[外语类试卷]专业英语八级（听力）模拟试卷132及答案与解析.doc

1、专业英语八级（听力）模拟试卷 132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 Types of Language Testing I. Placement sort new students into【 T1】 _【 T1】 _ test the students【 T2】 _rather than specific point

3、s of learning【 T2】 _ Interview as a good form of placement tests: -【 T3】 _ both positive and negative factors that【 T3】 _ are not revealed by written tests - assess both【 T4】 _ and fluency【 T4】 _ II. Diagnostic also called【 T5】 _ or progress tests【 T5】 _ check students progress after learning【 T6】 _

4、【 T6】 _ the results【 T7】 _ those learning well, meanwhile,【 T7】 _ give feedback to those not III.【 T8】 _【 T8】 _ also called【 T9】 _【 T9】 _ examine a longer period of learning than diagnostic tests determine which level a student lies with【 T10】 _ standard【 T10】 _ IV. Proficiency assess the students a

5、bility in【 T11】 _【 T11】 _ test students ability to repair【 T12】 _in communication【 T12】 _ An example of proficiency test:【 T13】 _【 T13】 _ -【 T14】 _: to measure the ability to understand English【 T14】 _ as it is spoken in US - Structure and Written Expression: to examine the knowledge of structural a

6、nd【 T15】 _points in standard written English【 T15】 _ - Vocabulary and Reading Comprehension: to test the ability to understand a variety of reading materials 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

7、INTERVIEW In this section you will hear ONE interview. The interview will be 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

8、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 seconds to preview the questions. （ A） She desires to look younger. （ B） She is excited that she looks mature. （ C） She doesnt have a problem with her age.

9、（ D） She wishes she could go back to her teenage years. （ A） She started singing opera at a pretty young age. （ B） She played music with friends in Detroit. （ C） Besides music, she had no extra activities. （ D） Shes been taking music lessons until now. （ A） Lack of identity. （ B） Inability to mimic.

10、 （ C） Lack of interest. （ D） Inability to write music. （ A） It is the only birthplace of rock-and-roll. （ B） It is a place with lots of music talents. （ C） It is the place where Alex started her debut show. （ D） It is like no other city in the world. （ A） Alex Winston was trying to cover her real ag

11、e. （ B） Alex Winston started band at the age of 10. （ C） Alex Winston couldnt read music. （ D） Alex Winston likes all kind of music but folk. （ A） Her different style. （ B） Her distinctive voice. （ C） Her young age. （ D） Her cool music. （ A） He hates people say hes a new musician. （ B） He is one of

12、the greatest artists in Alexs list. （ C） He was a great rock star in 1980s. （ D） He shared the stage with everybody. （ A） She was terribly sick. （ B） She wrote songs with a guitar. （ C） She felt excited about everything. （ D） She went through a tedious time. （ A） It is a heartfelt real song. （ B） It

13、 is a song album. （ C） It is a music band. （ D） It is a vocal song. （ A） Alexs music tour. （ B） Alexs performing. （ C） Alexs unique voice. （ D） Alexs new album. 专业英语八级（听力）模拟试卷 132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. Whil

14、e 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 use the blank sheet for note-taking. You have THIRTY seconds t

15、o preview the gap-filling task. 0 【听力原文】 Types of Language Testing Good morning, everyone. Today, well talk about the language tests. As we know, the testing history in the world can be traced back to nearly two thousand years ago. And in todays lecture, Id like to mainly discuss the different types

16、 of language testing. The first one is a placement test, which is designed to sort new students into teaching groups, so that they can start a course at approximately the same level as the other students in the class. It is concerned with the students present standing, and so relates to general abil

17、ity rather than specific points of learning. As a rule, the results are needed quickly so that teaching may begin. A variety of tests is necessary because a range of different activities is more likely to give an accurate overall picture of a students level than a single assessment. Sometimes one me

18、mber of staff sees each student individually before the final class allocation is made. This procedure has several advantages. It helps to complete the assessment for each individual student by disclosing factors which are not revealed by the written tests, either positive ones such as a friendly, o

19、utgoing character or a higher level of production than a writing test suggests, or negative ones such as a slight stammer or more than average shyness. Perhaps the greatest advantage of the interview is that there is now the opportunity to assess both oral production(the ability to make English soun

20、ds)and fluency(the ability to sound English in a social situation)at one and the same time. Secondly, let us look at diagnostic tests. This test, sometimes called a formative or progress test checks on students progress in learning particular elements of the course. It is used, for example, at the e

