[外语类试卷]专业英语八级（听力）模拟试卷275及答案与解析.doc

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1、专业英语八级（听力）模拟试卷 275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 Use of Drama Texts in the Language Classroom I.【 T1】 _of drama【 T1】 _ A. The teacher being able to realize “reality“ throu

3、gh drama overcoming the students【 T2】 _to learning【 T2】 _ creating the need to learn the language B.【 T3】 _culture and language【 T3】 _ revealing insights into the target culture providing language【 T4】 _【 T4】 _ C. Comparison with traditional literature using more【 T5】 _language than in poems and nov

4、els【 T5】 _ emphasizing the need for enough texts for【 T6】 _reading【 T6】 _ II. The【 T7】 _of drama texts【 T7】 _ A. “a“ type【 T8】 _approach【 T8】 _ B. “b“ type【 T9】 _approach【 T9】 _ C. teachers design of【 T10】 _activities【 T10】 _ III. Classroom practices linked to standard approaches in drama A.【 T11】 _

5、activities【 T11】 _ getting the learner to【 T12】 _what theyre going to meet【 T12】 _ B. Text reading and listening the while listening or reading task the task【 T13】 _into the text【 T13】 _ C. Extension activities:【 T14】 _【 T14】 _ multiple-choice questions: text attack questions: interpretation and 【 T

6、15】 _questions【 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】 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 ques

7、tions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After 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 hav

8、e THIRTY seconds to preview the questions. （ A） It is very adventurous. （ B） It is very sensational. （ C） It is very private. （ D） It is very interesting. （ A） She is an educator. （ B） She is a relationship expert. （ C） She is a web owner. （ D） She is a single woman. （ A） Because they are worthy of

9、memorizing. （ B） Because they are vivid. （ C） Because they are heart-breaking. （ D） Because they are educational. （ A） Losing weight. （ B） Preparing herself mentally. （ C） Going online. （ D） Accepting the rejection. （ A） She should be more cautious. （ B） She should be more open-minded. （ C） She shou

10、ld view it as a shame. （ D） She should view it as a chance to learn. （ A） All the big no-no standards are listed in the interview. （ B） Sticking to these no-no standards will make you feel lonely. （ C） We should hold a no-never attitude towards dating. （ D） Meeting all kinds of people will make us l

11、earn a lot. （ A） To date someone youre familiar with. （ B） To date someone with a big age gap. （ C） To date someone with a big height difference. （ D） To date someone attractive in public places. （ A） Supportive. （ B） Oppositive. （ C） Neutral. （ D） Uninterested. （ A） They are better than those in re

12、al life. （ B） They are worse than those in real life. （ C） They are the same as those in real life. （ D） They are totally different from those in real life. （ A） A relationship. （ B） Love. （ C） A marriage. （ D） A companion. 专业英语八级（听力）模拟试卷 275答案与解析 SECTION A MINI-LECTURE In this section you will hear

13、 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 may

14、 use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 【听力原文】 The Use of Drama Texts in the Language Classroom Good morning, everyone. I have emphasized the drama texts role in the language classroom for several times. This time Ill try to define what I mean

15、 by language learning through drama texts, and outline some of the benefits it can bring to the language learning classroom and some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts. (1)Writers such as Maley and Duff and Wessels h

16、ave pointed to the values and uses of drama:(2)“Drama can help the teacher to achieve reality in several ways. It can overcome the students resistance to learning the new language by making the learning of the new language an enjoyable experience, by setting realistic targets for the students to aim

17、 for, by creative slowing down of real experience and by linking the language-learning experience with the students own experience of life. Drama can create in students a need to learn the language by the use of creative tension and by putting more responsibility on the learner, as opposed to the te

18、acher. “(3)Drama provides cultural and language enrichment by revealing insights into the target culture and(4)presenting language contexts that make items memorable by placing them in a realistic social and physical context. By allowing reading and the adding of some characterization to a drama tex

19、t, learners become personally and fully involved in the learning process, in a context in which it is possible for learners to feel less self-conscious and more empowered to express themselves through the multiple voices of the different characters. One of the drawbacks in the use of literary texts

20、such as novels and poems is that many of them contain language forms that learners of a language find difficult to understand. This could be overcome by simplifying them, often leading to a loss of “literariness“leading to criticism that the texts became pale imitations of the original writing. The

