英语专业八级模拟试卷(2)

专业英语八级模拟试卷902(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITINGPART I LISTENING COMPREHENSIONSECTION 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：Multicultural Education: Piecing Together the Puzzle Good morning, everyone. Today, I will focus on a specific field of education, namely, multicultural education. First of all, I would like to ask you a question. Are you familiar with the term multicultural education? What does it mean? First, multicultural education is a field of study and an emerging discipline whose major aim is to create equal educational opportunities for students from diverse racial, ethnic, social-class, and cultural groups. One of its important goals is to help all students acquire the knowledge and communicate with peoples from diverse groups in order to create a civic and moral community that works for the common good. So, we may define multicultural education as a field of study that is designed to increase educational equity for all students. After we have explained the definition of multicultural education, then we need to figure out the way to teach students multiculturalism. But how? When a child opens his (or her) first puzzle and the pieces fall to the ground, it may seem very confusing. What are they to do with this pile of shapes in front of them? It often takes a parent to explain to them that all the different pieces fit together into one whole picture. Although every piece is different and unique, when they are all put into their place they form one whole picture. In the same way, teachers can teach multiculturalism in the classroom. By adding a multicultural component to their curricula, teachers can help students see how each individual fits into the big picture. Although every member of our society is unique, with different cultural backgrounds, we all fit together to form one unit. Actually, understanding our own identity and the culture of our community requires knowledge and recognition of our cultures and communities and how they have shaped us. I hold the firm belief that multicultural education should be part of the curriculum that all students should experience. There are, however, arguments against multicultural education. For example, some critics believe that multicultural education is directed toward only minority groups, thus discriminating against middle class, white, heterosexual males. Others believe that multiculturalism is against Western and democratic ideals. A final argument is the claim that multiculturalism will divide our presumably united nation.Although critics of multicultural education may feel they have valid arguments against the issue, I feel that the goals of multicultural education make it an important part of the curriculum that will benefit every student. Furthermore, as is well acknowledged, awareness is a key component to multiculturalism. Students must become aware of their own culture and how they are similar and different from others. Awareness also involves an understanding of issues involving differences in culture and a knowledge of which of these issues are present in their community. After becoming aware of these issues, students often react emotionally. With an awareness of the richness and variety of cultures in their community and a personal emotional reaction, students can take social action aimed at positive multicultural change. I feel that these goals are proof that the arguments against multicultural education are invalid. Multiculturalism promotes positive change for persons of all cultures. It involves not only teaching majority groups about minorities, but also teaching minority groups about the majority groups. It has its base in democratic ideals such as equality, freedom, and justice. Multiculturalism will unite our divided nation into one unit which will have no mainstream culture, but many diverse subcultures which will cooperate for the good of everyone, not just the majority or the minority. So, I’d like to emphasize that multiculturalism should be included in all curricula. My school experience (until college) didn’t include multicultural perspectives and I feel as if I missed out on some important things. I often feel a little clueless when confronted with situations involving people different from me. Without some knowledge of our surroundings, how can we be expected to survive in society? This question reveals one of the purposes of education, survival. Learning about the other people who share our community is an essential part of this survival in modern society. Multiculturalism becomes increasingly important as our society becomes more diverse. In the past, efforts to provide multicultural content to students have, as critics feared, created more diversity and tension among groups. However, more recent methods are aimed at creating relations based on commonalities. Lynch suggests providing basis of common knowledge, skills, and insights about the things that all human societies should hold in common. Stressing similarities will unify groups with differences. We can define the goals of multicultural education as: educational equity; empowerment of students and their parents; cultural pluralism in society; understanding and harmony in the classroom, school, and community; an expanded knowledge of various cultural and ethnic groups; and the development of students, parents, and practitioners guided by an informed and inquisitive multicultural perspective. Just as the goals stated by other crusaders for multiculturalism, the afore-listed goals follow a specific order and stress knowledge, understanding, and equality. Finally, I believe that it is very necessary and completely conceivable for our education systems to move toward a multicultural curriculum. By following the goals I have mentioned, we can finally understand how the many pieces of our society fit together into one big picture.Multicultural Education: Piecing Together the Puzzle Today, we’ll discuss a new field of education—multicultural education. I 【T1】______of multicultural education: a field of study that is designed 【T1】______ to increase educationalequity for all students. Major aim is to: a. Create 【T2】______for students from diverse groups; 【T2】______ b. Help all students 【T3】______and communicate with peoples 【T3】______ from diverse groups. II How to teach multiculturalism. a. Add 【T4】______to the curricula; 【T4】______ b. Let students learn we can fit members of different 【T5】______ 【T5】______ together to form one unit. III Arguments against multicultural education. a. Multicultural education is directed toward 【T6】______; 【T6】______ b. Multicultural education discriminates against middle class; c. Multicultural education is against Western and democratic ideals; d. Multiculturalism will 【T7】______. 【T7】______ IV The key component to multiculturalism—【T8】______. 【T8】______ a. Students know how they are similar and different from others; b. Students can take social action aimed at 【T9】______. 【T9】______ V Foundation and purpose of multicultural education. a. Foundation: 【T10】______ideals of equality, freedom, and justice 【T10】______ b. Purpose: 【T11】______in modern society 【T11】______ VI Methods of multicultural education a. Old methods: created more 【T12】______among groups 【T12】______ b. New methods: creating relations based on commonalities VII Goals of multicultural education. a. Educational equity b. 【T13】______of students and their parents 【T13】______ c. 【T14】______in society 【T14】______ d. Understanding and harmony in the classroom e. An expanded knowledge of various cultural and ethnic groups f. The development of students, parents, and practitioners guided by an 【T15】______multicultural perspective 【T15】______1．【T1】正确答案：Definition解析：归总题。

大学专业英语八级考试模拟试卷PART ⅠLISTENING COMPREHENSIONSECTION 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.LanguageDespite the fact that many definitions of language have been proposed, succinct definitions of language usually bring various questions. To understand the notion of language better, there are several aspects that should be taken into consideration.Ⅰ. Vocal communication in childhood●Composition of the system of vocal communication●Functions of the system of vocal communication:A. 1B. Express feelings and emotionsC. Influence the activities of othersD. 2 oneself with friendliness or hostilityⅡ. Different systems of vocal communication constitute different languages●Hard to define the 3 between languages●Different languages- people do not understand each other without 4 by both parties● 5-different systems of communication that may impede but do not prevent mutual comprehension●Idiolect- the 6 of a single personⅢ. Acquisition of languages●7 : spoken by one's parents or by those with whom they are brought up from infancy●Second Language: learned to different degrees of competence under various conditions●Bilingualism: Completely 8 two languagesA. Raised by parents speaking different languages at homeB. Raised within 9Ⅳ. Language is species-specific to human beings●Animals communicate through 10 or else●Human language is infinitely 11 and creativeⅤ. 