专业英语八级(听力)模拟试卷318(题后含答案及解析)

专业英语八级（听力）模拟试卷318(题后含答案及解析)题型有：1.LISTENINGCOMPREHENSIONPARTILISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREInthissectionyouwillhearamini-lecture.Youwillhearthemini-lectureONCEONLY.Whilelisteningtothemini-lecture,pleasecompletethegap-fillingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWORDSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornote-taking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.听力原文：AudienceofWritingGoodmorning.Todaywewilltalkabouttheaudienceofwriting.Beforeyouwritesomething,youneedtohaveaclearideaofthetopic,theaudience,andthepurposeofyourwriting.Inthislecture,we’llconcentrateononeoftheseelements,theaudience.Thisisaveryimportantconceptforwriting.ThetermaudienceusuallyreferstoviewersofmoviesandTVshowsandlistenersofradioprograms.Hereweexpandittoincludereadersofwrittenmaterialsoranydiscussionsofwritingactivities.Theimportanceofakeenawarenessofyouraudiencethroughoutthewritingprocesscannotbeoveremphasized.Audiencescanbeexaminedfromthreedifferentperspectives:1.Yoursocialrelationstoyouraudience:2.Youraudience’sknowledgeaboutyoursubject:3.Youraudience’sattitudesorviewpointstothesubjectandyourpositioninthewriting.Let’sdiscussthemonebyone.Now,firstpoint,analyzeyouraudienceintermsofyoursocialrelations.Wheneveryouwrite,youareinteractingwithothermembersofthesociety.Areyouwritingtoafriendofyours?Toacolleague?Tothedirectorofyourbusiness,firm?TotheadmissionofficeofanAmericancollege?Ineachsituation,youhaveadifferentsocialrelationshipwithyouraudienceandthisrelationshiphasadefiniteimpactontheshapeofyourwriting.Nooneinhisorherrightmindwouldwritealetterofapplicationtothedeanofthegraduateschoolasifthedeanwasoneofhisorherbuddies.Thesecondpoint,analyzeyouraudienceintermsoftheirknowledgeofthesubjectyouarewritingabout.Thisanalysisisvaluableparticularlyininformativeandexplanatorywriting.SupposeyouarewritingapapercomparingtheMid-autumnFestivalandThanksgiving.HowmuchknowledgewouldyouassumeyourAmericanreadersalreadyhaveabouttheChineseholidayandhowmuchabouttheirown?Obviously,verylittleabouttheformerandawholelotaboutthelatter.Insuchapaper,youneedtotakecarenottoboreyourreaderstodeathbytellingthemwhattheyalreadyknowwhileleavingthemtantalizinglyunsatisfiedaboutwhattheyaresoeagertolearn.Theemphasishereshouldbetoshowthestrikingdifferencesandsubtleparallelsratherthantogiveexhaustivelydetailedinformationoneachholiday.Now,thethirdpoint,analyzeyouraudienceintermsoftheirattitudesorviewpointstothesubjectandyourpositioninthewriting.Thisanalysisisvitally

importantinwritingpersuasiveorargumentativeessays,whichismuchmorecomplexandchallenging.Inapersuasiveessayyoupresentreasonsandargumentstoconvinceyourreadersthattheyshouldacceptabeliefortotakeapositionoraspecificaction.Forpersuasiveorargumentativewritings,youcanclassifyaudiencesintothreegroups:thosewhoagree,thosewhoareneutralorundecided,andthosewhodisagree.Whenwritingtoanaudiencewhoalreadyseeseyetoeyewithyouaboutacontroversialissue,istheremuchyouneedtodo?Notmuch.IfyouareaddressinganaudiencewhoalreadysharesyourviewaboutdevelopingandmaintainingamatureandconstructiverelationshipbetweenChinaandtheUnitedStatesinthe21stcentury,allyouneedtodoisrestatewhysucharelationshipisinthevitalinterestsofbothcountriesandofthewholeworld.Whenwritingtoaudienceswhoareneutralorundecided,youhavethemosttodoandcanhopetoachievealot.Sayyouwanttoproposethatanewfinancialaidsystembeestablishedtohelpthosebrightstudentsinruralandlessprosperousareasofthecountry.Youareconcernedthatwithtoday’snewtuitionpolicyandpractice,thosestudentswillbepricedoutofachanceforthehigheducationtheydeservesomuch.Somepeoplemaybeundecidedbecausetheyhavesomedoubtsandconcerns:Wheredoesthemoneyneededforsuchanaidcomefrom?Whatarethespecificstandardswherebytoawardscholarships?Aretheremorefairandefficientalternativesolutions?Onceyoufindoutwhyyouraudiencesareundecided,youneedtoaddresstheirdoubtsandconcernsasdirectlyandfullyaspossible.Youhaveafairlygoodchanceofwinningthemoverwhentheirquestionsareansweredsatisfactorily.Andaudienceswhodisagreearethemostdifficulttowriteto.Differentpeopledisagreewithyoufordifferentreasons.Someofthemmayhavealreadygiventheissueathoughtandhavealreadymadeachoice:therefore,itisextremelydifficulttochangetheirminds.Otherswhodisagreemaynothavehadthetimetothinkitoverseriously.Therearetwomainpossiblereasonswhyyouraudiencesmaydisagreewithyou:1.becausetheydon’thavethe“facts”orbecausetheylookatthesame“facts”differently:2.becausetheyareinfluencedbytheirpersonalopinion,prejudice,andpoliticalorreligiousbeliefs.Onceyouhavefoundwhytheydisagree,youcandecidewhatisthebestapproachtosuchaudiences.Ifitisalackofinformation,yourjobistogivethemtherelevanthistoricalaswellasuptodateinformationasaccuratelyaspossible.Ifitisforpersonal,politicalandreligiousreasons,youneedtorecognizethem,understandthem,andaddressthemaccordingly.Now,wecanseethataudienceawarenessissocrucialtothesuccessofyourwriting.Inactualpractice,youmayneedtoanalyzeyouraudienceintermsofthreefactors:socialrelations,knowledge,andviewpointsinordertodecidethebestapproachforyourwriting.Andinthenextlecture,we’lldiscussthewritingpurposeandyourroleinthewriting.Thanksforyourattention!AudienceofWritingAudienceisaveryimportantconceptforwriting.Youneedtoanalyzeyouraudienceintermsofthefollowingaspects:I.Your【T1】______toyouraudience【T1】______Throughwriting,youaremakingsocial【T2】______with【T2】______othermembersofthesociety.II.Their【T3】______ofyoursubject【T3】______Thisanalysisisparticularlyvaluablein【T4】______writing.【T4】______III.Their【T5】______tothesubjectandyourpositioninthewriting【T5】

______Thisanalysisisextremelyimportantin【T6】______writing.【T6】______1.Tothosewhoagree—【T7】______theimportanceofyourposition【T7】______2.Tothosewhoare【T8】______【T8】______—addresstheir【T9】______asdirectlyandfullyaspossible【T9】______3.Tothosewhodisagree—tryto【T10】______whytheydisagree【T10】______Theremaybetwomainreasonsfortheirdisagreement:1.【T11】______ofinformationorviewingtheinformationdifferently【T11】______2.personal,politicalor【T12】______reasons【T12】______Waysto【T13】______theirdisagreement:【T13】______1.Fortheformer—givethemrelevantinformationas【T14】______aspossible【T14】______2.Forthelatter—showyour【T15】______ofthemandaddressthemaccordingly【T15】______1．【T1】正确答案：socialrelations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(Yoursocialrelationstoyouraudience)。空格处应填入socialrelations。知识模块：听力2．【T2】正确答案：interaction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(youareinteractingwith…)。题目需要的是名词，故填入名词形式interaction。知识模块：听力3．【T3】正确答案：knowledge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．【T4】正确答案：informativeandexplanatory解析：此空属于第二方面的内容。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informativeandexplanatory。知识模块：听力5．【T5】正确答案：attitudes／／viewpoints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．【T6】正确答案：persuasive／／argumentative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．【T7】正确答案：restate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．【T8】正确答案：neutralorundecided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neutralorundecided。知识模块：听力9．【T9】正确答案：doubtsandconcerns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addresstheirdoubtsandconcerns。即填doubtsandconcerns。知识模块：听力10．【T10】正确答案：findout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findout。知识模块：听力11．【T11】正确答案：lack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．【T12】正确答案：religious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．