[外语类试卷]专业英语八级(听力)模拟试卷152及答案与解析.doc
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1、专业英语八级(听力)模拟试卷 152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 The Complexities of Reading This lecture is the first of six of “ The Mysteries of Reading and Writing“. We tend to think that
3、 reading competence increases with practice. Actually, it is a complex and mysterious process. I.【 T1】 _: A story of two Greek boys【 T1】 _ Dimitris has learnt to read but doesnt know the【 T2】 _in which the【 T2】_ letter is written. Gregoris is【 T3】 _, but is familiar with the local vernacular.【 T3】 _
4、 The result is that the reading process【 T4】 _the two boys efforts.【 T4】_ II. The different process of learning speaking and reading both specific to human species talking or speaking can be learnt【 T5】 _【 T5】 _ exposed to a linguistic environment engaged in linguistic exchanges following【 T6】 _【 T6
5、】 _ reading, to be learnt “formally“ cant be acquired by spending time with written material must be “taught“ and【 T7】 _, either in ones childhood or later【 T7】 _ tragedy: roughly 20% of the global【 T8】 _being illiterate【 T8】 _ some exceptions in【 T9】 _: Marcel Pagnols La Gloire de mon pere【 T9】_ (M
6、y Fathers Glory) III. Reading is the result of a patient【 T10】 _【 T10】 _ learning to make sense of words, then sentences, finally the “【 T11】 _“ of a text【 T11】 _ learning to understand the【 T12】 _of the text: “befores“ and【 T12】 _ “afters“ , cause and effect, or finality learning to understand the
7、usage of pronouns and【 T13】 _【 T13】 _ being fortunate for us to have learnt the reading skill IV. About the next lecture:【 T14】 _【 T14】 _ explore a range of images of readers ask them about【 T15】 _of reading【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11
8、 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. Aft
9、er each question there will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. ( A) What to encounter in the US. ( B) How to play sports in the
10、 US. ( C) How to avoid psychological shock. ( D) How to handle cultural differences. ( A) Bowling style. ( B) Rugby style. ( C) Basketball style. ( D) NBA style. ( A) Take turns to speak. ( B) Interrupt other people. ( C) Remain silent unless spoken to. ( D) Get offended when interrupted. ( A) South
11、ern Europe. ( B) Northern Europe. ( C) African cultures. ( D) Latin America. ( A) Very casual style. ( B) Politely wait for ones turn to speak. ( C) Interrupt other people regardless of the circumstances. ( D) Grasp available opportunities to jump in conversation. ( A) Because it is rude to do so. (
12、 B) Because it may cause trouble. ( C) Because it is inconsiderate to do so. ( D) Because their conversation style may not reflect their personalities. ( A) It may help enhance ones awareness of cultural differences. ( B) It may help one gain a command of language use. ( C) It may help one improve h
13、is speaking skills. ( D) It may help one get along well with his fellow students. ( A) To show that students have to do a lot of project work. ( B) To show that the basketball style is not always apparent. ( C) To show that it is difficult for students to take notes. ( D) To show MBA classes are mos
14、tly teacher-led classes. ( A) They tend to be more goal-oriented. ( B) There is likely to be more work. ( C) They tend to be more dynamic in conversation. ( D) Teachers may lose control of the class. ( A) To make sure the letter is “T“ instead of “D“. ( B) To tell the physician he needs a table. ( C
15、) To indicate the physician is like a table. ( D) To make fun of the physician. 专业英语八级(听力)模拟试卷 152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 S
16、HEET 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】 The Complexities of Reading Good morning
17、, everyone, welcome to my lecture. This is the first of six lectures which Ive entitled “The Mysteries of Reading and Writing“. Tonight Id like to open the subject up by asking a series of questions and suggesting possible answers to some of them. The answers to other questions will emerge during th
18、e course of later lectures. Or at least thats the plan. We take reading for granted. Once weve gained basic literacy, our competence increases with practice and we dont think much about it until we attempt to help someone else to learn to read. Then were struck by what a long and difficult process l
19、earning to read is. And indeed how difficult it is to define. In France, in Burgundy, this summer I was struck by a sign directing people to a “ Station de lecture du paysage“ A Post for Reading the Landscape. Reading is also a very complex and in some way mysterious business. (1)Id like to tell a l
20、ittle story to illustrate this. Imagine two young Greek boys, playing in the attic of a house in rural Greece. They come across an old chest, and in it, a letter. They persuade each other that it includes instructions as to where to find valuables hidden during the Second World War.(2)One, lets say
21、Dimitris, has learnt to read but doesnt know the local dialect in which the letter is written.(3)The other, lets say Gregoris, is illiterate, but is familiar with the local dialect. Dimitris gazes frustratedly at the words on the page while Gregoris asks impatiently what the letter says. Dimitris st
22、arts to “ sound out“ the words and Gregoris encourages him occasionally correcting a slight mispronunciation.(4 - 1)When Dimitris reaches the end of the letter, Gregoris is able to translate its contents into Modern Greek and they are then both aware of what the letter says. Now, who has “read“ the
23、letter? It cant be Gregoris, as he is illiterate. Nor can it be Dimitris as he doesnt know the local dialect.(4-2)So we have to conclude that the reading process has been shared and collaborative. Reading isnt simply about “ sounding out the letters“. Nor can we do it without a certain oral competen
24、ce in the language were reading. (5)Reading is specific to the human species, like speech, but reading doesnt follow, or at least not directly, from innate capabilities which are activated simply by spending time with written material. With rare exceptions children learn to speak by being exposed to
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