下面是小编为大家整理的专业英语四级(听力)模拟试卷183(题后含答案及解析),供大家参考。
卷 专业英语四级（听力）模拟试卷 183
( 题后含答案及解析) 题型有：1. DICTATION 2. LISTENING COMPREHENSION
PART I
DICTATIONDirections: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work.
1．
正确答案：Laws
Before laws were written, /there was no sure way of knowing what was permitted and what was forbidden. /Today we follow the custom of recording our laws. /Rules passed by our lawmakers are printed and available for everyone to use.
Each of us is subject to many different sets of laws. /Some laws say what is permitted, /such as how fast you may drive. /Other laws say what is required, /such as paying a federal income tax. /Still other laws say what is prohibited, /such as smoking in elevators.
涉及知识点：听力
PART II
LISTENING COMPREHENSION
SECTION A
TALKIn this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at 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：
Using Lyrics to Develop Students’ Critical Literacy
Good morning, everyone. Today we are going to talk about song lyrics as texts to develop students’ critical literacy. Lyrics and music of popular songs can represent alternative perspectives to the dominant ideologies of a particular time or place.(1)As such, they can be used effectively in classrooms to provide the voices rarely heard in textbooks.
(2)Critical literacy, one application of critical theory, involves “ reading the world” : understanding how we encode power structures, and our role in these processes. From a reading methods perspective, the use of these song lyrics was a “ pre-reading strategy” :(3)It served to activate or build on students’ prior knowledge of content to be learned.
I have organized my examples into four topics: the environment, the United States history, economics, racism and racial issues.
Firstly, the environment. There are multiple perspectives involved in debates over environmental issues.
(4)Tracy Chapman’s song “The Rape of the World” confronts us with our abuse of our environment. The use of the word rape, described in the song as “ the
most heinous of crimes” , is powerful. Marvin Gaye’s “Mercy, Mercy Me” could be included as another text in discussion about the environment.(5)Exploration of these songs, the issues they address, and the tone each takes could promote critical conversations about the environment.
The second topic is the U. S. history. History is usually taught to students through textbooks.
Many popular songs tell stories rarely included in textbooks.(6)” Buffalo Soldier” , written by Bob Marley, tells about the black soldiers of the 19th century—who were named “buffalo soldiers” by the Indians against whom they fought after the Civil War. Marley’s lyrics intersect these freed slaves’ histories with their patriotism. Woody Guthrie described other injustices as well. “Ludlow Massacre” vividly illustrates the 1914 massacre of poor miners in Colorado by militia hired by the mining company they worked for.
Thirdly, economics. Several songs describe how the underclass is often treated.
Tracy Chapman describes the homeless in “Subcity”. She tells us how the poor see the relationships between government, big business, and their unrewarded efforts. “Trouble in the Fields” also describes the difficulties faced by the family farmer. Written by Nanci Griffith at the end of the 1980s, the song compares farmers during dustbowl times with their more contemporary counterparts.
Finally, we will mention racism and racial issues. Confronting racism is often uncomfortable. A song that can begin the conversation in classrooms is “Your Racist Friend” , by They Might Be Giants.
Continue the conversation about racism with Bruce Hornsby’s “The Way It Is”. 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 don’t change another’s mind” when it comes to prejudice.
In this lecture we have discussed how song lyrics can be used as texts to develop students’ critical literacy. Thanks for your listening.