【T13】正确答案：address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．【T14】正确答案：accurately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．【T15】正确答案：recognizingandunderstanding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recognizingandunderstanding。知识模块：听力SECTIONBINTERVIEWInthissectionyouwillhearONEinterview.TheinterviewwillbedividedintoTWOparts.Attheendofeachpart,fivequestionswillbeaskedaboutwhatwassaid.BoththeinterviewandthequestionswillbespokenONCEONLY.Aftereachquestiontherewillbeaten-secondpause.Duringthepause,youshouldreadthefourchoicesof[A],[B],[C]and[D],andmarkthebestanswertoeachquestiononANSWERSHEETTWO.YouhaveTHIRTYsecondstopreviewthequestions.听力原文：M:TodaywehaveProfessorSnowinourstudio.She’sanexpertonlanguageeducation.Well,doyoubelievethatthecriticalperiodforlanguageacquisitionaffectsone’sabilitytolearnasecondlanguage?Mightitaffectthewayinwhichonelearnsthatsecondlanguage?W:Theevidenceclearlydemonstratesthatthereisnocriticalperiodforsecond-languagelearning,thatthereisnobiologicallydeterminedconstraintonlanguagelearningcapacitythatemergesataparticularage,noranymaturationalprocesswhichrequiresthatolderlanguagelearnersfunctiondifferentlythanyoungerlanguagelearners.Thereare,however,myriaddifferencesbetweenolderandyoungerlearnersthatplaythemselvesoutinsecond-languagelearningjustastheydointhelearningofamusicalinstrument,asport,ornuclearphysics.Forsomeaspectsoflearning,olderlearnershavecompellingadvantages:forothers,theyhavedisadvantages.Thoseadvantagesanddisadvantagesemergeasaresultofmanyvariablesthatvarywithage.Thesevariablesincludehowmuchonealreadyknows,howstrategicone’slearningcanbe,howembarrassedoneisaboutmakingerrors,etc.,andarenotbiologicallydetermined.M:Couldyouofferanypotentialexplanationsforthefactthatolderlearnersofasecondlanguagetypically

achievebasicproficiencyinthenewlanguagemorerapidlythanyoungerlearners?W:Olderlearnersdohavemanyadvantages.First,theyalreadyknowonelanguage,sometimesmorethanone,quitewell,andhavethereforepracticedwiththelinguisticcapacitiesthatspeedlanguageacquisition.Second,theyaretypicallybetteratintentionallearning.Inotherwords,theyhavestudystrategies,literacyskills,andotherresourcestoutilize.Wearenotsurprisedthatolderlearnersarebetteratalgebraorhistory:weshouldnotbesurprisedthattheyarefastersecond-languagelearners.M:Aresomesecond-languageskillsmorenaturallyacquiredbyyoungerlearnersthanbyolderlearners?Istheoppositeevertrue,thatis,doolderlearnersacquiresomeskillsmorereadilythanyoungerlearners?W:Itishardtounderstandwhatonemeansby“naturallyacquired.”Youngerlanguagelearners,likeolderones,workhardandstrugglewhilelearning.Butyoungerlearnersareprobablymorewillingtolearnsociallyusefullanguage,includingphrasesandlongerutterances,withoutknowingexactlywhatitmeans.Thus,theycansometimesfunctionbetterincertainsocialinteractions.Youngerlearnersgenerallyarelearninginthecontextofmorecontextualinteractions:therefore,theymayhaveadvantagesinpickingupthemeaningsofthewordstheyhear.And,whileyoungerlearnerscertainlystartoutwitha“foreignaccent”justlikeolderlearners,theymaybemorewillingtoexperimentwithunfamiliarsoundsandsoundsequences.1.WhatdoesProfessorSnowdo?2.What’sProfessorSnow’sopiniononcriticalperiod?3.Whatcausestheadvantagesanddisadvantagesofoldersecond-languagelearners?4.Whyareolderlearnersfastersecond-languagelearners?5.Whycanyoungerlearnersfunctionbetterincertainsocialinteractions?16．A．Sheisalinguist.B．Sheworksasateacher.C．She’sanexpertonlanguageeducation.D．She’sanexpertonspreadinglanguages.正确答案：C解析：访谈开始部分，主持人介绍受访人时，提到了ProfessorSnow的身份，即anexpertonlanguageeducation“语言教育专家”，只要仔细听录音，此题不难选C，同时排除A“她是语言学家”、B“她是教师”和D“她是推广语言回答，的专家”。知识模块：听力17．A．Thecriticalperiodforsecond-languagelearningdoesn’texist.B．Thecriticalperiodaffectsone’sabilitytolearnasecondlanguage.C．Thecriticalperiodaffectssecondlanguagelearners’learningway.D．Thecriticalperiodputsaconstraintonlanguagelearningcapacity.正确答案：A解析：主持人介绍完ProfessorSnow后，问其是否相信有第二语言学习关键期(criticalperiod)，ProfessorSnow回答说，证据清晰表明并没有所谓第二语言学

