專(zhuān)業(yè)英語(yǔ)四級(jí)(聽(tīng)力)模擬試卷183(題后含答案及解析)

專(zhuān)業(yè)英語(yǔ)四級(jí)（聽(tīng)力）模擬試卷183(題后含答案及解析)題型有：1.DICTATION2.LISTENINGCOMPREHENSIONPARTIDICTATIONDirections:Listentothefollowingpassage.Altogetherthepassagewillbereadtoyoufourtimes.Duringthefirstreading,whichwillbedoneatnormalspeed,listenandtrytounderstandthemeaning.Forthesecondandthirdreadings,thepassagewillbereadsentencebysentence,orphrasebyphrase,withintervalsof15seconds.Thelastreadingwillbedoneatnormalspeedagainandduringthistimeyoushouldcheckyourwork.1．正確答案：LawsBeforelawswerewritten,/therewasnosurewayofknowingwhatwaspermittedandwhatwasforbidden./Todaywefollowthecustomofrecordingourlaws./Rulespassedbyourlawmakersareprintedandavailableforeveryonetouse.Eachofusissubjecttomanydifferentsetsoflaws./Somelawssaywhatispermitted,/suchashowfastyoumaydrive./Otherlawssaywhatisrequired,/suchaspayingafederalincometax./Stillotherlawssaywhatisprohibited,/suchassmokinginelevators.涉及知識(shí)點(diǎn)：聽(tīng)力PARTIILISTENINGCOMPREHENSIONSECTIONATALKInthissectionyouwillhearatalk.YouwillhearthetalkONCEONLY.Whilelistening,youmaylookatANSWERSHEETONEandwriteNOMORETHANTHREEWORDSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornote-taking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.聽(tīng)力原文：UsingLyricstoDevelopStudents’CriticalLiteracyGoodmorning,everyone.Todaywearegoingtotalkaboutsonglyricsastextstodevelopstudents’criticalliteracy.Lyricsandmusicofpopularsongscanrepresentalternativeperspectivestothedominantideologiesofaparticulartimeorplace.(1)Assuch,theycanbeusedeffectivelyinclassroomstoprovidethevoicesrarelyheardintextbooks.(2)Criticalliteracy,oneapplicationofcriticaltheory,involves“readingtheworld”:understandinghowweencodepowerstructures,andourroleintheseprocesses.Fromareadingmethodsperspective,theuseofthesesonglyricswasa“pre-readingstrategy”:(3)Itservedtoactivateorbuildonstudents’priorknowledgeofcontenttobelearned.Ihaveorganizedmyexamplesintofourtopics:theenvironment,theUnitedStateshistory,economics,racismandracialissues.Firstly,theenvironment.Therearemultipleperspectivesinvolvedindebatesoverenvironmentalissues.(4)TracyChapman’ssong“TheRapeoftheWorld”confrontsuswithourabuseofourenvironment.Theuseofthewordrape,describedinthesongas“themostheinousofcrimes”,ispowerful.MarvinGaye’s“Mercy,MercyMe”couldbeincludedasanothertextindiscussionabouttheenvironment.(5)Explorationofthesesongs,theissuestheyaddress,andthetoneeachtakescouldpromotecriticalconversationsabouttheenvironment.ThesecondtopicistheU.S.history.Historyisusuallytaughttostudentsthroughtextbooks.Manypopularsongstellstoriesrarelyincludedintextbooks.