2025年TOEFL聽力專項(xiàng)訓(xùn)練模擬卷考試時(shí)間：______分鐘總分：______分姓名：______Section1(1)(AudioScriptStart)Professor:Okay,class,let'stalkabouttheRomanticperiodinEnglishliterature.ManyofyoumightassociateitwithpoetslikeWordsworthandColeridge,andcertainly,theywerecentralfigures.Buttheperiod,roughly1785to1830,wasmuchbroaderthanjustpoetry.Italsosawsignificantdevelopmentsinpainting,music,andphilosophy.Today,we'llfocusonthelandscapepaintingaspect,whichactuallyintersectedquitecloselywiththepoetryofthetime.WhatIwanttodiscussfirstarethephilosophicalunderpinningsthatinfluencedRomanticartists.YouremembertheEnlightenmentemphasizedreason,order,andscientificclassification.Romanticism,incontrast,reactedstronglyagainstthis.ThinkerslikeWilliamWordsworth,inhisprefacetoLyricalBallads,talkedaboutthe'spontaneousoverflowofpowerfulfeelings'.Thisidea—thatemotionandintuitionareasvalidas,ifnotmorevalidthan,reason—reallyshapedhowartistslikeJ.M.W.TurnerandJohnConstableapproachedtheirsubjects.Turner,forinstance,wasn'tjustpaintinglandscapes;hewascapturingthesublime.Thisisthatfeelingofawemixedwithterroryougetwhen面對somethingvastandpowerful,likeastormatseaoramassivemountainrange.Heusedlightandcoloralmostlikeamusicianusesnotes–toevokeemotion.Lookathispainting'TheFightingTemeraire'.Noticehowtheoldwarshipisbeingpulledbysteamenginestowardstheindustrialskylineinthebackground.Thecontrastbetweenthemajestic,decayingvesselandtheburgeoningmachineryspeaksvolumesaboutthechangingtimesandtheRomantics'complexfeelingstowardsindustrialization.Theysawbothprogressandthelossofsomethingnaturalandnoble.Constable,ontheotherhand,focusedmoreonthelocalEnglishcountryside,particularlytheareasaroundhishomeinSuffolk.HisworkisoftenseenasmoredetailedandrealisticcomparedtoTurner's.Butagain,emotioniskey.Hewasn'tjustdocumentingthelandscape;hewasexpressingadeepconnectiontoit,asenseofbelonging.Hispainting'TheHayWain'isaprimeexample.It'sidyllic,yes,butitalsoshowsthehardworkinvolvedinfarming.Thesceneispeaceful,butit'saworkinglandscape.Andheusedwater–streams,rivers,thesea–veryeffectively,oftensuggestingmovementandthepassageoftime.So,tosummarize,Romanticlandscapepaintingwasdrivenbyaphilosophicalshifttowardsemotionandintuitionoverpurereason.ArtistslikeTurnerandConstableexpressedthisthroughdifferentmeans–Turnerthroughdramatic,almostabstractdepictionsofnature'spowerandbeauty,andConstablethroughdetailed,intimateportrayalsoftheEnglishcountrysidefilledwithhumanactivity.Bothcapturedthespiritoftheirera,reflectingabroaderculturalmovement.(AudioScriptEnd)(1)(QuestionsStart)1.Whatisthemaintopicofthelecture?(A)ThedifferencesbetweentwotypesofRomanticpoetry.(B)ThephilosophicalinfluencesonRomanticlandscapepainters.(C)HowindustrializationchangedtheEnglishcountryside.(D)ThetechniquesusedbyJ.M.W.TurnerandJohnConstable.2.Accordingtotheprofessor,whatcharacterizedtheRomanticmovement'sviewoftheworldcomparedtotheEnlightenment?