[外语类试卷]专业英语四级（听力）模拟试卷337及答案与解析.doc

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1、专业英语四级（听力）模拟试卷 337及答案与解析 一、 PART I DICTATION Directions: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will

2、 be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. SECTION A TALK In this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look

3、at 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 use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 1 An Approach to Factual Writing I. T

4、he demands of differing nonfiction text Much of the research into the development of childrens writing has tended to concentrate on personal and【 T1】 texts.【 T1】 _ Nonfiction writing often has been【 T2】【 T2】 _ II. The language of【 T3】【 T3】 _ A. Powerful forms of language -【 T4】【 T4】 _ Explanation Re

5、port Discussion B.【 T5】 the childrens range of nonfictional writing【 T5】 _ C. Spanning the joint-activity and independent-activity phase III. Writing frames A. The【 T6】 phase: where we offer our students strategies to aid【 T6】 _ writing but they can use without an adult being alongside them. B. Writ

6、ing frames: A(n)【 T7】 outline: keywords or phrases【 T7】 _ Effects: a)Students become increasingly【 T8】 with a particular genre form.【 T8】 _ b)Students overcome many problems often associated with nonfiction writing. IV. The genres of writing frames in practical use A. The【 T9】 genre: encouraging the

7、 use of previous knowledge【 T9】 _ B. The【 T10】 genre: using a discussion frame【 T10】 _ 2 【 T1】 3 【 T2】 4 【 T3】 5 【 T4】 6 【 T5】 7 【 T6】 8 【 T7】 9 【 T8】 10 【 T9】 11 【 T10】 SECTION B CONVERSATIONS In this section you will hear two conversations. At the end of each conversation , five questions will be

8、asked about what was said. Both the conversation 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 have thirty secon

9、ds to preview the questions. （ A） Interesting. （ B） Exciting. （ C） Frightening. （ D） Boring. （ A） She fell off the side of the cliff. （ B） She stood steadily on the cliff. （ C） She climbed through the cliff. （ D） She lay down on the cliff. （ A） He was afraid Jessica fell down the mountain. （ B） He w

10、as afraid Jessica was angry with him. （ C） He was afraid Jessica took him down together. （ D） He was afraid Jessica wouldnt come back again. （ A） She was absent-minded. （ B） She broke her ankle. （ C） She didnt see clearly. （ D） She slipped on the ice. （ A） Inviting Patrick to travel the world. （ B）

11、Asking Patrick to teach her English. （ C） Thanking Patrick for saving her. （ D） Refusing to let Patrick go with her. （ A） Through speaking. （ B） Through listening. （ C） Through reading. （ D） Through writing. （ A） Remembering vocabulary. （ B） Reading a lot of books. （ C） Learning grammars. （ D） Doing

12、 a lot of homework. （ A） The increasing age. （ B） No enough time. （ C） The lack of practice. （ D） Brain becoming lazy. （ A） Sixty four. （ B） Fifty five. （ C） Sixty five. （ D） Fifty four. （ A） The motivation. （ B） The interest. （ C） The age. （ D） The intelligence. 专业英语四级（听力）模拟试卷 337答案与解析 一、 PART I DI

13、CTATION Directions: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phr

14、ase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. 1 【正确答案】 House and Home “House“ and “home“ both refer to places where people live. /However, there is a difference between them. /“Home“ is often referred

15、 to as the place that we live in with our families. / Therefore, we can say that love is an important factor in a home. /A home is a shelter, /not only for our bodies but also for our minds. /Whenever we are depressed, we can go home for comfort. / Without love, /a home is merely a house where lonel

16、iness is all that can be found. 【知识模块】 听力 SECTION A TALK In this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at 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 seman

17、tically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 1 【听力原文】 An Approach to Factual Writing Good morning. Today we are going to talk about a new approach to factual writing. It is an observable fact that many of the texts we, as a

18、dult members of society, encounter everyday and need to deal with are nonfiction texts. Much of the research of the last few decades into the development of childrens writing has tended to concentrate on personal and fictional texts:(2)nonfiction writing often has been neglected. (4)Persuasion, expl

19、anation, report and discussion are powerful forms of language that we use to get things done.(3)These forms have been called the language of power, and it can be argued that students who leave our classrooms unable to operate successfully within these powerful genres are denied access to becoming fu

20、lly functioning members of society.(5)This fact suggests that it is not sufficient for us simply to accept the overwhelming dominance of recounts in our students nonfiction writing. We have to do something about broadening their range. Students too often are expected to move into the independent wri

21、ting phase before they are really ready: often the pressure to do so is based on the practical problem of teachers being unable to find the time to spend with them in individual support. What is clearly needed is something to span the joint-activity and independent-activity phase. (6)We have called