12 of language●Facilitate communication●Express a national or local 13●14 function of language: puns, riddles, and crossword puzzles●Functions in imaginative or symbolic contexts: poetry, drama, and religionⅥ. Language and its relation to society●Language is a working system of communication in a certain 15●The product of history and source of its future developmentSECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews 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 choices.16、A. $20. B. $36.99. C. $4.99. D. $32.17、A. What the problem is. B. What correction she wants.C. A neutral tone.D. Showing her anger.18、A. Give them the cultural information about complaint.B. Give them a model letter and ask them to write one similar to that.C. Familiarize the students with necessary vocabularies.D. Show the students the necessary writing styles and formats.19、A. Face-to-face verbal complaint. B. Written complaint.C. Phone complaint.D. E-mail complaint.20、A. Creating a situation where students can complain.B. Providing model complaints for students to follow.C. Analyzing the languages and structures for complaints.D. Giving students practice on how to complain by role play.21、A. Food security is the ability of people in household.B. Food security at the national level to provide the food needs to live a healthy and productive life.C. Food security also deals with food and nutritional security.D. Food security only refers to amount of food.22、A. The quality of people's life.B. The ability to grow and develop intellectually and socially.C. The capabilities of the next generation.D. All the above.23、A. To arouse the attention of all leaders over the world.B. To increase food production.C. To make better use of food.D. To make more food available in the marketplace.24、A. Australia has been putting more resources in agriculture.B. Poor countries were not themselves putting sufficient resources into agriculture and food security issues.C. More recently, food prices has been very high.D. Experts have realized that there's a large portion of society in poor countries.25、A. They changed the main staple crops.B. They changed the technology of growing the main staple crops.C. They fertilized the land.D. They did more research.PART ⅡREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are four passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONETo keep the wheels of industry, we manufacture consumer goods in endless quantities, and, in the process, are rapidly exhausting our resources. But this is only half the problem. What do we do with manufactured products when they are worn out? They must be disposed of, but how and where?Unsightly junkyards full of rusting automobiles already surround every city in the nation. Americans throw away 80 billion bottles and cans each year, enough to build more than ten stacks to the moon. There isn't room for much more waste, and yet the factories grind on.They cannot stop because everyone wants a job. Our standard of living, one of the highest in the world, requires the consumption of manufactured products in ever-increasing amounts. Man, about to be buried in his own waste, is caught in a vicious cycle.Only 100 years ago man lived in harmony with nature. There weren't so many people then and their wants were fewer. Whatever wastes were produced could be absorbed by nature and were soon covered over. Today this harmonious relationship is threatened by man's lack of foresight and planning, and by his carelessness and greed, for man is slowly poisoning his environment.Pollution is a "dirty" word. To pollute means to contaminate—to spoil something by introducing impurities which make it unfit or unclear to use. Pollution comes in many forms. We see it, we smell it, taste it, drink it, and stumble through it. We literally live in and breathe pollution, and, not surprisingly, it is beginning to threaten our health, our happiness, and our very civilization. Once we thought of pollution as meaning simply smog—the choking, stinging, dirty air that hovers over cities. But air pollution, while it is still the most dangerous, is only one type of contamination among several which attack the most basic life function. Through the uncontrolled use of insecticides, man has polluted the land, killing the wildlife. By dumping sewage and chemical into rivers and lakes, we have contaminated our drinking water. We are polluting the oceans, too, killing the fish and thereby depriving ourselves of an invaluable food supply. Part of the problem is our exploding population.More and more people produce more wastes. But this problem is intensified by our "throw-away" technology. Each year American dispose of 7 million autos, 20 million tons of waste paper, 25 million pounds of toothpaste tubes and 48 million cans. We throw away gum wrappers, newspapers, and paper plates. It is no longer fashionable to reuse anything. Today almost everything is disposable. Instead of repairing a toaster or a radio, it is easier and cheaper to buy a new one and discard the old, even though 95 percent of its parts may still be functioning. Baby diapers, which used to be made of cloth and now have disposable substitutes: "Wear it once and throw it away," will be the slogan of the fashion conscious.Where is this all to end? Are we turning the world into a gigantic dump, or is there hope that we can solve the pollution problem? Fortunately, solutions are in sight. A few of them are positively ingenious. Take the problem of discarded automobiles, for instance. Each year over 40,000 of them are abandoned in New York City alone. Eventually the discards end up in a junkyard. But cars are too bulky to ship as scrap to a steel mill. They must first be flattened. This is done in a giant compressor which can reduce a Cadillac to the size of a television set in a matter of minutes. Any leftover scrap metal is mixed with concrete and made into exceptionally strong bricks that are used in buildings and bridges. Man's ingenuity has come to his rescue.What about water pollution? More and more cities are building sewage-treatment plants. Instead of being dumped into a nearby river or lake, sewage is sent through a system of underground pipes to a giant tank where the water is separated from the solid material called sludge. The sludge can be converted into fertilizer, and can also be made into bricks.Controlling air pollution is another crucial objective. Without food, man can live about five weeks; without water, about five days. Without air, he can only live five minutes, so pure air is a must. Here the wrongdoer is the automobile. Where there is a concentration of automobiles, as in our big cities, air pollution is severe. It is important to see that our cars are equipped with pollution-control devices. Such devices effectively reduce the harmful gases emitted from the engine. Power plants, factories, and apartment buildings can also avoid air pollution. When possible they should use clean fuels like gas and oil. And the smokestacks of these buildings should be equipped with filters and other smoke-reduction devices.Can we eliminate pollution altogether? Probably not. Modem man pollutes with everything he does, so total elimination would require drastic measures. Every power plant would have to shut down. Industries would have to close. We would have to leave all our automobiles in the garage. Every bus and truck and airplane would have to stop running. There would be no way to bring food to the cities. There would be no heat and light. Under these conditions, our population would die in a short time. Since such a drastic solution is impossible, we must employ determined public action. We can reduce pollution, even if we can't eliminate it altogether. But everyone must do his part. We can have a clean world; we can do something. The choice is up to you.PASSAGE TWO"When I direct Shakespeare," theatrical innovator Peter Sellars once said, "the first thing I do is go to the text for cuts. I go through to find the passages that are real heavy, that really are not needed, places where the language has become obscure, places where there is a bizarre detour. And then I take those moments, those elements, and I make them the centerpiece, the core of the production."In the sober matter of staging Shakespeare, such audaciousness is hard to resist—though a lot of Chicago theatre-goers have been able to. Typically, a third of the people who have been showing up at the Goodman Theatre to see Sellars' ingenious reworking of The Merchant of Venice have been walking out before the evening is over. It's no mystery, why? The evening isn't over for nearly four hours. Beyond that, the production pretty much upends everything the audience has come to expect from one of Shakespeare's most troubling but reliable entertaining comedies.The play has been transplanted from the teeming, multicultural world of 15th century Venice, Italy, to the teeming, multicultural world of 1994 Venice Beach, California, where Sellars lives when he isn't setting Don Giovanni in Spanish Harlem, putting King Lear in a Lincoln Continental or deconstructing other classic plays and operas. Shylock, along with the play's other Jews, is black. Antonio, the merchant of the title, and his kinsmen are Latinos. Portia, the wealthy maiden being wooed by Antonio's friend Bassanio, is Asian. But the racial shuffling is just one of Sellars' liberties. The stage