(A)Romanticsvaluedscientificclassificationmorehighly.(B)Romanticsemphasizedemotionandintuitionalongsidereason.(C)Romanticsbelievedreasonwastheonlypathtotruth.(D)Romanticsfocusedprimarilyonurbanlandscapes.3.Whatdoestheprofessorsayabouttheconceptofthe'sublime'inRomanticart?(A)Itreferstothedetailedrealismofthepaintings.(B)Itisthefeelingofaweandsometimesfearinspiredbynature'spower.(C)ItwaspopularizedmainlybyJohnConstable.(D)Itinvolvedtheuseoflightandcolorlikemusicalnotes.4.Accordingtothelecture,whatisonewaythepainting'TheFightingTemeraire'reflectsthechangingtimes?(A)ItshowsapeacefulsceneintheEnglishcountryside.(B)Itcontrastsatraditionalvesselwithindustrialtechnology.(C)ItfocusesontheemotionalimpactofTurner'suseofcolor.(D)ItdepictsthephilosophicalunderpinningsofRomanticism.5.WhatdoestheprofessorsayaboutConstable'sworkcomparedtoTurner's?(A)Constable'spaintingsarelessemotionalthanTurner's.(B)ConstablefocusedmoreonabstractconceptswhileTurnerfocusedondetails.(C)ConstableoftendepictedthelocalEnglishcountryside,whileTurnerfocusedongloballandscapes.(D)Constable'sworkisgenerallyconsideredmorerealistic,althoughitstillaimstoevokeemotion.6.Whatistheprofessor'smainpointabout'TheHayWain'?(A)Itshowsthenegativeeffectsofindustrializationonfarming.(B)ItisanexampleofConstable'suseofwatertosuggestmovement.(C)Itonlydepictsanidealized,peacefulscenewithouthumanactivity.(D)Itarguesthatfarmingismoreimportantthanpainting.Section2(2)(AudioScriptStart)Assistant:HiProfessorDavis.Iwantedtofollowuponourdiscussionyesterdayabouttherequirementsfortheupcomingsustainabilityproject.Youmentionedweneedtofocusoneitherwaterconservationorrenewableenergysources,right?Professor:That'scorrect,Sarah.Theprojectisdesignedtogiveyouallpracticalexperienceinresearchingandproposingsolutionsforenvironmentalissuesoncampus.Thechoicebetweenwaterconservationandrenewableenergyisuptoyou,butwhichevertopicyouchoose,thekeyistobespecificandactionable.Wedon'tjustwantabstractideas;wewantrealisticproposalsthatcouldpotentiallybeimplementedhere.Whatwereyourinitialthoughts?Areyouleaningtowardswaterconservation,perhapslookingatwaystoreduceusageinthedormitoriesorimprovetheefficiencyofthecampusdishwashingfacilities?Assistant:Well,waterconservationdefinitelyseemslikeagoodareatostartwith.Iwasthinkingmaybefocusingontheresidencehalls.Therearequiteafewolderbuildings,andIbelievesomeofthefixturesmightbequiteoldandinefficient.Replacingthemwithlow-flowtoiletsandshowerheadscouldmakeasignificantdifference.Havewelookedatthedataoncurrentwaterusageinthedorms?Professor:Yes,wehavepreliminarydatafromthefacilitiesdepartment.They'veidentifiedthattheoldestthreedorms–OakHall,PineHall,andMapleHall–accountforabout35%ofthetotalcampuswaterusage,eventhoughtheyhouseonlyabout30%ofthestudents.So,there'sdefinitelyapotentialforsavingsthere.Butremember,justreplacingthefixturesisn'tthewholepicture.Youalsoneedtoconsiderbehavioralchanges.Couldweinstallmorewater-savingawarenessposters?Maybepartnerwiththestudentenvironmentalclubtorunsomecampaigns?Assistant:Goodpoint.Campaignscouldhelpencouragestudentstobemoremindfuloftheirusage.Andmaybewecouldlookintoinstallingsmartmetersinsomeroomstogivestudentsreal-timefeedbackontheirwaterconsumption?Thatmightbeabitmoreadvanced,Iknow,butitcouldbeveryeffective.Professor:Smartmeters–interestingidea.Itmightbetoocostlyforastudentproject,though.Let'sfocusonthemoreachievablegoalsfirst.Okay,solet'soutlinethesteps.Phaseonewouldbegatheringmoredetaileddataonwaterusageinthetargetdorms–maybesampleroomsoveramonthortwo.Phasetwowouldbeidentifyingspecificareaswhereconservationmeasurescouldbeimplemented,likereplacingoldfixtures,andgettingquotesforthecosts.Phasethreewouldbeyourproposal–detailingtheactions,theexpectedimpactonwaterusage,andanyassociatedcostsorsavings.Andyou'dalsoneedtoincludeasectiononhowtopromotebehavioralchangeamongthestudentslivingthere.Assistant:Okay,thatclarifiesthingsquiteabit.So,focusonthethreeolderdorms,gathermoredata,lookintofixturereplacement,andthinkaboutpromotionalactivitiesforbehavioralchange.Isthatthegeneralplan?Professor:Exactly.Thekeyistoprovideasolid,evidence-basedproposal.Remember,thisprojectisn'tjustaboutsubmittingareport;it'saboutproposingsomethingtangiblethatcouldhelpmakeourcampusmoresustainable.Goodluckwiththedatacollection.Letmeknowifyouhitanyroadblocks.(AudioScriptEnd)(2)(QuestionsStart)7.Whatisthemaintopicoftheconversation?(A)Astudentcomplainingaboutthelackofsustainabilityprojectsoncampus.(B)Adiscussionabouttherequirementsandplanningforasustainabilityproject.(C)Thecostofinstallingsmartmetersintheresidencehalls.(D)Thedifferencesbetweenwaterconservationandrenewableenergyprojects.8.Accordingtotheconversation,whatisonereasontheprofessorsuggestsfocusingontheolderdormitoriesforwaterconservation?(A)Theyarenewerandalreadyhaveefficientfixtures.(B)Theyhousethemoststudentsoncampus.(C)Theyaccountforalargepercentageofcampuswaterusage.(D)Theyarelocatedfarthestfromthecampuswatersource.9.Whatdoestheassistantsuggestdoingtoencouragestudentstoconservewater?(A)Replacingalltheshowerheadsoncampus.(B)Runningawarenesscampaignsandpossiblyusingsmartmeters.(C)Askingthefacilitiesdepartmenttofixtheleakypipes.(D)Makingstudentspayfortheirindividualwaterusage.10.Whatistheprofessor'sadvicetotheassistantaboutthesustainabilityprojectproposal?(A)Tofocusonlyonthemostexpensivesolutions.(B)Toincludedetaileddata,specificactions,andexpectedoutcomes.(C)Toavoidmentioninganycostsassociatedwiththeproject.(D)Toworkprimarilyonbehavioralchangeratherthanphysicalimprovements.11.Whatistheprofessor'sopinionaboutthesustainabilityproject?(A)Hethinksitistoodifficultforstudentstocomplete.(B)Hebelievesitisagoodopportunityforstudentstoapplytheirknowledgepractically.(C)Hethinksthetopicshouldfocusmoreonrenewableenergy.