1、专业英语八级（听力）模拟试卷 167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 Planning a Writing Lesson I. What is a genre various in kind features of genre: layout, formality level, language variation be
3、tween【 T1】 _【 T1】 _ 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【 T2】 _【 T2】 _ presenting the best ideas to the class B. Focusing ideas 【 T3】 _of relevant ideas【 T3】 _ method: putting ideas
4、into a(n)【 T4】 _【 T4】 _ writing continuously without worrying about grammar, punctuation or 【 T5】 _【 T5】 _ C. Focusing on a model text purpose: to find appropriate【 T6】 _【 T6】 _ to raise awareness of genres【 T7】 _【 T7】 _ method: model text examination identifying【 T8】 _and language from examples of
5、a genre【 T8】 _ replacing the【 T9】 _according to the organization of the essay【 T9】 _ D. Organizing ideas 【 T10】 _drafting【 T10】 _ ideas grouping E. Modifying the manuscript informing students【 T11】 _whether to revise or not【 T11】 _ focusing more on a(n)【 T12】 _other than the teacher【 T12】 _ incorpor
6、ating【 T13】 _comments【 T13】 _ F. Writing the final draft check of【 T14】 _【 T14】 _ III. Conclusion learners own ideas applied within a certain genre sense of【 T15】 _【 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 【
7、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 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
8、 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 questions. （ A） Illustration of lies in marriage. （ B） Ways to recognize lies in marriage. （ C） Classification of lies
9、 in marriage. （ D） Advice on a successful marriage. （ A） Single people. （ B） Married couples. （ C） Newlyweds. （ D） Everybody. （ A） White lies. （ B） Unintentional lies. （ C） Sweet lies. （ D） Noble lies. （ A） We intentionally do so. （ B） No one tells us how to live in truth. （ C） We are afraid to lose
10、 the one we love. （ D） No one permits us to know our real self. （ A） Because they may not take a fancy to us. （ B） Because they may not choose us. （ C） Because they may find us not the right match. （ D） Because they may look down upon us. （ A） Because we are not so good. （ B） Because we are imposter
11、s. （ C） Because we are self-abandoned. （ D） Because we are afraid to know them. （ A） Disgusted. （ B） Hateful. （ C） Objective. （ D） Subjective. （ A） To talk with themselves. （ B） To look at themselves in the mirror. （ C） To be clear about their weaknesses. （ D） To answer others questions honestly. （
12、A） We know what were good at. （ B） We know what were bad at. （ C） We know what works for us or not. （ D） We know what age we are in. （ 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 help
13、s married couples save their marriage. 专业英语八级（听力）模拟试卷 167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 WOR
14、DS 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. 0 【听力原文 】 Planning a Writing Lesson Good morning, everyone. Today well talk about how to p
15、lan 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 writing skills are likely to get left b
16、ehind 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 clear what a genre is. A genre can be any
17、thing 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 considerably between cultures, and even adult lea
18、rners 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 include all these stages in every writing l
19、esson, 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 piece of writing of a highly conventional
20、 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 complaining, and tell a partner. As the firs
21、t 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 class. (3)Then, there is another stage ta
22、ken 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.(4)As part of the essay-writing process, students in groups put the ideas generated in the previous stage into a mind map. T
23、he 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.(5)I tell my students to write individually for about 10 minutes, without stopping
24、 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. (6)Once the students have got their own ideas, and thought about which are the most i
25、mportant or relevant, I try to give them the tools to express those ideas in the most appropriate way.(7)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 different genres in English.(8)I
26、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 writing.(9)Learners are given an e
27、ssay 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 can go about organizing their
28、own ideas in a similar way.(10)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 a pure process approach, the
29、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. (11)Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft.(12)This stage affor