21、nd of a unit in the course book or after a lesson designed to teach one particular point. These tests can take the form of an extension of the lesson from a practice phase into an assessment phase. They can provide information about progress which may be used systematically for remedial work. The di

22、agnostic test tries to answer the question “How well have the students learned this particular material?“ If his learning has been successful, the results will give a considerable lift to the students morale and he is likely to approach the next learning tasks with fresh enthusiasm. If he finds he h

23、as not mastered the point at issue, the test should give him clear indication of how he falls short, so that he can do some useful revision. Next, achievement test. An achievement test, also called an attainment test, looks back over a longer period of learning than the diagnostic test, for example

24、a years work, or a whole course, or even a variety of different courses. It is intended to show the standard which the students have now reached in relation to other students at the same stage. This standard may be established for a country, as with school-leaving certificates: or it may relate to a

25、n individual school or group of schools which issues certificates to students attending courses. But the important point which is common to all these situations is that the standard remains constant as far as possible from course to course and from year to year and is external to the individual clas

26、s or textbook. Lastly, proficiency. The aim of a proficiency test is to assess the students ability to apply in actual situations what he has learnt. It seeks to answer the question: “Having learnt this much, what can the student do with it?“ This type of test is not usually related to any particula

27、r course because it is concerned with the students current standing in relation to his future needs. Efforts must be made to use in the tests the kind of language which actually occurs in the situation the student will meet. For example, a test which sets out to assess the proficiency of a student h

28、oping to follow a university course in an English-speaking country would need to take into account not only his level of skill in listening to lectures, but also his ability to take notes, to make full use of what is gained from the lecture in his subsequent writing. An important element in proficie

29、ncy testing is to assess in some way the students ability to repair breakdowns in communication, by asking for a repetition or an explanation, for example, or by rephrasing what he has just tried to say. A rather typical example of a standardized proficiency test is the Test of English as a Foreign

30、Language or TOEFL. It is used by nearly 1,000 institutions of higher education in the United States as an indicator of a prospective students ability to undertake academic work in English. The TOEFL consists of the following sections: Listening Comprehension measures the ability to understand Englis

31、h as it is spoken in the United States. Structure and Written Expression measures mastery of important structural and grammatical points in standard written English. Vocabulary and Reading Comprehension tests the ability to understand the meanings and uses of words in written English as well as the

32、ability to understand a variety of reading materials. Proficiency tests sometimes add sections that involve free writing and/or oral production. Lastly, I want to remind you that though it is convenient to say that the purpose of any test can be defined in this way, there are in practice several dif

33、ferent purposes for every test. Now, to sum up, in todays lecture, we have discussed some main types of language testing, namely, placement, diagnostic, achievement and proficiency. In our next lecture, we will take a look at the evolution of the language testing. 【知识模块】 听力 1 【正确答案】 teaching groups

34、【试题解析】 讲座的主题是 “types of language testing(语言测试的类别 )”。其中，第一种是安置性测试 (placement tests)，即把新生分为不同的教学组 (sort new students into teaching groups)。此处填入原文原词 teaching groups。 【知识模块】 听力 2 【正确答案】 general ability 【试题解析】 安置性测试关 注的是学生目前的状况，看综合能力而不是看具体的知识点。此处填入原文出现的 general ability“综合能力 ”。 【知识模块】 听力 3 【正确答案】 disclose

35、 【试题解析】 讲座提到，有的教员在期末考试之前单独会见每个学生，这有助于通过发现笔试所发现不了的因素来完整评估每个学生。在原文中出现的单词是disclosing，但根据题目，每个小点的动词用的都是原形。故此处填入动词原形disclose。 【知识模块】 听力 4 【正确答案】 oral production 【试题解析】 这里填入的内容表示访问的好处。讲座谈到，访问的好处是有机会评估话语产出和流利程度。由于空格后已给出了 fluency，故填入 oral production。 【知识模块】 听力 5 【正确答案】 formative 【试题解析】 说到诊断性测试 (diagnostic t

36、est)的时候，讲座说，该测试有时被称为影响发展的或进步的测试 (formative or progress test)。题目已经给出了progress，此处应填入 formative。 【知识模块】 听力 6 【正确答案】 a one particular point 【试题解析】 讲座提到，诊断性测试是为了在讲完某个特别点之后进行检测。故填入 a one particular point。 【知识模块】 听力 7 【正确答案】 encourage 【试题解析】 演讲人说，如果学生的学习是成功的，测试结果会大大提升他的士气、让他充满热情地去开始下一个学习任务。也就是说，测试结果能够鼓励成绩好