Using Lyrics to Develop Students’ Critical Literacy
Song lyrics can be used effectively in【T1】to provide the【T1】______voices rarely heard in textbooks and to develop students’ critical literacy.I. Critical literacy—Critical literacy involves【T2】the world”. 【T2】______—The use of song lyrics is a “pre-reading strategy” to activate orbuild on students’【T3】knowledge of content.【T3】______II. The main topics1. The environment—Tracy Chapman’s song “The Rape of the World” :【T4】of the 【T4】______environment —Marvin Gaye’s “Mercy, Mercy Me” —Exploration of these songs promotes【T5】about the【T5】______environment2. The U. S. history—Bob Marley’s “Buffalo Soldier” :The【T6】of the 19th century fought against the Indians after【T6】______the Civil WarThe freed slaves’ patriotism —Woody Guthrie’s “Ludlow Massacre” :The 1914 massacre of poor miners in Colorado by the miningcompany3.【T7】【T7】______How the underclass is often treated.—Tracy Chapman’s “Subcity” :How【T8】see the relationships between government, big【T8】______business, and their unrewarded efforts. —Nanci Griffith’s “Trouble in the Fields” :the difficulties faced by【T9】
【T9】______4. Racism and racial issues—”Your Racist Friend” by They Might Be Giants-.a song that can begin the conversation in classrooms —Bruce Hornsby’s “The Way It Is” :a song refers to the 【T10】in the Civil Rights Act passed in【T10】______1964
2． 【T1】
正确答案：classrooms 解析：本题为细节题。讲座提到 As such，they can be used effectively in classroomsto provide the voices rarely heard in textbooks．即可以将歌词有效地应用到课堂教学中，并提供教科书中“听”不到的“声音”，因此填入 classrooms。
知识模块：听力
3． 【T2】
正确答案：reading 解析：本题为细节题。讲座讲到了批判素养，指出 Critical literacy，one application ofcritical theory，involves“reading the world”，即批判素养包括“读世界”，因此填入 reading。
知识模块：听力
4． 【T3】
正确答案：prior 解析：本题为推断题。此处考查利用歌词教学的辅助作用。讲座提到 It served toactivate or build on students’prior knowledge of content to be learned．即歌词的辅助教学作用主要体现在利用歌词激发或构建学生的前期知识结构，因此填入prior。
知识模块：听力
5． 【T4】
正确答案：abuse 解析：本题为细节题。讲座提到 Tracy Chapman’s song“The Rape of the World”confrontsus with our abuse of our environment．即这首歌主要讲了人类对环境的破坏。因此填入 abuse。
知识模块：听力
6． 【T5】
正确答案：critical conversations 解析：本题为细节题。讲座提到 Exploration of these songs，the issuesthey address，and the tone each takes could promote critical conversations about theenvironment．即对这类歌所提出的问题和基调的探究可以引起关于环境的批判性对话。因此填入 critical conversations。
知识模块：听力
7． 【T6】
正确答案：black soldiers 解析：本题为细节题。此处考查讲座提到的第二个话题：美国历史问题。其中一个例子为：“Buffalo Soldier”，written by Bob Marley，tells about the black
soldiers of the19th century—who were named “buffalo soldiers”by the Indians against whom they foughtafter the Civil War．这首歌是关于黑人士兵的故事，因此填入black soldiers。
知识模块：听力
8． 【T7】
正确答案：Economics 解析：本题为要点题。此处考查讲座提到的第三个话题：经济问题。因此填入 Economics，注意首字母大写。
知识模块：听力
9． 【T8】
正确答案：the poor 解析：本题为细节题。此处是关于经济问题的一个例子：Tracy Chapman 的“Subcity”。讲座提到 She tells US how the poor see the relationships between government，big business，and their unrewarded efforts．这首歌描述了穷人眼中的政府、大公司和穷人得不到回报的付出之间的关系。因此填入 the poor。
知识模块：听力
10． 【T9】
正确答案：the family farmer 解析：本题为细节题。此处是关于经济问题的第二个例子：“Trouble in theFields”also describes the difficulties faced by the family farmer．这首歌主要描述了农民所面临的困难，因此填入 the family farmer。
知识模块：听力
11． 【T10】
正确答案：prejudice 解析：本题为推断题。此处考查讲座提到的第四个话题：种族歧视和种族问题。举例提到 The song refers to the Civil Rights Act passed in 1964．Though this law gave legalrights to people of color，the lyrics remind us that“the law don’t change another’s mind”when it comes to prejudice．可以推断这首歌涉及种族偏见问题，因此填入 prejudice。
知识模块：听力
SECTION B
CONVERSATIONSIn this section you will hear two conversations. At the end of each conversation , five questions will be asked about what was said. Both the conversation 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: Hey Sandra, what’s wrong? You look furious!W: I’ve had it with
Tim! I think I’m going to quit!M: But Sandra, you love your job! You spent months trying to get this position. It’s perfect for you! W: Yeah...I know. But I’m sick and tired of all the office power struggles! M: What kind of power struggles are you talking about? W: Basically, I think Tim is threatened by me. I’m doing a better job than he is, so he’s trying to spoil my career! M: So he talks about you behind your back? W: Yes. He’s all nice and friendly to my face. But the second I turn around he stabs me in the back! M: You know I had a coworker like that once. She was always taking credit for my ideas. After a while I learned to document my work very clearly so the boss knew 100% that this was my work. W: That’s a good idea. I should keep a better record of my correspondence with t...