英语中级听力听力原文

英语中级听力听力原文（9篇）

1.英语中级听力听力原文 篇一

The medical aid group Doctors Without Borders describes conditions at a camp for the displaced in South Sudan as appalling. The group, also known as MSF, accuses the U.N. mission, UNMISS, of not doing enough to protect thousands of people there. U.N. officials deny the accusation and say protecting civilians is their top concern.

About 21,000 people are crowded into the Tomping U.N. peacekeeping base in Juba. People fled to the base after fighting broke out between government forces and rebels in December.

Stefan Liljegren -- MSF Project Coordinator in Juba describes conditions in Tomping.

They are cramped up in a very, very tiny area, which is known to be flood prone, and flooding has already happened due to rain. The humanitarian organizations have been pushing for more space. The UMISS here in Juba [is] really putting a lot of obstacles for humanitarians working here in this area. One obstacle after the other is being presented to us. Instead of finding solutions to the problems, they are postponing and changing ideas, and theyre giving a piece of land and taking it back again, he said.

He said just getting from shelter to shelter is a problem.

1.英语六级听力练习原文

2.英语六级听力练习

3.英语六级的听力练习

4.英语六级听力练习范文

5.英语六级听力专题练习

6.英语六级听力练习:常速英语

7.英语六级精炼听力练习

8.CET6英语六级听力练习

9.英语六级听力练习：常速英语

10.关于英语六级的听力练习

2.英语中级听力听力原文 篇二

关键词：英语专业,复合型人才,《中级听力》,课程改革

当前, 许多高校顺应就业市场的需要和国家的号召, 纷纷朝着“应用型”院校方向转型。“应用型”与“学术型”、“理论型”相对, 强调的是毕业生将理论转化为实践的能力, 是实践教学的结果。除考虑与学校的转型协调一致外, 当前, 英语专业还要面对日益严峻的就业压力。有鉴于此, 不少院校提出了“培养复合型人才”的教育目标, 它体现了“教育以学生为本”的人文关怀。新形势下, 英语专业的整个课程体系均应当服从、服务于这一目标, 体系内的具体科目的设置也应体现完备的整体性和系统的层阶性。

一、课程构思

听力属于包括听、说、读、写、译在内的英语专业技能课程范畴。作为最基本的信息输入型技能, “听”是任何学习的基础。听力课通常安排在专业教学的初级阶段 (一、二年级) , 其中, 二年级的中级听力, 担负着帮助学生完成从初级阶段向高级阶段过渡的任务:通过全面、严格的基本技能训练, 培养学生实际运用语言的能力、正确的学习方法和良好的自学习惯, 为高年级阶段 (三、四年级) 学习更为综合、抽象的语言学、文学等英语专业知识课程, 和将知识面拓展至预备从事的工作领域, 如教育、经贸等, 打下基础。

教育的对象是学生, 课堂以学生为主体。根据长期中级听力教学的经验, 笔者总结了本校学生的一些特点: (1) 英语水平参差不齐。基础好的学生基本能达到“大纲”规定的“入学要求”;学生的大多数基础较薄弱;另有少量学生为零基础, 其中大部分为少数民族学生。 (2) 对网络流行文化较熟悉, 但知识结构有缺陷, 对百科知识缺乏热情。 (3) 依赖性强, 缺乏自主性。 (4) 心理承受力差。在某种程度上, 这些特点在同级同类院校的学生中也具有一定的典型性。针对以上特点, 中级听力课应当致力于:在显性层面, 让学生掌握英语听力的基本技巧, 培养良好的听力练习习惯;以教材为依托, 初步拓展学生的知识面。在隐性层面, 锻炼学生的自学能力, 提高他们的抗压能力。其中, 心理素质是前提, 自主性的培养是重点, 听力成绩的提升是结果。具体措施是在实际授课和训练的过程中将上述几点有机地结合在一起。

二、课程设计

英语专业听力课在课程设计方面应当秉承以“市场为导向”的价值观, 着力于培养具有市场竞争力的“应用型”、“复合型”人才。

在大二听力课结课之前, 大部分学生应能“听懂英语国家人士关于日常生活和社会生活的谈话;听懂中等难度 (如TOEFL中的短文) 的听力材料, 理解大意, 领会作者的态度、感情和真实意图。听懂VOA正常语速和BBC新闻节目的主要内容, 能大体辨别各种英语变体 (方言) , 能在15分钟内听写根据已学知识编写或选用的词数为200个左右、语速为每分钟120个单词的录音材料, 错误率不超过8%”;结课后, 学生仍能采取适合自己的听力练习方法进一步提升英语听力水平。

为达到以上目的, 必须分阶段采用恰当的手段选取正确的教法, 指导学生掌握合适的学法。结合中级听力课实际技能型课程的特征, 大二第一学期, 教法方面适宜采用任务探究法, 即通过让学生完成特定的听力任务来发现问题, 并引领学生分析引起这些问题的原因和改进方法。与之相应的学法是自主探究法, 即根据课堂上学到的分析方法自我分析课后作业反映出的问题。这套教学方法有助于帮助学生牢固掌握听力的基本技巧, 同时培养学生自我探索的习惯和能力, 对于独立性的塑造具有积极意义。大二第二学期, 教法上主要采用集体讨论法, 即在听完听力材料之后对于材料中提及的事件做心理、价值观等方面的讨论。与之相应的是合作学习法, 即学生以团队的方式完成课外作业。这套教学方法有助于学生在更为真实的交际语境下, 将“听”、“说”两项语言技能整合起来, 同时发展学生的语言交际能力和创新思维。