is furnished with little but office furniture, while video screens simulcast the actors in close-up during their monologues, (and, in between, display seemingly unrelated Southern Califomia scene, from gardens and swimming pools to the L. A. riots). Cries of anguish come from the clowns, and the playfully romantic final scene, in which Portia teases Bassanio for giving away her ring to the lawyer she played in disguise, is re-imagined as the darkest, most poisonously unsettling passage in the play.Some of this seems to be sheer perversity, but the real shock of Sellars' production is how well it works both theatrically and thematically. The racial casting, for instance, is a brilliant way of defusing the play's anti- Semitism—turning it into a metaphor for prejudice and materialism in all its forms. Paul Butler is a hardhearted ghetto businessman who, even when he is humiliated at the end, never loses his cool or stoops for pity.Wrongheaded and tortuous as this Merchant sometimes is, the updating is witty and apt. The "news of the Rialto" becomes fodder for a pair of gossip reporters on a happy-talk TV newscast. Shylock's trial is presided over by a mumbling, superannuated judge who could have stepped fight out of Court TV. With a few exceptions—Elaine Tse's overwrought Portia, for instance—the actors strike a nice balance between Shakespeare's poetry and Sellars' stunt driving. For the rest of us, it's a wild ride.PASSAGE THREESince ancient times it has been known that your word is a cause set in motion. In fact, the universe itself is claimed to have emanated from a single primordial sound. In the science of yoga, it is believed that certain Sanskrit words, known asmantras, can bring about magical results, thus you can secure abundance with a certain mantra, peace with another, and so on. On a more practical level, your word still remains highly potent.With your words, you can wound someone, sending them into spirals of defeat, and with your words you can heal someone, raising them up from a dismal place to soaring hope and motivation. In fact, the entire field of self-improvement is the transmission of words that will assist others to get a firm perspective and move forward with their lives, fulfilling their dreams and desires.On a personal level, too, your words affect you. What you say to yourself about anyone or anything affects you, too. If you speak well of someone or something, you bring more of that harmony into your life. And if you speak ill of someone or something, you will bring more of that frustration and anger and conflict into your life.Psychological literature often speaks of numerous cases where a parent's words, spoken casually, can affect the destiny of a child. And the most potent words that a parent can use to affect a child are those spoken at the time of dying since these are the last words, and the moment is so highly-charged and the awareness so acute that these words become an imperative that the child now feels obligated to never disown.Words are further charged with the emotion behind them. The stronger the emotion, the more highly charged the words. Many a love affair has fallen by the wayside because of emotionally charged words, which are later regretted.Despite all this, people use words with the utmost casualness. People wreck their own lives and that of others through the careless use of words. They also accept the words of others as a given truth, when, in fact, all comments by others are merely opinion.The most marvelous aspect of words is how they can bend time. The brilliantly crafted words of Shakespeare or the eloquence of Martin Luther King still shape our lives. Words are so sacred that whole buildings are used to archive them and make them available for reading.A person can rise from poverty to wealth, from sickness to health, and from loneliness to loving companionship simply through exposing themselves to the most beneficial stream of words.Words not only steal hearts, but shape reality as well. The earth can be a better place because of your choice of words. You can fill lives with the miracles of your words. You can be an agent for positive change and bring out the best in yourself and others simply by how you use words. Words are psychic shape-shifters; use them wisely.PASSAGE FOURimagine a chart that begins when man first appeared on the planet and tracks the economic growth of societies from then forward. It would be a long, flat line until the late 16th or early 17th century, when it would start trending upward. For most of humankind life was as the English philosopher Thomas Hobbes famously described it in 1651—"solitary, poor, nasty, brutish, and short." But as Hobbes was writing thosewords, the world around him was changing. Put simply, human beings were getting smarter.People have always sought knowledge. The scientific revolution, followed by the Enlightenment, marked a fundamental shift. Humans were no longer searching for ways simply to fit into a natural or divine order; but they were seeking to change it. Once people found ways to harness energy—using steam engines—they were able to build machines that harnessed far more power than any human or horse could ever do. And people could work without ever getting tired. The rise of these machines drove the Industrial Revolution, and created a whole new system of life. Today the search for knowledge continues to produce an ongoing revolution in the health and wealth of humankind.If the rise of science marks the first great trend in this story, the second is its diffusion. What was happening in Britain during the Industrial Revolution was not an isolated phenomenon. A succession of visitors to Britain would go back to report to their countries on the technological and commercial innovations they saw there. Sometimes societies were able to learn extremely fast, as in the United States. Others, like Germany, was benefited from starting late, leapfrogging the long-drawn-out process that Britain went through.This diffusion of knowledge accelerated dramatically in recent decades. Over the last 30 years we have watched countries like Japan, Singapore, South Korea and now China grow at a pace that is three times that of Britain or the United States at the peak of the Industrial Revolution. They have been able to do this because of their energies and exertions, of course, but also because they cleverly and perhaps luckily adopted certain ideas about development that had worked inthe West—reasonably free markets, open trade, a focus on science and technology, among them.The diffusion of knowledge is the dominant trend of our time and goes well beyond the purely scientific. Consider the cases of Turkey and Brazil. If you had asked an economist 20 years ago how to think about these two countries, he would have explained that they were classic basket-case, Third World economies, with triple-digit inflation, soaring debt burdens, a weak private sector and snail's-pace growth. Today they are both remarkably well managed, with inflation in single digits and growth above 5 percent. And this shift is happening around the world. From Thailand to South Africa to Slovakia to Mexico, countries are far better managed economically than they have ever been. Even in cases where political constraints make it difficult to push far-reaching reforms, as in Brazil, Mexico or India, governments still manage their affairs sensibly, observing the Hippocratic oath not to do any harm.We are sometimes reluctant to believe in progress. But the evidence is unmistakable. The management of major economies has gotten markedly better in the last few years. Careful monetary policy has tempered the boom-and-bust economic cycles of the industrial world, producing milder recessions and fewer shocks. Every day one reads of a new study comparing nations in everything from Internet penetration to inflation. All these studies and lists are symbols of a learning process that is accelerating, reinforcing the lessons of success and failure. Call it a best-practice world.I realize that the world I am describing is the world of the winners. There are billions of people, locked outside global markets, whose lives are still accurately described by Hobbes's cruel phrase. But even here, there is change. The recognition of global inequalities is more marked today than ever before, and this learning is forcing action. There is more money being spent on vaccines and cures for diseases in Africa and Asia today than ever before in history. Foreign-aid programs face constant scrutiny and analysis. When things don't work, we learn that, too, and it puts a focus either on the aid program or on local governments to improve.This may sound overly optimistic. There are losers in every race, but let not the worries over who is winning and losing the knowledge race obscure the more powerful underlying dynamic: knowledge is liberating. It creates the possibility for change and improvement everywhere. It can create amazing devices and techniques, save lives, improve living standards and spread information. Some will do well on one measure, others on another. But on the whole, a knowledge-based world will be a healthier and richer world.The caveat I would make is not about one or another country's paucity of engineers or computers. These problems can be solved. But knowledge is not the same thing as wisdom. Knowledge can produce equally powerful ways to destroy life, intentionally and unintentionally. It can produce hate and seek destruction. Knowledge does not by itself bring any answer to the ancient Greek question "What is a Good Life?" It does not produce good sense, courage, generosity and tolerance. And most crucially, it does not produce the farsightedness that will allow us all to live together—and grow together—on this world without causing war, chaos and catastrophe. For that we need wisdom.26、Which of the following statement is NOT a cause of pollution mentioned in the passage?