 文体特征 听力教学 练习设计

Abstract: English news broadcast plays a significant role in the teaching of listening skills to English majors. This paper discusses the stylistic features of English news broadcast as well as Exercise designing

Key words: English news broadcast; stylistic features; teaching listening skills; Exercise designing

一、英语专业新闻教学的现状和重要性

新闻教学在学生的听力训练中具有很重要的作用。很多高校的听力教材的素材却陈旧单一,内容枯燥乏味,词汇跟不上时代的步伐。同时很多教师的课堂教学机械照搬老教材,教学内容缺乏新的教学元素，导致听力课堂缺乏生机，学生听力难以提高。高等学校英语专业英语教学大纲中明确要求“能根据所听材料进行分析，领会说话人的态度、情感、和真实意图”，“能听懂正常语速的英语广播国际新闻的主要内容”。《英语专业四级考试大纲2006》也规定“能听懂相当于VOA正常语速和BBC新闻节目的主要内容”。学生普遍反映专业英语四级听力题中新闻类听力理解难度大。通过英语新闻教学，能传递最新的资讯，鲜活的词汇和句式，可提高学生的听力训练兴趣，同时提高专四新闻听力成绩。

二、专业四级新闻听力的特点

（一）词汇特征

1．某些简练的词汇和词缀经常出现在新闻英语文体中，因而成为新闻报道中的惯用词汇。如：back, sack, boost, ban, curb, poll, mark等。

2．新闻英语中大量出现国内外的组织、机构的名称及其缩略语，如，UN（联合国），WHO（世界卫生组织），WTO（世界贸易组织），APEC（亚太经合组织）等。

3．在援引发言和讲话内容时，会出现国内外政府部门和官职的名称以及人名。以国家元首为例，美国总统称president，德国总理称chancellor;英国首相称prime minister，又如，英联邦国家称议会为Parliament。

（二）句式特征

新闻报道文体中的句子结构相对于书面报道较为简单。多使用简明扼要的句型，如简单句。复合句中多用状语从句、宾语从句、非限定性定语从句等。少用倒装句、分词短语、名词后置修饰语如限定性定语从句等。

（三）语篇模式

新闻报道中普遍采用“倒金字塔结构”，即以重要性递减的顺序描述新闻事件。导语提炼出最主要的信息，然后对导语内容进行展开，依次列出比较次要的内容和细节。导语往往包含Who，What，When，Where，Why，How这些新闻基本要素。有时仅仅突出这些要素中最主要的信息，并不一定包含每一个要素。

三、新闻听力课堂练习的设计

（一）针对词汇的练习

英语新闻的词汇也涉及到社会生活的各个方面，如政治、经济、外交、军事、法律、科学、社会、文化等蕴涵了大量繁杂的文化信息。新闻英语听力教学可以促成学习者有效的词汇习得，词汇习得反过来促成听力技能的发展。在新闻英语听力教学中突出词汇教学是很有价值的。根据新闻词汇的特征，可以从听力材料的选取、分类，课堂活动的组织，练习的设计等方面带入词汇教学。具体建议如下：

1. 分类学习

根据新闻的词汇特点可把新闻的不同内容的词汇进行分类，如政治词汇：candidate, campaign, bill, ballot.。 经济词汇：collapse，currency，budget bill。 军事词汇：cannon，inspection， convoy。对不同类型的词汇进行不定期听写，以增强记忆。

2. 填空练习

还可选择新闻素材，选去几个词汇。要求学生边听边填空。例1：

Fans of a late rock star John Lennon, a member of the iconic British band-Beatles, to celebrate what would have been his 70th birthday. Lennon was shot and killed in 1980 outside his New York apartment. Thousands of people are marking his birthday in Central Park's Strawberry Fields, an area designated to honor the musician. A memorial to the slam rock star and peace activist is named after the Beatles' song Strawberry Fields Forever

（二）针对句式和语篇的练习

1.针对句式和语篇的理解课采取选择题的练习来引导学生有针对性地理解把握新闻细节，以提高他们的听力能力。例2：

Milwaukee Bucks forward Yi Jianlian, one of China's key players for the Beijing Olympics, suffered an apparent left knee injury here Wednesday in a National Basketball Association game. Yi had played only six minutes against the Washington Wizards before he limped off the court with assistance three minutes into the second quarter. He had no points and only one shot in six minutes of action. The latest injury comes barely four months before the Olympics, where Yi and NBA superstar center Yao Ming will be counted upon to lead China's quest for a top-seven finish that would be the nation's best in global competition.

可设计如下选择练习：

（1）Yi Jianlian suffered a left knee injury when he was in the game against

A. China. B. The Washington Wizards.

C. Yao Ming.D. Milwaukee Bucks.

（2）Yi Jianlian had played before he injured his knee.

