I 試題一覽

這一部分要求考生聽(tīng)一篇800詞左右的對(duì)話或訪談，然后完成5道多項(xiàng)選擇題。如果考生完全按照先聽(tīng)材料再做題目的順序，會(huì)因?yàn)檫z忘而無(wú)所適從。因此應(yīng)學(xué)會(huì)在聽(tīng)錄音材料前利用播放答題要求（Directions）部分的時(shí)間先瀏覽試題。養(yǎng)成這個(gè)習(xí)慣一方面可以對(duì)錄音材料內(nèi)容略知一二，另一方面可以從題目和選項(xiàng)中找出一些蛛絲馬跡，為做題打好基礎(chǔ)。

在瀏覽試題時(shí)，應(yīng)注意以下兩個(gè)方面。

1. 題目詢問(wèn)的關(guān)鍵

如2007年訪談的第1題：According to Nigel, most problems of air travel are caused by.?此題詢問(wèn)按照Nigel的觀點(diǎn)，造成大多數(shù)空中交通問(wèn)題的原因是什么，關(guān)鍵詞為problems和cause。

又如2008年對(duì)話的第2題：Which of the following is NOT mentioned by Mary as a potential disadvantage? 此題詢問(wèn)Mary認(rèn)為哪一個(gè)選項(xiàng)不是潛在問(wèn)題，關(guān)鍵詞為potential disadvantage。

再如2010年訪談的第3題：According to Dr Johnson, which place will witness a radical change in its racial makeup by?2025?此題詢問(wèn)到2025年，哪個(gè)地方的種族構(gòu)成將發(fā)生重大變化，關(guān)鍵詞為radical change和racial makeup。

又如2011年訪談的第2題：What does the example of Czech speakers show?此題詢問(wèn)捷克人學(xué)習(xí)語(yǔ)言的例子證明了什么，關(guān)鍵詞在Czech。當(dāng)找到題目關(guān)鍵后，應(yīng)迅速將其劃出。在聽(tīng)錄音材料時(shí)，只要一聽(tīng)到這些詞就應(yīng)加倍注意。

2. 四個(gè)選項(xiàng)的不同點(diǎn)

每題后的四個(gè)選項(xiàng)中只有一個(gè)是答案，其他都是干擾項(xiàng)。因此在瀏覽時(shí)應(yīng)找出它們的不同點(diǎn)，才能做到有的放矢?？季砩厦總€(gè)選項(xiàng)都單獨(dú)占據(jù)一行，所以在看選項(xiàng)時(shí)應(yīng)垂直看，即依次看每個(gè)選項(xiàng)的第一詞、第二詞，直至最后一詞。這樣能很快找到不同之處，并把它們劃出來(lái)。聽(tīng)錄音材料時(shí)只要盯著那幾個(gè)不同的詞，找到材料中的那個(gè)即可。

如2003年訪談的第5題：
How does David feel about the divorce of his parents?
A. He feels a sense of anger. ? ?B. He has a sense of sadness.
C. It helped him grow up. ? ? ? ?D. It left no effect on him.

四個(gè)選項(xiàng)的不同之處在于David對(duì)父母親離婚的態(tài)度。A是anger；B是sadness；C是help；D是no effect。

又如2006年訪談的第4題：
Why did Miss Green want to leave the advertising agency?
A. She felt unhappy inside the company.
B. She felt work there too demanding.
C. She was denied promotion in the company.
D. She longed for new opportunities.

四個(gè)選項(xiàng)的不同之處在于Green小姐對(duì)原公司的看法。A是felt unhappy；B是work?demanding；C是denied promotion；D是longed for new opportunities。

再如2009年訪談的第3題：
Toastmasters’ general approach to training can be summarized as .
A. practice plus overall training B. practice plus lectures
C. practice plus voice training D. practice plus speech writing

四個(gè)選項(xiàng)的不同之處在于Toastmasters的基本訓(xùn)練方法。A是overall training；B是lectures；C是voice training；D是speech writing。

又如2011年訪談的第3題：
Which of the following methods does NOT advocate speaking?
A. The direct method.
B. The audiolingual method.
C. The immersion method.
D. The traditional method.

