2019英语专八听力mini lecture训练mp3音频附文本（六）

2019英语专八听力mini lecture训练mp3音频附文本（六）

　　2019英语专八听力mini lecture题型旨在考查考生归纳总结、信息提炼、边听边记的能力。对考生的基本功要求非常高。考生既要听懂录音，还要从中提炼出有用的信息，更需要对所提炼的信息在语法和语义上进行再加工，以匹配已经给出的语境，同时对单词拼写也有较高的要求。单词拼写、时态、语态等完全正确才会得分，另外每个空格所填的词数不能超过三个，超过了也要扣分。下面新东方在线英语专八频道为大家准备了2019英语专八听力mini lecture训练mp3音频并附有文本，希望大家每日多听多练。

2019英语专八听力mini lecture训练mp3音频附文本十二篇

　　[00:23.33]MINI-LECTURE 6

　　[00:25.58]In this section

　　[00:26.37]you will hear a mini-lecture.

　　[00:28.40]You will hear

　　[00:29.20]the mini-lecture ONCE ONLY.

　　[00:31.55]While listening to the mini-lecture,

　　[00:33.38]please complete the gap-filling task

　　[00:35.47]on ANSWER SHEET ONE and write

　　[00:38.02]NO MORE THAN THREE WORDS

　　[00:39.56]for each gap.

　　[00:41.45]Make sure the word(s) you fill in

　　[00:44.71]is (are) both grammatically

　　[00:46.91]and semantically acceptable.

　　[00:49.52]You may use the blank sheet

　　[00:51.45]for note-taking.

　　[00:52.77]You have THIRTY seconds

　　[00:54.35]to preview the gap-filling task.

　　[01:26.51]Now listen to the mini-lecture.

　　[01:28.36]When it is over,

　　[01:29.74]you will be given THREE minutes

　　[01:31.25]to check your work.

　　[01:32.70]The Communicative Approach

　　[01:35.30]Good morning, boys and girls,

　　[01:37.09]today I'll talk

　　[01:38.39]about the Communicative Approach.

　　[01:40.27]The Communicative Approach

　　[01:41.84]is an approach to second

　　[01:43.78]or foreign language teaching

　　[01:45.24]which emphasizes

　　[01:46.44]that the goal of language learning

　　[01:48.77]is communicative competence.

　　[01:51.27]Teaching materials used

　　[01:52.94]with the Communicative Approach

　　[01:54.50]often teach the language

　　[01:56.08]needed to express

　　[01:57.49]and understand different kinds

　　[01:59.44]of functions

　　[02:00.76]such as requesting,

　　[02:02.32]describing,

　　[02:03.16]expressing likes and dislikes.

　　[02:06.03]The approach follows

　　[02:07.44]a national syllabus

　　[02:08.94]and emphasizes the processes

　　[02:11.02]of communication to get information,

　　[02:13.72]and using language

　　[02:15.14]for social interaction

　　[02:16.52]with other people.

　　[02:17.69]Here I'd like

　　[02:19.36]to introduce the development

　　[02:21.44]of the Communicative Approach,

　　[02:22.88]its features, advantages

　　[02:25.07]and disadvantages.

　　[02:26.25]First, let's have a look

　　[02:28.91]at the development

　　[02:29.88]of the Communicative Approach.

　　[02:31.37]In 1971, a group of experts began

　　[02:35.53]to explore if it was possible

　　[02:37.74]to develop a system

　　[02:39.51]in which learning tasks are

　　[02:41.03]broken down into "portions or units,

　　[02:44.24]each of which corresponds to

　　[02:46.24]a component of a learner's needs

　　[02:48.41]and is systematically related

　　[02:50.50]to all the other portions".

　　[02:52.16]Among them, British linguist

　　[02:54.57]D. A. Wilkins' document proposed

　　[02:57.17]a functional

　　[02:58.00]or communicative definition

　　[02:59.63]of language

　　[03:00.60]that could serve as a basis

　　[03:02.58]for developing

　　[03:03.57]communicative syllabuses

　　[03:05.01]for language teaching.

　　[03:06.71]In 1976，he revised his document

　　[03:11.33]into a book titled

　　[03:12.68]Notional Syllabuses.

　　[03:14.53]Since then, the scope

　　[03:16.08]of the Communicative Approach

　　[03:17.61]has expanded.

