[外语类试卷]专业英语八级（听力）模拟试卷145及答案与解析.doc

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1、专业英语八级（听力）模拟试卷 145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 Intercultural Learning Many teachers may wonder “what I am actually doing“ sometimes. It doesnt seem enough to teach grammar,

3、vocabulary, pronunciation and communicative skills with unreal and meaningless content. I . Introduction gap between language teaching in class and in the real world 【 T1】 _of intercultural awareness:【 T1】 _ crucial to comprehend and communicate in the global village II. Definition of intercultural

4、learning A. The concept of culture including lifestyles,【 T2】 _, beliefs, history or experiences, etc.【 T2】 _ existing in one place or many places existing in a religion with followers from different【 T3】 _【 T3】 _ B. Interpretation of intercultural learning a process of getting better understanding

5、of cultures around the world objective: to increase mutual【 T4】 _and understanding【 T4】 _ -【 T5】 _:【 T5】 _ not only a part of EFL, but applied in all fields of education III. Intercultural awareness the【 T6】 _of language teaching rather than a “fifth skill“: to【 T6】 _ understand the relation between

6、 a second language/culture with the first one a(n)【 T7】 _made up of a collection of skills and attitudes:【 T7】 _ 1)observing, identifying and recognizing 2)【 T8】 _【 T8】 _ 3)negotiating meaning 4)dealing with or tolerating【 T9】 _【 T9】 _ 5)effectively interpreting messages 6)limiting the possibility o

7、f【 T10】 _【 T10】 _ 7)defending ones own point of view while acknowledging the legitimacy of others 8)accepting difference -【 T11】 _:【 T11】 _ realizing the vital importance of these skills using【 T12】 _themes as materials in teaching【 T12】 _ IV. Teachers role -【 T13】 _:【 T13】 _ to influence students i

8、n some way to raise more awareness of the world to interact better with the world mediator of cultural relativity with various【 T14】 _【 T14】 _ V. When should it be introduced? accessible to【 T15】 _【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12

9、 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 15 Language Context and English Teaching I. The meanings of language context 1. Generally speaking: it can be divided into situational context and sociocultural context. Rivers: the items of language need a system and a setting to show 【 T1】 _, e. g. the meaning

10、 of “cricket“【 T1】 _ 2. In a narrow sense: situational context Halliday: It includes the setting, the way of talking,【 T2】 _.【 T2】 _ Hymes: It can be divided into【 T3】 _【 T3】 _ 3. The relationship between situational context and sociocultural context: 【 T4】 _【 T4】 _ II. Language context & communicat

11、ive competence 1. “ Competence “: a central issue in abstract syntactic theory and 【 T5】 _【 T5】 _ Hymes: Communicative competence includes language competence, sociolinguistic competence, strategic competence, and context competence. 1)sociolinguistic competence Wallwork: It is【 T6】 _in language stu

12、dying.【 T6】 _ e. g. learn the meaning by observing【 T7】 _and listening to the【 T7】 _ noises 2)context competence & strategic competence In a normal language context: Communicate in【 T8】 _instead of【 T8】 _ a single phrase or sentence In different language contexts: Strategic competence is also used i

13、n a conversation, including avoidance, tolerance,【 T9】 _and【 T9】 _ accommodation, etc. III. How to set the language context 1. Use all kinds of【 T10】 _【 T10】 _ make use of flash cards and wall pictures learn to collect and make visual aids use【 T11】 _to create situations【 T11】 _ 2. Design all kinds

14、of activities The teacher in a communicative classroom acts as a【 T12】 _.【 T12】 _ choose suitable【 T13】 _worth discussing in class【 T13】 _ keep in mind the participation of the students 3. Use【 T14】 _features【 T14】 _ more convenient and vivid Teachers should use it flexibly and appropriately in clas

15、s. In English teaching, paralinguistic features and teaching aids are 【 T15】 _【 T15】 _ 16 【 T1】 17 【 T2】 18 【 T3】 19 【 T4】 20 【 T5】 21 【 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 145答案与解析 SECTION A MINI-LECTURE In this section you will

16、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) you fill in is (are) both grammatically and semantically acceptable. You

17、 may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 【听力原文】 Intercultural Learning Good morning, welcome to join our discussion. Today is the first of two lectures that deal with the topic of intercultural awareness and learning. There will have been p

18、oints in most teachers careers when we have stopped to wonder “ What am I actually doing?“ Sometimes, filling our students up with all the requisite grammar and vocabulary, and polishing their pronunciation and sharpening their communicative skills doesnt actually seem to be helping them to achieve

19、the wider goal of being able to genuinely communicate with and understand the real world outside the classroom at all. For too long, we have been concentrating on structures and forms and producing materials that may help our students to have perfect diphthongs or a flawless command of the third con

