[外语类试卷]专业英语八级（听力）模拟试卷241及答案与解析.doc

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1、专业英语八级（听力）模拟试卷 241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 What Is Reading I. Reading is a complex and【 T1】 _ process【 T1】 _ e. g., a story of two fictional Greek boys Dimitris: has lea

3、rned to【 T2】 _ but doesnt know the local【 T2】 _ dialect of the letter Gregoris: is【 T3】 _ but knows the local dialect of the letter【 T3】 _ the result: Dimitris【 T4】 _ the words【 T4】 _ Gregoris translates the contents into【 T5】 _【 T5】 _ conclusion; reading isnt simply about “sounding out the letters“

4、 II. The different processes of learning speaking and reading A. differences between reading and speaking reading: cannot be learned directly by simply spending time with【 T6】 _【 T6】 _ speaking: can be learned by【 T7】 _ to a linguistic【 T7】 _ environment B. methods of learning speaking and reading s

5、peaking: a【 T8】 _ scheme【 T8】 _ genetically programmed and geared to the priorities of each particular mother tongue reading: pedagogy learned formally, taught and【 T9】 _【 T9】 _ 【 T10】 _ in fiction: Tarzan, King of the Jungle and La【 T10】 _ Gloire de mon pere (My Fathers Glory) HI. Reading is the re

6、sult of a patient apprenticeship【 T11】 _ 【 T11】 _ patient teachers A. process: learning how to make sense of words, sentences, the “【 T12】 _ “ of a text【 T12】 _ B. notice; a text is not simply【 T13】 _【 T13】 _ “befores“ and “afters“, cause and effect, or【 T14】 _【 T14】 _ between two events C. learner-

7、reader of fiction; understand the usage of【 T15】 _ and the definite article【 T15】 _ e. g., “Catherine“, “she“ and “the pretty little girl“ refer to the same person 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 I

8、s Anybody Listening? I. Criticism of American colleges and universities A. teachers are not doing a good job of teaching businesses suffer from【 T1】 _ executives【 T1】 _ B. students are not doing a good job of learning college graduates lack【 T2】 _ and general culture【 T2】 _ II. Inadequacy of the lec

9、ture system A. example of Mary: a. the professor never takes【 T3】 _ : class shrinks【 T3】 _ b. lectures are obsolete: boring class c. the professor asks no questions:【 T4】 _ unnecessary【 T4】 _ d. tests are only for tests B. universal problems with lecture classes a. listening【 T5】 _ is hard work【 T5】

10、 _ slow speed of talk leads to【 T6】 _【 T6】 _ b. attending lectures is passive learning hard to【 T7】 _ the speakers next point【 T7】 _ hard to take notes effectively lack of small【 T8】 _【 T8】 _ c. lecture system harms professors reduction in【 T9】 _ to the minimum【 T9】 _ no【 T10】 _ from students【 T10】

11、_ HI. Reasons for【 T11】 _ of the lecture system【 T11】 _ A.【 T12】 _ love them【 T12】 _ a lecture hall can hold more students than a discussion class B. faculty members and students keep them alive and well professors can pretend to teach students can pretend to learn C. they offer【 T13】 _ for professo

12、rs to show off【 T13】 _ IV. Suggestions on the lecture system 【 T14】 _ involving students in discussion【 T14】 _ professors: energy, imagination and【 T15】 _【 T15】 _ students: share the responsibility for their own intellectual growth 16 【 T1】 17 【 T2】 18 【 T3】 19 【 T4】 20 【 T5】 21 【 T6】 22 【 T7】 23 【

13、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 241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 ON

14、E 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】 What Is Reading Good morning, everyone, welcome

15、 to my lecture. This is the first of six lectures 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 the rest of the questions will emerge during the course of later l

16、ectures, 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 learning to read is,

17、 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 pay sage“ A Post for Reading the Landscape. (1) Reading is also a very complex and in some way mysterious business. Id like to tell a little story to ill

18、ustrate 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 Dimitris, has le

19、arned 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. (4) Dimitris starts to “

20、sound out“ the words and Gregoris encourages him, occasionally correcting a slight mis-pronunciation. When Dimitris reaches the end of the letter, (5) 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 letter? It

21、 cant be Gregoris, as he is illiterate, nor can it be Dimitris as he doesnt know the local dialect. 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 competence in the langu

22、age were reading. (6) 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 materials. (7) With rare exceptions children learn to speak by being exposed to a lingui