A. only one quarterB. six minutes

C. three minutes D. two shots

2. 新闻题材中通常包含Who，What，When，Where，Why，How这些新闻基本要素，可以使用回答问题的方式把握新闻要素。对例1又可设计如下问题：

（1）Whose fans are gathering in New York City this weekend?

（2）How and when did Lennon die?

（3）Where are people marking his birthday?

3.听写 也叫“精听”，即把听到的材料逐字逐句写下来，需要学生运用各方面语言知识，如句法的，语义的、篇章结构的等等。选择合适的新闻材料来听写可考查学生综合运用新闻背景知识，语境等进行预测的能力。

4. 复述复述并非指的是逐字逐句地去记忆或背诵，而是指用自己的话概括出新闻材料的主题，可训练学生的记忆，理解新闻的能力，还可考查学生对新闻背景知识了解的程度。

综上所述，新闻听力的训练可采取的方法有很多，教师可根据学生水平，选择几种来进行。为了增强对某一新闻背景的了解还可针对同一篇新闻，有层次地递进式地用几种练习来加强；或者同一新闻背景，听不同的新闻来源，如BBC，VOA等。每次课堂教学把30分钟左右的时间用于新闻教学，日积月累，学生对新闻类听力理解定能有很大的改善。

参考文献：

［1］武尊民. 英語测试的理论与实践. 外语教学与研究出版社，2002.12

篇5：英语四级听力练习指导

1. 怎样练听力?

有人推荐Step by Step四册书听，还不错，因为英语听力难度是一点点提升的。为了听力，还买了复读机，听不懂的地方就重复听。平时也听一些广播，学校发了收音机的，刚开 始听的是VOA，这个相比BBC慢一点，听了一个星期，没听明白过一则。只知道“this is the Voice of America, signing on.”没办法，还是得坚持。当然，除了听力，平时也会有背单词和阅读，这样对听力也会有帮助，每天六点多醒了后马上起床，条件反射似的打开收音机，边走 边听，刚开始纯属羡慕那播音流利且抑扬顿挫的口语，费劲脑筋去听，打击、崩溃着也就习惯了。慢慢的，从只能听到个别单词的发音，到开始揣测播音的意思，到 基本懂广播意思，这个过程，只有走出来后回忆才会觉得是一笔宝贵的财富和经历，但这个收获过程是很痛苦的，但又是快乐和充实的，因为自己会感觉到自信心、 听力能力的慢慢增长和兴趣的不断增强!

2. 为什么听不懂?

很多人在练习英语听力时，总会抱怨听不懂。就自身经历，有以下几个原因：

(1)练习不够久。刚开始练习肯定会觉得听不懂，可能是自己不熟悉听力的模式，也可能是自己积累太少。练习英语听力时，听不懂时也要坚持听，认真听，反 复听，训练听力的同时，要想学好英语，也得配合其他方法，比如，背单词积累词汇，阅读提高语感，读说短文，练习标准发音(并注意边说边听)。

(2)注意力不集中。有的人听听力总喜欢走神，抓不到关键。喜欢走神是因为个人定力不够，需要先静下心才能练，并且要养成良好的习惯，找到适合自己的方 法是自己真正融入到听力的环境(比如每天同一时刻训练等等);另外一种原因就是，听听力时，很多人和我刚开始一样，非要把每个单词都听懂，一遇到有个不懂 的单词，就停留在想它的意思，而错过了整段听力的核心，导致答题错误，这个也是英语考试时要注意的!

3. 寓听于娱――看电影练听力 ?

总听一些课本和听力试题，很容易让人产生乏味!当然，要听懂外国电影，需要一定的听力程度。现在都有电脑了，在网上也能下到很多适合练听力的电影或美剧，很多人一开始都不习惯看裸片(无字幕)。但是在练习时要记住：

(1)看电影之前先明确目的，是娱乐还是练听力。如果是练听力，就需要反复看，反复听。第一遍看电影可以在网上下载较权威的翻译字幕，熟悉剧情，在更多次看的时候，一定要坚持先听，听不懂拖回去重新听，听个三四遍还没懂就看看字幕吧，然后再听一遍，可以学着练练口语。

(2)选择一部适合练听力的电影或美剧(老友记不错!)，拿出纸和笔，作好随时停顿和记录的预备动作，只记录能引发自己内心感触和共鸣的语句和一些符合自身个性特色的句型及语法，记录的时候最好不要分析思考和尝试记忆，待整个影片观看完毕之后，将统一回顾和整理。

篇6：英语六级听力练习

WASHINGTON Outside of Latin America the anti-government street protests in Venezuela have been receiving relatively little news coverage, especially when compared to the crisis in Ukraine. Even though the South American nation is a major oil producer, and its deteriorating economic and political stability could affect the world, restrictions on the press and a seeming lack of engagement by U.S. officials are keeping Venezuela out of the headlines.

