1、星期 2 Tuesday 预测试题二预测试题Section A Mini-LectureIn this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the le
2、cture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Some of the gaps may require a maximum of THREE words. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may ref
3、er to your notes while completing the task. Use the blank sheet for note-taking.Group discussion skillsI. Importance of group discussion skillsA. Useful for everyday life, from (1)_ to more serious discussions.B. For job interviews and selection procedures.C. For extended speaking and listening prac
4、tice.II. Types of discussionsA. Making decisions.B. Sharing opinions on a given topic.C. (2)_.D. Solving a problem.III. Useful sub-skills for students and how to develop them.A. To analyse. 1. Give each student a different topic and ask them to put down all the sub-topics.2. Ask them to swap their n
5、otes and analyse the (3)_ of each sub-topics.3. Let them together draw up a new list and discuss the relevance of the sub-topics.(1)_(2)_(3) _(4) _(5) _(6)_(7) _(8) _(9) _(10) _B. To persuade (eg. which candidate should get a job).1. Students create a list of 7 adjectives to describe (4)_.2. Re-grou
6、p and persuade the other group members that their selection is the best.3. Make a second list out of (5)_ and find who retain the most from their original lists.C. To control emotions.1. Ask students to give opinions on (6)_.2. Make notes on their main arguments.D. To support.1. Get students to make
7、 a list of when it is and isnt appropriate to interrupt.2. Give them phrases used to (7)_. Practice using them in group discussions.E. To use functional language.IV. How teachers set up group discussionsA. Give some planning time to the students.B. Get interesting topics, maybe from (8)_.C. Ensure a
8、 balance between input and practice.D. Vary the styles.E. Use a variety of (9)_.F. Encourage group discussions outside of class.G. Give and encourage feedback.H. Try (10)_ and analyze them.I. Monitor the groups and make notes for feedback on the performances.Section B InterviewIn this section you wi
9、ll hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
10、Now listen to the interview.1. Which of the following is CORRECT?A The man is to advertise for his new book.B The man specializes in communication.C His talk is about communication techniques.D His talk is actually an autobiography.2. The man did all the following EXCEPT _ to better his presentation
11、 performance.A consulting some relevant booksB communicating with good speakersC observing the preparation of good speakersD doing performance comparison with good speakers3. The man recommends the method of _ to give a better presentation.A practicing it before colleagues B recording practice prese
12、ntation rather than using colleaguesC asking colleagues to examine the recorded practice presentationD learning from other real presentation videos4. Which of the following is NOT what speakers tend to worry about when making a presentation?A Too much nervousness.B Rude audience.C Self diffidence.D
13、Equipment failure.5. In the mans view, the way of really overcoming nervousness is A preparing well.B relaxing face muscles.C concentrating on your recent enjoyments.D doing breathing exercises.Section C News BroadcastIn this section you will hear everything ONCE ONLY. Listen carefully and then answ
14、er the questions that follow. Mark the correct answer to each question on ANSWER SHEET TWO.Question 6 and 7 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.6. Which of the following in INCORRECT about the summ
15、it on Nuclear Security?A It is the biggest international meeting since 1945.B More than 50 countries have attended it.C It is hosted by the US and called by President Obama. D Ukraine has attended the summit.7. The content of the summit isA securing stocks of fissile material.B highly enriched urani
16、um.C plutonium.D material terrorists use to build nuclear bombs.Question 8 and 9 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.8. What is the news mainly talking about?A A broken well leading to large oil sp
17、ill in the Gulf of Mexico.B The high cost of tackling oil spill.C Large number of people and boats being sent to help with the oil spill.D The high compensation claims the oil company is facing.9. The initially calculated figure of everyday cost is A $33m.B more than $33m.C more than $6.6m.D less th
18、an $6.6m.Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.10. Which of the following is NOT true about the explosion?A It could be heard from more than 8 km away.B It caused a woman injured.C The bomb
