[外语类试卷]专业英语八级（听力）模拟试卷75及答案与解析.doc

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1、专业英语八级（听力）模拟试卷 75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 Why Use Drama Texts in the Language Classroom? I . Value and use of drama A. The teacher being able to

3、 realize “reality“ through drama overcoming the students【 B1】 _to learning【 B1】 _ creating the need to learn the language B.【 B2】 _culture and language【 B2】 _ revealing insights into the target culture providing language contexts C. Comparison with traditional literature using more【 B3】 _language th

4、an in poems and novels【 B3】 _ emphasizing the need for enough texts for【 B4】 _reading【 B4】 _ II . How to develop the【 B5】 _of the drama texts【 B5】 _ A. “a“ type analytical approach B. “b“ type【 B6】 _approach【 B6】 _ C. teachers basing activities on【 B7】 _【 B7】 _ III. Classroom practices linked to sta

5、ndard approaches in drama A. Warm-up activities getting the learner to【 B8】 _【 B8】 _ B. The stage of text reading and listening while listening or reading task the task【 B9】 _into the text【 B9】 _ C. Extended activities: comprehending questions multiple-choice questions: text attack questions: interp

6、retation and 【 B10】 _questions【 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 this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an in

7、terview. 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 Pepper Schwartz puts her personal affairs into her book because they are_. （ A） worthy of memorizing （ B） vivid （ C） heart-breaking （ D） educational 12 Wh

8、ich of the following statements is INCORRECT about Pepper Schwartz? （ A） She is an educator. （ B） She is a relationship expert. （ C） She is a web owner. （ D） She is a single woman. 13 After an unsuccessful date, a woman should_. （ A） be more cautious （ B） be more open-minded （ C） view it as a shame

9、（ D） view it as a chance to learn 14 Which of the following statements about dating standards is INCORRECT? （ 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） Mee

10、ting all kinds of people will make us learn a lot. 15 For many older people, which of the following is NOT what they search for online? （ A） Relationship. （ B） Love. （ C） Marriage. （ D） Companion. SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen careful

11、ly and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions. 16 What is the outcome of the summit? （ A） Japan agrees to cut gas release. （ B） The US wants the World Bank to help developing countries. （ C） Developing countries claim

12、 to stick to the agreement. （ D） No commitment has been made on gas cuts. 17 What is the current situation of job market in the US? （ A） Unemployment rate is still changing. （ B） Job offers only reach half of the estimated number. （ C） There is no employment growth in August. （ D） There are decrease

13、s of vacancies in American businesses. 18 Which of the following statements is INCORRECT? （ A） More civil servants were laid off by US government. （ B） American businesses added 100, 000 jobs last month. （ C） The strike of a phone company worsened the situation. （ D） The overall economy was running

14、low. 19 The news is mainly about the EUs meeting to_. （ A） confirm the Euro as their currency （ B） find a solution to debt crisis （ C） collect money for Greece （ D） collect money for Europes banks 20 The meeting is said to reach the following aims EXCEPT_. （ A） restructuring the Euro zone （ B） stren

15、gthening European banks （ C） using monetary support more effectively （ D） making Greeces debt restructured 专业英语八级（听力）模拟试卷 75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.

16、 Your notes will not be marked, but you will need them 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

17、. 0 【听力原文】 Why Use Drama Texts in the Language Classroom? Good morning, everyone. I have emphasized the drama texts role in language classroom for several times. This time Ill try to define what I mean by language learning through drama texts, outline some of the benefits it can bring to the languag

18、e learning classroom and some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts. Writers such as Maley and Duff and Wessels have pointed to the values and uses of drama:(1)Drama can help the teacher to achieve reality in several wa

19、ys. 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 for, by creative slowing down of real experience and by linking the language-learning experience with the

20、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 teacher. “(2)Drama provides cultural and language enrichment by revealing insights into the target culture an

21、d 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 text, learners become personally and fully involved in the learning process, in a context in which it is possibl

22、e 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 such as novels and poems is that many of them contain language forms that learners of a language find difficu

23、lt to understand. This could be overcome by simplifying them, often leading to a loss of literarinessleading to criticism that the texts became pale imitations of the original writing. The lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of dr

24、ama in language learning curricula as(3)it tends to use much more naturalistic language than in poems and novels.(4)Drama texts help to address the need for sufficient texts for worthwhile reading in which suitable materials can be accessed. Another problem, then, arises.(5)How should we exploit dra

25、ma texts? Next, I would like to share several approaches with you. First, I call it the “a“ type analytical approach. As I have suggested, the analysis of language in a text is just one aspect of its use. In the type “a“ approach, language is separated into its phonological, lexical components, etc.