在中级听力的整个课程体系中, 学生与老师的教学互动处于核心地位, 其中占居中心地位的是学生, 一切教学活动的展开、教学资源的运用都要服务于这个中心, 都要指向将学生培养成适应市场需求的应用型、复合型人才的终极目标。教师的角色主要是指导者、监督者和鼓励者, 引导学生通过实践探索教学内容, 并在此过程中习得各种思维方法, 磨砺意志和活的情感体验。

三、课程实现

听力课主要使用的是Listen This Way系列教材, 这一教材的主要特点是层次分明, 取材真实语境, 话题覆盖面广, 题型多变, 是一套适应学习者听力技能发展客观规律的不可多得的教材。以教材为载体, 系统地将听力专门技能的单项、综合训练融入课文中, 包括听前搜集组织已知信息, 从题干中寻找关键字, 分析题型特点, 根据语境预测题目答案;听中根据题型特点选取恰当的解题策略, 扬长避短, 将个人的长处发挥出来;听后利用语境、语法知识和百科知识验证答案。在反复练习和习得听力技巧的同时, 培养学生吃苦耐劳、不轻言放弃的品质, 塑造积极向上的人格, 还可利用教材内容, 适当引导学生展开讨论, 训练交际技巧和批判性思维。教学重点应放在使学生形成主动学习的意识和习惯上, 难点在于对于作为技能提升关键的课外练习环节难以实施有效监督。

大二第一学期以“深”为主题, 主要让学生熟练掌握基本的听力技巧。操作方法以题材丰富的课堂训练为蓝本, 要学生体验并领悟听力练习的基本规律, 再将习得的规律运用于课外练习。依附教材, 按各个技巧在听力过程中出现的先后顺序及难易程度合理分配时间。第二学期以“广”为主题, 主要创设各种具体真实的语言交际场景, 引导学生在通过“听”吸取信息的基础上, 整理、加工信息, 加入自己的思考, 最终输出信息完成交际过程。在话题的选取上依旧遵循由浅及深, 从一般的是非判断上升至伦理、价值观的探讨。

对学生的考核采取量化评价与质性评价相结合, 平时成绩与期末考试相结合的方式。采取学生作业每周检查, 每月就当月学习内容组织月考的持续密集的检测方式, 了解学生对教学内容的掌握情况。此外, 通过和学生互动及观察学生课堂内外的交际行为表现, 也能从不同侧面搜集到体现学生英语交际水平、学习策略等方面的信息, 有助于即时调整教学安排。

四、课程运作

到目前为止, 听力课上采取“让学生做练习———教师指导学生分析题目特点, 解题关键———学生再听一遍后修改答案———对相关内容进行讨论———反思, 提出问题或质疑———总结解题思路和题目体现的语言特点”的基本模式, 取得了较好的效果, 在反复使用、强化的过程中, 学生已逐步养成了良好的听力习惯, 并自觉运用于课外练习中, 听力水平也在逐渐提升。

师资方面, 老师应当不断提高自己的业务素质, 积极投身到社会实践中, 将市场的需求的信息传达给学生。此外, 增加外籍教师与学生的互动, 无疑能够提高学生的听力、表达水平, 提高他们的学习兴趣, 是学生直接接触外国文化的好机会。

现外语学院每间教室均配备的多媒体设备能够满足集体教学的需求, 但技能课出成绩主要在于课后练习。然而, 一方面, 统一的书面作业过于单调, 而且不利于综合各种交际技能。另一方面, 学生的家庭情况不同, 所占有的学习资源各有差异, 而且学生在选取适合自己水平和阶段的学习资料方面会感到无所适从。考虑到练习起步的阶段很需要老师答疑和从旁指导, 因此, 笔者认为, 利用学院现有的电子学习室资源建立起一个融英语单项和综合技能训练为一体, 学生、教师可随时互动的网络资源平台, 同时把这个平台与学分制联系起来, 敦促学生的练习。这样的做法提高了资源利用率, 在时间分配上给予学生、老师更大的自由度。针对目前中级听力课最大的问题———课外练习的监管困难, 该平台的设立无疑是解决这个问题的一个好办法, 可谓一举多得。

此外, 学生自身的能动性也不能忽视, 可以宿舍为单位开展资源共享、学习互助的课外活动, 发动班委采取层层监管、定期抽查的方式保证练习质量, 并定期开展学习竞赛。丰富的课内外教学活动能让学习积极性高的学生乐在其中, 而让自律性差的学生也不能置身事外。

参考文献

[1]Rost, M.Teaching and Researching.Beijing:Foreign Language Teaching and Research Press, 2005.

[2]Ur, P.Teaching Listening Comprehension.Cambridge:Cambridge University Press, 1984.

[3]马丁·韦德尔, 等.外语教学与学习——理论与实践[M].北京:高等教育出版社, 1996.

[4]吴思强.英语听说教学策略[J].山东外语教学, 1993 (3) .