(6)”BuffaloSoldier”,writtenbyBobMarley,tellsabouttheblacksoldiersofthe19thcentury—whowerenamed“buffalosoldiers”bytheIndiansagainstwhomtheyfoughtaftertheCivilWar.Marley’slyricsintersectthesefreedslaves’historieswiththeirpatriotism.WoodyGuthriedescribedotherinjusticesaswell.“LudlowMassacre”vividlyillustratesthe1914massacreofpoorminersinColoradobymilitiahiredbytheminingcompanytheyworkedfor.Thirdly,economics.Severalsongsdescribehowtheunderclassisoftentreated.TracyChapmandescribesthehomelessin“Subcity”.Shetellsushowthepoorseetherelationshipsbetweengovernment,bigbusiness,andtheirunrewardedefforts.“TroubleintheFields”alsodescribesthedifficultiesfacedbythefamilyfarmer.WrittenbyNanciGriffithattheendofthe1980s,thesongcomparesfarmersduringdustbowltimeswiththeirmorecontemporarycounterparts.Finally,wewillmentionracismandracialissues.Confrontingracismisoftenuncomfortable.Asongthatcanbegintheconversationinclassroomsis“YourRacistFriend”,byTheyMightBeGiants.ContinuetheconversationaboutracismwithBruceHornsby’s“TheWayItIs”.ThesongreferstotheCivilRightsActpassedin1964.Thoughthislawgavelegalrightstopeopleofcolor,thelyricsremindusthat“thelawdon’tchangeanother’smind”whenitcomestoprejudice.Inthislecturewehavediscussedhowsonglyricscanbeusedastextstodevelopstudents’criticalliteracy.Thanksforyourlistening.UsingLyricstoDevelopStudents’CriticalLiteracySonglyricscanbeusedeffectivelyin【T1】toprovidethe【T1】______voicesrarelyheardintextbooksandtodevelopstudents’criticalliteracy.I.Criticalliteracy—Criticalliteracyinvolves【T2】theworld”.【T2】______—Theuseofsonglyricsisa“pre-readingstrategy”toactivateorbuildonstudents’【T3】knowledgeofcontent.【T3】______II.Themaintopics1.Theenvironment—TracyChapman’ssong“TheRapeoftheWorld”:【T4】ofthe【T4】______environment—MarvinGaye’s“Mercy,MercyMe”—Explorationofthesesongspromotes【T5】aboutthe【T5】______environment2.TheU.S.history—BobMarley’s“BuffaloSoldier”:The【T6】ofthe19thcenturyfoughtagainsttheIndiansafter【T6】______theCivilWarThefreedslaves’patriotism—WoodyGuthrie’s“LudlowMassacre”:The1914massacreofpoorminersinColoradobytheminingcompany3.【T7】【T7】______Howtheunderclassisoftentreated.—TracyChapman’s“Subcity”:How【T8】seetherelationshipsbetweengovernment,big【T8】______business,andtheirunrewardedefforts.—NanciGriffith’s“TroubleintheFields”:thedifficultiesfacedby【T9】【T9】______4.Racismandracialissues—”YourRacistFriend”byTheyMightBeGiants-.asongthatcanbegintheconversationinclassrooms—BruceHornsby’s“TheWayItIs”:asongreferstothe【T10】intheCivilRightsActpassedin【T10】______19642．【T1】正確答案：classrooms解析：本題為細(xì)節(jié)題。講座提到Assuch，theycanbeusedeffectivelyinclassroomstoprovidethevoicesrarelyheardintextbooks．