20、ditional while leaving out anything approaching real, valid, meaningful content. Major ELT publishers have produced materials so carefully calculated not to offend anyone that they far too often end up being vacuous if not completely meaningless.(1)If our students are to have any hope of using their

21、 language skills to genuinely comprehend and communicate in the global village, intercultural awareness is crucial. The concept of culture is quite expansive, nearly covering every aspect of the society under the sun.(2)It could be a way of life, a set of social practices, a system of beliefs, or a

22、shared history or set of experiences. A culture may be synonymous with a country, or a region, or a nationality or it may cross several countries and regions.(3)A culture may be synonymous with a religion, though followers of Christianity or Judaism or Islam may also come from different cultures. It

23、 is highly possible to belong to or identify oneself with more than one culture. What is intercultural learning? The process of becoming more aware of and better understanding ones own culture and other cultures around the world.(4)The aim of intercultural learning is to increase international and c

24、ross-cultural tolerance and understanding.(5)This can take lots of forms intercultural learning is by no means only a part of EFL, but has exponents in all fields of education. Intercultural awareness in language learning is often talked about as though it were a “ fifth skill“ the ability to be awa

25、re of cultural relativity following reading, writing, listening and speaking. There is something to be said for this as an initial attempt to understand or define something that may seem a difficult concept but, as Claire Kramsch points out: “ If language is seen as social practice,(6)culture become

26、s the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency. Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing. “ Language itself is defined by a culture

27、. We cannot be competent in the language if we do not also understand the culture that has shaped and informed it. We cannot learn a second language if we do not have an awareness of that culture, and how that culture relates to our own first language/first culture. It is not only therefore essentia

28、l to have cultural awareness, but also intercultural awareness. (7)Following on from what Kramsch says above, intercultural awareness is not really therefore a skill, but a collection of skills and attitudes better thought of as a competence. Intercultural communicative competence is an attempt to r

29、aise students awareness of their own culture, and in so doing, help them to interpret and understand other cultures. It is not just a body of knowledge, but a set of practices requiring knowledge, skills and attitudes. What are these attitudes and skills that make up the competence? Among them are:

30、observing, identifying and recognizing (8)comparing and contrasting negotiating meaning (9)dealing with or tolerating ambiguity effectively interpreting messages (10)limiting the possibility of misinterpretation defending ones own point of view while acknowledging the legitimacy of others accepting

31、difference These are very similar to many of the skills we teach normally.(11-1)So what makes intercultural learning different? Raised awareness of what we do and of the vital importance of these skills already makes intercultural communicative competence a more attainable goal.(11-2/12)Moreover and

32、 despite the fact that the competence is more than just a body of knowledge intercultural awareness skills can be developed by designing materials which have cultural and intercultural themes as their content, a kind of loop input, if you like. How does intercultural learning affect the role of the

33、teacher? You may start to wonder what teachers are. Activity managers? Language facilitation units? Babysitters?(13)Intercultural learning gives the teacher a role not only as one or more of these, but also as an educator. This makes many teachers feel uncomfortable, above all with the idea that we

34、may be influencing our students in some way. Are we responsible for transmitting some kind of ideology to our students? No, we are helping them to become more aware of the world around them, and to better interact with that world. These are the crucial roles of the teacher. Moreover,(14)EFL teachers

35、 tend to have a wide variety of different backgrounds in different disciplines. They have different experiences, and in many cases may have travelled extensively and got to know several different cultures. They may have undergone the experience of living in, adjusting to and understanding a differen

36、t culture. There is a lot that they can bring to the job. They are unique mediators of cultural relativity. Anyway, in the practical way when shall we introduce intercultural learning? Previously, “cultural awareness“ has often only been seen as something for advanced learners, an extension exercise

37、 that can be “tacked on“ to an ordinary lesson. This is partially due to the all-too-frequent error of assuming that students with a low level of English also have a low intellect generally, or that it is impossible to explain intellectual concepts in level one English.(15)Intercultural awareness, a

38、s a fundamental feature of language and an integral part of language learning, is important at all levels. So much about today, I hope this lecture could help you realize the importance of intercultural learning. The next lecture would offer some practical suggestions for the classroom. Thank you fo

39、r listening. 【知识模 块】 讲座 1 【正确答案】 importance 【试题解析】 本题考查对重要细节的概括。根据句 (1)可知，如果我们的学生期望运用自己的语言技巧真正地理解其他国家的人并想与之交流，跨文化意识是至关重要的。根据提纲上下文提示，这里应填写一个名词表示 “重要性 ”，故填importance。 【知识模块】 讲座 2 【正确答案】 social practices 【试题解析】 本题设题点在信息举例处。句 (2)列举了文化的几种形式：它可以是一种生活方式、一系列的社会实践、一种信仰，或者一段 历史或经验，因此空白处应填 social practices。 【知