(PASSAGE ONE.A. Population explosion.B. Too much consumption.C. It is out-dated to reuse things.D. High unemployment rate.27、Which of the following statements is NOT a suggested solution to water pollution?(PASSAGE ONE.A. Building sewage-treatment plants.B. Strict restriction on the discharge of polluted water to rivers or lakes nearby.C. Using gigantic tanks to separate solid materials from water.D. Setting up underground sewage system to purify water.28、What does this passage mainly address?(PASSAGE ONE.A. The severity of pollution nowadays.B. Pollution and its solution.C. Universal concern over environment.D. Consumption and pollution.29、What's the main topic of the passage?(PASSAGE TWO)A. The Merchant of Venice adapted by Sellars.B. Success of the newly performed The Merchant of Venice.C. Peter Sellars's artistic style.D. The shooting of Shakespeare's The Merchant of Venice.30、When directing Shakespeare, Sellars usually ______ the original texts.(PASSAGE TWO)A. selects the key moments inB. abridgesC. completely changesD. keeps31、What can be inferred about Sellars's The Merchant of Venice?(PASSAGE TWO)A. The adaptation is awkward and meaningless.B. It is popular with Chicago theater-goers.C. It is not favored by the audience.D. It meets the audience's expectation.32、It can be concluded from the passage that Shakespeare's original text of The Merchant of Venice ______.(PASSAGE TWO)A. is much more difficult to understandB. is always clear in languageC. presents a negative viewpoint towards the SemiticsD. is not as popular as his tragedies33、According to the author, words can ______.(PASSAGE THREE.A. kill peopleB. show people's defeatC. give people hopeD. change the speaker himself34、Which is TRUE about the last words of parents?(PASSAGE THREE.A. They are often more influential on children than those spoken casually.B. They are full of sorrow and misery.C. Children's awareness of parents' words is always acute.D. These words are imperative for children with great sense of obligation.35、According to the fifth and sixth paragraph, the author implies that ______.(PASSAGE THREE.A. people's emotions are influenced by the words they sayB. people should use words with more carefulnessC. people should only accept words which are truths rather than opinionsD. what people experience directly decides what they speak36、Better choice of words can do all of the following EXCEPT ______.(PASSAGE THREE.A. shaping realityB. making life betterC. bringing about positive changeD. fulfilling dreams37、It can be inferred that during the Enlightenment, people in Western Europe ______.(PASSAGE FOUR)A. were looking for better ways of seeking knowledgeB. were not satisfied with their past achievementsC. were trying to fit into the natural environmentD. were tired of working38、Which of the following is NOT a result of scientific diffusion?(PASSAGE FOUR)A. Britain's leadership in the Industrial Revolution.B. The Industrial Revolution in countries like the U.S. and Germany.C. Great development of some Eastern Asian countries.D. The economic boom in Turkey and Brazil.39、A suitable title for the passage would be ______.(PASSAGE FOUR)A. Knowledge and World EconomyB. Diffusion of ScienceC. The Earth's Learning CurveD. Knowledge and Wisdom40、SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in SECTION A. Answer each question in NO more than 10 words in the space provided on ANSWER SHEET TWO.What is the immediate problem caused by the consumption of manufactured products?(PASSAGE ONE.41、What does the phrase "wrongheaded and tortuous" mean in the last paragraph?(PASSAGE TWO)42、What does the author mean by saying "your word is a cause set in motion" in Paragraph 1?(PASSAGE THREE.43、What's the remarkable aspect of words according to the passage?(PASSAGE THREE.44、What conclusion can be drawn from the passage about the great words?(PASSAGE THREE.45、What does the word "unmistakable" mean in Paragraph 6?(PASSAGE FOUR)46、What does "it" refer to in Line 6 Paragraph 7?(PASSAGE FOUR)47、What's the author's attitude towards knowledge?(PASSAGE FOUR)PART ⅢLANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank provided atthe end of the line.For a missing word, mark the position of the missing word with a "∧" sign and write the wordyou believe to be missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "—" andput the word in the blankprovided at the end of the line.It is interesting to reflect for a moment upon the differences in the areas of moral feeling and standards in the peoples of Japan andthe United States. The Americans divide these areas somewhatrigidly into the spirit and flesh, the two being in opposition in the 48life of a human being. Ideally, spirit should prevail but all too oftenit is the flesh which does prevail. 49The Japanese make no this division, at least between one as 50good and the other as evil. They believe that a person has twosouls, each necessary. One is the "gentle" soul; other is the 51"rough" soul. Sometimes the person uses his gentle soul;sometimes he must use his rough soul. He does not favor his gentlesoul, neither he fight his rough soul. Japanese philosophers insist 52human nature in itself be good, and a human being does not need to 53fight any part of himself. He has only to learn how to use each soulproperly at the appropriate times. Virtue for the Japanese consists of 54fulfilling one's obligations to others. Happy endings, either in life orin fiction, are neither necessary nor expected, while the fulfillment 55of duty provides the satisfying end, whatever the tragedy it inflicts.And duty includes a person's obligations to these who have conferred 56benefits upon him and to himself as an individual of honor. Hedevelops through this double sense of duty, a self-discipline whichis at once permissive and rigid, depending upon the area which it is 57functioning.PART ⅣTRANSLATIONTranslate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.58、我仿佛看见这世间有一个极大、极复杂的网，大大小小的一切事物，都被牢结在这网中。

专业英语八级（阅读）模拟题2019年(2)(总分100,考试时间155分钟)PART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.(1)Human migration: the term is vague. What people usually think of is the permanent movement of people from one home to another. More broadly, though, migration means all the ways—from the seasonal drift of agricultural workers within a country to the relocation of refugees from one country to another.(2)Migration is big, dangerous, compelling. It is 60 million Europeans leaving home from the 16th to the 20th centuries. It is some 15 million Hindus, Sikhs, and Muslims swept up in a tumultuous shuffle of citizens between India and Pakistan after the partition of the subcontinent in 1947.(3)Migration is the dynamic undertow of population change: everyone's solution, everyone's conflict. As the century turns, migration, with its inevitable economic and political turmoil, has been called "one of the greatest challenges of **ing century."(4)But it is much more than that It is, as it has always been, the great adventure of human life. Migration helped create humans, drove us to conquer the planet, shaped our societies, and promised to reshape them again(5)"You have a history book written in your genes," said Spencer Wells. The book he's trying to read goes back to long before even the first word was written, and it is a story of migration.(6)Wells, a tall, blond geneticist at Stanford University, spent the summer of 1998 exploring remote parts of Transcaucasia and Central Asia with three colleagues in a Land Rover, looking for drops of blood. In the blood, donated by the people he met, he will search for the story that genetic markers can tell of the long paths human life has taken across the Earth.(7)Genetic studies are the latest technique in a long effort of modern humans to find out where they **e from. But however the paths are traced, the basic story is simple: people have been moving since they were people. If early humans hadn't moved and intermingled as much as they did, they probably would have continued to evolve into different species. From beginnings in Africa, most researchers agree, groups of hunter-gatherers spread out, driven to the ends of the Earth.(8)To demographer Kingsley Davis, two things made migration happen. First, human beings, with their tools and language, could adapt to different conditions without having to wait for evolution to make them suitable for a new niche. Second, as populations grew, cultures began to differ, and inequalities developed between groups. The first factor gave us the keys to the door of any room on the planet; the other gave us reasons to use them.