习关键期，选A。B“关键期影响人们学习第二语言的能力”、C“关键期影响第二语言学习者的学习方式”和D“关键期会对语言学习能力造成限制”均是根据ProfessorSnow后面谈到的信息制造的干扰项，应注意排除。知识模块：听力18．A．Theirlearningstrategies.B．Howmuchtheyalreadyknow.C．Theirfeelingaboutmakingerrors.D．Manyvariablesthatvarywithage.正确答案：D解析：在谈到年纪稍长的第二语言学习者的优缺点(advantages和disadvantages)时，ProfessorSnow说这些都是由随着年龄变化而变化的因素引起的(manyvariablesthatvarywithage)，选D。A“他们的学习策略”、B“他们已经掌握了多少”和C“他们关于犯错的感受”均是变化因素之一，不具概括性，应排除。知识模块：听力19．A．Becausetheymastermorethanonelanguage.B．Becausetheyutilizelanguageswithliteracyskills.C．Becausetheydowellinalgebraandhistory.D．Becausetheypracticelanguagesonaregularbasis.正确答案：B解析：在谈到olderlearners具备的优势时，ProfessorSnow提到两点内容：他们已经掌握了一种(或以上)的语言，排除A；其次，习中会表现得更出色。换句话说，他们有学习策略、读写能力和其他资源来加以运用。B是原因之一。首先，他们在有目的的学知识模块：听力20．A．Becausetheyarelearninginthecontextofmorecontextualinteractions.B．Becausetheyaremorelikelytoexperimentwithunfamiliarsounds.C．Becausetheyaremorewillingtolearnsociallyusefullanguage.D．Becausetheyareacquiringsociallanguageskillsmorenaturally.正确答案：C解析：本题考查年轻语言学习者为何在某些社交场合表现更好。ProfessorSnow提到因为他们更愿意学习社交类有用的语言，选C。A是年轻语言学习者能更好掌握所听到词意思的原因；B虽也是ProfessorSnow提到的内容，但与此问题无关；D与ProfessorSnow所述不符，且ProfessorSnow认为“naturallyacquired”很难理解，即不赞成某些第二语言技能年轻学习者可以更为自然地习得，D不对。知识模块：听力听力原文：M:Howdifferentwouldyouimaginethelearningofasecond

languagetobe,comparingolderandyoungerlearners?Whenmightchangesinlearningstylebegintotakeplace?W:Oneofthepiecesofevidencethatmoststronglyarguesagainsttheexistenceofacriticalperiodfortheacquisitionofasecondlanguagesuggeststhatthereisnoparticularagewhentheabilitytolearnasecondlanguagedeclines.Acriticalperiodwouldbeassociatedwitharathersharpfall-offinspeed,ease,orsuccessofsecond-languageacquisition,butnosuchdeclinehaseverbeenreported.Furthermore,studiesthathavecomparedtheerrorsofolderandyoungerlearnerswholearninsimilarcontextshavefoundtheymakeverysimilarerrors,suggestingagainthattheyareapplyingquitesimilarcognitiveprocessestothelearningchallenge.M:Doyouhaveanypossibleexplanationsfortheachievementofadultswhodemonstrateexceptionallystrongabilitiestolearnasecondlanguage?W:Studiesofhighlysuccessfuladultsecond-languagelearnerssuggestthattheyhaveahighmotivationtolearnthetargetlanguage,andaperiod,typicallyearlyintheacquisitionprocess,offullimmersioninthetargetlanguage,withminimalrecoursetothefirstlanguage.Ofcourse,itismoreoftenchildrenwholearnsecondlanguagesthatfindthemselvesinthispositionofbeinghighlymotivatedandlefttosink-or-swiminthesecond-languagesetting.Consequently,itisperhapsnotsurprisingthattheyaresomewhatmorelikelytoachievehighsecond-languageproficiency.M:Whatinfluencesinsecond-languagelearningwouldyousayarerepeatedlyoverlookedbytheresearcherswhoconcludethatchildrendemonstrateagreatercapacitytolearnasecondlanguagethanadultsdo?W:Themissingvariableinresearchonagedifferencesinsecond-languageacquisitionisfirstlanguagemaintenance.Childsecond-languagelearnersaresomewhatmorelikelytoachievenative-likeproficiencyinthesecondlanguagethanadultlearners,andmassivelymorelikelytoloseproficiencyintheirfirstlanguageintheprocess.Adultsecond-languagelearnersalmostneverbecomemonolingualintheprocessoflearningasecondlanguage,aschildrenoftendo.Thus,theymasterthegreatercognitiveandlinguisticchallengeofmaintainingtwolanguages,oftenataveryhighlevel,withmuchgreatersuccessthanchildrendo.M:Well,thankyouProfessorSnow.W:Mypleasure.6.Whatdothesimilarerrorsofbotholderandyoungerlearnersshow?7.Whataccountsfortheachievementofhighlysuccessfuladultlearners?8.Whatdoes