22、this additional phase the scaffolded phase a phase where we offer our students strategies to aid writing but they can use without an adult being alongside them. One such strategy that we are going to explore is writing frames. (7)A writing frame consists of a skeleton outline given to students to sc

23、affold their nonfiction writing. The skeleton framework consists of different keywords or phrases, according to the particular generic form. The template of starters, connectives, and sentence modifiers that constitute a writing frame gives students a structure within which they can concentrate on c

24、ommunicating what they want to say while it scaffolds them in the use of a particular generic form.(8)By using the form students become increasingly familiar with it, and they also help students overcome many of the other problems often associated with nonfiction writing. Next, Id like to talk about

25、 the genres of writing frames in practical use. There are mainly two kinds of writing frames in common use. (9)First, the recount genre. Using a recount frame designed to encourage the use of previous knowledge. 9-year-old Rachel wrote about her trip to Plymouth Museum. Her writing suggests that the

26、 frame had helped her structure her ideas and allowed her to make sense of what she had seen. It had encouraged her to reflect upon her learning. Her writing is also noticeably different to that which children often produce after an educational visit, that is, a simple retelling of what they did dur

27、ing the day. Rachel here is recounting her learning. (10)Secondly, the discussion genre. Using a discussion frame helped 11-year-old Kerry write a thoughtful discussion about boxing. The frame encouraged her to structure the discussion to look at both sides of the argument. Many students of this age

28、 have difficulty with discussion because they find it challenging to see things from someone elses point of view. We have found writing frames helpful to students of all ages and all abilities. Teachers have commented on the improved quality and quantity of writing that has resulted from using the f

29、rames with these students. Thats all for todays lecture. Thank you. 【知识模块】 听力 2 【正确答案】 fictional 【试题解析】 本题为细节题。讲座提到 Much of the research of the last few decades into thedevelopment of childrens writing has tended to concentrate on personal and fictional texts，即最近几十年，大多数关于儿童写作发展情况的研究关注的是个人和虚构类的文章。因此填

30、入 fictional。 【知 识模块】 听力 3 【正确答案】 neglected 【试题解析】 本题为细节题。讲座提到 nonfiction writing often has been neglected，即非小说类纪实写作通常被忽视了。故填入 neglected。 【知识模块】 听力 4 【正确答案】 power 【试题解析】 本题为要点题。讲座提到 These forms have been called the language of power，即这些形式都被称为有力的语言。故填入 power。 【知 识模块】 听力 5 【正确答案】 Persuasion 【试题解析】 本题为细

31、节题。此处考查有力的语言形式： Persuasion，explanation， reportand discussion are powerful forms of language that we use to get things done即说明、解释、报告和论述是我们用来处理事情的四种有力的语言形式。因此填入 Persuasion。 【知识模块】 听力 6 【正确答案】 Broadening 【试题解析 】 本题为要点题。此处讲到 This fact suggests that it is not sufficient for ussimply to accept the overwhe

32、lming dominance of recounts in our studentsnonfiction writing We have to do something about broadening their range即需要拓宽学生的写作视野。故填入 Broadening。 【知识模块】 听力 7 【正确 答案】 scaffolded 【试题解析】 本题为要点题。此处讲到 We have called this additional phase the scaffoldedphasea phase where we offer our students strategies to a

33、id writing but they can use withoutan adult being alongside them即这个附加的学习阶段称为“鹰架式教学 ”。故填入 scaffolded。 【知识模块】 听力 8 【正确答案】 skeleton 【试题解析】 本题为细节题。此处讲到写作框架： A writing frame consists of a skeleton outlinegiven to students to scaffold their nonfiction writing The skeleton framework consists ofdifferent ke

34、ywords or phrases， according to the particular generic form即写作 框架包括以关键词和短语为主的结构提纲。因此填入skeleton。 【知识模块】 听力 9 【正确答案】 familiar 【试题解析】 本题为细节题。讲座提到 By using the fi)rm students become increasingly familiarwith it，即通过运用这一文类形式，学生们对它会越来越熟悉。所以填入 familiar。 【知识模块】 听力 10 【正确答案】 recount 【试题解析】 本题为要点题。此处讲到书写框架的第一个

35、类别 叙 述体：First， therecount genre Using a recount frame designed to encourage the use of previous knowledge即叙述框架是为了激励运用以前的知识而设计的。故填入recount。 【知识模块】 听力 11 【正确答案】 discussion 【试题解析】 本题为要点题。此处考查书写框架的第二个类别 论述体：Secondly， the discussion genre因此填入 discussion。 【知识模块】 听力 SECTION B CONVERSATIONS In this section

36、you will hear two conversations. At the end of each conversation , five questions will be asked about what was said. Both the conversation 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 a