(9)Over the centuries, as agriculture spread across me planet, people moved toward places where metal was found and worked and to centres of commerce mat men became cities. Those places were, in turn, invaded and overrun by people later generations called barbarians.(10)In between these storm surges were steadier but similarly profound tides in which people moved out to colonize or were captured and brought in as slaves. For a while me population of Athens, that city of legendary enlightenment, was as much as 35 percent slaves.(11)"What strikes me is how important migration is as a cause and effect in the great world events," Mark Miller, co-author of The Age of Migration and a professor of political science at the University of Delaware, told me recently.(12)It is difficult to think of any great events that did not involve migration. Religions spawned pilgrims or setders; wars drove refugees before them and made new land available for the conquerors; political upheavals displaced thousands or millions; economic innovations drew workers and entrepreneurs like magnets; environmental disasters like famine or disease pushed their bedraggled survivors anywhere they could replant hope.(13)"It's part of our nature, this movement," Miller said. "It's just a fact of the human condition."1. Which of the following statements is INCORRECT?A. Migration exerts a great impact on population change.B. Migration contributes to Mankind's progress.C. Migration brings about desirable and undesirable effects.D. Migration may not be accompanied by human conflicts.2. What do we know about Spencer Wells from the passage?A. He thought genes can tell where people **e from.B. He wrote a book about the history of genes.C. He read me first history book at Stanford University.D. He agreed human migration was from Transcaucasia and central Asia.3. Which of the following groups is NOT mentioned as migrants in the passage?A. Farmers.B. Workers.C. Setders.D. Colonizers.4. There seems to be a(n)_____ relationship between great events and migration.A. looseB. indefiniteC. causalD. remote(1)Mucky roads, unpredictable weather, and wet ground that sags beneath your feet. It must be springtime in New England.(2)Come March, receding snow transforms the landscape into a soft, sloppy mess. NewEnglanders call this metamorphosis "mud season", the period of recovery between the long, brutal winter and the warm summer ahead But with no banner activity to accompany it—think leaf-peeping in the fall or skiing in winter—mud season brings a serious lull in tourism A group of inns and hotels say that's the perfect excuse to design a vacation package. The result? Getaways that focus on food, drink, and activities inspired by mud seasoa Add greater room availability and discount prices, and all that muck seems a little more bearable.(3)For guests who are hungry after a winter in hibernation, the Inn at Crystal Lake, a 12-room bed-and-breakfast in the tiny town of Eaton, offers "Swine in the Mud", smoky, thick pork chops topped with honey-chipotle barbecue sauce. To round out the meal, co-owner and bartender Tim Ostendorf whips up a "Here's Mud in Your Eye", vodka shaken with Kahlua liqueur and Hershey's syrup.(4)Crystal Lake isn't the only establishment with a mud-themed menu. The Inn by the Sea in Cape Elizabeth, Maine, serves warm raspberry scones drizzled with "Maine Mud" chocolate sauce for breakfast. Devising such recipes can be taxing, says owner Maureen McQuade. "You think that putting together a promotion like this is a snap," she says. "You have to drink a lot of chocolate martinis."(5)But someone has to do it Visits to the region between ski season and summertime drop sharply, as statistics from the New Hampshire tourism office bear out In the White Mountains, where Eaton is located, tourists spent around $176 million in the winter of 2002. That spring they spent just $77 millioa In the Lakes Region, popular for boating and fishing, visitors spent almost $276 million in summer 2001. That spring, spending was around $65 millioa "We don't have the crowds like we have in fall or summer," says Ostendorf. "It's a quieter time."(6)Some inns use the relative calm as a selling point. For vacationers in need of post-winter rejuvenation, the Wayside Inn in Bethlehem, N.H., includes a mud wrap—with a choice of three kinds of mud—in its mud season package. "You tend to want a quiet weekend, not to do much, get away from the hustle," says Wayside co-owner Kathe Hofmann.(7)Lower prices are another incentive. For participating inns, costs for a two-night stay with some meals and activities included range from $295 to $899, down as much as $200 compared with peak season.(8)For those who like a little testosterone mixed in with their dirt, the Equinox Resort & Spa in Manchester Village, Vt., offers an off-road driving course in one of its eight Land Rovers or Hummer H2s. But don't expect any television-style heroics in the lesson: Speeds on the 80-acre course are 3 to 5 miles per hour, says Courtney Lowe, the resort's director of sales and marketing. "The whole objective is a tread-lightly program," Lowe says. If the weather's right, the terrain will ensure at least some mud gets on the windshield. The course features steep hills and dramatic pitches that cause the SUVs to lean sharply to one side. "You almost have the feeling you'll fall over, but you won't," Lowe says.(9)Is the market for something a little less dizzying? Crystal Lake's package includes wildlife and bird-watching trips to four nearby Audubon Society sanctuaries. Adventurous guests get guides to spot birds and animal tracks, maps of the areas, and locally made soap to clean up after a day of traipsing through the muck. "It's a terrific time," says Bobby Barker, the inn's co-owner. "It can suddenly change from one severe season to sun."5. Tourists to New England in mud season may be attracted by the following points EXCEPT ______.A. easy room availabilityB. fascinating landscapeC. special mud-themed foodD. distinguishing activities6. According to the passage, which of the following statements is NOT true?A. Vacation package is a selling point to promote tourism in mud season.B. The inns and hotels have a sharp drop of profit in mud season.C. Off-road driving course is meant to attract adventurous tourists.D. The tourism in mud season is as prosperous as in peak seasons.7. This passage is mainly about_____.A. mud season in New EnglandB. tourism in New EnglandC. tourism in mud seasonD. landscape in mud season(1)"The US economy is rapidly deteriorating," says Mr. Grannis. "The odds of a recession are now very high, perhaps by the end of the year." There are already some signs that important pillars are weakening. Consumer confidence has fallen for the past two months. The housing sector, which has been buoyant, is starting to sink. Corporate profits are falling. Some analysts are especially concerned over the sharp fall of commodity prices. They believe it represents the threat of deflation, and it could cause a global slowdown. "The Fed will have to act forcefully to arrest the deflationary forces," says Robert Lamorte, chairman of Behavioral Economics, a consulting firm in San Diego. But other counters that the central bank doesn't need to intervene. They argue the Fed should wait to see real data before acting. "The fundamentals are better than the stock market reflects", says Peter Kretzmer, an economist at Nations-Banc Montgomery Security.(2)Indeed, President Clinton tried to do his part to calm the market during his trip to Moscow, citing the strong job market and balanced budget. "We believe our fundamental economic policy is sound," he said. **ments echoed statements by Peter Rubin in Washington.(3)Some numbers do continue to reflect a strong economy. On Sept. 1, the Conference Board released its index of leading indicators. The index rose 0.4 percent, prompting the business organization to predict that the nation's output should increase at a moderate pace for the rest of 1998. The group sees little risk of recession in the near term. But what has changed is the global economy. Japan and the rest of Asia are in recession. The woes are spreading to Latin America.(4)"I'm now convinced we are going to have a global economic recession," says Sung Won Sohn, chief economist at Norwest Corp, a Minneapolis-based bank. But, he added, it's not certain the US will slide into a period of negative growth. He rates the risk of recession at only 10 to 15 percent. "We will be responding to the world economic situation rather than leading it." he says.(5)Still, Fed watchers don't think the central bank will act to try to save the world. "It's inconceivable the Fed could make much difference in Asia, Russia, or Latin America" says Lyle Gramley, a former Fed governor.(6)After the last stock market crash, in 1987, the Federal Reserve acted quickly to provide liquidity to the markets and to lower interest rates. But the economy is in better shape this time; the banking sector is stronger and the financial markets have been able to respond the enormous trading volume. "It is not the Fed's job to manage the stock market," says Mr. Kretzmer.