3.英语中级听力听力原文 篇三

关键词:多听多练 分散训练 集中训练 听主要信息

近年来,英语中考的听力分值一直居高不下,而在广大农村中学中,听力又普遍是一个薄弱环节。这就要求我们努力培养和提高学生的听力技能和应试技巧。那么,如何培养英语听力技能、提高英语听力技巧呢?我认为在平时的教学中应该注意以下几个点:

一、把功夫下在平时,让学生多听多练

听,最好听地道的英美国家人士的发音。可以听录音、听英语广播,也可以收看英语新闻或其他英语节目,并尽可能用英语进行会话和思维。长期坚持,就能达到掌握语言、训练语速、增强语感的效果,从而提高听力技能。

二、要重视对学生基本功的训练

首先是语音的训练和朗读能力的培养。在课堂上让学生反复模仿录音,加强重音、弱读、连读,不完全爆破,句子语调等语音知识训练,有效提高辨音能力。其次要正确引导学生记忆单词。凡是学过的单词,都应该根据语音规则,熟练掌握。词汇量大了,朗读技巧也掌握了,听力技能自然也就提高了。

三、坚持用英语组织教学,训练学生的听力

教学中要坚持用英语交流和讲解,让学生用英语进行思维,还可举办“英语角”“英语故事会”等活动,使学生置身于一个良好的英语环境中。

四、预先提出问题,让学生有目的地去听

在进行课文听力训练时,要根据课文内容和难度大小在听之前提出难易不同的问題,让学生做到心中有数,促使学生集中精力捕捉信息和快速处理信息,然后做出准确判断。这种有目的、有准备的听,有助于学生辨清语音,听准内容。也可以简介背景知识,充分发挥学生的想象力,激发学生听的欲望。

五、分散训练和集中训练相结合

由于听录音要求学生精力特别集中,时间一长就容易疲劳,所以分散训练是一种较为有效的办法。把听的训练分散到教学的各个环节中进行,给学生布置听的预习作业,以便学生听不懂的做下记号,在上课时重点听讲、学习。在介绍和操练新的语言项目时,也要边说边做动作或表演,帮助学生理解和掌握新的语言知识,指导学生掌握正确发音。在教课文时要坚持听说领先,让学生在听和说中理解课文,就课文内容进行对话,并组织学生用英语复述课文。分散训练虽然有效,但它不能迅速明显地提高学生的听力,因此必须通过集中训练才能保证训练的时间和强度。教师还应根据学生的不同水平,给予具体的指导和帮助,做到因材施教。

听力技能提高了,那么怎样掌握听力应试技巧呢?

一、要调整好自己的心态,排除一切干扰因素

应试前要尽力调整好自己的情绪,做到沉着冷静、自信,保持良好的心境和清醒的头脑。试卷发下来后,要先审题,迅速地浏览一下题型和题目要求,做到心中有数,目的明确。切忌过度紧张,力求避免应试过程中的失误。

二、听准关键词,把握整体意思

听力测试中,短文的开头和结尾中的有些词句很重要,有的是本文的中心思想,有的是本文的时间、地点、人物、情节等重要内容,因此应对这点多加注意。应试中听到的陌生的词和词组,要一带而过,要把思想高度集中在整体内容上,把握整篇的主题和重点内容。最好先在草纸上边听边简单地记录主要信息。这样,既可防止遗忘,又能迅速掌握该句大意。

4.初二英语听力原文（最终版） 篇四

潍坊文华国际学校 2015-2016学第二学期期中考试

初二英语试题 听力测试

(一)听句子，选择适当答语，每个句子读两遍。1.Did you hear our mother planning to buy us a new house? 2.How high is Qomolangma? 3.Are you going to the movie with me? 4.I’ve never been to a water park.5.Why do you like the toy so much?

（二）听下面5段对话，根据内容选择最佳答案，对话读两遍。6.M: Who did Hansel and Gretel live with?

W: Their father and stepmother.M: What did their stepmother want to do?

W: She wanted her husband to make their kids die.7.W: I like the panda very much because it’s very cute.What about you, Daniel?

M: My favorite animal is the elephant because it’s very friendly.8.W: Oh, you speak good English.How long have you studied it?

M: Three years.What about you?

W: I began to study it since four years ago.9.W: Where have you been, Tony?

M: I’ve been to the History Museum and the Art Museum.W: I’d like to go to the Space Museum tomorrow.I’ve never been there.M: That’s a great idea.I went there only last year, but I’d like to go there again.10.W: Where is Tom? I can’t find him.M: He could be in the library.He usually stays there one hour in the morning and two in the

afternoon.(三)听长对话，根据内容选择最佳答案，对话读两遍。

W: Hi, Michael!Would you like to do something with me this weekend? M: Sure!What shall we do? W: I don’t know.Do you have any ideas? M: Why don’t we see a movie?

W: It sounds good to me.Which movie shall we see? M: How about Tom Sawyer? W: I don’t love it at all.It’s for kids and it’s boring.How about going to see Treasure Island? I hear it’s quite a funny movie.M: OK!Let’s go to see that.When is it on?

W: It’s on at 8:00 pm this Saturday.Shall we have something to eat before the movie? M: Sure.That sounds great.What about going to that new Italian restaurant? W: Great idea!Let’s meet there at 6:00 pm.(四)听短文，根据内容选择最佳答案，短文读两遍。

When I take a walk around the park, I often see many people walking with dogs.Perhaps a dog is one of the most useful animals in the world.People keep dogs for different reasons.In the past many people kept dogs mainly for their safety.But now more and more people keep dogs as their friends.For a child, a dog is a friend when he has no other children to play with.For young people, a dog is their friend when they are alone at home.For old people, a dog is their child when their own children grow up and leave home.Now you can see the reasons why people keep dogs.(五)．听短文，完成表格。每空最多两词，短文读两遍。

5.大学英语六级听力原文及答案 篇五

11.