37、nd D, and mark the best answer to each question on ANSWER SHEET TWO. You have thirty seconds to preview the questions. 12 【听力原文】 W: My gosh, Patrick. Where are we? M: Jessica, Im taking you mountain climbing. W:(1)Mountain climbing? This is scary! M: Dont worry. Im an expert mountain climber. I am a

38、s steady on these steep slopes as a mountain goat. W: You just smell like a mountain goat. M: Stop complaining. Were about to reach the crux of the climb. W: What is the crux of the climb? M: Actually, the crux of something is the most difficult or important part. W: Right, Patrick. Im coming. M: Oh

39、 my gosh!(2)You fell off the side of the cliff! Jessica, are you OK? W: Patrick, please pull me back up. Hurry! M: Wow, youre hanging off the side of the cliff! This is going to be a real cliffhanger. Do you know what that means? W: Patrick, its not time for English teaching! Help me! M: One second.

40、 A cliffhanger is when a chapter of a movie or book ends without a resolution. W: Patrick, hurry! Help! M: Dont worry Jessica! Please hold on! W: Oh its dangerous just now. I almost fell off! M: Yeah Jessica, that was a close call! You almost fell off the side of a cliff. Its a good thing for you th

41、at I was able to pull you back to safety. W: Thanks a lot, you saved my life. And its a good thing for you too! M:(3)I saved you because I was afraid if you were going to fall, you were planning to take me with you. W: Thats it. Well, thanks all the same. M: Well, thats what friends are for, right?

42、What happened? Did you slip on the ice? W:(4)Yeah, when I was walking on thin ice, the ice suddenly cracked, and then I fell down. M: Walking on thin ice? You know, thats an English expression. W: Patrick, this is not a good time to teach English. M: Why not? W: Because youre very close to the edge

43、of the cliff. M: Just hear me out. When you say someone is walking on thin ice, it means that he is in a risky situation. W: Oh, Patrick! As you have taught me so many expressions, Ill teach you one out of left field. M: Right, that phrase comes from baseball, and means that something came as a comp

44、lete surprise. W: Bingo. Ill give you a surprise right now. Lets say goodbye to each other here. M: Well, Jessica, we are going to say goodbye here? W: Yes. M: Where are you going? W: Travel the world. M:(5 - 1)Can I come with you? W:(5-2)I dont need an English teacher to be with me. 1. How does Jes

45、sica feel about mountain climbing? 2. What happened to Jessica? 3. How does Patrick explain why he saved Jessica? 4. Why did Jessica fall down? 5. What does Jessica mean at the end of the conversation? 12 【正确答案】 C 【试题解析】 本题考查人物观点。由句 (1)可知，杰西卡觉得登山是一项恐怖的运动。 frightening和 scary都有 “令人感到害怕、恐惧 ”之意。故 C为答案。

46、【知识模块】 听力 13 【正确答案】 A 【试题解析】 本题考查事实。由句 (2)可知，杰西卡从悬崖边上掉下去了。故 A为答案。 【知识模块】 听力 14 【正确答案】 C 【试题解析】 本题考查人物观点。由句 (3)可知，帕特里克说他救杰西卡是因为他怕如果女士掉下了悬崖，会把他也一起拽下去的。故 C为答案。 【知识模块】 听力 15 【正确答案】 D 【试题解析】 本题考查原因。由句 (4)可知，当杰西卡走到冰面上的时候，薄薄的冰面一下子就裂开了，然后她就掉下去了。因此 D为答案。 【知识模块】 听力 16 【正确答案】 D 【试题解析】 本题考查推理。由句 (51)和 (52)可知，当帕

47、特里克问杰西卡可否跟她一起去环游世界时，杰西卡委婉地说自己不需要一个英语老师陪在身边。而在爬山的途中，帕特里克多次不分场合地讲解英文短语，即使是在杰西卡掉下悬崖的时候也不合时宜地讲起单词的涵义，令杰西卡不满。由此可知，杰西卡不愿再和帕特里克一起出行了 。故 D为答案。 【知识模块】 听力 17 【听力原文】 W: Hello, Peter. How about your Japanese learning? M: Oh, Susan, I shouldnt say studying because I havent studied so much. Actually for some reas

48、on my Japanese learning is very different to my English learning. W: How is it different? M:(6)The little bit of Japanese that Ive learned, Ive learned through listening mostly. I havent been able to master enough kanji and Japanese symbols to be able to read it well or to write it well at all. So I

49、 couldnt, like before I studied English, a lot of English came to me because I read so much, but now I cant read in Japanese, so Im having to rely on listening mostly. W:(7)I learned Spanish in a similar way I learned English, but I didnt think of it as studying. It was fun for me, although I did a lot of homework. But with Japanese I havent reached that level yet, and somehow I seem to have forgotten how to learn