(7)But the Fed will keep a close watch on Wall Street. If the market were to shave another1,500 points off the Dow by the end of September, "then the Fed would think about lowering interest rates," says Mr. Gramley. In his view, the Fed's main concern will be the impact of a sliding market on consumer confidence; since 40 percent of the nation has investments in the stock market, any prolonged slide might make individuals feel less wealthy.(8)They would cut back on vacations and "splurge" purchases. He expects the central bank to watch the next consumer confidence surveys and housing statistics closely.8. Mr. Kretzmer believes that the Fed needn't intervene NOT because of_____.A. steady financial marketsB. increasing strength of the backs sectorC. inaccurate information the market showsD. its influence on other continents9. The relationship between the fifth and sixth paragraphs is that ______.A. both state the emergence of economic recessionB. the latter is the logical result of the formerC. both present the reasons of non-interferenceD. the former generalizes and the latter gives examples10. What does this passage mainly talk about?A. Threat of Deflation in US.B. The Tendency of US Economy.C. Economic Situation in US.D. The Sign of Recession in US Economy.(1)The recession came home to Price Waterhouse's consultancy practice in the middle of 1990. Annual growth rate of 25%-30% started to dive, and the practice began reorganizing to survive the slump.(2)Management consultancies, ironically, **plex and disparate bodies to manage. PW is an international outfit run by partners through a network of offices.Like most professions, management consultants tend to be content to let others take the lead in office technology and put off any major investment to another day. In 1990, PW's UK consultancy practice could muster only one **puter for every three or four staff.(3)The solution PW chose was remarkable on two fronts. It involved a form of technology that remains foreign, if not downright outlandish, to most **panies; and the decision to embrace that technology was taken not as a result of a detailed cost justification, but as a simple "leap of faith".(4)Mark Austin, the UK partner leading the program of change, says: "On pure cost grounds we would never have gone ahead, but our American practice had found that there were enormous qualitative benefits. We are finding the same."(5)Three years on, that leap is still difficult to qualify in hard business terms, but nobody within PW doubts the value of the move. The solution chosen by PW is groupware, which is likely to become the IT industry's most hyped product of the decade, or show its greatest contribution to business efficiency since the invention of the PC.(6)There are several groupware products but the market is increasingly being dominated by Lotus Notes, which is used by PW and runs on a variety of **puters. Of the 20,000 Notes users worldwide, PW is one of the biggest groupware followers there is, but firms such as General Motors and Unilever are also investing heavily in the technology.(7)The recession has left many **panies with leaner, overstretched management teams, often working at different locations, and with a frayed corporate culture. Groupware aims to be the glue that binds these threads together.(8)The problem for groupware suppliers is that the software hopes to be all things to all men. The sets of discs **e out of the software box do very little on their own; it is how you tailor them that matters. PW's groupware operations are among the most sophisticated ever set up, but in operation they look deceptively simple and cover growing panoply of applications. For example, staffs fill in on-screen forms logging the potential clients they are talking to, the value of the contract under discussion, and how they assess the likely outcome.(9)Other applications cover the management of current jobs. The databases behind the groupware network men correlate me information input in different ways.(10)Once me groupware application is created, updating happens automatically, unseen by the user. It could even incorporate stories from electronic wire feeds, so a manager whose client is involved in a takeover bid can cull electronic "clippings" about a subject simply by asking, once, for all stories on a subject to be "clipped".(11)One effect is that the workings of the firm become more open and **mon, corporate store of knowledge gained from previous jobs can be accessed easily. Subject to confidentiality considerations, people can see what others are doing and tap into that information.(12)Thus, if a PW consultant in Aberdeen has a client who needs advice on something to do with the oil industry and program writing in a **puter language, he can easily discover whether any other PW project has touched upon that area at any other office, even in Europe or America. If somebody is leaving the firm, the system will note the fact and, the day before he or she leaves, ask for the return of all outstanding confidential documents and the individual's **puter.11. The technology that PW chose ______.A. had never been used by any **panyB. was believed to reduce the costsC. could help **pany get out of troubleD. was rather new to most **panies12. According to the passage, groupware is _____.A. a set of hardware PW bought for self-protectionB. a kind of glue PW used for repairC. a technology that contributes to efficiencyD. a worker PW hired to examine **puter13. The main purpose of the passage is to _____.A. advertise for groupwareB. publicize new business theoryC. tell readers an interesting storyD. present useful informationSECTION B SHORT-ANSWER QUESTIONSIn this section there are eight short-answer questions based on the passages in SECTION A. Answer each question in NO more than 10 words in the space provided.14. According to Kingsley Davis, what made migration occur?15. What is the role of the third and fourth paragraphs in the whole passage?16. What did President Clinton try to do during his trip to Moscow?17. What does the word "slump" in the first paragraph mean?。

专业英语八级（文化教育类写作）模拟试卷2(题后含答案及解析) 题型有： 6. WRITINGPART VI WRITING (45 MIN)Directions: Write a composition of about 400 words on the following topic.1．Do you agree with the following statement? Government should support scientific research even if there’s no practical use. Write an essay of about 400 words. You should supply an appropriate title for your essay. In the first part of your essay you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or make a summary. Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.正确答案：Should Government Support Impractical Scientific Research Nowadays the debate on whether government should spend money on science researches that don’t have practical use has been a hot issue. Ideas vary from person to person. Personally, I agree with the statement that government should allocate adequate funds to any scientific research that aims to improve the well-being of people, even if it is of no practical use in the short run. Firstly, the scientific research may help people to have a better understanding of the world they are living in. Research into the space is a case in point. In 1969, the Apollo program, ranked among the greatest human achievements in science in the twentieth century, landed Neil Armstrong, the first human being, on the surface of the moon. It is the first time that the vast majority of ordinary citizens in various regions throughout the world knew what is the moon because of this program. Maybe the scientific research didn’t have obviously practical use, but it led the people to focus on the galaxy exploration. Obviously, without support given by government, such a kind of space exploration would have been impossible. Secondly, lots of so-called practical scientific researches which were not regarded as practical at first later turned out to be quite practical. Were there not any seemingly useless researches and experiments, science would be stagnant. When the first computer was about to be developed, the public opinion went against it because they saw nothing practical except for the vast sum of funds poured on its research. However, it turned out to have transformed the way human society evolved and finally proved itself to be of great avail in the long run, especially in terms of scientific development in any fields such as military, medicine, aviation and education. Since we can’t predict whether the scientific research is really practical or not at the beginning and in the mid, it is not proper for us to give it up based on the judgment at the beginning. We can not only focus on the immediate effect of the scientific research. In sum, never should we imply that research whose benefits are unknown is not worth pursuing. After all, any research worthdoing delves into the unknown. Scientific research, even if there is no practical use, should also be supported by government because scientific research is important not only in practical vista, but also in some more profound areas.解析：本文在首段提出了全文的主题句，即任何科学研究，只要其目的是为了使人们生活得更幸福，哪怕短期没有实用价值，都应当得到政府充足的资金支持。