21、lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of drama in language learning curricula as(5)it tends to use much more naturalistic language than in poems and novels.(6)Drama texts help to address the need for sufficient texts for worthwhile

22、reading in which suitable materials can be accessed. Another problem, then, arises.(7)How should we exploit drama texts? Next, I would like to share several approaches with you.(8)First, I call it the “a“ type analytical approach. As I have suggested, the analysis of language in a text is just one a

23、spect of its use. In the type “a“ approach, language is separated into its phonological, lexical components, etc. and disseminating strategies then are adopted. Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be “taught“

24、. A literary text exemplifying these structures was then selected and used in order to practice or raise the learners consciousness of it.(9)Second, it is the “b“ type experiential approach. Here, language was not seen as an object but as a tool. Much more emphasis was placed upon, for example, the

25、inductive method of learning through “experiencing“ and applying the learners experience to the text through encouraging comments, responses and expressions based on the text or its theme. The topic-based syllabus is often seen as more relevant to language learning. (10)From a task point of view the

26、 learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing multi-level activities for students, such as identifying the story, characters, plot: identifying the authors and characters viewpoint, attitude or opinion: understanding the work in rel

27、ation to its socio-cultural and historical-political context: giving a personal and creative response and answering the question: “Does it work as literature?“ Finally, I would like to talk about the stages of a type “b“ approach to introducing a drama text to a class of EFL learners. The process in

28、volves linking standard approaches in drama to approaches suitable for the classroom. Classroom practice, then, may follow three stages.(11)The first stage is the warm-up.(12)Standard methods in the type “b“ approach involve warm-up activities to get the learner to anticipate what theyre going to me

29、et in the language in the text using guessing, pre-discussion, or pictures. It involves little or no stylistic analysis. Its aims are to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focusing on waking the imagination, and

30、the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage. Use of text can be one of the more in-depth and sophisticated drama activities. Warmers, drama games, role-plays, individual and group improvisation can all be used to support hi

31、gher-level drama activities such as performing the text in the classroom. The idea is that the pre-reading stage will sensitize the learner to the language and concepts to be encountered and engage prior knowledge and experience. Pictures, the book cover, prompt questions, learners own memory etc. a

32、re used. The second stage is text reading and listening. The stage may involve two task types: one is the while listening or reading task that involves the learner having a task to fulfill based on his or her reading, such as finding out a piece of information from the text:(13)the other is the task

33、 inserted into the text such as one where learners complete the task using their own ideas. The third stage is extension activities format.(14)This stage could incorporate comprehension questions such as: Who? When? What? etc. : multiple-choice questions which are useful for evoking possible alterna

34、tive answers: text attack questions requiring the learner to realize certain meanings in the text and the way they are achieved in the language use:(15)interpretation and response questions such as whats the message from the author, what general meanings we can infer from the antagonists statements,

35、 or what conclusions we can draw about the character and motivations of the antagonists and so on. Well, of the main approaches I have mentioned, I believe there is no absolute dichotomy between them. You must bear in mind different approaches need to be incorporated in language learning for their r

36、elative merits. Thats all for today. Thanks for listening. 【知识模块】 听力 1 【正确答案】 Values and uses 【试题解析】 本题设题点在分论点处。根据句 (1)可知，演讲者首先说道，作家Maley， Duff和 Wessels都已提到戏剧的价值和用处，并在接下来进行了详细论述，因此填 Values and uses，注意该空首字母须大写。 【知识模块】 听力 2 【正确答案】 resistance 【试题解析】 本题考查重要细节。根据句 (2)可知，戏剧有多种帮助教师解决 “现实问题 ”的方式，第一种就是克服学生对学

37、习新语言的抗拒性，故答案为resistance。 【知 识模块】 听力 3 【正确答案】 Enriching 【试题解析】 本题设题点在分论点处。句 (3)是演讲者提到的第二点关于戏剧的价值和用处，即丰富文化和语言。此空位于句首，故答案为 Enriching，注意需填动名词形式。 【知识模块】 听力 4 【正确答案】 contexts 【试题解析】 本题考查重要细节。根据句 (4)可知，戏剧可以通过呈现一定语境，把语言融人现实的社会和物质环境中，从而让学生更容易牢记相关语言表达，所以填 contexts。 【知识模块】 听力 5 【正 确答案】 naturalistic 【试题解析】 本题设题