四個(gè)選項(xiàng)的不同之處在于不提倡說(shuō)的教學(xué)方法。A是direct；B是audiolingual；C是immersion；D是traditional。

II 筆記跟上

該部分的內(nèi)容連貫，出題時(shí)也會(huì)遵循原文的順序?？忌诼?tīng)錄音材料時(shí)應(yīng)根據(jù)內(nèi)容依次看題目和選項(xiàng)，對(duì)聽(tīng)到的內(nèi)容要做好標(biāo)記，也可適當(dāng)做些筆記。有時(shí)材料沒(méi)有完全播放完就可根據(jù)題目直接找出答案。

如2009年訪談的第4題：
Toastmasters aims to train people to be all the following EXCEPT .
A. public speakers B. grammar teachers
C. masters of ceremonies D. evaluators
關(guān)于Toastmasters的訓(xùn)練方法，受采訪者首先提到：Well, many people think?Toastmasters is open only to those individuals who wish to be professional speakers. But that is?definitely not true. Toastmasters is open to the public at large.可知選項(xiàng)A正確。后來(lái)她又說(shuō)道：Different assignments within Toastmasters involve not only preparation of speeches and?then presenting these before an audience, but also the opportunity of serving as toastmaster of the?meeting. This assignment helps members practice being an MC for a meeting, that is, a master ofceremonies. Other assignments include serving as an evaluator for another speaker, or serving as?grammarians who monitor use of fi ller words or phrases such as and, ah, er or you know... both of?these assignments will allow the members to increase or enhance their listening skills. 這段話中直接提到了“a master of ceremonies”和“an evaluator for another speaker”，符合選項(xiàng)C和D。因此答案是B。

但有些題目的選項(xiàng)不能從錄音原文中直接找出。考生應(yīng)在聽(tīng)錄音時(shí)做好筆記，然后根據(jù)筆記內(nèi)容總結(jié)出答案。

如2011年訪談的第4題：
Which hypothesis deals with the role of language knowledge in the learning process?
A. The acquisition and learning distinction hypothesis.
B. The comprehensible input hypothesis.
C. The monitor hypothesis.
D. The active fi lter hypothesis.
該訪談一開(kāi)始介紹學(xué)習(xí)第二語(yǔ)言的困難之處，后來(lái)談?wù)摻淌诘诙Z(yǔ)言的方法，這些都是考生熟悉的內(nèi)容，比較容易理解。訪談的后半部分提到學(xué)習(xí)第二語(yǔ)言的理論假設(shè)，比較深?yuàn)W，需要考生邊聽(tīng)邊記筆記，才能做出題目。當(dāng)采訪者詢問(wèn)“Since second language?acquisition and teaching are a fascinating area for researchers, are there any theories to explain?second language acquisition?”時(shí)，Harley博士回答道：... Today, I’d like to mention the five?hypotheses proposed by Steven Krashen. 這時(shí)出現(xiàn)了hypotheses這個(gè)詞，考生應(yīng)開(kāi)始記錄。

Harley博士接下去說(shuō)： The fi ve hypotheses form what he calls the “Monitor Model” of second?language learning. 由此可知Monitor Model是Krashen五大假設(shè)的理論基石。之后Harley博士逐個(gè)解釋這五個(gè)假設(shè)：The first hypothesis is the “Acquisition and Learning Distinction”?hypothesis. According to Krashen, children acquire their fi rst language largely unconsciously and?automatically. But, adults could only learn a second language consciously and effort fully. And?adults could indeed acquire the second language, at least in part. ...His second hypothesis is the?“Natural Order in Acquisition” hypothesis. Basically, he means that the order in which learners?acquire syntactic rules is the same in both languages. ...The third hypothesis is the “Monitor”?hypothesis, which is central to his theory. Here again, we come across the distinction between?acquisition and learning. According to this hypothesis, the acquisition processes create sentences?in the second language, right? But learning enables the development of a monitoring process to?check and edit this output. The monitor uses knowledge of the rules, that’s why, as I said just?now, learning is a conscious process. ...His fourth hypothesis is the “Comprehensible Input”?hypothesis. In order to move from one stage to the next, the learner must understand the meaning?and the form of the input. This emphasizes the role of comprehension. And fi nally, the “Active?Filter” hypothesis. This suggests attitude and emotional factors are also important in second?language acquisition.

在聽(tīng)這些內(nèi)容時(shí)，應(yīng)記下如下關(guān)鍵信息：
1. Acquisition and Learning Distinction:
Children, fi rst language, unconsciously and automatically
Adults, second language, consciously and effort fully

2. Natural Order in Acquisition:
Order, learners acquire syntactic rules, the same in both languages

3. Monitor:
Central, distinction between acquisition and learning,
Acquisition—create sentences in second language
Learning—enable a monitoring process to check this output. The monitor uses
knowledge of the rules, learning is a conscious process

4. Comprehensible Input:
Learner understand meaning and form of input

5. Active Filter
Attitude, emotional factors, important in second language acquisition
由此可見(jiàn)，“監(jiān)控”（monitor）假設(shè)是其整個(gè)理論構(gòu)架的基石，二語(yǔ)習(xí)得者需要運(yùn)用語(yǔ)言知識(shí)來(lái)“監(jiān)控”自己的語(yǔ)言輸出。因此答案為C。