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. LISTENING COMPREHENSION
PART I LISTENING COMPREHENSION
SECTION A MINI-LECTUREIn 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) 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.
听力原文：Audience of Writing Good morning. Today we will talk about the audience of writing. 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, we’ll 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 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 perspectives: 1. Your social relations to your audience: 2. Your audience’s knowledge about your subject: 3. Your audience’s attitudes or viewpoints to the subject and your position in the writing. Let’s discuss them one by one. Now, first point, analyze your audience in terms of your social relations. 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 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 subject 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 about 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 here 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
important 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, 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 already 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 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 today’s new tuition policy and practice, 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 fair 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 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 over seriously. There are two main possible reasons why your audiences may disagree with you: 1. because they don’t 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 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 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 the best approach for your writing. And in the next lecture, we’ll discuss the writing purpose and your role in the writing. Thanks for your attention!
Audience of Writing Audience is a very important concept for writing. You need to analyze your audience in terms of the following 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 position 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】______ 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 information as 【T14】______ as possible 【T14】______2. For the latter —show your 【T15】______ of them and address them accordingly 【T15】______ 1．【T1】
正确答案：social relations
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 relations。

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(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．【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：informative and explanatory
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informative and explanatory。

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：neutral or undecided
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．【T9】
正确答案：doubts and concerns
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address their doubts and concerns。

即填doubts and concerns。

知识模块：听力
10．【T10】
正确答案：find out
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．【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：recognizing and understanding
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 INTERVIEWIn 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 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.
听力原文：M: Today we have Professor Snow in our studio. She’s an expert on language education. Well, do you believe that the critical period for language acquisition affects one’s ability to learn a second language? Might it affect the way in which one learns that second language?W: The evidence clearly 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 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 advantages: 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 one’s learning can be, how embarrassed one is about making errors, etc., and are not biologically determined.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 than 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 learners 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 acquired.”Younger language learners, like older ones, work hard and struggle while learning. But younger learners are probably more willing to learn socially useful language, including phrases and longer utterances, without knowing exactly what it means. Thus, they can sometimes function better in certain social interactions. Younger learners generally are learning in the context of more contextual interactions: therefore, they may have advantages in picking up the meanings of the words they hear. And, while younger learners certainly start out with a “foreign accent”just like older learners, they may be more willing to experiment with unfamiliar sounds and sound sequences.1. What does Professor Snow do?2. What’s Professor Snow’s opinion on critical period?3. What causes the advantages and disadvantages of older second-language learners?4. Why are older learners faster second-language learners?5. Why can younger learners function better in certain social interactions?
16．
A．She is a linguist.
B．She works as a teacher.
C．She’s an expert on language education.
D．She’s an expert on spreading languages.
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Professor Snow的身份，即an expert on language education“语言教育专家”，只要仔细听录音，此题不难回答，选C，同时排除A“她是语言学家”、B“她是教师”和D“她是推广语言的专家”。

知识模块：听力
17．
A．The critical period for second-language learning doesn’t exist.
B．The critical period affects one’s 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.
正确答案：A
解析：主持人介绍完Professor Snow后，问其是否相信有第二语言学习关键期(critical period)，Professor Snow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Professor Snow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．Their learning strategies.
B．How much they already know.
C．Their feeling about making errors.
D．Many variables that vary with age.
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，Professor Snow说这些都是由随着年龄变化而变化的因素引起的(many variables that vary with age)，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．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 languages on a regular basis.
正确答案：B
解析：在谈到older learners具备的优势时，Professor Snow提到两点内容：首先，他们已经掌握了一种(或以上)的语言，排除A；其次，他们在有目的的学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。

知识模块：听力
20．
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 skills more naturally.
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。