M: Excuse me, do you have change for a ten-dollar note? I need to pay the parking meter.

W: Im sorry, but I think you can get it through the money changer in the shopping center across the street.

Q: What is the man trying to do?

12.

M: Can you recommend something that a school boy of 7 or 8 will really like?

W: Id suggest this toy train, sir. Its an excellent brand, very popular all over the world these days.

Q: What is the man doing?

13.

W: Do you let people know when youre taking pictures of them?

M: I try not to. You know any picture of a person who poses for the camera would look dull and unnatural.

Q: What are the speakers talking about?

14.

W: I need to talk to someone who knows Baltimore well. Im told you lived there.

M: Oh, but I was really young at the time.

Q: What does the man mean?

15.

W: Arent you disappointed that you didnt get the promotion?

M: Maybe a little, but I know I need more experience before Im ready for that kind of responsibility.

Q: What do we learn about the man from this conversation?

1.大学英语六级听力原文完整版

2.六级听力真题及原文

3.6月大学英语六级听力专项练习及答案

4.大学英语六级听力段落理解题的结构

5.大学英语六级听力短文听写技巧

6.20大学英语六级听力问题盘点

7.大学英语六级听力技巧

8.六级听力音频与原文(6月17日)

9.年12月英语六级听力原文汇总

6.英语四级样题含听力原文 篇六

Directions: For this part, you are allowed 30 minutes to write an essay. You should start your essay with a brief description of the picture and then express your views on the importance of learning basic skills. You should write at least 120 words but no more than 180 words. Write your essay on Answer Sheet 1.

注意:此部分试题请在答题卡 1 上作答。

Part II Listening Comprehension (30 minutes)

Section A

Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

注意:此部分试题请在答题卡 1 上作答。

1. A) The man has left a good impression on her family.

B) The man’s jeans and T-shirts are stylish.

C) The man should buy himself a new suit.

D) The man can dress casually for the occasion.

2. A) Its price. C) Its location.

B) Its comfort. D) Its facilities.

3. A) It is a routine offer. C) It is new on the menu.

B) It is quite healthy. D) It is a good bargain

4. A) Read the notice on the window.

B) Board the bus to Cleveland.

C) Go and ask the staff.

D) Get a new bus schedule.

5. A) He is ashamed of his present condition.

B) He is careless about his appearance.

C) He changes jobs frequently.

D) He shaves every other day.

6. A) The woman had been fined many times before.

B) The woman knows how to deal with the police.

C) The woman had violated traffic regulations.

D) The woman is good at finding excuses.

7. A) She got hurt in an accident yesterday.

B) She has to go to see a doctor.

C) She is black and blue all over.

D) She stayed away from work for a few days.

8. A) She will ask David to talk less.

B) She will meet the man halfway.

C) She is sorry the man will not come.

D) She has to invite David to the party.

Questions 9 to 11 are based on the conversation you have just heard

9. A) Beautiful scenery in the countryside.

B) A sport he participates in.

C) Dangers of cross-country skiing.

D) Pain and pleasure in sports.

10. A) He can’t find good examples to illustrate his point.

B) He can’t find a peaceful place to do the assignment.

C) He can’t decide whether to include the effort part of skiing.

D) He doesn’t know how to describe the beautiful country scenery.

11. A) New ideas come up as you write.

B) Much time is spent on collecting data.

C) A lot of effort is made in vain.

D) The writer’s point of view often changes.

Questions 12 to 15 are based on the conversation you have just heard.

12. A) Having her bicycle repaired.

B) Hosting an evening TV program.

C) Lecturing on business management.

D) Conducting a market survey.

13. A) He repaired bicycles.

B) He coached in a racing club.

C) He worked as a salesman.

D) He served as a consultant.

14. A) He wanted to be his own boss.

B) He didn’t want to be in too much debt.

C) He didn’t want to start from scratch.

D) He found it more profitable.

15. A) They are all the man’s friends.

B) They work five days a week.

C) They are paid by the hour.

7.英语中级听力听力原文 篇七

对学习策略的研究开始于20世纪70年代初。最初的研究主要是为了发现语言学习成绩优秀者的一些特征。到了20世纪80年代，研究重点开始转向学习策略与语言学习过程的关系和语言信息处理的认知过程。在这过去30多年的学习策略研究中，研究所关注的对象大多是本科院校学生。而高职学生这一群体是近几年才较大规模出现的，因此，对于这一学生群体的英语学习策略使用情况的系统研究还不多见。本文将就高职学生学习策略其中一方面———高职学生的英语听力学习策略对英语听力能力提高之间的关系进行研究分析。

2. 高职学生英语听力学习现状

高职学生英语学习状况比较特殊。大多数高职学生的高考英语成绩不是很理想，听力尤为糟糕。原因是多方面的，例如基础知识薄弱，不了解英语发音规则，词汇量少，英语听力学习方法不当，在课堂之外没有有意识地培养自己制定英语听力学习计划，不能对听力学习过程进行自我监控，不能自我评估自己对学习任务的完成情况。这诸多原因导致相当部分学生对英语学习缺乏信心，有的甚至出现抵触心理。然而，高职院校本身教学目标就是要培养应用技能型人才，因此对学生的英语听说等技能提出了更高的要求。为此，对高职高专学生进行恰当的英语听力学习策略的指导和培训，将有助于其对英语听力学习策略的掌握，并为他们今后的英语语言学习打下良好的基础。