(D)Heisunsureiftheprojectwillmakearealdifference.12.Whatisthenextstepmentionedbytheprofessorfortheassistanttotake?(A)Tomeetwiththestudentenvironmentalclub.(B)Togathermoredetaileddataonwaterusage.(C)Togetquotesforreplacingallcampusfixtures.(D)Tosubmittheinitialprojectproposaltotheprofessor.---試卷答案Section11.(B)*解析思路：教授在講座開頭明確指出，本堂課的主題是討論英國文學(xué)浪漫時(shí)期的景觀繪畫及其哲學(xué)影響。后面內(nèi)容主要圍繞浪漫主義藝術(shù)（特別是繪畫）如何受哲學(xué)思想影響（強(qiáng)調(diào)情感和直覺），以及通過具體畫家（Turner和Constable）的例子來闡述這種影響。選項(xiàng)B準(zhǔn)確概括了這一核心內(nèi)容。選項(xiàng)A錯(cuò)誤，因?yàn)橹v座重點(diǎn)是繪畫，不是詩歌。選項(xiàng)C和D只涉及講座中的部分細(xì)節(jié)，不是主要話題。2.(B)*解析思路：教授對比了浪漫主義與啟蒙運(yùn)動的觀點(diǎn)。明確提到浪漫主義“強(qiáng)烈反對”啟蒙運(yùn)動強(qiáng)調(diào)理性、秩序和科學(xué)分類，并引用Wordsworth的話，指出浪漫主義認(rèn)為“情感和直覺與理性一樣有效，甚至更有效”。這與選項(xiàng)B的描述一致。選項(xiàng)A與教授觀點(diǎn)相反。選項(xiàng)C描述的是啟蒙運(yùn)動的觀點(diǎn)。選項(xiàng)D未提及是浪漫主義的主要特征。3.(B)*解析思路：教授在講解Turner時(shí)提到了“sublime”（崇高）的概念，并解釋了其含義：“當(dāng)你面對雄偉而強(qiáng)大的自然景象時(shí)感到的敬畏與恐懼”。后面以“aweandterrorinspiredbynature'spower”（對自然力量引發(fā)的敬畏和恐懼）進(jìn)行了解釋。這與選項(xiàng)B的描述完全一致。選項(xiàng)A是浪漫主義與啟蒙運(yùn)動的對比。選項(xiàng)C錯(cuò)誤，教授說的是Turner。選項(xiàng)D是教授用來比喻Turner用光和色彩的方式，不是sublime的定義。4.(B)*解析思路：教授在分析“TheFightingTemeraire”時(shí)明確指出，這幅畫通過將舊戰(zhàn)艦（傳統(tǒng)象征）與蒸汽機(jī)火車（工業(yè)技術(shù)象征）并置，形成了對比，反映了“changingtimes”（變化的年代）。這與選項(xiàng)B的描述一致。選項(xiàng)A與畫面的工業(yè)主題相反。選項(xiàng)C是關(guān)于Turner用色的，不是這幅畫反映時(shí)代變化的主要方式。選項(xiàng)D是浪漫主義的哲學(xué)背景，不是這幅畫的具體反映。5.(D)*解析思路：教授對比了Turner和Constable，提到Turner關(guān)注情感和抽象表現(xiàn)（如風(fēng)暴、光色），而Constable則更關(guān)注細(xì)節(jié)、現(xiàn)實(shí)主義和具體的英國鄉(xiāng)村風(fēng)光（如Suffolk）。教授明確指出Constable的作品“oftenconsideredmorerealisticcomparedtoTurner's”，并且“stillaimstoevokeemotion”。這與選項(xiàng)D的描述“Constable'sworkisgenerallyconsideredmorerealistic,althoughitstillaimstoevokeemotion”相符。選項(xiàng)A與教授觀點(diǎn)相反。選項(xiàng)B描述錯(cuò)誤。選項(xiàng)C混淆了兩位藝術(shù)家的關(guān)注點(diǎn)。6.(B)*解析思路：教授在談?wù)摗癟heHayWain”時(shí)，提到Constable通過有效運(yùn)用水（河流、水車）來“suggestmovementandthepassageoftime”（暗示運(yùn)動和時(shí)間的流逝）。這與選項(xiàng)B的描述一致。選項(xiàng)A、C、D均與教授對這幅畫的描述不符。Section27.(B)*解析思路：對話雙方從項(xiàng)目要求（水或可再生能源）開始談起，隨后討論了具體的項(xiàng)目焦點(diǎn)（老宿舍樓）、數(shù)據(jù)收集、具體措施（更換設(shè)備、宣傳活動）、項(xiàng)目報(bào)告內(nèi)容（行動、影響、成本、行為改變）等規(guī)劃細(xì)節(jié)。整個(gè)對話的核心是圍繞一個(gè)可持續(xù)發(fā)展項(xiàng)目的策劃和執(zhí)行步驟展開。選項(xiàng)B準(zhǔn)確概括了這一點(diǎn)。選項(xiàng)A、C、D只是對話中涉及的個(gè)別信息或方面，不是主要話題。8.(C)*解析思路：教授在回答助教問題時(shí)，明確提到設(shè)施部門的數(shù)據(jù)顯示，“theoldestthreedorms–OakHall,PineHall,andMapleHall–accountforabout35%ofthetotalcampuswaterusage,eventhoughtheyhouseonlyabout30%ofthestudents.”這說明這些老宿舍樓的用水量占比較高，是節(jié)水潛力最大的地方。這與選項(xiàng)C的描述一致。選項(xiàng)A與教授觀點(diǎn)相反。選項(xiàng)B雖然老宿舍樓住了30%的學(xué)生，但教授強(qiáng)調(diào)的是用水量占比高（35%），所以選項(xiàng)C更準(zhǔn)確。選項(xiàng)D未提及。9.(B)*解析思路：助教向教授建議，除了更換設(shè)備，還可以“installmorewater-savingawarenessposters”（安裝更多節(jié)水宣傳海報(bào)），“Maybepartnerwiththestudentenvironmentalclubtoruns