37、的学生。此处应填入 encourage。这道题无法直接从原文获得答案，需要根据笔记的内容进行总结。 【知识模块】 听力 8 【正确答案】 Achievement 【试题解析】 讲座接下来提到的是成绩测试 (achievement tests)。根据题目，此处应填入 Achievement，注意 A要大写。 【知识模块】 听力 9 【正确答案】 an attainment test attainment tests 【试题解析】 讲座提到，成绩测试也叫 an attainment test，故填入 an attainment test或 attainment tests都可以。 【知识模块】 听

38、力 10 【正确答案】 constant 【试题解析】 讲座提到，最重要的是该标准尽可能地在不同课程、年复一年的过程中都保持不变 (standard remains constant)，并且延伸到个人课堂或者教科书中。此处填入原文出现的 constant。 【知识模块】 听力 11 【正确答案】 actual situations 【试题解析】 讲座还说到熟练程度测 (proficiency)。这种测试的目的是评估学生把所学知识应用到实际情况中的能力。此处填入原文出现的 actual situations“实际情况 ”。 【知识模块】 听力 12 【正确答案】 breakdowns 【试题解析

39、】 熟练程度测试还有另一个重要因素，就是用某些方法来评估学生修复沟通失败的能力，比如：通过要求重复、解释，或者通过更换措辞重新讲述自己刚刚试图表达的话。此处填入原文出现的 breakdowns“(沟通 )失败 ”。 【知识模块】 听力 13 【正确答案】 TOEFL 【试题解析】 讲座提到，一个标准化流利程度的测试叫做托福，即 TOEFL。注意该词的拼写。 【知识模块】 听力 14 【正确答案】 Listening Comprehension 【试题解析】 讲座提到，听力理解是对美国人所说的英语的理解能力。这里缺少Listening Comprehension。根据题目设置形式， L和 C都要

40、大写。 【知识模块】 听力 15 【正确答案】 grammatical 【试题解析】 讲座提到，结构和写作表达衡量的是对标准英语写作中重要的结构点与语法点的掌握。此处应填入原文出现的 grammatical“语法的 ”。 【知识模块】 听力 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 questions will be asked about what was

41、 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 have THIRTY seconds to preview the qu

42、estions. 16 【听力原文】 M: Well, we have Alex Winston in the studio today. Hi, Alex. W: Nice to see you. M: How old are you? W: I am 23, but for some reason everyone thinks Im 19. I dont know who started that rumor, but Im 23. M: Ive seen on a lot of posts that youre 19! W: I mean, the thing is, most peo

43、ple would probably be excited about that, but Im really okay with my age. Im like. can you guys get it right? Im 23. I never want to re-live those teenage years. Im totally content being 23. M: How did you start out performing? W: Well, I feel like Ive been doing it my entire life. I started taking

44、music lessons and singing when I was about ten. I started bands at a pretty young age and played with my friends back in Detroit. Ive always known that I wanted to do this. It was all I was ever interested in doing. I never had, outside of music, any extracurricular activities that I took part in. M

45、: Are. are you a classically-trained opera singer? W: I guess. I took opera lessons. I cant read music to save my life, but I would just copy and get away with it. I think that they thought I could read music, but I cant. I would just listen. I did that for about ten years. I would listen to my teac

46、her and the melodies. She would sing it It was really me just mimicking. Thats one of the reasons I decided I didnt want to do that anymore. I felt that I really couldnt be creative with opera Youre supposed to sound this way here. Youre supposed to crescendo here. Youre supposed to do that. I had n

47、o sense of identity while singing that kind of music. M: Who and what are some of your influences? W: Well, really all over the place. Detroit, definitely because of Motown and Stooges. When you come from a place like Detroit, youre really proud of what you have there. I grew up listening to a lot o

48、f that stuff, but also early rock-and-roll like Chuck Berry, Little Richard, Jerry Lee Lewis, and Elvis. I feel like as I grew older, Ive been working with different musicians, people that are constantly showing me different things. One of my old bandmates was really into metal and 80s rock, so I re

49、ally got into that, too. I also love country, folk, and strong female voices, like Alison Krauss, Dolly Parton, PJ Harvey, and Kate Bush. 1. What does Alex Winston think of her age? 2. Why did Alex Winston say she feels like shes been doing performing her entire life? 3. What is the reason for Alex Winston to quit opera? 4. Acc