3. 英语听力的重要性

根据第二语言习得理论，语言的输入是语言习得最基本的条件，没有语言输入就不会有语言习得(Krashen, 1985)。听力作为一种输入型技能在学生的语言习得中占有十分重要的地位。根据美国外语教学法专家里费斯W.M.Rivers和坦珀利Temperly的统计，听在交际活动中所占的比例高达45%。但在中国，即使很多人拿到了大学英语四、六级等级证书，学了很多年的英语，在英语方面还是处于一个“聋哑”状态。学习一门语言，若不具备听的能力，那么语言能力就不完整，直接影响实际交流，同时也严重制约其他语言技能的发展。随着全球经济一体化步伐的加快和科学技术的不断创新和进步，英语使用的普遍性和重要性愈显突出，掌握好英语听力能力则显得更为迫切和重要。

4. 英语听力学习策略

学习策略是学习者为了提高第二语言学习水平而采取的方法和手段，它体现在语言习得和语言使用的全过程中。它既可以指总的学习方法，也可以指具体的技巧。有些策略是外部可观察的行为，有些策略是不能直接观察得到的内部心理活动。学习策略的运用是受多种因素影响的，是因事因人而异的，学习策略是可以教授的。

学习策略分为三大类;元认知策略、认知策略和社交/情感策略。英语听力学习策略是以学习策略为理论框架的，也可分为元认知策略、认知策略、社会/情感策略。这三种策略是一个有机的整体，它们之间存在着层次关系，即元认知策略高于其他两类策略。根据Brown&Palinscar (1982), Chamot et al (1996), Thompson&Rubin (1996)的实验显示，策略训练可以改善学生的听力成绩，增强策略使用意识，使学生更有计划地学习任务。

5. 研究设计

5.1 研究方法

本研究采用问卷调查法。调查问卷是根据Oxford编制的语言学习策略量表(Strategy Inventory for Language Learning简称SILL量表)和Vandergrif的听力策略调查问卷设计的。共30项，采用五个等级，从完全符合到完全不符合。问卷调查的方式采用的是授课教师利用上课的10分钟进行并回收，保证学生完成问卷的准确性和可靠性。

研究对象为我院2008级的全体新生和参与此课题研究的教师所任教的21个非英语专业的班级学生。首先，在教授学生听力学习策略之前，教师对学生们进行英语听力学习策略的问卷调查。其次，结合调查情况在第二学期课堂上对学生进行英语听力学习策略的教学。听力学习策略教学时间为一个学期。通过两个学期期末学生参B级模拟考试听力部分得分情况来进行比较。

5.2 研究结果分析

2008级学生开展英语听力学习策略教学前后测问卷调查情况表(表1)

表1为2008级英语听力学习策略教学前后的问卷调查测试。其中前测包括了实验班和对照班的学生合计人数为755人，而后测为实验班的学生人数合计为262人。实验班的学生经过一个学期的学习策略在课堂的教学和训练后，他们使用策略的频率增加明显：例如总是使用的情况由原来认知策略的2%增加到15%;元认识策略由1.7%增加到15%;社会/情感策略由2.7%增加到16%。通常使用的情况也如(表1)所示增加明显。但从(表1)也可以看出，对于一些学生特别是一些学习比较薄弱的学生学习策略的训练效果不明显，所以几乎不使用策略的情况学生的百分比变化不大。

2008级实验班级和对比班级B级模拟考试听力及卷面成绩情况对比表(表2)

通过比较，从表2中我们可以看出，在同一专业中，教师在课堂中传授英语听力学习策略的班级在听力平均分、卷面成绩及格率这几方面都比对比班级高出一些百分点，也就是说，英语听力学习策略的使用对学生英语听力能力的提高是有较为明显的效果的。

6. 结语

本次实验研究证实了高职学生英语听力学习策略对提高学生英语听力能力是具有有效性和可教性的。适当而有针对性的听力学习策略能够有效地促进学生听力能力的提高。语言的习得是一个复杂的过程，由多方面因素相互支撑，相互影响。要提高学生的英语听力能力，教师还要善于引导学生使用正确的学习策略，尽量发挥学生的主体能动性，提高学生的独立学习能力。此次研究的班级局限在我院商贸系、外语系、生物系、动科系和食品系，而我院其他两个系机电系和电子信息系的班级没有进行实验，所以这些策略对这两个系的学生学习英语的提高是否有效还有待探讨和研究。

参考文献

[1]Chamot, A.U.Learning Strategies in Foreign Language Instruction.Foreign Language Annals, 1989:22, 13-24.

[2]O’Malley, J.M.and Chamot.A.U.Learning Strategies in Second Language Acquisition.Cambridge:Cambridge University Press, 1990.

[3]Politzer, R.L., and M.McGroarty.An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence.TESOL Quarterly, 1985, 19:103-123.

[4]周启加.英语听力学习策略对听力的影响——英语.听力学习策略问卷调查及结果分析[J].解放军外国语学报, 2000, (3) :62-64.

[5]文秋芳.英语学习策略论[M].上海:上海外语教育出版社, 1996.

[6]王宇.关于中国非英语专业学生听力策略的调查[J].外语界, 2002, (06) .

[7]林黉, 王立琼.非英语专业学生英语学习策略培训研究[J].红河学院学报, 2005, (04) .

[8]陈玉梅, 马永峰.高职高专英语听力学习策略的培训效果研究[J].兰州工业高等专科学校学报, 2010, (3) :81-85.