38、点在比较级处。根据句 (5)可知，戏剧与诗歌和小说相比，优点之一就是使用更多的自然语言，故答案为 naturalistic。 【知识模块】 听力 6 【正确答案】 worthwhile 【试题解析】 本题考查重要细节。根据句 (6)可知，戏剧中有充足的值得阅读的文本内容，故答案为 worthwhile。 【知识模块】 听力 7 【正确答案】 exploitation 【试题解析】 本题设题点在疑问句处。句 (7)是演讲者提 到的第二个问题，即怎样利用戏剧文本。根据题干的语法要求，此处答案为 exploitation。 【知识模块】 听力 8 【正确答案】 analytical 【试题解析】 本

39、题考查重要细节。根据句 (8)可知，演讲者把 “a”类型称为分析型方法，所以填 analytical。 【知识模块】 听力 9 【正确答案】 experiential 【试题解析】 本题设题点在分论点处。根据句 (9)可知，分析戏剧文本的第二种方式是经验型方法，故答案为 experiential。 【知识模块】 听力 10 【正确答案】 multi-level 【试题解析】 本题考查重要细节。根据句 (10)可知，从任务角度来看，教师可以根据学生要达到的目标和能力来设置不同层次的活动，故答案为 multi-level。 【知识模块】 听力 11 【正确答案】 Warm-up 【试题解析】 本题

40、设题点在分论点处。根据句 (11)可知，第一个阶段是准备活动，所以填 Warmup，注意该空首字母须大写。 【知识模块】 听力 12 【正确答案】 anticipate 【试题解析】 本题设 题点在目的处。根据句 (12)可知，准备活动的目的是为了让学习者预测他们在文章中将会碰到什么问题，故答案为 anticipate。 【知识模块】 听力 13 【正确答案】 inserted 【试题解析】 本题设题点在方法途径处。根据句 (13)可知，第二阶段由两个任务构成，一是根据阅读内容寻找信息，另一个就是穿插在文本中的任务，故答案为inserted。 【知识模块】 听力 14 【正确答案】 compr

41、ehension questions 【试题解析】 本题考查重要细节。根据句 (14)可知，拓展练习阶段主要包括理解性问题的解答，比如：是谁 ?什么时候 ?发生了什么 ?所以填 comprehension questions。 【知识模块】 听力 15 【正确答案】 response 【试题解析】 本题设题点在方法途径处。根据句 (15)可知，理解性问题还可以是解释和回答题，故答案为 response。 【知识模块】 听力 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be

42、 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. After 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 th

43、e best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. 16 【听力原文】 Interviewer(M)Pepper Schwartz(W) Now, listen to Part One of the interview. M: Pepper Schwartz is a sociologist and author of Prime: adventures and advice on love and the sensual years. Pep

44、per, good morning to you.(1)Now this book is extremely personal.(2-1)You were married for 23 years and youve recently divorced. How did you feel about putting all of your personal business into a book? W: Well, it was hard, I mean, to make a decision. Once you made the decision, you move ahead.(2-2)

45、But I felt as an educator I teach at the University of Washingtonthat(3)sometimes the best education is personal: your life, the ups, the downs, the heartbreaks, the triumphs, and then get some lessons from it. M: So was it tough? I mean how you started off, getting back into the dating world, after

46、 23 years of being married. Whats the first thing you did? W:(4)Well, I tried to lose weight. Thats the first thing I did. But the second thing was just to get my mind in shape, just say: “OK, I really want to find somebody. “ Then I went online.(2-3)I was actually already a relationship expert at P

47、erfectmatch. com, but I had never done it myself. So I had to go. M: So whats it to go online? W: Well. You know, you have to prepare your ego. Not everybody is going to want you: not everybody is going to meet you and say: “Oh, you are great. “ They are going to say nothing. So, you have to deal wi

48、th that. M: I love the story you said about how you met a guy online who made “animalized noises during conversation“ , and then you met this tattoo-clad French guy. But what I love about you is you didnt just go plug your nose and say, “Oh, that was horrible. “ You take little lessons away from the

49、se dates. W: Oh, absolutely.(5-1)At the end of every chapter, I say, here is what I learned out of the lesson: here is what you can too. I think like an anthropologist, I am out in the world, learning things I wouldnt normally learn. There is nothing I cant be educated by. And I dont even have to take this as “Oh, gosh, another bad date. “ Because thats what a lot of