23、stic environment and being encouraged into linguistic exchanges. (8) They learn to talk according to a developmental scheme, which is both genetically programmed and geared to the properties of each particular mother tongue. (9) But reading, as opposed to speaking, has to be learned “formally“. It h

24、as to be “taught“ and assimilated, either in childhood or later. Without the pedagogy, children remain illiterate. It is a tragedy that there are some 774 million, roughly 20% of the global adult population, illiterate people in the world. I say “a tragedy“ because I believe that reading greatly ext

25、ends our understanding of the world and of ourselves. (10) That reading has to be taught formally has sometimes been denied, at least in fiction. Edgar Rice Burroughs, in Tarzan, King of the Jungle tells of the young savage child finding a reading primer in the cabin abandoned by an explorer his fat

26、her. He does his utmost to make sense of what he calls the “little insects“, the letters, recognizing their recurrence and the combinations in which they appear. He teaches himself to read. In Marcel Pagnols La Gloire de mon pere (My Fathers Glory) Pagnol explains how he taught himself, aged just fo

27、ur, to read. He was often left by his mother at the back of the classroom when his mother went shopping. Hed play with a toy and watch his father admiringly. His father assumed that he was amusing himself quietly and paying no attention to his lessons. (11) Reading is the result of a patient apprent

28、iceship guided by patient teachers. And its a complex process. (12) It begins with learning how to make sense of words, then sentences, and finally what we might call the “global meaning“ of a text. (13) The apprentice reader has to understand that a text is not simply sentences placed together. Rat

29、her (14) there are “befores“ and “afters“, and there are relations of cause and effect, or finality, between two events. Without necessarily learning formal grammar, (15) the learner-reader of fiction has to understand that a character first introduced as Catherine, is the same character referred to

30、 later on by the pronoun “she“, or the character who reappears as a definite article, followed by a noun, qualified by adjectives, “the pretty little girl“ ; “Catherine“ , “she“ , and “the pretty little girl“ are all the same “character“. The more one thinks about reading, the more remarkable it is

31、that its a skill that most of us are fortunate enough to have learnt, because language is a tricky and slippery business. OK, today we have discussed what reading is. Reading is a complex and mysterious process and its different when we learn speaking and reading. Reading is the result of a patient

32、apprenticeship guided by patient teachers. In my next lecture, we will continue discussing some effective methods of learning reading. Thanks for your attention. 【知识模块】 听力 1 【正确答案】 mysterious 【试题解析】 由句 (1)可知，阅读也是一件非常复杂且有点神秘的事情。因此答案为 mysterious。 【知识模块】 听力 2 【正确答案】 read 【试题解析】 讲话者在解释阅读的复杂性和神秘性时讲了一个小故事

33、，故事里虚构了两个希腊小男孩，由句 (2)可知，其中一个叫第米特里斯 (Dimitris)的男孩学过阅读但是不懂写这封信用的地方方言，因此答案为 read。 【知识模块】 听力 3 【正确答案】 illiterate 【试题解析】 由句 (3)可知，故事里另一个叫格雷戈里斯 (Gregoris)的男孩不识字，但是对这种地方方言比较熟悉，因此答案为 illiterate。 【知识模块】 听力 4 【正确答案】 sounds out 【试题解析】 由句 (4)可知，第米特里斯看不懂方言，但是在格雷戈里斯迫不及待地询问下，不得不开始 “念单词 ”。因此答案为 sounds out。 【知识模块】 听

34、力 5 【正确答案】 Modern Greek 【试题 解析】 由句 (5)可知，当第米特里斯把信念完的时候，格雷戈里斯能够把信的内容翻译成现代希腊语，因此答案为 Modem Greek。 【知识模块】 听力 6 【正确答案】 written materials 【试题解析】 句 (6)中，讲话者在讲述阅读和说话的区别时提到，阅读和说话一样，都是人类特有的，但是阅读并不是，或者并不直接是简单地通过在书面材料上花费时间就能激发的先天能力，即，人们并不能通过简单地在书面材料上花费时间就能直接学会阅读，因此答案为 written materials。 【 知识模块】 听力 7 【正确答案】 bein

35、g exposed 【试题解析】 由句 (7)可知，儿童学习说话几乎都是通过接触语言环境并且被鼓励进行语言交流学会的。因此答案为 being exposed。 【知识模块】 听力 8 【正确答案】 developmental 【试题解析】 由句 (8)可知，儿童是按照发育体系学习说话的，这个体系不仅是由基因决定的，而且会根据其母语的特性有所变化，因此答案为 developmental。 【知识模块】 听力 9 【正确答案】 assimilated 【试题解析】 由句 (9)可知，阅读不同于说话，必须通过 “正规的 ”学习来习得，必须在儿童时期或者之后的时期进行教授与理解才能习得。因此答案为as