Demonstrations in Venezuela that often turn into violent and deadly confrontations with police, the National Guard and pro-government militias have been going on for weeks.

This situation is similar to the crisis in Ukraine that forced President Viktor Yanukovych to flee the country and culminated in Russias takeover of Crimea.

Venezuela is getting less international media attention, in part, however, because its government has refused or revoked journalist visas, and made it difficult and dangerous for reporters.

Cynthia Romero, who is with the Freedom Forum, a press freedom organization, said There are several cases of intimidation, of attacks, not only of journalists, local journalists, but also as international journalists, which also makes it very difficult for the international press to get the news out about what is happening.

1.2016英语六级听力练习词汇汇总

2.英语六级听力小对话练习题含答案

3.2017年下半年英语六级听力临考练习

4.2016年6月大学英语六级听力专项练习及答案

5.2016年6月大学英语六级听力模拟练习

6.英语六级听力新题型讲解

7.英语六级听力调整和改革

8.英语六级听力技巧

9.英语六级英语听力技巧

篇7：英语六级听力练习：常速英语

The songs on The Littlest Prisoner, Scheinmans eighth record - but only the second to feature her singing - are ones she toured with before taking them into the studio. While she was impatient to make another record, she says, for her, its important to first try out the songs before an audience. And while its thrilling to play them in public for the first time, its also very challenging because her songs are often so personal.

Things are half done until you play them for people, she said. I get songs to the point where I think theyre probably okay, theyre probably good, but until I get a response and feel the character with a group of people in a performance, I dont really know it.

The songs on The Littlest Prisoner started as personal stories, but as they evolved, Scheinman says the characters took on lives of their own and stopped being about her. For example, she wrote the title track while she was pregnant and suffering from a very high fever. Unable to take any medication, she sat in an icy bath, hoping the cold water would bring her fever down. The Littlest Prisoner was originally the baby trapped inside her feverish body. By the time the song made it into the studio, it was a totally different story.

1.英语六级听力练习:常速英语

2.英语六级常速听力练习

3.英语六级听力练习:常速英语篇

4.英语六级常速英语听力练习

5.英语六级的听力练习

6.英语六级听力练习范文

7.英语六级听力练习原文

8.英语六级听力练习题目

9.英语六级听力专题练习

篇8：英语四级听力试题练习

关键词：初级,听力练习,《新概念英语》,《新实用汉语课本》

语言是交际工具,教语言就是要让学习者掌握这个交际工具,培养他们运用语言进行交际的能力。吕叔湘先生说过:“学习语言不是学一套知识,而是学一种技能。”[1]掌握一门语言,并不等于光掌握语言知识,关键是言语技能。听力作为一项言语技能,只有通过不断地练习才能够熟练掌握。在第二语言教材的对比研究方面,不同语言的练习对比还是有很多值得研究的空间。故本文选取了《新概念英语》与《新实用汉语课本》(以下简称《新概念》与《新实用》)这两套第二语言教材中的经典教材作为对比研究的对象。听力在初级阶段尤为显得重要,比较《新概念》与《新实用》在初级阶段教材听力练习编写的差异,力求汉语教材练习编写方面的有用意见。

1 听力练习在第二语言教学中的重要性

听力是个人的听话理解能力,听力训练就是对这样一种能力的专门性训练。由于听力在语言学习和交际中的特殊作用,听力训练也是言语技能训练中的一个关键部分。听力的重要性是显而易见的,主要表现在两个方面:1)从语言学习过程的角度说,听总是先于说。只有首先听到别人说话,才能跟着别人学说话,听不懂也就学不会。“十聋九哑”,说的是先天耳聋者必然是哑巴。据心理学家研究,婴儿在母亲肚子里就能听到说话的声音和其他声音了。出生以后,也总是先听别人说,自己不说,到一岁左右才开始“牙牙学语”,听和说之间要间隔相当长的时间。在第二语言学习中,听的训练和说的训练之间虽然不需要间隔那么长的时间,但是在学习一种言语现象时也必须先听,然后才能跟着模仿。听懂了的话才能学会,听的能力越强,学说话就学得越快。2)从语言交际的角度说,听的能力总要大于说的能力。在言语交际的过程中,“说”是“输出”,是主动的行为,不会说的话可以不说,或者换一种方式,变着法儿说。“听”是“输入”,是被动的行为,说话人说什么话,不能由听话人决定,也不会等你慢慢想。如果听不懂别人说的话,就不能做出反应,交际就无法进行。[2]

基于以上两点对听力重要性的说明,我们对第二语言教学中听力练习的重视也是必然的。尤其在初级阶段的第二语言教学,听力练习的合理编排对于提高学习者听话理解能力有很大的帮助。下文通过两套教材听力练习的对比,探索在第二语言初级阶段合适的听力练习编写形式,为汉语教材的练习编写提供可参考的意见。

