高三英语考试英语听力原文(精简3篇)

高三英语考试英语听力原文 篇一

Title: The Importance of Developing Listening Skills for High School English Exams

In high school English exams, the listening section plays a crucial role in assessing students' language proficiency. Developing strong listening skills is essential for students to succeed in this section and ultimately improve their overall English language abilities.

Firstly, developing listening skills enhances students' understanding of spoken English. During the listening section, students are required to comprehend a variety of accents, speech patterns, and vocabulary. By regularly practicing listening exercises, students become more familiar with different accents and are better able to understand native speakers in real-life situations.

Furthermore, strong listening skills improve students' ability to extract key information from a spoken passage. In exams, students are often asked to answer questions based on the information they hear. By honing their listening skills, students can identify important details and main ideas, allowing them to answer questions accurately and efficiently.

Additionally, developing listening skills helps students improve their pronunciation and oral communication. Regular exposure to spoken English helps students internalize correct pronunciation and intonation patterns. By listening to native speakers, students can imitate their speech patterns and improve their own pronunciation. This, in turn, enhances their ability to communicate effectively in English, both orally and in writing.

Moreover, developing listening skills cultivates students' critical thinking abilities. In the listening section, students are often required to make inferences and draw conclusions based on the information they hear. By actively engaging with the listening materials and analyzing the context, students develop their critical thinking skills and become more adept at understanding implied meanings and drawing logical conclusions.

In conclusion, developing strong listening skills is crucial for high school students preparing for English exams. It not only enhances their understanding of spoken English but also improves their ability to extract key information, enhance their pronunciation and oral communication, and cultivate their critical thinking abilities. Therefore, it is imperative for students to prioritize the development of their listening skills in order to excel in their English exams and overall language proficiency.

高三英语考试英语听力原文 篇二

Title: Effective Strategies for Improving Listening Skills in High School English Exams

Listening skills are a fundamental aspect of high school English exams. To excel in this section, students must adopt effective strategies to enhance their listening abilities. Here are some key strategies to improve listening skills for high school English exams.

Firstly, regular practice is essential. Students should allocate dedicated time for listening exercises and actively seek out opportunities to listen to English audio materials. This can include listening to news broadcasts, podcasts, or watching English movies or TV shows. By consistently exposing themselves to spoken English, students can gradually improve their listening comprehension and become more accustomed to different accents and speech patterns.

Secondly, students should focus on developing their note-taking skills. During the listening section, students are often required to answer questions based on the information they hear. Taking concise and accurate notes can help students capture important details and main ideas, making it easier to answer questions accurately. Students should practice summarizing spoken passages by jotting down key words or phrases, rather than attempting to transcribe every word.

Additionally, students can benefit from listening to audio materials at different speeds. Initially, students can start with slower audio materials to help them understand the content more easily. As they become more proficient, they can gradually increase the speed to challenge themselves. This approach helps students adapt to different listening scenarios and prepares them for the varied pace of spoken English in real-life situations.

Furthermore, active engagement with listening materials is crucial. Students should actively listen for specific information, such as names, dates, or numbers, which are often tested in exams. By focusing on these details, students can improve their ability to extract key information and answer questions accurately. Additionally, students should try to predict possible answers or outcomes based on the context, helping them to anticipate the content and make educated guesses during the exam.

Lastly, students should seek feedback and guidance from their teachers or peers. Engaging in discussions or group activities related to listening exercises can provide valuable insights and help students identify areas for improvement. Teachers can also provide feedback on students' pronunciation and intonation, guiding them towards more accurate and natural speech patterns.

In conclusion, improving listening skills for high school English exams requires regular practice, effective note-taking techniques, exposure to different speeds of audio materials, active engagement with listening materials, and seeking feedback and guidance from teachers or peers. By employing these strategies, students can enhance their listening abilities and increase their chances of success in their English exams.

高三英语考试英语听力原文 篇三

高三英语考试英语听力原文

　　W: How much do you pay for transportation?

　　M: 30 dollars a month.

　　Text 3

　　W: Do you happen to know what's on after the news?

　　M: I think it's the Animal World. Do you mind if we watch it?