　　[03:18.62]During the process of taking

　　[03:20.72]the Communicative Approach

　　[03:22.32]into action, some variants appeared,

　　[03:25.09]such as the Natural Approach,

　　[03:27.49]Content-based Teaching

　　[03:28.88]and Task-based Teaching.

　　[03:30.93]The Natural Approach

　　[03:32.39]is a second

　　[03:33.58]or foreign language

　　[03:34.49]acquisition-based method.

　　[03:36.50]It emphasizes

　　[03:37.62]natural communication

　　[03:39.30]rather than formal grammar study.

　　[03:41.74]The core of this approach

　　[03:43.44]is language acquisition

　　[03:45.28]which is considered to be

　　[03:46.76]a subconscious process.

　　[03:48.22]It aims to develop learners'

　　[03:50.96]communicative skills,

　　[03:52.02]enable students to use

　　[03:53.55]the target language adequately

　　[03:55.60]and make their meanings clear.

　　[03:57.39]The teaching process

　　[03:59.68]of this approach is divided

　　[04:01.31]into four stages:

　　[04:02.46]Pre-production, Early Production,

　　[04:04.94]Speech Emergence,

　　[04:06.08]and Intermediate Fluency.

　　[04:08.32]Content-based Teaching is

　　[04:10.59]a second or foreign language

　　[04:12.49]teaching method

　　[04:13.50]in which teachers teach

　　[04:14.98]students language skills

　　[04:16.34]in a highly integrated fashion

　　[04:18.29]through the target language

　　[04:20.24]while learning content

　　[04:21.53]such as science, mathematics,

　　[04:23.73]and English business.

　　[04:25.20]There are three general models

　　[04:27.42]of Content-based Teaching:

　　[04:29.16]theme-based, adjunct,

　　[04:31.37]and sheltered.

　　[04:32.55]Task-based Teaching is

　　[04:34.05]a further development

　　[04:35.26]of the Communicative Approach,

　　[04:37.06]and focuses on the construction,

　　[04:39.21]sequencing, and evaluation

　　[04:41.25]of particular

　　[04:42.34]goal-related action complexes

　　[04:44.30]that learners carry out either

　　[04:46.49]by themselves or jointly.

　　[04:48.51]It aims at

　　[04:49.36]providing opportunities

　　[04:51.08]for the learners to experiment

　　[04:52.75]with and explore both spoken

　　[04:55.14]and written language

　　[04:56.32]through learning activities.

　　[04:58.25]During the process

　　[04:59.19]of using

　　[04:59.83]the Task-based Teaching,

　　[05:01.40]there are three stages:

　　[05:02.87]Pre-task,

　　[05:04.07]Task Cycle, and Language Focus.

　　[05:07.29]Second,

　　[05:08.05]let's move to the features

　　[05:09.55]of the Communicative Approach.

　　[05:11.56]The Communicative Approach

　　[05:13.33]has several features.

　　[05:14.78]The most

　　[05:15.31]obvious characteristic is

　　[05:17.12]that almost everything

　　[05:18.43]that is done has

　　[05:19.81]a communicative intent

　　[05:21.68]during the process

　　[05:22.36]of using this method.

　　[05:24.05]Meaning is paramount.

　　[05:26.37]Another feature is

　　[05:27.84]that the activities

　　[05:29.39]in the Communicative Approach

　　[05:30.75]are always carried out

　　[05:32.09]by students

　　[05:33.06]in small groups.

　　[05:34.67]Students are encouraged

　　[05:35.99]to interact with each other

　　[05:37.78]in order to learn to

　　[05:38.85]negotiate meaning.

　　[05:40.39]Through

　　[05:40.86]these small group activities,

　　[05:42.87]students are engaged

　　[05:44.18]in meaningful

　　[05:44.99]and half-authentic language use

　　[05:47.56]rather than

　　[05:48.17]in the merely mechanical practice

　　[05:50.35]of language patterns.

　　[05:51.86]The last feature is

　　[05:53.81]that it is

　　[05:54.53]learner-centered second

　　[05:56.36]language teaching.

　　[05:57.30]In the Communicative Approach,

　　[05:59.48]classroom performance is managed

　　[06:01.96]not just by the teacher,

　　[06:03.47]but also by all participants.

　　[06:06.29]Teachers are not seen only

　　[06:08.41]as teachers, learners simply

　　[06:10.61]as learners.