在初级阶段听力技能的训练上,英汉两套教材显示出很大的差异。《新概念》每一篇课文都是从听力理解开始,将“听”置于首位,充分地利用学习者与生俱来的语言认知能力。因为我们的大脑是通过接收和整理声音信号来理解“意义”的。本书要求教师讲课顺序同样遵循听到的再说;说过的再读;读过的再写,培养学生的英语理解、口语、阅读和写作各项能力。而《新实用》听力部分相当少,除了第一册前六课的集中式语音训练之外,再也没有大篇幅的专门听力练习。

2 两套教材听力练习的对比分析

对有效的听力训练比较一致的认识有其中两点[3]:一是听力训练应当尽早开始。在教学的的初级阶段就要进行听力训练,做到听说同步;二是听力练习是听力训练的一个基本方式,听力练习的基本内容是语音识别练习、词语理解练习和语义理解练习等语言内容和相关的交际活动练习。按照以上对于听力技能的理解,关于第一点认识:《新实用》的听力训练尽管从第一课就开始了,可是总共六课的集中式语音练习只占初级阶段总课数(共50课)的12%,并没有做到在整个初级阶段始终如一的听力训练,更不用说“听说同步”了。听力练习的数量不足与不重视在第二语言教学的初级阶段必然会影响学习者语言理解能力的运用。相比之下《新概念》的听力训练则是突出了阶段性、重点性,整个初级阶段的两册书不仅及时及早地开始了对学习者听力方面的训练,而且听说一直是同步进行。正如教材前言所说“本书练习大多数是听说方面的”、“为听/说练习提供合适的材料”,着重突出了听力练习在第二语言教学中的重要性,也说明了《新概念》对听力练习的一个认知态度。

关于第二点认识:《新实用》听力练习的基本内容主要是语音识别练习(教材中也是以“语音练习”命名),无论是拼音、声调的组合(前6课)还是词语的熟读(后44课),都只是一个识别练习。除此之外,词语理解、语义理解等类似的听力练习在教材的课堂练习后中没有出现。相反,《新概念》的听力练习则是贯穿教材始末,对每一篇课文都进行听力目标的训练——课前都是以一个问题做引子,带着问题听课文录音。这一点在《新概念》教材使用说明上也是明确表示“通过给学生提个问题,让他们寻找答案的方式。…这就意味着学生会积极地而不是消极地去听课文录音”。例如:Listen to the tape thenanswer this question.Whose handbag is it?这样的听力练习通过听课文内容而熟悉课文,通过提出问题而熟悉了文中某个句型;不仅是语音辨别、语义辨析、词语理解乃至对课文的整体感知能力都进行了一定的操练。对于整篇课文的听力稍有困难的学习者还可以借助文中的插图来理解,教材前言中也介绍到“课文中的插图格外重要:在初级阶段,它们绝对不仅仅是其装饰作用”。

听力理解作为固定练习形式出现在整个《新概念》初级阶段中,另外还有一个听写练习也是贯彻全书。从学习者一开始学习的单个词语逐渐过渡到课文中出现的个别句子,都是作为听写的内容。正如教材作者所说的“听写是训练句法、拼写和听力的一项极好的练习”。听写训练是听力训练的一个非常有效的方法,它被认为是检查听力理解的一种重要方式。有学者提出,听写不仅可以对即将学习的词汇进行预处理,还可以在句子中复习学过的词,并加深对某些语法现象的理解。

3 结束语

总而言之,在第二语言教学以培养学习者交际能力为最终目标的大前提下,听力练习的恰当编排是非常重要的。《新实用》听力练习不仅题量上偏少,而且题型种类上也偏少。建议参考《新概念》的听力练习编排,多设置些听述练习,由浅入深,最好能够贯彻整个初级阶段的语言教学;采取《新概念》第一册单课学习、双课听力复习的形式,加强“听”的练习;练习形式上可以多样化,比如听写、听辨、听读等可以较好训练听力的练习形式。

参考文献

[1]吕叔湘.关于语文教学的两点基本认识[J].文字改革,1963(4).

[2]吕必松.对外汉语教学概论讲义[J].世界汉语教学,1996(2).

[3]赵金铭.对外汉语教学概论[M].北京:商务印书馆,2004.

[1]李泉.对外汉语教材研究[M].北京:商务印书馆,2006.

[2]李泉.对外汉语教学理论思考[M].北京:教育科学出版社,2005.

[3]刘珣.汉语作为第二语言教学简论[M].北京:北京语言大学出版社,2002.

[4]刘珣.对外汉语教育学引论[M].北京:北京语言大学出版社,2000.