40、识模块】 讲座 3 【正确答案】 countries backgrounds 【试题解析】 本题考查对细节的概括。根据句 (3)可知，有相同信仰的人也可能会有共同的文化，即便这些信徒来自不同的国家，有着不同的背景，因此答案为countries backgrounds。 【知识模块】 讲座 4 【正确答案】 tolerance 【试题解析】 本题设题点在设问与回答处。根据句 (4)可知，演讲者认为跨文化学习的目的是提 高国际间及跨文化间的容忍度与理解力，因此答案为 tolerance。 【知识模块】 讲座 5 【正确答案】 forms 【试题解析】 本题考查对重要细节的概括。通过句 (5)可知，

41、跨文化学习有很多方式，即它不仅是外语学习的一部分，而且还涉及到其他教育领域，因此答案为forms。 【知识模块】 讲座 6 【正确答案】 core basis cornerstone 【试题解析】 本题设题点在分论点处。在说明跨文化意识的重要性时，演讲者首先说明它被认为是排在读、写、听、说之后的第五项技 能，而后转折，借 Claire Kramsch的话指出，它是语言教学本身的核心，总结指出它并非第五项技能。根据句 (6)可知，答案为 core basis cornerstone。 【知识模块】 讲座 7 【正确答案】 competence 【试题解析】 本题设题点在分论点处。根据句 (7)可

42、知，跨文化意识不是一种技能，而是多种技能和态度的综合，可以认为是一种能力，因此答案为competence。 【知识模块】 讲座 8 【正确答案】 comparing and contrasting 【试题解析】 本题考查重要细节。通过句 (8)可知，跨文化意识的培养是多种技能和态度的结合，而学会比较和对比则是其中之一，因此答案为 comparing and contrasting。 【知识模块】 讲座 9 【正确答案】 ambiguity 【试题解析】 本题考查重要细节。通过句 (9)可知，在学习跨文化交际时能够很好地处理或者容忍歧义的存在也是一个很重要的方面，因此答案为 ambiguity。

43、 【知识模块】 讲座 10 【正确答案】 misinterpretation 【试 题解析】 本题考查重要细节。通过句 (10)可知，跨文化能力也包括了解不同文化之间的异同点，从而减少交际过程中的误解，因此答案为 misinterpretation。 【知识模块】 讲座 11 【正确答案】 method 【试题解析】 本题考查对重要细节的概括。通过句 (111)和 (112)可知，该段主要论述我们应该提高对自己所做事情及所学习的这些能力重要性的认识，并且可以以文化和跨文化本身进行课程设计，所以本段内容概括为提高跨文化意识的方法，因此答案为 method。 【知识模块】 讲座 12 【正确答案】

44、 cultural and intercultural 【试题解析】 本题考查重要细节。根据句 (12)可知，提高跨文化意识可以以文化和跨文化本身为主题来设计课程内容，因此答案为 cultural and intercultural。 【知识模块】 讲座 13 【正确答案】 educator 【试题解析】 本题设题点为递进关系处。根据句 (13)可知，演讲者认为教师的角色不只是传统的活动管理者、语言促进者或保姆，而是一个教育者。与提纲下文的 mediator对应，这里应 填单数形式，因此答案为 educator。 【知识模块】 讲座 14 【正确答案】 cultural perception

45、【试题解析】 本题考查对细节的概括。根据句 (14)可知，在跨文化教学中，教师是文化相对论的中间人，他们必须拥有不同学科的背景知识、丰富的阅历、去过很多地方旅行，并且了解几种不同的文化，在陌生文化中生活过，并能够适应和理解不同的文化。教师要能够把这些经历带到教学实践中去，所有这些可以归纳总结为 cultural perception。 【知识模块】 讲座 15 【正 确答案】 all-level students 【试题解析】 本题考查重要细节。根据句 (15)可知，跨文化学习的对象为所有层次的学生，因此答案为 alllevel students。 【知识模块】 讲座 15 【听力原文】 La

46、nguage Context and English Teaching Good morning, everyone, today my topic is language context and English teaching. After explaining the meanings of language context, I will talk about language context and the communicative competence, and then Ill tell you how to set the language context in the En

47、glish teaching. First, Ill briefly introduce the meanings of language context. Generally speaking, the language context can be divided into two major types: situational context and sociocultural context. (1)Rivers suggests that items of language in total isolation have no function: they need a syste

48、m and a setting to give them both function and meaning. Children often ask for the meaning of a word in isolation, without seeing the need to provide anything for it: too quick and too casual a reply can often have unexpected consequences. For example, when the child asks what cricket is and you say it is a game, and then discover that it was a “cricket“ in the context of insects. Even if we know the strict linguistics, we still need to check further