26、 and disseminating strategies then adopted. Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be “taught“. A literary text exemplifying these structures was then selected and used in order to practice or raise the learners

27、 consciousness of it.(6)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 inductive method of learning through “experiencing“ and applying the learners experience to the text through encourag

28、ing comments, responses and expressions based on the text or its theme. The topic-based syllabus is often seen as more relevant to language learning. (7)From a task point of view the learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing mult

29、i- level activities for students, such as identifying the story, characters, plot: identifying the authors and characters viewpoint, attitude or opinion: understanding the work in relation to its socio-cultural and historical-political context: giving a personal and creative response and answering t

30、he 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 involves linking standard approaches in drama to approaches suitable for the classroom. Classroom practice, then, may f

31、ollow three stages. The first stage is the warm-up.(8)Standard methods in the type “b“ approach involve warmer activities to get the learner to anticipate what theyre going to meet in the language in the text using guessing, pre-discussion, or pictures. It involves little or no stylistic analysis. I

32、ts 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 the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage.

33、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 higher-level drama activities such as performing the text in the classroom. The idea is that the pre-reading stage will sens

34、itize 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. are used. The second stage is text reading and listening. The stage may involve two task types: one is the while listening

35、or reading task 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:(9)the other is the task inserted into the text such as one where learners complete the task using their own ideas. The third stage is extension activit

36、ies format. This stage could incorporate comprehension questions such as: Who? When? What? etc. : multiple-choice questions which are useful for evoking possible alternative answers: text attack questions requiring the learner to realize certain meanings in the text and the way they are achieved in

37、the language use:(10)interpretation and response questions such as whats the message from the author, what general meanings can we infer from the antagonists statements, or what conclusions can we draw about the character and motivations of the antagonists and so on. Well, of the main approaches I h

38、ave 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 relative merits. Thats all for today. Thanks for listening. 【知识模块】 听力 1 【正确答案】 resistance 【试题解析】 本题考查重 要细节。根据句 (1)可知，戏剧有多种帮助老师解决 “现实

39、问题 ”的方式，第一种就是克服学生对学习新语言的抗拒性，故答案为resistance。 【知识模块】 听力 2 【正确答案】 Enriching 【试题解析】 本题设题点在分论点处。句 (2)是说话人提到的第二点关于戏剧的价值和用处，即丰富文化和语言。此空用于句首，故答案为 Enriching，注意需填动名词形式。 【知识模块】 听力 3 【正确答案】 naturalistic 【试题解析】 本题设题点在比较级处。根据句 (3)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 4 【正确答案】 worthwhile 【试题解

40、析】 本题考查重要细节。根据句 (4)可知，戏剧中有大量值得阅读的文本内容，故答案为 worthwhile。 【知识模块】 听力 5 【正确答案】 exploitation 【试题解析】 本题设题点在疑问句处。句 (5)是说话者提到的第二个问题，怎样利用戏剧文本。根据题干的语法要求，故答案为 exploitation。 【知识模块】 听力 6 【正确答案】 experiential 【试题解析】 本题设题点在分论点处。根据句 (6)可知，分析戏剧文本的第二种方式是经验，故答案为 experiential。 【知识模块】 听力 7 【正确答案】 learnerstasks 【试题解析】 本题考查

41、重要细节。根据句 (7)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 learnerstasks。 【知识模块】 听力 8 【正确答案】 anticipate 【试题解析】 本题设题点在目的处。根据句 (8)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 9 【正确答案】 inserted 【试题解析】 本题设题点在方法途径处。根据句 (9)可知，第二步由两个任务构成，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 10 【

42、正确答案】 response 【试题解析】 本题设题点在方法途径处。根据句 (10)可知，第三步还可以用解释和回应式的问题，故答案为 response。 【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. Questions 1 to 5 are based on an interview. At the end of the intervi

43、ew you will be given 10 seconds to answer each of the following five questions. Now listen to the interview. 11 【听力原文】 Interviewer(M)Pepper Schwartz(W) M: Pepper Schwartz is a sociologist and author of Prime -. adventures and advice on love and the sensual years. Pepper, good morning to you. Now thi

44、s 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)But I felt as an educator I teac

45、h at the University of Washington that(1)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 23 years of being married. Wha

46、ts the first thing you did? W: 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 Perfectmatch. com, but I had ne

47、ver 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 with that. M: I love the story

48、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 these dates. W: Oh, absolutely

49、.(3 - 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 women do. They say: “OK, there are three bad date