1、专业英语八级（听力）模拟试卷 318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 Audience of Writing Audience is a very important concept for writing. You need to analyze your audience in terms of the follow
3、ing aspects: I. Your 【 T1】 _ to your audience 【 T1】 _ Through writing, you are making social 【 T2】 _ with 【 T2】 _ other members of the society. II. Their 【 T3】 _ of your subject 【 T3】 _ This analysis is particularly valuable in 【 T4】 _ writing. 【 T4】 _ III. Their 【 T5】 _ to the subject and your posi
4、tion in the writing 【 T5】 _ This analysis is extremely important in 【 T6】 _ writing. 【 T6】 _ 1. To those who agree 【 T7】 _ the importance of your position 【 T7】 _ 2. To those who are 【 T8】 _ 【 T8】 _ address their 【 T9】 _ as directly and fully as possible 【 T9】 _ 3. To those who disagree try to 【 T10
5、】 _ why they disagree 【 T10】 _ There may be two main reasons for their disagreement: 1. 【 T11】 _ of information or viewing the information differently 【 T11】 _ 2. personal, political or 【 T12】 _ reasons 【 T12】 _ Ways to 【 T13】 _their disagreement: 【 T13】 _ 1. For the former give them relevant inform
6、ation as 【 T14】 _ as possible 【 T14】 _ 2. For the latter show your 【 T15】 _ of them and address them accordingly 【 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 【 T15】 SECTION B INTERVIEW In this section you will h
7、ear 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 the pause, you should read the four
8、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 is a linguist. （ B） She works as a teacher. （ C） Shes an expert on language education. （ D） Shes an expert on spreading languages. （ A） The critical
9、period for second-language learning doesnt exist. （ B） The critical period affects ones ability to learn a second language. （ C） The critical period affects second language learners learning way. （ D） The critical period puts a constraint on language learning capacity. （ A） Their learning strategies
10、. （ B） How much they already know. （ C） Their feeling about making errors. （ D） Many variables that vary with age. （ A） Because they master more than one language. （ B） Because they utilize languages with literacy skills. （ C） Because they do well in algebra and history. （ D） Because they practice l
11、anguages on a regular basis. （ A） Because they are learning in the context of more contextual interactions. （ B） Because they are more likely to experiment with unfamiliar sounds. （ C） Because they are more willing to learn socially useful language. （ D） Because they are acquiring social language sk
12、ills more naturally. （ A） Their learning styles are similar. （ B） They utilize similar cognitive processes. （ C） They share similar ability declines. （ D） Their study strategies are similar. （ A） They possess a high motivation. （ B） They are better language learners. （ C） They already know more than
13、 one language. （ D） They apply more effective cognitive processes. （ A） Less recourse to the target language. （ B） Less immersion in the first language. （ C） Higher second-language proficiency. （ D） Motivation to forget the first language. （ A） Learners literacy skills. （ B） First language capacitie
14、s. （ C） First language maintenance. （ D） Second language study strategies. （ A） Because they are less likely to suffer memory loss. （ B） Because they tend to be more diligent language learners. （ C） Because they are more likely to achieve native-like proficiency. （ D） Because they almost never becom
15、e monolingual in the learning process. 专业英语八级（听力）模拟试卷 318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
16、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】 Audience of Writing Good morning. Today we will talk about the audience of writin
17、g. Before you write something, you need to have a clear idea of the topic, the audience, and the purpose of your writing. In this lecture, well concentrate on one of these elements, the audience. This is a very important concept for writing. The term audience usually refers to viewers of movies and
18、TV shows and listeners of radio programs. Here we expand it to include readers of written materials or any discussions of writing activities. The importance of a keen awareness of your audience throughout the writing process can not be overemphasized. Audiences can be examined from three different p
19、erspectives: 1. Your social relations to your audience: 2. Your audiences knowledge about your subject: 3. Your audiences attitudes or viewpoints to the subject and your position in the writing. Lets discuss them one by one. Now, first point, analyze your audience in terms of your social relations.