　　[06:11.80]Instead of

　　[06:12.62]being the dominating authority

　　[06:14.76]in the classroom,

　　[06:15.63]one primary role for the teacher

　　[06:17.79]is to facilitate

　　[06:19.41]the communicative process

　　[06:20.91]between all participants

　　[06:22.89]in the classroom

　　[06:24.13]and between these participants

　　[06:26.22]and the various activities

　　[06:27.63]and texts.

　　[06:29.21]The second role is

　　[06:30.35]to act as

　　[06:31.10]an interdependent participant

　　[06:33.10]within

　　[06:33.28]the learning-teaching groups.

　　[06:35.23]Third, I'll say something

　　[06:37.08]about the advantages

　　[06:38.26]and disadvantages

　　[06:39.36]of the Communicative Approach.

　　[06:41.81]The Communicative Approach

　　[06:43.08]is widely accepted today

　　[06:44.97]because it has many advantages.

　　[06:47.37]Firstly, it develops students’

　　[06:49.51]communicative competence

　　[06:50.81]much better.

　　[06:52.37]Students are required

　　[06:53.32]to use the target language

　　[06:54.81]appropriately and commonly.

　　[06:56.90]Secondly,

　　[06:57.89]the four skills of listening,

　　[06:59.48]speaking, reading and writing

　　[07:01.12]can be taught integrally by using

　　[07:03.15]the Communicative Approach.

　　[07:05.16]Thirdly,

　　[07:05.83]it pays much more attention

　　[07:07.46]to students' needs.

　　[07:09.63]The activities are based

　　[07:11.02]on the consideration

　　[07:12.30]of what the learners should

　　[07:13.71]most likely to communicate

　　[07:15.45]in the target language,

　　[07:17.34]so that students are likely

　　[07:18.83]to put more efforts into it

　　[07:21.03]and work more efficiently.

　　[07:22.91]Finally,

　　[07:23.82]the Communicative Approach

　　[07:25.15]emphasizes the learner's

　　[07:26.65]cognitive ability

　　[07:27.86]and operational capabilities,

　　[07:30.21]which allow

　　[07:30.90]the students themselves

　　[07:32.40]to think about

　　[07:33.20]and express their views,

　　[07:35.23]so that the ability

　　[07:36.76]of using the target language

　　[07:38.56]to communicate in real life

　　[07:40.28]is trained.

　　[07:41.87]Nevertheless,

　　[07:43.22]the Communicative Approach

　　[07:45.04]still has its limitations.

　　[07:47.24]First of all,

　　[07:48.28]there is a problem

　　[07:49.24]of learners' needs:

　　[07:50.54]how to identify

　　[07:52.12]the students' needs

　　[07:53.24]in a short period effectively,

　　[07:55.38]to what extent learners

　　[07:57.30]can be said

　　[07:57.89]to have a common need.

　　[07:59.62]All these questions still

　　[08:00.85]don't have any clear answers.

　　[08:03.19]Secondly,

　　[08:04.01]the Communicative Approach

　　[08:05.44]does not solve the problems

　　[08:07.12]of grammatical teaching well.

　　[08:09.33]Communicative Approach

　　[08:10.96]just emphasizes the use

　　[08:12.59]of the language,

　　[08:13.74]but not the usage of grammar.

　　[08:16.20]Although grammar is

　　[08:17.22]not regarded so important

　　[08:18.88]these years,

　　[08:19.90]it is still an essential factor

　　[08:21.91]for mastering a second

　　[08:23.76]or foreign language.

　　[08:25.20]Finally, students are expected

　　[08:27.04]to interact primarily

　　[08:28.84]with each other

　　[08:29.60]rather than with the teacher,

　　[08:31.44]so correction of errors

　　[08:33.37]may be absent or infrequent.

　　[08:35.95]These will become obstacles

　　[08:37.55]when they are trying

　　[08:38.63]to get their language skills

　　[08:40.20]improved or further developed.

　　[08:42.27]OK, today we have briefly

　　[08:44.51]introduced the development

　　[08:46.39]of the Communicative Approach,

　　[08:47.93]its features, advantages

　　[08:49.58]and disadvantages.

　　[08:51.19]I hope that after

　　[08:52.75]today's lecture,

　　[08:53.75]you'll understand

　　[08:54.78]the Communicative Approach

　　[08:55.83]better.

　　[08:57.62]That's all for today's lecture.

　　[08:59.47]Thanks for your attention!

　　[09:01.60]Now, you have THREE minutes

　　[09:03.44]to check your work.

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