19、 was placed next to the wall housing women prisoners.D It exploded 20 minutes after the warning was received.答疑解惑Section A Mini-Lecture【听力原文】Hello, everyone! Todays lecture is about group discussion skills. The first thing I have to explain is why to talk about group discussion skills.Developing gro
20、up discussion skills is useful for everyday life, as we regularly find ourselves having discussions amongst friends, family and colleagues. These may vary from very informal chats about day-to-day things, to more serious topics, for example a discussion about a recent news story or a problem that ne
21、eds to be solved. Two more things:【答案解析】1. very informal chats【解析】本篇演讲的主题是group discussion skills，演讲者开门见山，指出第一个要说明的问题就是谈论这个话题的理由。本题针对演讲中提到的第一个理由进行设题。演讲中提到，提高小组谈话技巧对日常生活非常有用，因为我们在不断地和朋友、家人和同事交谈，Firstly, group discussions are increasingly being used in the job market during interviews and selection pr
22、ocedures. These can take a variety of formats, but the key skills remain very similar. Secondly, group discussions offer an opportunity for extended speaking and listening practice by all of the contributors. Group discussion practice and skill development is therefore useful for all students. Now t
23、hat we know the importance of group discussion skills, lets go step forward to know more about discussion. There are a variety of different types of discussions. We can recreate them all naturally in the classroom. In different discussions, participants do the following different things.No.1, make d
24、ecisions, for example, decide who to invite to a party and where to seat them.No.2, give and / or share their opinions on a given topic, for example, discuss beliefs about the effectiveness of capital punishment.No.3, create something, for example, plan and make a poster as a medium for feedback on
25、a language course.No.4, solve a problem, for example, discuss the situations behind a series of logic problems.Some discussion topics may fall into more than one of these categories, but it is useful to consider a variety of formats to which the students can apply the skills they are learning.There
26、are also a number of different sub-skills, which students will need to be able to successfully and effectively participate in a group discussion.No.1, the ability to analyseThis skill can be developed by giving students the topic individually and asking them to brainstorm or mind-map all of the poss
27、ible sub-topics they could speak about. The students can then swap their notes and assess or analyse the relevance 这些交谈可能是很不正式的，也可能是关于某些比较严肃的话题的（These may vary from very informal chats about day-to-day things, to more serious topics） 。根据题干的句子结构判断，此处应该填入 very informal chats。2. Creating something【解析】演
28、讲者在讲述过了小组谈话技巧的重要性以后，开始讲述其他问题，第一个就是谈话的几种类型。根据完成的工作的不同，谈话可以分为四种，本题是要求给出第三种（No.3, create something） 。根据并列的其他三种谈话的表达方式（动名词形式） ，将演讲中的词句改为动名词形式即可。3. relevance【解析】在对谈话进行分类之后，讲座中又讲述了一些小技巧，这些技巧可以帮助学生们成功而有效地参与小组谈话。讲座中提到的第一种技巧就是the ability to analyse（分析的能力） 。本题针对如何提高这种技巧进行设题。讲座中提到，要让学生们先根据一个大的话题在便条上写下一些小的话题，然后
29、交换便条，并分析伙伴的便条上的各个小话题之间的关联性。 （The students can then swap their notes and assess or analyse the relevance of each of the sub-topics）可知答案。4. a perfect candidate【解析】本题针对第二种技巧of each of the sub-topics their partner has included. Together, the students then draw up a fresh list or mind-map and discuss how
30、 the sub-topics might be linked together, along with examples or reasons for any arguments they might have.No. 2, the ability to persuadeThis skill comes in useful when students need to make decisions on how to do something, for example, which candidate should get a job. A fun activity to develop th
31、is skill is to give groups of students this topic and ask them to decide on the profile of the perfect candidate, creating a list of 7 adjectives. The students are then re-grouped and asked to persuade the other members of the group that their selection is the best while compiling a second, negotiat
32、ed list. The group members who retain the most from their original lists are the winners. Note down useful phrases that you hear the students using while doing this task and discuss these at the end for future reference.No. 3, the ability to control emotionsThis can be practised by giving the studen
33、ts a fairly controversial topic, such as Friends are more important than family and asking the students to decide whether they agree, disagree or have no opinion, making notes on their main arguments to support their viewpoint. Divide the students into groups ensuring that there is a mix of views wi
34、thin each group. Explain that for this discussion, the aim is to keep their voices low and try to control their emotions as far as possible. Monitor and give feedback on these areas.No. 4, the ability to supportOne of the most important things for this skill is for students to learn when it is and i