即可以將歌詞有效地應(yīng)用到課堂教學(xué)中，并提供教科書(shū)中“聽(tīng)”不到的“聲音”，因此填入classrooms。知識(shí)模塊：聽(tīng)力3．【T2】正確答案：reading解析：本題為細(xì)節(jié)題。講座講到了批判素養(yǎng)，指出Criticalliteracy，oneapplicationofcriticaltheory，involves“readingtheworld”，即批判素養(yǎng)包括“讀世界”，因此填入reading。知識(shí)模塊：聽(tīng)力4．【T3】正確答案：prior解析：本題為推斷題。此處考查利用歌詞教學(xué)的輔助作用。講座提到Itservedtoactivateorbuildonstudents’priorknowledgeofcontenttobelearned．即歌詞的輔助教學(xué)作用主要體現(xiàn)在利用歌詞激發(fā)或構(gòu)建學(xué)生的前期知識(shí)結(jié)構(gòu)，因此填入prior。知識(shí)模塊：聽(tīng)力5．【T4】正確答案：abuse解析：本題為細(xì)節(jié)題。講座提到TracyChapman’ssong“TheRapeoftheWorld”confrontsuswithourabuseofourenvironment．即這首歌主要講了人類(lèi)對(duì)環(huán)境的破壞。因此填入abuse。知識(shí)模塊：聽(tīng)力6．【T5】正確答案：criticalconversations解析：本題為細(xì)節(jié)題。講座提到Explorationofthesesongs，theissuestheyaddress，andthetoneeachtakescouldpromotecriticalconversationsabouttheenvironment．即對(duì)這類(lèi)歌所提出的問(wèn)題和基調(diào)的探究可以引起關(guān)于環(huán)境的批判性對(duì)話(huà)。因此填入criticalconversations。知識(shí)模塊：聽(tīng)力7．【T6】正確答案：blacksoldiers解析：本題為細(xì)節(jié)題。此處考查講座提到的第二個(gè)話(huà)題：美國(guó)歷史問(wèn)題。其中一個(gè)例子為：“BuffaloSoldier”，writtenbyBobMarley，tellsabouttheblacksoldiersofthe19thcentury—whowerenamed“buffalosoldiers”bytheIndiansagainstwhomtheyfoughtaftertheCivilWar．這首歌是關(guān)于黑人士兵的故事，因此填入blacksoldiers。知識(shí)模塊：聽(tīng)力8．【T7】正確答案：Economics解析：本題為要點(diǎn)題。此處考查講座提到的第三個(gè)話(huà)題：經(jīng)濟(jì)問(wèn)題。因此填入Economics，注意首字母大寫(xiě)。知識(shí)模塊：聽(tīng)力9．【T8】正確答案：thepoor解析：本題為細(xì)節(jié)題。此處是關(guān)于經(jīng)濟(jì)問(wèn)題的一個(gè)例子：TracyChapman的“Subcity”。講座提到ShetellsUShowthepoorseetherelationshipsbetweengovernment，bigbusiness，andtheirunrewardedefforts．這首歌描述了窮人眼中的政府、大公司和窮人得不到回報(bào)的付出之間的關(guān)系。因此填入thepoor。知識(shí)模塊：聽(tīng)力10．【T9】正確答案：thefamilyfarmer解析：本題為細(xì)節(jié)題。此處是關(guān)于經(jīng)濟(jì)問(wèn)題的第二個(gè)例子：“TroubleintheFields”alsodescribesthedifficultiesfacedbythefamilyfarmer．這首歌主要描述了農(nóng)民所面臨的困難，因此填入thefamilyfarmer。知識(shí)模塊：聽(tīng)力11．【T10】正確答案：prejudice解析：本題為推斷題。此處考查講座提到的第四個(gè)話(huà)題：種族歧視和種族問(wèn)題。舉例提到ThesongreferstotheCivilRightsActpassedin1964．Thoughthislawgavelegalrightstopeopleofcolor，thelyricsremindusthat“thelawdon’tchangeanother’smind”whenitcomestoprejudice．可以推斷這首歌涉及種族偏見(jiàn)問(wèn)題，因此填入prejudice。知識(shí)模塊：聽(tīng)力SECTIONBCONVERSATIONSInthissectionyouwillheartwoconversations.Attheendofeachconversation,fivequestionswillbeaskedaboutwhatwassaid.BoththeconversationandthequestionswillbespokenONCEONLY.Aftereachquestiontherewillbeaten-secondpause.Duringthepause,youshouldreadthefourchoicesof[A],[B],[C]and[D],andmarkthebestanswertoeachquestiononANSWERSHEETTWO.Youhavethirtysecondstopreviewthequestions.