[外语类试卷]专业英语八级（听力）模拟试卷72及答案与解析.doc

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1、专业英语八级（听力）模拟试卷 72及答案与解析 SECTION A MINI-LECTURE Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lectu

2、re. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking. 0 Planning a Writing Lesson I. What is a genre various in kind features of genre: layout, formality leve

3、l, language variation between【 B1】 _【 B1】 _ II. Stages of a writing lesson A. Generating ideas importance of learners own ideas e. g. a complaint letter thinking about a situation comparing ideas in【 B2】 _【 B2】 _ presenting the best ideas to the class B. Focusing ideas selection of relevant ideas me

4、thod: putting ideas into a(n)【 B3】 _【 B3】 _ writing continuously without worrying about grammar, punctuation or 【 B4】 _【 B4】 _ C. Focusing on a model text purpose: to find appropriate expressions to raise awareness of genres【 B5】 _【 B5】 _ method: model text examination identifying common features an

5、d language from examples of a genre replacing the【 B6】 _according to the organization of the essay【 B6】 _ D. Organizing ideas 【 B7】 _drafting【 B7】 _ ideas grouping E. Modifying the manuscript informing students【 B8】 _whether to revise or not【 B8】 _ focusing more on an audience other than teachers in

6、corporating【 B9】 _comments【 B9】 _ F. Writing the final draft check of grammar and spelling III. Conclusion learners own ideas applied within a certain genre sense of【 B10】 _【 B10】 _ 1 【 B1】 2 【 B2】 3 【 B3】 4 【 B4】 5 【 B5】 6 【 B6】 7 【 B7】 8 【 B8】 9 【 B9】 10 【 B10】 SECTION B INTERVIEW Directions: In t

7、his section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview. 11 The main id

8、ea of Lies at the Altar can be summarized as_. （ A） illustration of lies in marriage （ B） ways to recognize lies in marriage （ C） classification of lies in marriage （ D） advice on a successful marriage 12 The reasons why we lie are all of the following EXCEPT that_. （ A） we intentionally do so （ B）

9、no one tells us how to live in truth （ C） we are afraid to lose the one we love （ D） no one permits us to know our real self 13 To be a grown-up, it means we know all of the following EXCEPT_. （ A） what were good at （ B） what were bad at （ C） what works for us or not （ D） what age we are in 14 Which

10、 of the following statements is INCORRECT about the book? （ A） It helps future couples know themselves better. （ B） It helps people recognize lies in marriage. （ C） It helps people build a good life and marriage. （ D） It helps married couples save their marriage. 15 What is the authors attitude towa

11、rds lies in marriage? （ A） Disgusted. （ B） Hateful. （ C） Objective. （ D） Subjective. SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answ

12、er the questions. 16 Which of the following is NOT the bilateral issues between the US and Saudi Arabia? （ A） Energy stability and security. （ B） Counterterrorism and military planning. （ C） Trade and investment. （ D） Human rights and economy development. 17 The violence surged because_. （ A） Syrian

13、 authorities regain control （ B） the deadline for troops to withdraw is due （ C） Turkey and Lebanon join the violence （ D） the anti-government protest starts 18 Which of the following was mostly affected because of the violence? （ A） The province of Horns. （ B） Turkey. （ C） The south of Syria. （ D）

14、The northern area of rural Aleppo. 19 According to the news item, the riot broke out_. （ A） once the match ended （ B） during the match （ C） once the match started （ D） during the break 20 How many fans were injured according to the news item? （ A） More than a thousand. （ B） More than two thousand. （

15、 C） Less than a thousand. （ D） Less than two thousand. 专业英语八级（听力）模拟试卷 72答案与解析 SECTION A MINI-LECTURE Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need th

16、em to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking. 0 【听力原文】 Planning a Writing Lesson Good morning, e

17、veryone. Today well talk about how to plan a writing lesson. Writing, unlike speaking, is not an ability we acquire naturally, even in our first language. It needs a process of learning and practicing. Unless the second language learners are explicitly taught how to write in the new language, their

