1、专业英语八级（文化艺术类听力填空）模拟试卷 2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
2、-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. 0 Lyrics and Critical Literacy I have organized my examples into the following six topics: The Env
3、ironment: Tracy Chapmans song “The Rape of the World“ , for example, confronts us with our (1)_of the environment. Exploration of such songs, the issues they address, and the tone each takes could promote critical conversations and reflections on various ways in which people have altered the environ
4、ment and the (2)_. U.S. History: Much debate has occurred over whether history textbooks always contain appropriate content. Many popular songs, however, tell stories (3)_included in textbooks. “Buffalo Soldier“ tells about the black soldiers of the 19th century. Its lyrics intersect these freed sla
5、ves histories with their (4)_. Economics: Among songs describing how the underclass is often treated is Tracy Chapmans “Subcity“ and Phil Collins haunting song about the (5)_, “Another Day in Paradise“ . Compared to the homeless, we live “in paradise“ . U.S. Government (6)_: This category includes s
6、ongs that question government policies and practices. Many songs from the 1960s and 1970s portray the anti-establishment perspective on the Vietnam War. Joe McDonalds lyrics, for example, confront the battle commanders whose “big chance has come at last,“ and large corporations who (7)_from the war.
7、 Racism and Racial Issues: Confronting racism is often uncomfortable. A song that can begin the conversation in classrooms is Bruce Hornsbys “The Way It Is“ . The lyrics intersect racism, (8)_Jobs, and ineffective laws. International Events and Conditions: On their album War, Irish rock band U2 perf
8、orms a song, “Sunday Bloody Sunday“ , which refers to events in Derry, Ireland, on January 30, 1972, when members of the British army fired on (9)_Catholics, killing 13 people and injuring many others. The song asks, “Theres many lost, but tell me who has won?“ In addition to studying the song lyric
9、s, students can read textbooks, magazines, and trade books that provide more information as they explore the underlying political, economic, or (10)_topics. 10 Using Lyrics to Develop Students Critical Literacy Lyrics and music of popular songs can represent alternative perspectives to the dominant
10、ideologies. As such, they can be used effectively in classrooms to provide the (1)_rarely heard in textbooks. In this lecture I discuss how song lyrics can be used as texts to develop students critical literacy. Back when I taught young adolescents enrolled in a junior high science elective, “Ecolog
11、y and Botany“ , I opened our consideration of ecology through “Where Do the Children Play?“ , a song by a well-known folk singer at the time. These 12-and 13-year-olds (2)_ in a thoughtful and analytic discussion based on these verses. Their discussions moved from casual (3)_of things around them re
12、lated to the lyrics to ways in which these developments altered their environment and affected plants and animals. The use of these song lyrics not only activated students prior knowledge of the subject but also (4)_a context in which students reconsidered and reconfigured their background knowledge
13、 from the perspective of (5)_. My students interactions with these lyrics are examples of critical literacy. In recent years, critical literacy has gained momentum in traditional (6)_settings across grade levels. Literacy researchers and teachers are examining and reporting findings about classrooms
14、 in which students are encouraged, for example, to deconstruct (7)_, racist practices, and government policies. And what I have been doing is bringing contemporary music into classrooms. The lyrics Ill use as examples are drawn from songs of (8)_and what they have in common is their portrayal of eve
15、nts or circumstances that (9)_critical literacy. To conclude, students across grades can participate in critical conversations and reading must include a reading of the world, of the socio-political-economic contexts in which men and women live, and that we must imagine a more (10)_future. 20 Pen-pa
16、l Letters:The Cross-curricular Experience I asked my cousin, a teacher in Tucson, Arizona, to have our classes become pen pals throughout the school year. The letters expanded into (1)_lessons involving all subjects, including reading, language, spelling and writing, math, (2)_, science and technolo
17、gy etc., and presented new learning opportunities. For example, even my nonreaders wanted to find books about Arizona and Tucson. They sought out additional (3)_beyond books, too. The students began to understand the concept of synonyms in context and suddenly had an incentiveto spell correctly. Whe