英语专业八级考试模拟试题集一、单选题1、The old man should be treated with____.A.kindB.kindnessC.kindlyD.kinder答案：B2、By local doctors and nurses,we hope more people.A.train,helpB.training,helpingC.training,to helpD.train,helping答案：C3、I don’t have as______money as before,but my life is more______.A.many,usefulB.more,niceC.most,goodD.much,meaningful答案：D4、I hope you will spend as much time as you can______your English.A.to practiceB.practiceC.practicingD.on practice答案：C5、It’s necessary______us all to______.A.for,keeping learningB.to,keeping learningC.of,keep to learnD.for,keep learning答案：D6、All we want to do______to find enough water______the horses.A.are,toB.is,forC.be,asD.is,to give答案：B7、The car is______expensive______he can’t buy it.A.too,toB.so,thatC.such,thatD.enough,that答案：B8、How I______I could live on the moon.A.thinkB.hopeC.wantD.wish答案：D9、I’ve never been out of China_______.What about you?A.alreadyB.overC.beforeD.just答案：C10、Mrs.White has______that she is not able to get a job.A.so little educationB.such little educationC.so a little educationD.such a little education答案：A二、阅读理解短文一Whenever you see an old film,even one made as little as ten years before,you can’t help being struck by the appearance of the women taking part.Their hair styles and make-up look dated;their skirts look either too long or too short;their general appearance is,in fact,slightly ludicrous.The men taking part,on the other hand,are clearly recognizable.There is nothing about their appearance to suggest that they belong to an entirely different age.This illusion is created entirely by changing fashions.问题What is the main reason for the difference in appearance between men and women in old films?答案：The main reason is the changing fashions.短文二The gorilla is something of a paradox in the African scene.For a hundred years or more he has been killed,captured,and imprisoned in zoos.His bones have been mounted in natural history museums everywhere,and he has always exerted a strong fascination upon scientists and romantics alike.Yet the fact is we know very little about gorillas.No really satisfactory photograph has ever been taken of one in a wild state.问题What is the paradox about gorillas mentioned in the passage?答案：The paradox is that despite being studied for over a hundred years, we still know very little about gorillas.三、完形填空Read the following passage and fill in the blanks with the most suitable options.The company has been__________for its innovative products.Despite the challenges,she remained__________throughout the project.Blank1:A)recognized B)criticized C)ignored D)forgotten答案：ABlank2:A)optimistic B)indifferent C)skeptical D)pessimistic答案：A四、翻译中文句子翻译成英文随着经济的发展，人们对生活质量的要求越来越高。

专业英语八级（听力）模拟试卷100(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION 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：Study Activities in University Good morning. Today, we’ll look at some study activities used in university. As we know, students in colleges or universities are expected to master some academic materials that are fairly difficult to understand. However, some of them find it hard to learn some complex, abstract or unfamiliar subject matter. As a result, a central problem in higher education is how to internalize academic knowledge—that is, how to make knowledge our own. In order to do so, we must convert knowledge from being “other people’s knowledge” to being part of our own ways of thinking. Then, how are we going to do it? And what are the means available to help us in the process of learning? There are four key study activities currently used in higher education to encourage students to internalize knowledge. They are the ones we are familiar with: writing essays, going to classes and seminars, having individual tutorials, and listening to lectures. These four activities are long-established features of our higher education, and they are almost as important now as they were a hundred years ago. Now let’s look at the features of them one by one. First, essay writing. (1)The central focus of university work, esp. in the humanities, for example in literature, history or politics, is on students’ producing regular essays or papers which summarize and express their personal understanding of a topic. Then, what is good about essay writing? (2)Firstly, writing essays forces you to select what you find interesting in books and journals, and to express your understanding in a coherent form. (3)Individual written work also provides teachers with the best available guide to how you are progressing in a subject, and allows them to give advice on how to develop your strengths or counteract your weaknesses. Lastly, of course, individual written work is still the basis of almost all assessment in higher education. (4)Written assignments familiarize you with the form that your exams or coursework papers will take. The second key activity in colleges and universities is seminars and class discussions. Their role is to help you to internalize academic knowledge by providing specialized contexts, so that you can talk about such difficult problems as the trade-off between inflation and unemployment in economic policy, or the use of metaphors in Shakespeare’s plays.(5)Talking is a more interactive activity than written work. In a conversation youknow immediately how effectively you are expressing a viewpoint, and can modify what you are saying in response to people’s reactions. (6)In addition, a normal programme of between ten and twenty-five classes will cover far more topics in one subject than you can hope to manage in your written work. Participating in flexible conversations across this range of issues also allows you to practise using the broader knowledge gained from other key activities such as lectures. Now, let’s take a look at another activity: individual tutorials. Discussions between a teacher and one or two students are used in many colleges as a substitute for, or a supplement to, group discussions in classes, like those mentioned before. (7)Tutorials can range from direct explanations by the teacher in a subject, to flexible conversational sessions which at their best are very effective in stimulating students’ mastery of a body of knowledge.(8)The one-to-one quality of the personal interaction is very important in stimulating acceptance of ideas and producing fruitful interaction. In order to make individual tutorials really work, students should make good preparation beforehand, and during the tutorial, they should also ask questions to keep the ball rolling rather, than, let teachers “talk in a Vacuum”. The last activity is lectures. (9)As we all know, lectures play a large part in most students’timetables and occupy a considerable proportion of teachers’ efforts. (10)However, the major difficulty with lectures is that they are not interactive like discussions or tutorials. The lecturer normally talks for the whole time with minimal feed-back from questions. (11)Besides, making notes in lectures while concentrating on the argument being developed is often difficult to some students, esp. when the argument is very complicated. However, having said that, lectures are clearly valuable in several specific ways. (12)They can provide a useful overview—an area map, as it were, to familiarize you with the main landscape features to be encountered during a course. (13)Lecturers typically give much more accessible descriptions of theoretical perspectives in their oral presentations than can be found in the academic literature. (14)Whenever there is a rapid pace of progress in theory or practice, lectures play an indispensable part in letting students know the development immediately, usually several years before the new material is included in textbooks. (15)Lastly, lectures are often very useful in allowing you to see directly how exponents of different views build up their arguments. The cues provided by seeing someone talking in person may seem “irrelevant”, but these cues are important aids to understanding the subject better later. So far, we’ve discussed four study activities and their respective features and roles in higher education. Of course, study activities are not limited to just these four types; there are other activities that are equally important, such as general reading, project learning, etc. We’ll cover them during our next lecture.Study Activities in University In order to help college and university students in the process of learning, four key study activities have been designed and used to encourage them to make knowledge their own.1. essay writing: central focus of university work esp. in thehumanities, e.g. 【T1】______【T1】______Benefits: 1) helping to 【T2】______interesting content in books 【T2】______and to express understanding2) enabling teachers to know progress and to offer【T3】______【T3】______3) 【T4】______students with exam forms 【T4】______2. seminars andclassroom discussion: another form to internalize knowledge in specialized contextsBenefits: 1) 【T5】______enables you to know the effectiveness of 【T5】______and others’ response to your speech immediately2) Within the same period of time, more topics can be dealtwith than in 【T6】______【T6】______3) The use of a broader range of knowledge is encouraged3. individual tutorials: a substitute for group discussionFormat: from teacher 【T7】______to flexible conversation 【T7】______Benefit: encouraging acceptance of 【T8】______and producing interaction 【T8】______4. lectures: a most 【T9】______used study activity 【T9】______Disadvantages: 1) less 【T10】______than discussions or tutorials 【T10】______2) more demanding in 【T11】______【T11】______Advantages: 1) providing a general 【T12】______of a subject 【T12】______under discussion2) offering more easily 【T13】______versions of a theory 【T13】______3) updating students on 【T14】______developments 【T14】______4) allowing students to follow different 【T15】______【T15】______1．【T1】正确答案：literature/history/politics解析：在谈到论文写作时，原文指出“……大学教学工作。