[9]苏远连.论听力学习策略的可教性——一项基于中国外语初学者的实验研究[J].现代外语, 2003, (01) .

8.英语中级听力听力原文 篇八

关键词 听力教学 应试策略

【中图分类号】G633.4

本文结合高中阶段英语听力教学实际，根据高中生听力训练情况，指出了高中阶段英语听力教学中存在的问题，针对这些问题提出了解决问题的方法及高考听力应试策略。

一、高中阶段英语听力教学中存在的问题

在瞬息万变的新时期，随着我国对外交际的逐步深化，国家不仅提高了对于学生综合运用英语知识的能力要求，还着重强调了学生对于听力技能和能力的掌握及提高，这就使得高中阶段英语的听力教学中存在的积弊日益凸显，且成为了教师急需解决的教学问题。从教师的角度来讲，一方面，听力教学形式过于单一，听力材料缺乏多样性。高中阶段的英语教师通常只是简单地借助于单词听写、课文朗读、试题分析这三种方式对学生进行听力部分的教学；在日常的听力教学中，教师播放听力录音、学生选择答案是最普通最常见的教学模式。不以学生为主体的听力教学、被动的学习模式和大量的机械性训练是现在英语听力教学的现状。教师与学生之间缺乏互动和交流，学生和学生之间也没有合作探究，没有能够体现语言输入的相关性和有趣性。另一方面，听力教学存在强制性。由于教师经常借助试卷来对学生进行听力训练，且乐意点名让学生说出所选答案，这就使得学生在听力过程中始终处于紧张状态，无法轻松愉快地投入到听力中，很容易产生抵触情绪，自然不利于听力水平的提高。从学生的角度来讲，一方面，学生缺少必要的基础知识来支撑听力学习，比如必要的词汇和语法知识；另一方面，学生缺乏良好的临场心理素质，且没有足够的听力技巧。我清楚地记得一个场景：孩子们在听一篇关于飞机降落时间的听力材料，由于时间较多，而且材料还叙述了不同的飞机航班的不同的起飞及降落时间，听完，小伙伴们就惊呆了，忘了思考，忘了选择，进而忘了准备下一题；可见，他们的心理素质是不过关的；不少学生听前不做充分的准备，不浏览题目，不比较选项差异，不对听力内容进行合理预测，听中没有针对性，只是漫无目的、毫无目标地听，那结果就可想而知了。

二、高考听力应试策略

教师应该从教与学的实际出发，提高认识、更新观念，以学生为主体，迎合学生的兴趣爱好，激发动机、合作探究，从而提高学生的英语听力能力。

1. 重视视频媒体在听力教学中的运用

对于听力材料的选择，教师应尽可能地做到材料生活化，学生的学习氛围轻松化，那学生们会较容易接受听力材料，并以高度的注意力集中于听力过程，所以教师可以选择一些与生活与学生息息相关的演讲视频及学生喜闻乐见的电影片段，在听的过程中，要提醒学生注意说话人的语调、语气等因素。比如，教师在上到关于robot这一单元时，就可以给学生播放电影I， Robot，剧情精彩，发音地道，很容易模仿，又可以激发学生的学习动机。在视频媒体中，有很多高质量的教学视频可以借用，例如英国BBC的英语教学视频就可以成为高中英语教师可以借助的绝佳教学工具。

2. 注重教学形式及听力材料的多样化

为了提高学生的听力水平，激发学生的兴趣和学习动机是第一要务，这就要求教师从平时的听力教学入手。左焕琪（2001）认为，“听力理解是人脑有意识地、积极主动地把听到的语言进行加工的过程。”听的人根据听力材料，运用已有的语言知识，积极主动地分析材料，做出正确的判断和选择，故听力应以学生为主体，且让学生自觉地、积极地参与的一项教学活动。

听的前提是会读，那模仿就显得尤为重要。教师可在教学过程中采取各种各样的训练方法来加强学生模仿的能力。可以让学生跟着教师或磁带大声朗读，当然要注意语音语调，也可以在上课前五分钟让学生准备英文的speech，既可以训练学生的发音，又可以加强他们的听力能力；与此同时，教师平时可以开英文歌曲欣赏课，激发兴趣，训练听力，，当然还可以增加词汇的积累。

众所周知，高考听力都是选择题，于是很多教师在平时训练时，只给学生训练选择题，这就使学生没有了新鲜感，缺乏激情。教师可以在听力题型上下工夫，例如，划出或勾出你所听到的英文单词（这可以针对基础差的学生），填写单词甚至表格（这针对处于中间层的学生），回答问题（这就需要在理解听力材料的基础上，自己组织语言，用正确的语法表达出来）。

3.培养学生的听力技能

考生应能：理解主旨和要义，获取具体的事实性信息，对所听内容做出推断，理解说话者的意图、观点和态度；这就要求学生具备相应的听力技巧。Vandergrift & Goh （2012）总结了五种重要的听力理解技能：听细节，即听关键词和数字等具体信息；听主旨，即听主旨大意；推论，即在听的过程中根据知识、观点得出的假设或做出的判断；有选择地听，即根据活动要求，选择特定内容；预测，即在听之前或听的过程中预测将要听到的内容。据此，教师应着重培养学生的以下几种能力，包括听细节、主旨的能力，推论、预测及有选择地听的能力；具体做法如下：听前放松心情，根据题目和答案选项进行合理预测，比较选项差异，做足准备；听中仔细记录，注意抓住主题句和信号词，对于一段独白来说，主题句一般在开头或结尾，而信号词则有but， however， yet， otherwise， in fact， first， second， finally等；听后整理笔记，做出选择。

教师要注重多样化的教学方式和听力训练方式，丰富听力训练活动，激发学生自主学习的热情；结合实际，合理整合资源，充分备课，对听力材料精挑细选，做到有的放矢；无论是教师还是学生都应该以十二分的热情投入到听力教学和训练中，那实现提高学生听力能力的教学目标就近在眼前了。

参考文献

Vandergrift， L. & Goh，C.C.M.2012.Teaching and learning Second Language Listening： Meta-cognition in Action[M]. New York： Routledge.