18、n we received a letter from our pen pals and were in doubt of the meaning of a word, we used (4) _to attempt to infer its meaning and would then verify our answer with a dictionary or an encyclopedia. As for maths, we began comparing (5)_, the times of sunrise and sunset and time zones. With pen-pal
19、 letters, my students became aware of different cultures, (6)_, and languages, as well as similarities between Ohio and Arizona. My students were amazed to find out that it snowed in the desert. They learned about the wide range of temperatures in Tucson and how the differing climates affected the (
20、7)_. Toward the end of the year, several of my students were able to use the computer to write their letters. Although (8)_was not available in my classroom, this would be another pen-pal option. The letters sparked a sincere interest in learning. They gained (9)_they could apply to their daily live
21、s and began to recognize that learning comes in different forms. The pen-pal writing experience was a yearlong endeavor that I will adapt in the future. The examples I have presented here reflect only a partial view of the many lessons we developed. The (10)_is endless if we, as teachers, allow ours
22、elves to be flexible and are willing to use “teachable moments“ in our classrooms. 专业英语八级（文化艺术类听力填空）模拟试卷 2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 n
23、ot 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. 0 【听力原 文】 Lyrics
24、 and Critical Literacy As I mentioned in the last lecture, pop music lyrics serve as excellent texts for promoting critical literacy in the classroom. Today, Ill show you some examples, which I have organized into six topics:the environment, United States history, economics, government policies and
25、practices, racism and racial issues, and international events and situations. I have not attempted to provide an exhaustive review of song lyrics. Rather, I provide some examples to encourage educators to incorporate these into relevant lessons and to find other songs that provide students with a po
26、litically contextualized understanding of important issues. The Environment There are multiple perspectives involved in debates over environmental issues. In schools, we need to expose students to those perspectives within the framework of scientific inquiry. Tracy Chapmans song “The Rape of the Wor
27、ld“ confronts us with our abuse of our environment. The use of the word rape, described in the song as “the most evil of crimes,“ is powerful. Exploration of these songs, the issues they address, and the tone each takes could promote critical conversations about the environment. Each asks the listen
28、er to consider various ways in which people have altered the environment and the consequences of those actions. U.S. History History is usually taught to students through textbooks. Much debate has occurred, especially in the last decade, over whether those sources always contain appropriate content
29、. These debates often reflect contrasting beliefs:On one side, many believe that the histories and stories of oppressed and marginalized people, such as women and people of color, must be included in curriculum; others, however, assert that we must not revise the standard depiction of history. Many
30、popular songs tell stories rarely included in textbooks. “Buffalo Soldier“, written by Bob Marley, tells about the black soldiers of the 19th century a group few of us learned about in school who were named “buffalo soldiers“ by the Indians against whom they fought after the Civil War. Marleys lyric
31、s intersect these freed slaves histories with their patriotism. He tells listeners that they have to know their personal histories to “know where you are coming from“. Economics Several songs describe how the underclass whether the homeless or poorly paid immigrant laborers is often treated. The eco
32、nomic perspectives in these songs could be examined in economics or U.S. government courses, or in more general social studies classes. Tracy Chapman describes the homeless in “Subcity“. She tells us how the poor see the relationships between government, big business, and their unrewarded efforts. S
33、he questions the assumption that poor people are after handouts, telling us that they really want “a way to make an honest living“. These people have been our workers, but now find themselves out of a job with nowhere to go. Phil Collins haunting song about the homeless, “Another Day in Paradise“, c
34、an be compared to Chapmans “Subcity“. It describes a female asking a man if he knows somewhere she can sleep and get out of the cold. “He pretends he cant hear her,“ and continues walking. Compared to her life, we live “in paradise“. U.S. Government Policies and Practices This category includes song
