[外语类试卷]专业英语八级（听力）模拟试卷123及答案与解析.doc

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1、专业英语八级（听力）模拟试卷 123及答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)

2、 you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 Meaning in Literature In reading literary works, we are concerned with the meaning of one literary piece or another. However,

3、finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature. I. Meaning is what is intended by【 T1】 _.【 T1】 _ Apart from reading an authors work in question, readers need to 1)read【 T2】 _ by the same author:【 T2】 _ 2)get familiar with【 T3】 _ at

4、the time:【 T3】 _ 3)get to know【 T4】 _ and symbols of the time.【 T4】 _ II. Meaning exists in the text itself. 1)some peoples view: meaning is produced by the formal properties of the text like【 T5】 _, etc. 【 T5】 _ 2)speakers view: meaning is created by both conventions of meaning and【 T6】 _.【 T6】 _ T

5、herefore, agreement on meaning could be created by【 T7】 _【 T7】 _ and conventions of usage. But different time periods and different【 T8】 _ perspectives could lead to different interpretations【 T8】 _ of meaning in a text. III. Meaning is created by【 T9】 _.【 T9】 _ 1)meaning is【 T10】 _:【 T10】 _ 2)meani

6、ng is【 T11】 _:【 T11】 _ 3)meaning requires【 T12】 _:【 T12】 _ - practicing【 T13】 _【 T13】 _ - practicing【 T14】 _【 T14】 _ - background research in【 T15】 _, etc.【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 15 W

7、riting Experimental Reports I. Content of an experimental report, e.g. study subject/area study purpose【 T1】 _【 T1】 _ II. Presentation of an experimental report -【 T2】 _【 T2】 _ regarding readers as【 T3】 _【 T3】 _ III. Structure of an experimental report feature: highly structured and【 T4】 _【 T4】 _ se

8、ctions and their content INTRODUCTION【 T5】 _: why you did it【 T5】 _ METHOD how you did it RESULTS what you found out 【 T6】 _ what you think it shows【 T6】 _ IV. Sense of readership 【 T7】 _: reader is the marker【 T7】 _ 【 T8】 _: reader is an idealized, hypothetical, intelligent person【 T8】 _ with littl

9、e knowledge of your study tasks to fulfill in an experimental report: - introduction to relevant area -【 T9】 _【 T9】 _ - development of clear arguments - definition of【 T10】 _【 T10】 _ - precise description of data【 T11】 _【 T11】 _ V.【 T12】 _ in report writing【 T12】 _ early stage: - understanding of st

10、udy subject/area and its【 T13】 _【 T13】 _ - basic grasp of the reports format later stage: 【 T14】 _ on research significance【 T14】 _ things to avoid in writing INTRODUCTION: - inadequate material -【 T15】 _ of research justification for the study【 T15】 _ 16 【 T1】 17 【 T2】 18 【 T3】 19 【 T4】 20 【 T5】 21

11、 【 T6】 22 【 T7】 23 【 T8】 24 【 T9】 25 【 T10】 26 【 T11】 27 【 T12】 28 【 T13】 29 【 T14】 30 【 T15】 专业英语八级（听力）模拟试卷 123答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling ta

12、sk on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 【听力原文】 Good morning. In todays le

13、cture we shall discuss what meaning is in literary works. When we read novels, poems, etc. we invariably ask ourselves a question, that is “What does the writer mean here?“ In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know wh

14、at a work of literature is supposed to mean? Or what its real meaning is? Id like to discuss three ways to explain what meaning is. Number One: meaning is what is intended by the author. Number Two: meaning is created by and contained in the text itself and Number Three: meaning is created by the re

15、ader. Now lets take a look at the first approach, that is, meaning is what is intended by the author. Does a work of literature mean what the author intended to mean? And if so, how can we tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author

16、had according to our understanding of literature and the world. In order to have a better idea of what one particular author means in one of his works, Id suggest that you do the following. First, go to the library and read other works by the same author. Second, get to know something about what sor

17、t of meanings seemed to be common in literary works in that particular tradition and at that time. In other words, we need to find out what the literary trends were in those days. And last, get to know what were the cultural values and symbols of the time. I guess you can understand the authors mean

18、ing much more clearly after you do the related background research. Now lets move on to the second approach to meaning, that is, meaning is created by and contained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal properties of the text, like grammar, dicti