聽(tīng)力原文：M:HeySandra,what’swrong?Youlookfurious!W:I’vehaditwithTim!IthinkI’mgoingtoquit!M:ButSandra,youloveyourjob!Youspentmonthstryingtogetthisposition.It’sperfectforyou!W:Yeah...Iknow.ButI’msickandtiredofalltheofficepowerstruggles!M:Whatkindofpowerstrugglesareyoutalkingabout?W:Basically,IthinkTimisthreatenedbyme.I’mdoingabetterjobthanheis,sohe’stryingtospoilmycareer!M:Sohetalksaboutyoubehindyourback?W:Yes.He’sallniceandfriendlytomyface.ButthesecondIturnaroundhestabsmeintheback!M:YouknowIhadacoworkerlikethatonce.Shewasalwaystakingcreditformyideas.AfterawhileIlearnedtodocumentmyworkveryclearlysothebossknew100%thatthiswasmywork.W:That’sagoodidea.IshouldkeepabetterrecordofmycorrespondencewiththeclientssoifnecessaryIcanproveitwasmyeffort.M:Welllikeyousaidearlier,hemightfeelthreatenedbyyou.Heseesyouasarisingstarandhe’safraidyou’llshinebrighterthanhe’ll.Somepeopledon’tknowhowtoreactinsituationslikethat.W:Idon’thateTim.(2-3)He’snottotallybad:infacthe’sprettycleversometimes.Ijusthatealltheofficepowerstruggles!M:Unfortunatelyeveryworkplacehasitswarsforpower.That’showthegameisplayed.W:MaybeIneedtotoughenup.Youknowthatoldsaying:“Ifyoucan’tstandtheheat,getoutofthekitchen.“M:Maybe.ButhaveyoutriedtalkingtoTimaboutthis?W:No,I’mnotreallyaconfrontationalperson.M:Well,whydon’tyougiveitashot?(4)Useunemotionallanguageandjustbeveryclearandfirmabouthowyoufeel.Tellhimaboutthethingsyoulikeabouthisworkethicandthentellhimtheareasyoudon’tlike.W:That’saprettygoodidea.M:Andremember,ittakestwototango.Youcan’thaveapowerstrugglewithouttwopeople,atleasttwopeople.Youcanchoosetoparticipateornot.W:Youmakesomegoodpoints.M:ThenexttimeTimcutsyoudowninameeting,don’treact.Justlethiscommentshangthereandpeoplewillseehowpettyhe’sbeing.W:(5-1)IguessIhavetorememberthatallofusarehumansandhumanshaveegosandwilllashoutwhenthreatened.M:(5-2)That’sright!SometimesIthinkourofficeisprettymuchlikethezoo.We’rejustofficeapes!W:That’safunnythought!Thanksforyouradvice,David.Ifeelbetteralready.M:You’reverywelcome!Seeyoutomorrow!1.Whydoesthewomanintendtoquit?2.WhichisNOTthedescriptionofTim?3.Whydidthemandocumenthisworkveryclearly?4.WhatdoesthemansuggestthewomantellTim?5.Whydoesthemansaythattheirofficeislikeazoo?12．A．Shehasgreatdifficultycompletingtasks.B．Shehatestheofficepowerstruggles.C．Shefeelstiredandexhaustedatwork.D．Shehasn’tgotherperfectposition.正確答案：B解析：本題考查原因。由句(1)可知，女士表示已經(jīng)厭倦了辦公室的權(quán)力爭(zhēng)斗。因此答案為B。知識(shí)模塊：聽(tīng)力13．A．Hepretendstobenice.B．Heisnottotallybad.C．Heisnotcleveratall.D．Heisjealousofthewoman.正確答案：C解析：本題考查人物特征。由句(2—1)可知，Tim表面上友好和善，但背地里卻中傷女士，故排除A；由句(2—2)可知，男士認(rèn)為T(mén)im是害怕女士的光芒蓋過(guò)自己，也就是嫉妒女士的才能，故排除D；由句(2—3)可知，女士認(rèn)為T(mén)im并不完全是壞人，事實(shí)上，有時(shí)候他非常聰明，故排除B。