36、similated。 【知识模块】 听力 10 【正确答案】 exceptions 【试题解析】 讲话者在上文提到阅读能力必须通过正规的学习来习得，由句 (10)可知，这一规律有时会被否定 至少在小说中。然后讲话者举了两个例子证明在小说中，阅读并不是通过正规的方式习得的，因此答案为 exceptions。 【知识模块】 听力 11 【正确答案】 guided by 【试题解析】 根据句 (11)可知，阅读就是有耐心的学徒在有耐心的老师的指导下学习的结果，因此答案为 guided by。 【知识模块】 听力 12 【正确答案】 global meaning 【试题解析】 由句 (12)可知，阅读

37、的过程应始于学习如何理解单词的意思，然后是句子的意思，最后是这篇文章的整体意思，因此答案为 global meaning。 【知识模块】 听力 13 【正确答案】 sentences placed together 【试题解析】 由句 (13)可知，讲话者认为学习者必须知道文本不仅仅是句子的叠加。因此答案为 sentences placed together。 【知识模块】 听力 14 【正确答案】 finality 【试题解析】 由句 (14)可知，讲话者在解释文本不仅仅是句子的叠加时提到，文本有前有后，有因有果，有两个事件之间的结局。因此答案为 finality。 【知识模块】 听力 15

38、 【正确答案】 pronouns 【试题解析】 由句 (15)可知，通过阅读小说去学习的人不一定学习 正规的语法，但他必须知道一个一开始被介绍为凯瑟琳的人物和后面用代词 she提到的人物，或者以一个定冠词加上一个被形容词修饰的名词表示的人物是同一个人，也就是说，通过阅读小说去学习的人必须掌握代词和定冠词的用法，因此答案为pronouns。 【知识模块】 听力 15 【听力原文】 Is Anybody Listening? Good morning, everybody. Today, Id like to talk about the problems with lecture classes

39、. Today, American colleges and universities are under strong attack from many quarters. Teachers, it is charged, are not doing a good job of teaching, and students are not doing a good job of learning. (1) American businesses and industries suffer from uncreative executives educated not to think for

40、 themselves but to mouth outdated truisms. (2) College graduates lack both basic skills and general culture. Studies are conducted and reports are issued on the status of higher education, but any changes that result either are largely cosmetic or make a bad situation worse. One aspect of American e

41、ducation is the lecture system. To understand the inadequacy of this system, it is enough to follow an imaginary first-year student lets call her Mary through a term of lectures on, say, introductory psychology. She arrives on the first day and looks around the huge lecture hall. (3) Once the hundre

42、d or more students enrolled in the course discover that the professor never takes attendance, the class shrinks to a less imposing size. Some days Mary sits in the front row, from where she can watch the professor read from a stack of yellowed notes that seem nearly as old as he is. She is bored by

43、the lectures, and so are most of the other students, to judge by the way they are nodding off or doodling in their notebooks. Gradually she realizes the professor is as bored as his audience. At the end of each lecture he asks, “Are there any questions?“ in a tone of voice that makes it plain that h

44、e would much rather there werent. Mary knows she should read an assignment before every lecture. (4) However, as the professor gives no quizzes and asks no questions, she soon realizes she neednt prepare. At the end of the term she catches up by skimming her notes and memorizing a list of facts and

45、dates. After the final exam, she promptly forgets much of what she has memorized. Does the scene sound familiar to you? I bet it does. (5) One problem with lectures is that listening intelligently is hard work. Reading the same material in a textbook is a more efficient way to learn because students

46、 can proceed as slowly as they need to until the subject matter becomes clear to them. (6) Even simply paying attention is very difficult; people can listen at a rate of 460 words a minute, while the most impassioned professor talks at scarcely a third of that speed. This time lag between speech and

47、 comprehension leads to daydreaming. Many students believe years of watching television have sabotaged their attention span, but their real problem is that listening attentively is much harder than they think. Worse still, attending lectures is passive learning, at least for inexperienced listeners.

48、 Active learning, in which students write essays or perform experiments and then have their work evaluated by an instructor, is far more beneficial for those who have not yet fully learned how to learn. (7) While its true that techniques of active listening, such as trying to anticipate the speakers next point or taking notes selectively, can enhance the value of a lecture, few students possess such skills at the beginning of their college careers. More commonly, students try to write