18、writing skills are likely to get left behind as their speaking progresses. But teaching writing is not just about grammar, spelling, or the mechanics of the Roman alphabet. Learners also need to be aware of and use the conventions of the genre in the new language. First of all, we have to make it cl

19、ear what a genre is. A genre can be anything from a menu to a wedding invitation, from a newspaper article to an estate agents description of a house. Pieces of writing of the same genre share some features, in terms of layout, level of formality, and language.(1)However, a genre may vary considerab

20、ly between cultures, and even adult learners familiar with a range of genre in their first language need to learn to use the conventions of those genre in English. In general, there are a couple of stages involved in the product of writing in accordance with a specific genre. I dont necessarily incl

21、ude all these stages in every writing lesson, and the emphasis given to each stage may differ according to the genre of the writing and the time available. As is often the case, to inspire learners to formulate their ideas is the first stage of a process approach to writing. Even when producing a pi

22、ece of writing of a highly conventional genre, such as a letter of complaint, using own ideas can make the writing more memorable and meaningful. Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service or have felt like compl

23、aining, and tell a partner. As the first stage of preparing to write an essay, I give learners the essay title and pieces of scrap paper.(2)They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the cl

24、ass. Then, there is another stage taken from a process approach, and it involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view.(3)As part of the essay-writing process, students in groups put the ideas generated in t

25、he previous stage into a mind map. The teacher then draws a mind map on the board, using ideas from the different groups. At this stage he/she can also feed in some useful collocations. This gives the learners the tools to better express their own ideas.(4)I tell my students to write individually fo

26、r about 10 minutes, without stopping and without worrying about grammar or punctuation. If they dont know a particular word, they write it in their first language. This often helps learners to further develop some of the ideas used during this stage. Once the students have got their own ideas, and t

27、hought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way.(5)The examination of model texts is often prominent in product or genre approaches to writing, and will help raise awareness of the conventions of typical texts of

28、different genres in English. I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language chunks they can use in their own wri

29、ting.(6)Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organization of the essay and the importance of topic sentences. Once learners have seen how the ideas are organized in typical examples of the genre, they

30、 can go about organizing their own ideas in a similar way.(7)Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements. In

31、 a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible. (8)Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a seco

32、nd draft. This stage affords learners a chance to become aware of an audience other than the teacher.(9)If students are to write a second draft, I ask other learners to comment on what they liked or didnt like about the piece of work, or what they found unclear, so that these comments can be incorpo

33、rated into the second draft. Finally, when writing a final draft, students should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organization in the previous stages. All right, today weve illustrated necessary stages learners have to follow

34、before getting started. By going through some or all of these stages, learners use their own ideas to produce a piece of writing that uses the conventions of a genre appropriately and in so doing,(10)they are asked to think about the audiences expectations of a piece of writing of a particular genre

35、, and the impact of their writing on the reader. In our next lecture, we will get started with a specific genre and talk about how to write an academic paper. 【知识模块】 听力 1 【正确答案】 cultures 【试题解析】 本题设题点在转折处。根据句 (1)可知，转折后提出观点，关键信息词是 vary。体裁因文化差异而不同，故答案为 cultures。 【知识模块】 听力 2 【正确答案】 groups 【试题解析】 本题设题点在时

36、间状语处。根据句 (2)可知，学生独立思考三分钟后再以小组的形式进行比较，故答案为 groups，注意使用复数形式。 【知识模块】 听力 3 【正确答案】 mind map 【试题解析】 本题考 查重要细节。根据句 (3)可知，作为写作过程中的一个步骤，学生要以小组为单位将之前讨论的观点集中到思维图中，故答案为 mind map。 【知识模块】 听力 4 【正确答案】 spelling 【试题解析】 本题考查对细节的概括。根据句 (4)可知，学生不用担心语法或标点，如果他们不知道某个词的写法，可以用母语写出这个词。故答案应概括为spelling，注意使用动名词形式。 【知识模块】 听力 5 【