　　W: Mm… can we watch the movie on Channel 6 instead?

　　Text 4

　　M: Hello.

　　W: Hello. I'm calling about the apartment you advertised in the newspaper.

　　M: Two-bedroom or three-bedroom?

　　W: No, the advertisement says one-bedroom, one bath.

　　M: Oh, sorry. That's not available now.

　　Text 5

　　W: Excuse me.

　　M: Yes?

　　W: I need something for drawing a straight line.

　　M: Oh, you want a ruler. There's one on my desk. I'll get it for you.

　　第二节

　　Text 6

　　M: Mary, I am here!

　　W: Oh, hi! I'm sorry I'm so late. The car wouldn't start, so I had to come by bus.

　　M: Oh, no. What do you think is the matter with your car?

　　W: Well, it wouldn't start at all. I mean, I turned the key and nothing happened. So I guess it's something to do with the electrical system.

　　M: Well, let's forget about that now, and order our food. What would you like? The fish is good.

　　Text 7

　　M: Right, where shall we go now? We've seen the church and the modern art exhibition

. I don't know what else there is here.

　　W: How about some shops? I could buy something to take back for the kids.

　　M: Mm… yes. OK. Let's go down here and we'll go into the main street.

　　W: You know, it's really good of you to spend so much time showing me around.

　　M: Oh, that's all right. I'm enjoying it, actually. You know how it is. When you live in a town, you never really look at it yourself. Come on, let's go down here.

　　Text 8

　　W: Do you have a moment, Mark?

　　M: Yeah, sure, Susan.

　　W: I know this is short notice, but I wonder if you'd be able to fly out and give a speech about our project this weekend.

　　M: But I thought you were going to do that.

　　W: Well, yes. I was. But I'm terribly busy at the moment.

　　M: This weekend? Couldn't John go? He knows all about the project.

　　W: Yeah, but he doesn't know the people, and he doesn't know the city. Mark, I think you're the right person for the job.

　　M: I get the message.

　　W: Thanks, Mark.

　　M: Yeah.

　　Text 9

　　W: Hi, Tony!

　　M: Hello, Kate! How are you?

　　W: Oh, fine, thanks. And you and Jane?

　　M: Oh, we're fine. How long are you staying?

　　W: Just a couple of days. And then I'll be back to work in Tokyo.

　　M: What a pity you are not staying in London for a bit longer. Anyway, how about dinner tonight?

　　W: I'd love to, but I'm seeing some customers from Oxford this evening. What about tomorrow?

　　M: That'd be lovely. Jane will be pleased.

　　W: What time shall I come?

　　M: How about eight?

　　W: Great. I'll see you tomorrow then.

　　Text 10

　　W: Oh, Frank's in your class? He was in my class last term. I didn't like him at all.

　　M: What? You didn't like Frank? He's one of my best students.

　　W: Oh, no. Not Frank! He was always asking questions. Frank always interrupted me and the other students. He was never quiet.

　　M: Yes, that's Frank. That's why he is such a good student. He is always thinking and trying to use English. He laughs a lot. Frank doesn't worry about making mistakes. I enjoy having him in class.

　　W: Not me. I love students like David. Do you have him in your conversation class this term?

　　M: Yes, but to be honest, David is too quiet for me. I can't tell if he's learning. David is so silent. He doesn't say anything.

　　W: Yes, that's David. That's how good students should be. They have to listen to their teachers.

　　Text 11

　　M: When I tell people that I paint the Golden Gate Bridge, they think I start at one end, paint to the other end, and then start again. But that's not true. We are always painting the bridge. But we have to go where paint is in bad condition. It's a dangerous job. You have to be careful all the time. You can't work or appear without safety equipment. And the weather, it gets colder up here. Sometimes it's so cold there's ice on the bridge. You have to wear warm clothes. Sometimes it's windy and foggy. On foggy days, you can't see anything. Other times, you are both the fog. The view from the top is the thing that I love about the job. On a sunny day like today, you can see from the ocean to the port and all the way to the mountains.

　　答案：

　　1-5 ABCAC 6-10 BCACA 11-15 AABCB 16-20 BBACB