35、s that question government policies and practices. They can be used to provide alternative perspectives of times and events portrayed in most social studies textbooks. Many songs from the 1960s and 1970s portray the anti-establishment perspective on the Vietnam War. What became an anti-Vietnam War a
36、nthem was written by a former Navy man, Joe McDonald, and performed by his band, Country Joe and the Fish. The lyrics confront the battle commanders whose “big chance has come at last“, and large corporations who profit from the war. The chorus and the upbeat, rousing music create a mood of adventur
37、e. The repeated phrase in the chorus,“next stop is Vietnam“, is an ironic commentary on war in general. Racism and Racial Issues Confronting racism is often uncomfortable. A song that can begin the conversation in classrooms is Bruce Hornsbys “The Way It Is“. The lyrics intersect racism (especially
38、toward African Americans), welfare, jobs, and ineffective laws. The song refers to the Civil Rights Act passed in 1964. Though this law gave legal rights to people of color, the lyrics remind us that “the law doesnt change anothers mind“ when it comes to prejudice. Discussion of this song would easi
39、ly fit in a unit about Black History Month as a way to help students understand why it is necessary to single out a group of people for yearly recognition. The lyrics would also add to a discussion of the Civil Rights Act and its time period in a high school American history course. International Ev
40、ents and Conditions On their album War, Irish rock band U2 performs a song written by band member Bono. “Sunday Bloody Sunday“ refers to events in Deny, Ireland, on January 30, 1972, when members of the British army fired on unarmed Catholics, killing 13 people and injuring many others. The song ask
41、s, “Theres many lost, but tell me who has won?“ Economic exploitation of developing countries by industrial nations is described in “Do You Want My Job?“ written and sung by Little Village. The music implies the setting of a Caribbean island that is used as a dumping ground for spent Japanese pluton
42、ium, rendering the fish inedible. Now the inhabitants “buy Spam from the grocery store“. In addition to studying the song lyrics, students can read textbooks, magazines, and trade books that provide more information as they explore the underlying political, economic, or science topics. 【知识模块】 文化艺术类
43、1 【正确答案】 abuse 【试题解析】 根据演讲者对歌词讨论的问题的分类，第一类为环境问题。演讲者引用的歌曲斥责了我们对环境的肆意破坏，即 abuse，歌名中的 rape是一种隐喻的用法。 【知识模块】 文化艺术类 2 【正确答案】 consequences 【试题解析】 这类歌曲的歌词能引发学生讨论并思考我们怎样改变环境以及由此带来的后果。 【知识模块】 文化艺术类 3 【正确答案】 rarely 【试题解析】 之所以要将流行歌词引入 课堂，就是因为它能反映课本上很少有所反映的社会面和看问题的观点。这是支持整个讲座的理论，此处作者又强调了流行歌词往往反映了历史课本上很少提及的东西。 【知
44、识模块】 文化艺术类 4 【正确答案】 patriotism 【试题解析】 例子中提到的歌曲描写了 19世纪被解放的黑奴一段鲜为人知的历史，歌词体现了他们的爱国精神。 【知识模块】 文化艺术类 5 【正确答案】 homeless 【试题解析】 反思经济问题的音乐反映了社会底层的众生相，而作者例子中PhilCollins那首经典 的天堂里的另一天把我们的目光引向无家可归之人。无家可归一族可谓是社会底层的典型代表。 【知识模块】 文化艺术类 6 【正确答案】 policies and practices 【试题解析】 这虽然是第 6个空格，但却可以最早填出。演讲者在具体举例介绍各个类型之前列举过这
45、 6个类型。当然如果当时来不及写下来，也可以在演 讲者开始具体介绍这一类型时及时记下。 【知识模块】 文化艺术类 7 【正确答案】 profit 【试题解析】 此处的歌曲讽刺了那些借战争晋升的军官和靠战争发财、 从战争中牟利的商人。 【知识模块】 文化艺术类 8 【正确答案】 welfare 【试题解析】 种族问题也是一个主要的社会问题，演讲者提到的歌曲将种族主义，福利，就业和法律的无力等问题融合在一起。 【知识模块】 文化艺术类 9 【正确答案】 unarmed 【试题解析】 U2的这首歌曲提到了 1972年在爱尔兰英国军队向没有武装的天主教徒开枪的事件，歌曲质问 “很多人输了，但告诉我谁又
46、胜利了 ?” 【知识模块】 文化艺术类 10 【正确答案】 science scientific 【试题解析】 作为总结，演讲者向听众提出了建议，课堂上不仅可以运用流行歌曲，书本杂志等都是好材料，都可以用来引导学生探讨各种问题，包括政治、经济和科学等。 【知识模块】 文化艺术类 10 【听力原文】 Using Lyrics to Develop Students Critical Literacy Lyrics and music of popular songs can represent alternative perspectives to the dominant ideologies
47、 of a particular time or place. As such, they can be used effectively in classrooms to provide the voices rarely heard in textbooks. In this lecture I discuss how song lyrics can be used as texts to develop students critical literacy. I begin with a vignette from my own experience as a science teach
48、er, describing how my students explored environmental issues through songs. And then I relate this to research on critical literacy in classrooms, and argue that critical literacy is essential in democratic societies. A number of years ago, I taught young adolescents enrolled in a junior high scienc
49、e elective, “Ecology and Botany“. There was no textbook for this class, so I based my teaching on my knowledge of ecology and my personal commitment to protecting the natural environment. I wanted my students to consider how the things we do often affect our environment. I opened our consideration of the broad concept of ecology through a song by Cat Stevens (now know