陈茹.2012.高中英语听力教学中的问题及应对策略[J].英语广场，（11）.

王淑葵.2014.高中阶段听力教学的问题及其對策[J].中小学外语教学，（2）：21-24.

翁天虹.2012.视频媒体在高中听力教学中的运用[J].中国教育技术装备，（25）：29.

喻颖.2011.高中阶段的听力训练[J].外语教研.

9.英语中级听力听力原文 篇九

11.W: Did you use credit cards on your vacation last month in Europe?

M: Sure did.They certainly beat going around with a wallet full of big bills.But carrying lots of cash is still very common among some older people travelling abroad.Q: What does the man say about some elderly people?

12.W: Rod must be in a bad mood today.What’s wrong with him?

M: He was passed over in the selection process for the dean of the Administration’s Office.He’d been hoping for the position for a long time.Q: What does the man mean?

13.M: What a great singer Justin is!His concert is just awesome and you’ll never regret the money you paid for the ticket.W: Yeah, judging by the amount of applause, everyone was enjoying it.Q: What does the woman mean?

14.W: I received an email yesterday from Henry.Do you remember he was one of the chairpersons of our Students’ Union?

M: Yes, but I haven’t heard from him for ages.Actually, I have been out of touch with him since our first reunion after graduation.Q: What do we learn about the speakers?

15.M: Driving at night always makes me tired.Let’s stop the dinner.W: Fine, and let’s find a motel so that we can get an early start tomorrow.Q: What will the speakers probably do?

16.W: Let’s look at the survey on consumer confidence we conducted last week.How reliable are these figures?

M: They have a 5% margin of error.Q: What are the speakers talking about?

17.W: Look at this catalogue John.I think I want to get this red blouse.M: Eh, I think you already have one like this in blue.Do you need every color in the rainbow?Q: What does the man mean?

18.W: This notice says that all the introductory marketing classes are closed.M: That can’t be true.There are supposed to be 13 of them this semester.Q: What does the man mean?

Long Conversation 1

M: I see your new resume that you worked as a manager of store called Computer Country, could you tell me a little more about your responsibilities there?

W: Sure.I was responsible for overseeing about 30 employees.I did all of the orderings for the store and I kept track of the inventory。

M: What was the most difficult part of your job?

W: Probably handling angry customers.We didn’t have them very often, but when we did, I need to make sure they were well taken good care of.After all, the customer is always right。M: That’s how we feel here, too.How long did you work there?

W: I was there for three and a half years.I left the company last month。

M: And why did you leave?

W: My husband has been transferred to Boston and I understand that your company has an

opening there, too。

M: Yes, that’s right.We do.But the position won’t start until early next month.Would that be a problem for you?

W: No, not at all.My husband’s new job doesn’t begin for a few weeks, so we thought we would spend some time driving to Boston and stop to see my parents。

M: That sounds nice.So, tell me, why are you interested in this particular position?

W: I know that your company has a great reputation and wonderful product.I’ve thought many times that I would like to be a part of it.When I heard about the opening in Boston, I jumped to the opportunity。

M: Well, I’m glad you did。

Questions 19 to 22 are based on the conversation you have just heard。

19: What was the woman’s previous job?

20: What does the woman say with the most difficult part of her job?

21: Why is the woman looking for a job in Boston?

22: When can the woman start to work if she gets the job?

Long Conversation 2

W: Today, in this studio, we have Alberto Cuties, the well-known Brazilian advocator of the anti-global movement.He’s here to talk about the recent report stating that by 2050, Brazil will be one of the world’s wealthiest and most successful countries.Alberto, what do you say about this report?

M: You know this isn’t the first time that people are saying Brazil will be a great economic power.The same thing was said over 100 years ago, but it didn’t happen。

W: Yes, but you must admit the world’s a very different place now。

M: Of course.In fact, I believe that there may be some truths in the predictions this time around.First of all, though, we must remember the problems facing Brazil at the moment。W: Such as?

M: There’s an enormous gap between the rich and the poor in this country.In San Paulo, you can see shopping malls full of designer goods right next door to the slum areas without proper water or electricity supplies.A lot of work needs to be done to help people in those areas improve their lives。

W: What needs to be done?

M: Education, for example.For Brazil, to be successful, we need to offer education to all Brazilians.Successful countries, like South Korea and Singapore have excellent education systems.Brazil needs to learn from these countries。

W: So you’re hopeful for the future?

W: As I said earlier, I’m hopeful.This isn’t an easy job.We need to make sure that these important opportunities for Brazil aren’t wasted as they were in the past。

Questions 23 to 25 are based on the conversation you have just heard。

23: What does the recent report say about Brazil?

24: What problem does Alberto say Brazil faces now?

25: What does Alberto say about economically successful countries?