37、正确答案】 conventions 【试题解析】 本题考查重要细节。根据句 (5)可 知，学生学习范文将有助于了解不同体裁文章的特征，故答案为 conventions，注意使用复数形式。 【知识模块】 听力 6 【正确答案】 topic sentences 【试题解析】 本题考查重要细节。根据句 (6)可知，文章主题句被提取出来后，再让学习者将其放回原来的位置，这样做旨在提高学生对篇章结构及主题句重要性的认识，故答案为 topic sentences，注意使用复数形式。 【知识模块】 听力 7 【正确答案】 layout organization 【试题解析】 本题 考查对细节的概括。根据句

38、(7)可知，学生以小组为单位设计篇章，包括段落组织及各段主旨，故答案概括为 layout或 organization。 【知识模块】 听力 8 【正确答案】 in advance beforehand 【试题解析】 本题设题点在时间状语处。根据句 (8)可知，要让学生提前知道是否需要修改二稿，故答案为 in advance或 beforehand。 【知识模块】 听力 9 【正确答案】 other learners 【试题解析】 本题设题点在条件状语从句处。根 据句 (9)可知，写二稿时，要求其他学习者评论该学生文章的优缺点或表达不清楚的地方，而后再让学生将这些评论融汇到二稿中，故答案为 th

39、e other learners。 【知识模块】 听力 10 【正确答案】 the reader readership 【试题解析】 本题考查重要细节。根据句 (10)可知，学习者应考虑某一特定体裁下的读者需求及其写作对读者的影响，故答案为 the reader或 readership。 【知识模块】 听力 SECTION B INTERVIEW Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Q

40、uestions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview. 11 【听力原文】 Julie(W)Dr. Robin Smith(M) W: When couples get married, they often promise to love, honor and cherish each other.

41、 Too often, those traditional wedding vows turn out to be nothing but empty promises. Psychologist Dr. Robin Smith says it doesnt have to be that way.(1)His new book Lies at the Altar offers advice on building a happy and healthy marriage. Dr. Robin, good morning! M: Good morning! W: So great to hav

42、e you here! M: Im happy to be here, Julie. W: OK. You didnt necessarily write this for couples who are married or people whore thinking of getting married. Its written for everyone, right? M: Yeah. Its what the book is really about. Lies at the Altar is talking about living more in truth than in lie

43、s. Lies about what? About who we are, and so when you dont know who you are, its actually impossible to create, to carve and to build the life and relationship of our dreams. W:(2- 1)When you say lies at the altar, these are not intentional lies. Its not like the bride and the groom were saying: Im

44、going to love and cherish you, but Im really not. Its you who think you know who you are, but actually not. M: You dont know who you are and often unfortunately(2 - 2)because of the models that weve had in our families also on television. There hasnt been anyone who has given us permission, who has

45、shown us the path into living more in the truth, so were afraid to let someone know who we are. Because maybe they wont love us, maybe they wont choose us, maybe theyll decide thats not the person that they want to spend their life with. What we dont know is that if we live with that kind of fear, a

46、nd we live covering up who we really are, we are cheating ourselves and minimizing the possibility of really having a good, strong marriage. I mean, my message is pro-marriage, but its about being married and being smart. W: Do you feel that many people, men and women, not only cover up who they rea

47、lly are to their significant other but to themselves? M: Absolutely. I think it starts actually with the cover-up to yourself being an impostor, and again,(5)not because we are bad, not because we are liars, not because we are indulgent, but because we are afraid of knowing who we really are, becaus

48、e we think we are going to lose out on choices and opportunities, not knowing that how we really lose out is by being the impostor, who is the cheater, the thief and the robber. W: So how do we confront who we really are, whether its a conversation with ourselves when looking at ourselves in the mir

49、ror to find out the good and bad? M: Well, therere several things. One, I always ask people to tell me something great about themselves, and then tell me what some of their limitations are. People can often come up with something good, but its hard for people to be clear about where their limitations are. They can talk about they are great wife