19、on, uses of image and so on and so forth, contain and produce the meaning, so that any educated or competent reader will inevitably come to more or less the same interpretation as any other. As far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conv

20、entions of meaning but also in the cultural codes which have been handed down from generation to generation. So when we and other readers including the author as well are said to come up with similar interpretations, that kind of agreement could be created by common traditions and conventions of usa

21、ge, practice and interpretation. In other words, we have some kind of shared basis for the same interpretation. But that does not mean that readers agree on the meaning all the time. In different time periods with different cultural perspectives, including class, belief and worldview, readers, I mea

22、n, competent readers, can arrive at different interpretations of texts. So meaning in the text is determined by how readers see it. It is not contained in the text in a fixed way. Now the third approach to meaning, that is, meaning is created by the reader. Does the meaning then exist in the readers

23、 response? In a sense, this is inescapable. Meaning exists only insofar as it means to someone. And literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues. The first is, meaning is social, that is, language and conventions work

24、only as shared meaning. And our way of viewing the world can exist only as shared or sharable. Similarly when we read a text, we are participating in social or cultural meaning, so response to a piece of literary work is not merely an individual thing, but is part of culture and history. Second, mea

25、ning is contextual. If you change the context, you often change the meaning. And last, meaning requires reader competency. Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text Consequently, th

26、ere is in regard to the question of meaning the matter of reader competency as it is called the experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the cont

27、ext of the whole work. But you may have to learn other competencies, too. For instance, in reading Mulk Rai Anands The Untouchables, you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what politic

28、al cultural and personal influences Mulk Rai Anand came under when constructing the imaginative world of this short novel. OK, you may see that this idea that meaning requires competency in reading, in fact, brings us back to the historically situated understandings of an author and his works, as we

29、 mentioned earlier in this lecture: to different conventions and ways of reading and writing and to the point that meaning requires a negotiation between cultural meanings across time, culture, class etc. As readers you have in fact acquired a good deal of competency already, but you should acquire

30、more. The essential point of this lecture is that meaning in literature is a phenomenon that is not easily located, that meaning is historical, social and derived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention. 【知识

31、模块】 听力填空 1 【正确答案】 the author 【试题解析】 录音原文开篇就提到了讲座的主题是 literary works“文学作品 ”，在提到解释作品意义是什么的时候，讲座人提到了三种方法，并分别具体论述了这三种方法。第一种是作者的意图 what is intended by the author，由此可知答案为 the author。 【知识模块】 听力填空 2 【正确答案】 other works 【试题解析】 录音原文中提到： “首先，去图书馆阅读同一个作者的其他作品。 ”故此处应填 other works。 【知识模块】 听力填空 3 【正确答案】 the literar

32、y trends 【试题解析】 录音材料提到： “第二点，应知道在特定的传统和特定的时代里哪些意义是普遍的，换句话说就是我们需要找到那个时代的文学趋势。 ”本段话都与要回答的问题相关。但是要在三个词之内来确定答案，所以 the literary trends是最理想的答案。 【知识模块】 听力填空 4 【正确答案】 cultural values 【试题解析】 在讲述第一种方法时，录音提到的最后一点是 “知道当时的文化价值 (cultural values)和象征 ”，本题填上 cultural values即可，可直接在录音中听到。 【知识模块】 听力填空 5 【正确答案】 grammar

33、diction uses of image 【试题解析】 录音原文中提到： “一些学者认为文本的外在形式如 语法、措辞、意象的运用等等都包含并产生意义。 ”空格后面有 etc，所以此处可以在grammar、 diction、 uses of image中任选一个填。 【知识模块】 听力填空 6 【正确答案】 the cultural codes 【试题解析】 录音原文提到： “对我来说，意义不光来自字词传统和语法惯例，也来自代代相传的文化代码 (cultural codes)。 ” 【知识模块】 听力填空 7 【正确答案】 common traditions 【试题解析】 录音原文提到，相同的

34、 理解是基于大众传统 (common traditions)和用法、实践和理解的惯例 (conventions of usage， practice and interpretation)而产生的。 【知识模块】 听力填空 8 【正确答案】 cultural 【试题解析】 录音原文中提到： “在不同的时期，采用不同的文化视角，包括阶级、信仰、世界观和读者，合格的读者也会得到不同的理解。 ” 【知识模块】 听力填空 9 【正确答案】 the reader 【试题解析】 录音原文中提到： “现 在要说研究意义的第三种方法，就是认为读者创造意义。 ” 【知识模块】 听力填空 10 【正确答案】 so