20、Whenever you write, you are interacting with other members of the society. Are you writing to a friend of yours? To a colleague? To the director of your business , firm? To the admission office of an American college? In each situation, you have a different social relationship with your audience and
21、 this relationship has a definite impact on the shape of your writing. No one in his or her right mind would write a letter of application to the dean of the graduate school as if the dean was one of his or her buddies. The second point, analyze your audience in terms of their knowledge of the subje
22、ct you are writing about. This analysis is valuable particularly in informative and explanatory writing. Suppose you are writing a paper comparing the Mid-autumn Festival and Thanksgiving. How much knowledge would you assume your American readers already have about the Chinese holiday and how much a
23、bout their own? Obviously, very little about the former and a whole lot about the latter. In such a paper, you need to take care not to bore your readers to death by telling them what they already know while leaving them tantalizingly unsatisfied about what they are so eager to learn. The emphasis h
24、ere should be to show the striking differences and subtle parallels rather than to give exhaustively detailed information on each holiday. Now, the third point, analyze your audience in terms of their attitudes or viewpoints to the subject and your position in the writing. This analysis is vitally i
25、mportant in writing persuasive or argumentative essays, which is much more complex and challenging. In a persuasive essay you present reasons and arguments to convince your readers that they should accept a belief or to take a position or a specific action. For persuasive or argumentative writings,
26、you can classify audiences into three groups: those who agree, those who are neutral or undecided, and those who disagree. When writing to an audience who already sees eye to eye with you about a controversial issue, is there much you need to do? Not much. If you are addressing an audience who alrea
27、dy shares your view about developing and maintaining a mature and constructive relationship between China and the United States in the 21st century, all you need to do is restate why such a relationship is in the vital interests of both countries and of the whole world. When writing to audiences who
28、 are neutral or undecided, you have the most to do and can hope to achieve a lot. Say you want to propose that anew financial aid system be established to help those bright students in rural and less prosperous areas of the country. You are concerned that with todays new tuition policy and practice,
29、 those students will be priced out of a chance for the high education they deserve so much. Some people may be undecided because they have some doubts and concerns: Where does the money needed for such an aid come from? What are the specific standards whereby to award scholarships? Are there more fa
30、ir and efficient alternative solutions? Once you find out why your audiences are undecided, you need to address their doubts and concerns as directly and fully as possible. You have a fairly good chance of winning them over when their questions are answered satisfactorily. And audiences who disagree
31、 are the most difficult to write to. Different people disagree with you for different reasons. Some of them may have already given the issue a thought and have already made a choice: therefore, it is extremely difficult to change their minds. Others who disagree may not have had the time to think it
32、 over seriously. There are two main possible reasons why your audiences may disagree with you: 1. because they dont have the “facts“ or because they look at the same “facts“ differently: 2. because they are influenced by their personal opinion, prejudice, and political or religious beliefs. Once you
33、 have found why they disagree, you can decide what is the best approach to such audiences. If it is a lack of information, your job is to give them the relevant historical as well as up to date information as accurately as possible. If it is for personal, political and religious reasons, you need to
34、 recognize them, understand them, and address them accordingly. Now, we can see that audience awareness is so crucial to the success of your writing. In actual practice, you may need to analyze your audience in terms of three factors: social relations, knowledge, and viewpoints in order to decide th