30、ds learners a chance to become aware of an audience other than the teacher.(13)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 incorporated into the second dra
31、ft. (14)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 before getting starte
32、d. 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,(15)they are asked to think about the audiences expectations of a piece of writing of a particular genre, and the impact of t
33、heir 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】 本题设题点在时间状语处。根据句 (2)可知，学生独立思考
34、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】 selection 【试题解析】 本题 考查重要细节。根据句 (3)可知，写作流程中还有一个阶段，是思考众多想法中哪些是最重要的或最有相关性的，并采纳其中某一个观点，所以填 selection。 【知识模块】 听力 4 【正确答案】 mind map 【试题解析】 本题考查重要细节。根据句 (4)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 5 【正确答案】 spelling 【试题解析】 本题考
35、查对细节的概括。根据句 (5)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 6 【正确答案】 expressions 【试题解析】 本题考查重要细节。根据句 (6)可知，一旦学生有了他们自己的想法或者思考出哪些是最重要的或相关的，我就尽力给他们提供工具让他们以最恰当的方式表达自己的观点，所以填 expressions。 【知识模块】 听力 7 【正确答案】 conventions 【试题解析】 本题考查重要细节。根据 句 (7)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
36、 conventions，注意使用复数形式。 【知识模块】 听力 8 【正确答案】 common features 【试题解析】 本题考查重要细节。根据句 (8)可知，演讲者让学生以小组为单位，给他们同一体裁的几篇文章，并让他们按照体裁分析表来寻找其共同的语言特点，所以填 common features。 【知识模块】 听力 9 【正确答案】 topic sentences 【试题解析】 本题考查重要细节。根据句 (9)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
37、识模块】 听力 10 【正确答案】 layout organization 【试题解析】 本题考查对细节的概括。根据句 (10)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 11 【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 (11)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 12 【正确答案】 audience 【试题解析】 本题考查重要细节。根据句 (12)可知，这个阶段
38、给学生提供了一个机会，让他们意识到除了老师还有观众的存在，所以填 audience。 【知识模块】 听力 13 【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 (13)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 other learners。 【知识模块】 听力 14 【正确答案】 grammar and spelling 【试题解析】 本题考查重要细节。根据句 (14)可知，在写终稿时，应鼓励学生检查语法和拼写，因为这在之前的组织想法阶段容易被忽视，所以填 grammar
39、 and spelling。 【知识模块】 听力 15 【正确答案】 the reader readership 【试题解析】 本题考查重要细节。根据句 (15)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 In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questio
40、ns 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 have T
41、HIRTY seconds to preview the questions. 16 【听力原文】 Julie(W) Dr. Robin Smith(M) Now, listen to Part One of the interview. W: When couples get married, they often promise to love, honor and cherish each other. Too often, those traditional wedding vows turn out to be nothing but empty promises. Psycholo
42、gist 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 have you here! M: Im happy to be here, Julie. W: OK.(2 - 1)You didnt necessarily write this for c
43、ouples who are married or people whore thinking of getting married.(2-2)Its written for everyone, right? M:(2-3)Yeah. Its what the book is really about. Lies at the Altar is talking about living more in truth than in lies. Lies about what? About who we are, and so when you dont know who you are, its
44、 actually impossible to create, to carve and to build the life and relationship of our dreams. W:(3/4- 1)When you say lies at the altar, these are not intentional lies. Its not like the bride and the groom were saying: Im going to love and cherish you, but Im really not. Its you who think you know w
45、ho you are, but actually not. M: You dont know who you are and often unfortunately(4 - 2/5)because of the models that weve had in our families also on television. There hasnt been anyone who has given us permission, who has shown us the path into living more in the truth, so were afraid to let someo
46、ne 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, and we live covering up who we really are, we are cheating ourselves and mini
47、mizing the possibility of really having a good, strong marriage. I mean, my message is pro-marriage, but its about being married and being smart. This is the end of Part One of the interview. Questions 1 to 5 are based on what you have just heard. 1. What can be summarized as the main idea of Lies a
48、t the Altar? 2. What kind of people did Dr. Robin write this book for? 3. What do “lies at the altar“ refer to? 4. Which of the following statements is NOT the reason why we lie? 5. Why are we afraid to let someone know the real us? 16 【正确答案】 D 【试题解析】 本题考查作品主旨。根据句 (1)可知，这本书旨在为幸福和健康成功的婚姻提供建议，因此 D为正确答案。 【知识模块】 听力 17 【正确答案】 D 【试题解析】 本题设题点在对话问答处。原文并未提及单身的人，因此排除A；根据句 (2 1)可知，罗宾博士写这本书不是特定为了已婚夫妇或者正在考虑结婚的人，故排除 B和 C；根据句 (2 2)和 (2 3)可知，罗宾博士是为了所有的人而写的这本书，因此 D为正确答案。 【知识模块】 听力 18 【正确答案】 B 【试题解析】 本题考查重要细节。根据句 (3)可知，婚礼上的谎言并非故意撒的谎，所以 B为正确答案。 【知识模块】 听力 19 【正确答案】 A 【试题解析】 本题考查重要细节。根据句 (4一 1)可知，谎言不是故意而为之的，故 A