Passage 1

Wilma Subra had no intention of becoming a public speaker.After graduating from college with degrees in chemistry and microbiology, she went to work at Gulf South Research Institute in

Louisiana.As part of her job, she conducted field research on toxic substances in the environment, often in minority communities located near large industrial polluters.She found many families were being exposed to high, sometimes deadly levels of chemicals and other toxic substances.But she was not allowed to make her information public.Frustrated by these restrictions, Subra left her job in 1981, created her own company and has devoted the past two decades to helping people fight back against giant industrial polluters.She works with families and community groups to conduct environmental tests and hybrid test results, and organize for change.Because of her efforts, dozens of toxic sites across the country have been cleaned up.And one chemical industry spokesperson calls her “a top gun” for the environmental movement.How has Subra achieved all this? Partly through her scientific training, partly through her commitment to environmental justice.But just as important is her ability to communicate with people through public speaking.“Public speaking,” she says, “is the primary vehicle I use for reaching people.” If you had asked Subra before 1981, do you see yourself as a major public speaker? She would have laughed at the idea.Yet today she gives more than one hundred presentations a year.Along the way, she’s lectured at Harvard, testified before congress, and addressed audiences in 40 states, as well as in Mexico, Canada, and Japan.Questions 26 to 29 are based on the passage you have just heard.26.What did Wilma Subra do as part of her job while working at Gulf South Research Institute?

27.Why did Wilma Subra leave her job in 1981?

28.What results have Wilma Subra’s efforts had in the past two decades?

29.What does the speaker say has contributed to Wilma Subra’s success？

Passage 2

One of the biggest challenges facing employers and educators today is the rapid advance of globalization.The market place is no longer national or regional, but extends to all corners of the world.And this requires a global-ready workforce.Universities have a large part to play in preparing students for the 21st century labor market by promoting international educational experiences.The most obvious way universities can help develop a global workforce is by encouraging students to study abroad as part of their course.Students who have experienced another culture firsthand are more likely to be global-ready when they graduate.Global workforce development doesn’t always have to involve travel abroad, however.If students learn another language and study other cultures, they will be more global-ready when they graduate.It is important to point out that students also need to have a deep understanding of their own culture before they can begin to observe, analyze and evaluate other cultures.In multi-cultural societies, people can study each other’s cultures to develop intercultural competencies, such as critical and reflective thinking and intellectual flexibility.This can be done both through the curriculum and through activities on campus outside of the classroom, such as art exhibitions and lectures from international experts.Many universities are already embracing this challenge and providing opportunities for students to become global citizens.Students themselves, however, may not realize that when they graduate, they will be competing in a global labor market.And universities need to raise awareness of these issues amongst undergraduates.Questions 30 to 32 are based on the passage you just heard:

30.What is one of the biggest challenges facing employers and educators today?

31.What should students do first before they can really understand other cultures?

32.What should college students realize according to the speaker?

Passage 3

To see if hair color affects a person’s chances of getting a job, researchers at California State University asked 136 college students to review the resume and photograph of a female applicant for a job as an accountant.Each student was given the same resume but the applicant’s picture was altered so that in some photos, her hair was golden, in some red and in some brown.The result-----with brown hair, the woman was rated more capable and she was offered a higher salary than when she had a golden or red hair.Other studies have found similar results.Many respondents rate women with golden hair as less intelligent than other people and red hair as more temperamental.Women with red or golden hair are victims of the common practice of stereotyping.A stereotype is a simplistic or exaggerated image that human carries in their minds about groups of people.For example, lawyers are shrewd and dishonest is a popular stereotype.Stereotyping can occur in public speaking classes when trying to choose a speech topic.Some males think that women are uninterested in how to repair cars or some females think that men are uninterested in creative hobbies, such as knitting a needlepoint.We should reject to stereotypes because they force all people in a group into the same simple pattern.They fail to account for individual differences and the wide range of characteristics among members of any group.Some lawyers are dishonest, yes, but many are not.Some women are uninterested in repairing cars, yes, but some are enthusiastic with mechanics.Questions 33 to 35 are based on the passage you have just heard.33.What did researchers at California State University find?

34.What is the popular stereotype of lawyers?

35.Why does the speaker say we should reject to stereotypes?

The ancient Greeks developed basic memory systems called “Numonyx”.The name is from their Goddess of memory “Mnemosyne”.In the ancient world, a trained memory was an early Greek orators delivered long speeches with great because they learned their speeches using Numonyx systems.The Greeks discovered that human memory is an associative process.That works by linking things together.For example, think of an apple.The example could be when you think about a lecture you will have.This could trigger a memory about what you are talking about through that lecture, which can then An example given on the website I was looking at follows: “do you remember the shape of Austral, Canada, Belgium or Germany.” Probably not.What about Italy, though? made an association with something you’ve already known—the shape of a boot.And Italy’s shape could not be forgotten once you’ve made the association.11.A)They prefer to carry cash when traveling abroad.12.C)Rod was eliminated in the selection process.13.A)The concert is very impressive.14.B)They have known each other since their schooldays.15.D)Stop for the night.16.A)Survey results.17.D)He would rather the woman didn’t buy the blouse.18.C)The notice may not be reliable.19.D)A manager at a computer store.20.A)Handling customer complaints.21.C)She wants to be with her husband.22.D)Early next month.23.B)It will be a najor economic power by the mid-21st century.24.D)The huge gap between the haves and have-nots.25.C)they attach great importance to education.Section B