Professor Snow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Professor Snow提到的内容，但与此问题无关；D与Professor Snow所述不符，且Professor Snow认为“naturally acquired”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: How different would you imagine the learning of a second
language to be, comparing older and younger learners? When might changes in learning style begin to take place?W: One of the pieces of evidence that most strongly argues against the existence of a critical period for the acquisition of a second language suggests that there is no particular age when the ability to learn a second language declines. A critical period would be associated with a rather sharp fall-off in speed, ease, or success of second-language acquisition, but no such decline has ever been reported. Furthermore, studies that have compared the errors of older and younger learners who learn in similar contexts have found they make very similar errors, suggesting again that they are applying quite similar cognitive processes to the learning challenge.M: Do you have any possible explanations for the achievement of adults who demonstrate exceptionally strong abilities to learn a second language?W: Studies of highly successful adult second-language learners suggest that they have a high motivation to learn the target language, and a period, typically early in the acquisition process, of full immersion in the target language, with minimal recourse to the first language. Of course, it is more often children who learn second languages that find themselves in this position of being highly motivated and left to sink-or-swim in the second-language setting. Consequently, it is perhaps not surprising that they are somewhat more likely to achieve high second-language proficiency.M: What influences in second-language learning would you say are repeatedly overlooked by the researchers who conclude that children demonstrate a greater capacity to learn a second language than adults do?W: The missing variable in research on age differences in second-language acquisition is first language maintenance. Child second-language learners are somewhat more likely to achieve native-like proficiency in the second language than adult learners, and massively more likely to lose proficiency in their first language in the process. Adult second-language learners almost never become monolingual in the process of learning a second language, as children often do. Thus, they master the greater cognitive and linguistic challenge of maintaining two languages, often at a very high level, with much greater success than children do.M: Well, thank you Professor Snow.W: My pleasure.6. What do the similar errors of both older and younger learners show?7. What accounts for the achievement of highly successful adult learners?8. What does success in learning a target language involve?9. What influences are repeatedly overlooked by researchers?10. Why do adult second-language learners master greater cognitive and linguistic challenges?
21．
A．Their learning styles are similar.
B．They utilize similar cognitive processes.
C．They share similar ability declines.
D．Their study strategies are similar.
正确答案：B
解析：访谈中提到，研究通过比较相似背景下学习的年长和年轻语言学习者，发现他们会犯非常相似的错误(make very similar errors)，这表明他们在处理学习困难时使用类似的认知过程(applying quite similar cognitive processes)，B与此相
符。

A“他们的学习方式相似”和D“他们的学习策略相似”访谈中未提及：访谈中提到有证据显示，没有哪个特定年龄阶段学习第二语言的能力会下降，排除C。

知识模块：听力
22．
A．They possess a high motivation.
B．They are better language learners.
C．They already know more than one language.
D．They apply more effective cognitive processes.
正确答案：A
解析：访谈中主持人问有没有关于在第二语言学习中展现出极强能力的成年人成绩的解答。

Professor Snow提到，研究表明这些高度成功的第二语言学习者对于所学语言有强烈的学习动机(have a high motivation)，A与此相符．其中的possess是对have的同义改写。

B“他们是更好的语言学习者”和C“他们已经掌握不止一种语言”明显与录音所述不符：D说他们使用了更为有效的认知过程，这与访谈提到的年轻学习者使用的认知过程与年长的学习者类似相悖，排除。

知识模块：听力
23．
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.
正确答案：B
解析：在提到成功的例子时，Professor Snow说研究表明这些成功的学习者在对目标语的学习全情投入的同时，尽可能少地联系第一语言。

据此可知B“更少地沉浸于第一语言”的表述是正确的。

知识模块：听力
24．
A．Learners’ literacy skills.
B．First language capacities.
C．First language maintenance.
D．Second language study strategies.
正确答案：C
解析：访谈中，主持人问Professor Snow第二语言学习中常被研究者忽视的影响是什么，Professor Snow回答说是对第一语言的维护(first language maintenance)，选C。

A“学习者的读写技能”、B“第一语言的能力”和D“第二语言学习策略”均与Professor Snow的回答不符，均排除。

知识模块：听力
25．
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 become monolingual in the learning process.
正确答案：D
解析：访谈中，Professor Snow说成年第二语言学习者在第二语言学习中几乎从不会变成只使用一种语言(almost never become monolingual)，D为答案。

A 和B访谈中未提及；C张冠李戴，年轻学习者更能习得与本族语者相似的语言水平。

知识模块：听力。