35、snt appropriate to interrupt and how to do it. Very often students will talk over each other in an effort to get their point across and forget to listen.To practise this, you can get your students to make a list in small groups of when it is and isnt appropriate to interrupt other speakers. They sho
36、uld include things like “not appropriate during the middle of a point, if the speaker has not said very much previously, or when you are feeling angry and liable to say something youll regret. It is appropriate when the （the ability to persuade）的锻炼方法设题。讲座中提到，要让学生就“哪个候选人可以得到某个工作”这个话题做出决定，创造七个形容词来为最佳候
37、选人写一个简介。 （ ask them to decide on the profile of the perfect candidate, creating a list of 7 adjectives.）讲座中先提及最终结果（最佳候选人简介） ，后提及具体要求（写出七个形容词） 。题目中是先提及具体要求，空格处要补充上的肯定与最终结果有关。因为各人心目中的最佳候选人不同，所以不用讲座中的定冠词the，改用不定冠词，答案是 a perfect candidate。5. negotiation【解析】与上题相同，本题针对“说服”技巧的锻炼方法设题。讲座中提到，学生们在写出最佳候选人的简介（一张
38、由七个形容词组成的清单）后，重新分组并说服同组的人，然后同组的人一起制定出第二个经过协商的形容词清单（ while compiling a second, negotiated list.） 。题干中的形式要求填入名词性的内容，将讲座中的原词 negotiated 转变为它的名词性形式即可。6. a fairly controversial topic【解析】本题针对“控制情绪”技巧的锻炼方法设题。讲座中提到，给学生们一个相当有争议的话题（giving the students a fairly controversial topic） ，要求学生们给出他们自己的决定（asking the s
39、tudents to decide）：赞成、反对或者没speaker has been dominating the discussion for too long, what the speaker is saying is completely irrelevant to the topic, or you dont understand the point he / she has made”.You can then give them or elicit a list of phrases which they might use to interrupt politely (e.g
40、. Can I just add something here?, Sorry Id just like to clarify something, etc.) The students then write five of these on slips of paper (one per slip) and have a group discussion on a given topic. The aim is to use all of the language on their slips. When they have used a phrase, they put the slip
41、in the middle of the table. The other students in the group judge whether the interruption was appropriate / polite. If not, they take the slip back and try again.No.5, The ability to use functional language. Depending on the types of group discussions that you plan to do with your class, it is usef
42、ul to draw up a list of useful functional language for the students to refer to. This could include phrases for functions such as Giving reasons, Giving your opinion, Agreeing and disagreeing, etc. You can either make up the list yourself and distribute it or get the students to do this. For each gr
43、oup discussion, you can then refer them to the appropriate section of the list and give them a few moments to consider the language before beginning the discussion.Then comes the question how we set up group discussions. To ensure that the discussions run successfully, there are several key things t
44、o consider.No.1, give the students some planning time either individually or in small groups. Dont just give them the topic and say go! It is often useful to discuss some associated vocabulary or functional language that they might find useful.No.2, choose topics which you are confident your student
45、s will find interesting. Get them to brainstorm some ideas for discussions they would like to do and use this as a starting point No.3, ensure a balance between input and practice.意见（whether they agree, disagree or have no opinion） 。显然这些决定就是题干中所说的 opinions，所以介词 on 后填a fairly controversial topic。7. i
46、nterrupt politely【解析】本题针对“支持”技巧的锻炼方法的第二点（phrases ）设题。讲座中提到要给学生们一个短语清单，他们可以用这些短语来礼貌地插话（then give them or elicit a list of phrases which they might use to interrupt politely） 。然后在分组讨论中锻炼这些短语。讲座中的主动语态（use to interrupt politely）在题干中变成了被动语态（used to） ，to后内容即是答案。8. brainstorming【解析】本题针对开展小组讨论的具体方法的第二个进行设置。
47、第一个方法是给学生一些做计划的时间。第二个方法是选择一些学生们感兴趣的话题，可以先让学生们通过脑力风暴想出一些愿意讨论的东西（Get them to brainstorm some ideas for discussions they would like to do and use this as a starting point） 。演讲者显然是要从学生们的脑力风暴中找到一些有趣的话题。演讲中用的是动词 brainstorm，题干中要求填入名词，填入brainstorming 即可。9. group sizes and procedures【解析】本题针对开展小组讨论的具体方法的第五个进行
48、设No.4, use a variety of styles / types.No.5, vary group size and procedure. Some companies do selection group discussions with very large groups of people over ten in some cases. If your students will be facing these types of group discussions in the future, make sure they get some practice doing th
49、em. It can also be useful to mix classes of students so they have practice doing discussions with people they dont know yet. No.6, encourage group discussions outside class time. Give students some extra feedback forms to use to give each other input on how they perform in group discussions outside of class. No.7