因此答案為C。知識(shí)模塊：聽(tīng)力14．A．Topreventothersfromstealinghiswork.B．Toremindhimselfoftheworkingprogress.C．Toprovetohisbossthatheiswellorganized.D．Toteachhiscolleagueshowtobeefficient.正確答案：A解析：本題考查原因。由句(3)可知，男士說(shuō)他自己會(huì)把工作很清楚地存檔，這樣的話(huà)老板百分之百會(huì)知道這是他所完成的工作，也就是避免別人盜取自己的工作成果。因此答案為A。知識(shí)模塊：聽(tīng)力15．A．Shewillbeatbackifhedoesn’tstop.B．Heshouldadjusthisworkingstyles.C．Theycanbecomegoodfriends.D．Shefeelsshamefulforhim.正確答案：B解析：本題考查細(xì)節(jié)。由句(4)可知，男士建議女士用平緩的語(yǔ)氣和Tim談一下，說(shuō)出自己的感想并告知Tim自己對(duì)他的職業(yè)道德所欣賞的地方和不認(rèn)可的地方。即暗示Tim適當(dāng)調(diào)整自己的工作風(fēng)格，因此答案為B。知識(shí)模塊：聽(tīng)力16．A．Differenttypesofpeoplearejustlikedifferentanimals.B．Thereareinterestingthingsinanofficejustlikeinazoo.C．Peopleinteractwitheachotherjustlikeanimals.D．Peoplewillbeaggressivewhenthreatenedasanimalsdo.正確答案：D解析：本題考查原因。由句(5—1)可知，女士說(shuō)所有人都有自我的一面，受到威脅時(shí)都會(huì)反擊；由句(5—2)可知，男士同意女士的看法，并說(shuō)辦公室就像個(gè)動(dòng)物園。因此男士把辦公室比作動(dòng)物園的原因就是人類(lèi)和動(dòng)物一樣，在受到威脅時(shí)會(huì)變得好斗，故答案為D。知識(shí)模塊：聽(tīng)力聽(tīng)力原文：M:HeySusan,whatareyoucomingasthisyear?W:Comingas?M:Yeah,forHalloween!Wehaveabigofficepartytomorrowevening.There’saprizeforthebestcostume!W:Um...Ihavetoconfess,Ihaven’tgivenitmuchthought.(6)I’mfromAsiaandHalloweenreallyisn’tcelebratedthere.M:Really?Youdon’thavesomekindofghostfestival?W:Oh,sure.Wehaveanentiremonth!M:Cool!Awholemonth!Whatdoyoudoduringthatmonth?W:Well,mainlythough,youneedtofeedtheghostsbecausethey’rehungry.M:Butnodressinguplikeghosts,right?W:No!M:Totellyouthetruth,IloveHalloween!W:WhydoyouloveHalloween?M:Um...(7)Ithinkit’sbecauseHalloweenletsmeactlikeakidagain.Icandressupandplayaround.Halloweenisreallyallabouthavingfun!W:SoChristmasandThanksgivingandotherAmericanholidaysaremoreformalthanHalloween?M:That’sright.(8)ChristmasandThanksgivingaremorefamily-oriented.Halloweenisachancetogetcrazy!W:SoifIcometotheparty,Ihavetowearacostume?M:Youdon’thaveto,butit’sstronglyencouraged.Comeon!It’llbefun!W:(9)I’mreallyquitereserved.Theideaofputtingonacostumeiscompletelyoutofcharacterforme.M:That’swhyit’sfun!OnHalloweenyoucanforgetabouteverythingandjustletloose!W:Sowhat’sthedeal?Ihavetobeavampireorademonorsomething?M:BackwhenIwasakid,everyonecamedressedasaghostoramummyoravampire.Thesedaystherearelotsofcostumesavailableandpeopletrytheirbesttocomeupwithoriginalideas.W:Great!Youjustaddedtomypressure!Ihavenoideawhatkindofcostumetowear.M:What’syourfavoritehorrormovie?W:IactuallylikeJapaneseghoststories.Westernhorrormoviesdon’tscareme:theyjustmakemesicktomystomach.Japaneseghoststoriesterrifyme,though.M:ThencomeasaJapaneseghost!Youcanwearawhitesheetandgetalongwig!Pushyourhair