35、cial 【试题解析】 录音原文中提到： “首先，意义是社会性的，也就是说语言和惯例共同作用，才会有意义。 ” 【知识模块】 听力填空 11 【正确答案】 contextual 【试题解析】 录音提到的第二点是意义是存在于语境中的 (contextual)，答案填上contextual即可。 【知识模块】 听力填空 12 【正确答案】 reader competency 【试题解析】 录音提到的第三点是意义是需要读者的能力的 (meaning requires reader competency)，答案填 reader competency。 【知识模块】 听力填空 13 【正确答案】 com

36、petency in reading 【试题解析】 录音提到，教授首先会坚持，你应该训练并提高阅读能力 (practice and improve competency inreading)，故答案填 competency in reading。 【知识模块】 听力 填空 14 【正确答案】 other competencies 【试题解析】 除了阅读能力，录音还提到，要学会其他的能力 (learn other competencies)。 【知识模块】 听力填空 15 【正确答案】 background information social structure(s) literary tra

37、dition political influence(s) cul-tural influence(s) personal influence(s) 【试题解析】 录音原文在提到别的能力时，举例说，比如当你在阅读 Mulk Raj Anand的不可触摸的时，你可能要了解那时候印度的社会结构， 20世纪 30年代所盛行的写作惯例， Mulk Raj Anand在建构他的短篇小说的想象世界时所受到的政治、文化及个人的影响。 “可以看出，要理解文学的含义要对文学作品的背景知识有所掌握。所以，答案可概括为 background information。或考生可以选择答social structure(

38、s)、 literary traditions、 political influence,cultural influence(s)、personal influence(s)等。 【知识模块】 听力填空 15 【听力原文】 Writing Experimental Reports Good morning, everyone. Today well discuss some preliminaries concerning how to write experimental reports. When you first signed up for a course in universit

39、y, like a psychology course, chances are that you didnt really expect what was coming in your study: particularly, the course emphasis on methodology and statistics. For a few of you, this may have come as a pleasant surprise, provided that you have already known something about the course. For most

40、, however, I dare say, it will undoubtedly have been a shock to the system. No doubt in other parts of your course study, you will read books and journals, examining, critically, models and theories, assumptions and hypotheses put forward by scholars and specialists. My task today is to help you und

41、erstand some of the important features of experimental reports, because you will have to write up some kind of report of this nature if your course gives prominence to practical work, especially experimenting. Then what is an experimental report? All a report is, really, is the place in which you te

42、ll the story of your study, like what you did, why you did it, what you found out in the process, and so on. In doing this, you are more like an ancient storyteller, whose stories were structured in accordance with widely recognized and long-established conventions, than a modern novelist who is fre

43、e to dictate form as well as content. Moreover, like the storyteller of old, although you will invariably be telling your story to someone who knows quite a bit about it already, you are expected to present it as if it had never been heard before. This means that you will need to spell out the detai

44、ls and assume little knowledge of the area on the part of your audience. Then, perhaps, you may ask, what is the nature of the conventions governing the report? A clue, I think, can be found in its basic structure. A highly structured and disciplined report is written in sections, and these sections

45、, by and large, follow an established sequence. What this means is that, in the telling, your story is to be cut up into chunks: different parts of the story are to appear in different places in the report. What you did and why you did it appear in the section called INTRODUCTION. How you did it is

46、in the METHOD section. And what you found out is in the RESULT section. And, finally, what you think it shows appears in the DISCUSSION part. As you can see, the report, therefore, is a formal document composed of a series of sections in which specific information is expected to appear. We will disc

47、uss the precise conventions governing each section as we go along. For example, what are the subsections in the METHOD? But today, I will introduce to you certain general rules straight away. The first of these concerns the person to whom you should address your report, whom I shall call “your reade

48、r“. A very common mistake, especially early on, is to assume that your reader is the person who will be marking the report. In reality, however, the marker will be assessing your report on behalf of someone else an idealized, hypothetical person who is intelligent but unknowledgeable about your study and the area in which it took place. Your marker will, therefore, be checking to see that you have written your report with this sort of reader in mind. So you need to make sure that you have: 1. introd