35、e best approach for your writing. And in the next lecture, well discuss the writing purpose and your role in the writing. Thanks for your attention! 【知识模块】 听力 1 【正确答案】 social relations 【试题解析】 此空考查分析读者的第一个方面的内容。原文提到对读者进行分析的第一个方面的内容是与读者的社会关系 (Your social relations to your audience)。空格处应填入 social relat
36、ions。 【知识模块】 听力 2 【正确答案】 interaction 【试题解析】 此空考查第一个方面下的一些内容。在谈到分析与读者的社会关系时，原文提到，无论何时写作，你都是在与 其他社会成员交流 (you are interacting with) 。题目需要的是名词，故填入名词形式 interaction。 【知识模块】 听力 3 【正确答案】 knowledge 【试题解析】 原文提到第二方面的内容为分析读者对话题已有的知识程度。空格处填 knowledge。 【知识模块】 听力 4 【正确答案】 informative and explanatory 【试题解析】 此空属于第二方
37、面的内容。对读者已有知识层面的分析在信息或解析说明类写作时尤为重要。填 informative and explanatory。 【知识模块】 听力 5 【正确答案】 attitudes viewpoints 【试题解析】 第三方面的内容是读者对话题的态度和观点以及作者在写作中的立场的分析。空格处缺少的是 attitudes或 viewpoints。 【知识模块】 听力 6 【正确答案】 persuasive argumentative 【试题解析】 原文说到，在说服性或辩论性文章中，读者态度的分析尤为重要。填 persuasive或 argumentative。 【知识模块】 听力 7 【正
38、确答案】 restate 【试题解析】 原文将读者分成了三类：同意你观点的、对你的观点保持中立或不做表态的、持反对意见的。对于同意自己观点的读者，原文提到只要重申观点即可。填原文出现的词 restate。 【知识模块】 听力 8 【正确答案】 neutral or undecided 【试题解析】 此处考查文中提到的第二类读者。原文提到的第二类读者是对你的观点保持中立或不做表态的读者，填入 neutral or undecided。 【知识模块】 听力 9 【正确答案】 doubts and concerns 【试题解析】 此空为对中立或不做表态的人的应对措施，原文提到需要先了解原因，再 ad
39、dress their doubts and concerns。即填 doubts and concerns。 【知识模块】 听力 10 【正确答案】 find out 【试题解析】 此空为对持反对意见的人的应对措施。原文提到，一旦你确定了他们反对的原因，就能决定应对此种读者的最佳方法。填入 find out。 【知识模 块】 听力 11 【正确答案】 lack 【试题解析】 此空考查读者持反对意见的第一个原因。原文提到的第一个原因是，这类读者缺乏 “事实 ”信息或是从不同角度看待同一 “事实 ”信息。此处填入lack，表示缺乏事实信息、不了解情况。 【知识模块】 听力 12 【正确答案】 r
40、eligious 【试题解析】 此处考查读者持反对意见的另一个原因。在谈到反对者反对的原因时，演讲人提到了两方面，一是缺少信息，二是受众自身的政治或宗教信仰原因。此题填 religious。 【知识模块】 听力 13 【正确答案】 address 【试题解析】 针对读者的不同意见的产生原因，原文提到了两种不同的应对方式，此空可填入 address或其他与 address意思相近的词。 【知识模块】 听力 14 【正确答案】 accurately 【试题解析】 此空针对第一个应对方式，原文提到应尽可能准确提供最新的信息。填 accurately。 【知识模块】 听力 15 【正确答案】 reco
41、gnizing and understanding 【试题解析】 此空针对另一个应对方式， 但需注意这里应用名词形式，故填动名词形式的 recognizing and understanding。 【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 said. Both
42、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 questions. 16
43、【听力原文】 M: Today we have Professor Snow in our studio. Shes an expert on language education. Well, do you believe that the critical period for language acquisition affects ones ability to learn a second language? Might it affect the way in which one learns that second language? W: The evidence clearl
44、y demonstrates that there is no critical period for second-language learning, that there is no biologically determined constraint on language learning capacity that emerges at a particular age, nor any maturational process which requires that older language learners function differently than younger
45、 language learners. There are, however, myriad differences between older and younger learners that play themselves out in second-language learning just as they do in the learning of a musical instrument, a sport, or nuclear physics. For some aspects of learning, older learners have compelling advant
46、ages: for others, they have disadvantages. Those advantages and disadvantages emerge as a result of many variables that vary with age. These variables include how much one already knows, how strategic ones learning can be, how embarrassed one is about making errors, etc., and are not biologically de
47、termined. M: Could you offer any potential explanations for the fact that older learners of a second language typically achieve basic proficiency in the new language more rapidly than younger learners? W: Older learners do have many advantages. First, they already know one language, sometimes more t
48、han one, quite well, and have therefore practiced with the linguistic capacities that speed language acquisition. Second, they are typically better at intentional learning. In other words, they have study strategies, literacy skills, and other resources to utilize. We are not surprised that older le
49、arners are better at algebra or history: we should not be surprised that they are faster second-language learners. M: Are some second-language skills more naturally acquired by younger learners than by older learners? Is the opposite ever true, that is, do older learners acquire some skills more readily than younger learners? W: It is hard to understand what one means by “naturally acqu
