2013专四听力

Talk

Teaching Methods for Effective Communication

Ⅰ

.

Introduction

：

some teaching approaches helpful to classroom communication

—

well-organized ideas and an outline

—

writing on the board technical terms or (1)

Ⅱ

.

Necessity of communication

A. Correcting many (2)

B. Finding out where the problems lie

：

(3) or language problems

Ⅲ

.

Advice for teachers

A. Proper teaching procedure

：

—

state the point

—

make the point

—

summarize the point

—

notify

students before (4)

B. Ways to guarantee students5 comprehension

—

encouraging students to (5)

—

expressing one idea in (6)

C. (7) between students and teachers

—

prompting students to help with classroom communication

e.g. an Iranian teacher making his students at ease in the class by

(8) and encouraging their questions

D. (9) of providing comfortable atmosphere

—

students paying less attention to the teacher

’

s language difficulties

—

students being more voluntary to (10) the teach

Conversation One

1.

[A] He is a psychologist.

[B] He is a financial advisor.

[C] He is a psychiatrist, f w

[D] He is a best-selling author.

2. [A] 50%.

[B] 75%.

[C] 80%.

[D] 85%.

3.

[A] Many people have trouble in keeping and spending money wisely.

[B]

Money doesn’t ne

cessarily bring happiness to people.

[C] The more money you earn

，

the happier you will be.

[D] Money brings comparatively more happiness to the low income class.

4.

[A] The teacher.

[B] The social worker.

[C] The fire fighter.

[D] The manager.

5.

[A] Having someone who loves you.

[C] Having a successful marriage.

[B] Being healthy mentally and psychologically.

[D] Having filial children.

Conversation Two

-

6.

[A] Regrets are very annoying for people.

[A] Regrets are very wonderful for people.

[C] Regrets are very common to people.

[D] Regrets are very puzzling to people.

7.

[A] It

’

s very simple.

[B] It

’

s very difficult.

[C]

It’s impossible.

[D] It depends.

8.

[A] Guilt hinders you from acting.

[B] Guilt is a merciless blow in the past.

[C] Regret is something we should repress.

[D] Regret makes us take action.

9.

[A] Having a view shift towards regret.

[B] Identifying the regret.

[C] Doing something to change the present situation.

[D] Forgetting all about the regret.

10.

[A] The difference between guilt and regret.

[B] The right way to deal with regret.

[C]

The mistaken view we hold on regret.

[D] The definition of regret.

What Are Dreams for?

One theory is that we dream to release the deep, secret desires. / Another theory is that

dreams

allow

us

to

solve

problems

/

that

we

can

’

t

solve

in

real

life.

/

We

go

to

sleep

with

a

problem and wake up with the solution. / If you believe that your dreams are important, / then

analyzing them may help you to focus on the problem / and help you to find the solution. / The

modern

im

age

is

that

dreams

are

the

brain’s

way

of

cleaning

up

the

computer’s

hard

disk.

/

Dreams organize the events of the day into folders / and delete what is not needed.

Teaching Methods for Effective Communication

Good evening

，

everyone. A few months later

，

you will start to teach international students.

Today

，

we will talk about the teaching methods of effective communication.

Teaching methods can help increase communication effectiveness. Clearly organizing ideas

and writing an outline on the chalkboard that lists the main points to be covered during the class

helps students follow along with the organization of ideas. (1) It is also very helpful for students

when teachers write technical terms or theoretical concepts on the board as they are mentioned.

Students need and appreciate this effort.

Student

participation

in

the

international

teacher’s

classroom

is

necessary.

(2)

By

setting

aside class time for students to explain and discuss their understanding of the course material

and the teacher's lecture or explanations? many communication errors can be corrected before

they interfere with student learning.

Of course

，

some difficulties may be assumed to result from language problems when in fact

the problem lies elsewhere. (3) When students don

’

t understand

，

it could be a language problem,

but

it

also

could

be

that

the

teacher

doesn

’

t

have

good

teaching

skills.

So

it’s

important

to

communicate with students to find out what the problem is.

Using effective teaching methods does facilitate classroom communication. As teachers with

teaching

experience

in

their

native

countries

already

know,

when

lecturing,

it

is

important

to

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