PART III READING COMPREHENSIONS In this section there are four reading passages followed by fifteen multiple-choice questions. Read the passages and then mark your answers on your Answer Sheet. TEXT A Such joy. It was the spring of 1985, and President Reagan had just given Mother Teresa the Medal of Freedom in a Rose Garden ceremony. As she left, she walked down the corridor between the Oval Office and the West Wing drive, and there she was, turning my way. What a sight: a saint in a sari coming down the White House hall. As she came nearer, I could not help it: I bowed. "Mother", I said, "I just want to touch your hand." She looked up at me —— it may have been one of Gods subtle jokes that his exalted child spent her life looking up to everyone else —— and said only two words. Later I would realize that they were the message of her mission. "Luff Gott," she said. Love God. She pressed into my hand a poem she had written, as she glided away in a swoosh of habit. I took the poem from its frame the day she died. It is free verse, 79 lines, and is called "Mothers Meditation (in the Hospital)." In it she reflects on Christs question to his apostles: "Who do you say I am?" She notes that he was the boy born in Bethlehem," put in the manager full of straw…… kept warm by the breath of the donkey," who grew up to be "an ordinary man without much learning." Donkeys are not noble; straw is common; and it was among the ordinary and ignoble, the poor and sick, that she chose to labor. Her mission was for them and among them, and you have to be a pretty tough character to organize a little universe that exists to help people other people arent interested in helping. Thats how she struck me when I met her as I watched her life. She was tough. There was the worn and weathered face, the abrupt and definite speech. We think saints are great organizers, great operators, great combatants in the world. Once I saw her in a breathtaking act of courage. She was speaker at the National Prayer Breakfast in Washington in 1995. All the Washington Establishment was there, plus a few thousand born-again Christians, orthodox Catholics and Jews, and searchers looking for a faith. Mother Teresa was introduced, and she spoke of God, of love, of families. She said we must love one another and care for one another. There were great purrs of agreement. But as the speech continued it became more pointed. She asked, "Do you do enough to make sure your parents, in the old peoples homes, feel your love? Do you bring then each day your joy and caring?" The baby boomers in the audience began to shift in their seats. And she continued. "I feel that the greatest destroyer of peace today is abortion," she said, and then she told them why, in uncompromising term. For about 1.3 seconds there was complete silence, then applause built and swept across the room. But not everyone: the President and the First Lady, the Vice President and Mrs. Gore, looked like seated statues at Madame Tussauds, glistening in the lights and moving not a muscle. She didnt stop there either, but went on to explain why artificial birth control is bad and why Protestants who separate faith from works are making a mistake. When she was finished, there was almost no one she hadnt offended. A US Senator turned to his wife and said, "Is my jaw up yet?" Talk about speaking truth to power! But Mother Teresa didnt care, and she wasnt afraid. The poem she gave me included her personal answers to Christs question. She said he is "the Truth to be told…… the Way to be walked…… the Light to be lit." She took her own advice and lived a whole life that showed it. 36. Who was the exalted child? A) Mother Teresa. B) the author. C) I. D) God. 37. Who raised the question "who do you say I am?" A) the apostle. B) Christ. C) Mother Teresa. D) she. 38. Which of the following is not a quality of Mother Teresa? A) tough. B) definite. C) ethereal. D) like a steam-roller. 39. Why did the President and the First Lady, the Vice President and Mrs. Gore look like seated statues at the Madame Tussaud's? A) Because they didn't love Madame Tussaud. B) Because they didn't like to move. C) Because they were VIP. D) Because they didn't quite agree with Mother Teresa over the issue of abortion. 40. According to Mother Teresa, abortion is ____ A) one of Protestant works. B) one of Protestant faith. C) one of the Truths. D) not one of Protestant works TEXT B Since the Titanic vanished beneath the frigid waters of the North Atlantic 85 years ago, nothing in the hundreds of booksand films about the ship has ever hinted at a connection to Japan —— until now. Director James Camerons 200 million epic Titanic premiered at the Tokyo International Film Festival last Saturday. Among the audience for a glimpse of Hollywoods costliest film ever descendants of the liners only Japanese survivor. The newly rediscovered diary of Masabumi Hosono has Titanic enthusiasts in a frenzy. The document is scrawled in 4,300 Japanese character on a rare piece of RMS Titanic stationery. Written as the Japanese bureaucrat steamed to safety in New York aboard the ocean liner Carpathia, which rescued 706 survivors, the account and other documents released by his grandchildren last week offer a fresh —— and poignant —— reminder of the emotional wreckage left by the tragedy. Hosono, then 42 and an official at Japans Transportation Ministry, was studying railway networks in Europe. He boarded the Titanic in Southampton, en route home via the US. According to Hosonos account, he was awakened by a "loud knock" on the door of his second-class deck with the steerage passengers. Hosono tried to race back upstairs, but a sailor blocked his way. The Japanese feigned ignorance and pushed past. He arrived on deck to find lifeboats being lowered into darkness, flares bursting over the ship and an eerie human silence. He wrote:" Not a single passenger would howl or scream." Yet Hosono was screaming inside. Women were being taken to lifeboats and men held back at gunpoint. "I tried to prepare myself for the last moment with no agitation, making up my mind not to do anything disgraceful as a Japanese," he wrote. "But still I found myself looking for and waiting for any possible chance of survival." Then an officer shouted, "Room for two more!" Hosono recalled:" I myself was deep in desolate thought that I would no more be able to see my beloved wife and children." Then he jumped into the boat. When Hosono arrived in Tokyo two months later, he was met with suspicion that he had survived at someone elses expense. The culture of shame was especially strong in prewar Japan. In the face of rumors and bad press, Hosono was dismissed from his post in 1914. He worked at the office part-time until retiring in 1923. His grandchildren say he never mentioned the Titanic again before his death in 1939. Even then, shame continued to haunt the family. In newspapers, letters and even a school textbook, Hosono was denounced as a disgrace to Japan. Readers Digest reopened the wound in 1956 with an abridged Japanese version of Walter Loads best seller. A Night to remember, which described "Anglo-Saxons" as acting bravely on the Titanic, while "Frenchmen, Italians, Americans, Japanese and Chinese were disgraceful." Citing his fathers diary, one of Hosonos sons, Hideo, launched a letter-writing campaign to restore the family name. But nobody in Japan seemed to care. The diary resurfaced last summer. A representative for a US foundation that plans to hold an exhibition of Titanic artifacts in Japan next August found Hosonos name on a passenger list. A search led him to Haruomi Hosono, a well-known composer, and to his cousin Yuruoi, Hideos daughter. She revealed that she had her grandfathers dairy as well as a collection of his letters and postcards. "I was floored," says Michael Findley, cofounder of the Titanic International Society in the US "This is a fantastic, fresh new look at the sinking and the only one written on Titanic stationery immediately after the disaster." The information allows enthusiasts to rearrange some historical minutes, such as which lifeboat Hosono jumped into. More chilling, the account confirms that the crew tried to keep foreigners and third-class passengers on the ships lower deck, effectively ensuring their name. The diary cannot correct injustice, but Hosonos family hopes it will help clear his name. The Titanic foundation also hopes to capitalize on the diary and the movie to promote its upcoming exhibition. To that end, Haruomi Hosono, the composer, has been asked to give a talk at next months public premiere of Titanic! The diary cannot, of course, match Camerons fictionalized epic for drama and intrigue. But at least Masabumi Hosonos tale really happened. 41. ______ was among the descendants of the Liner's only Japanese survivor. A) Masabumi Hosono. B) Yuriko. C) Cameron. D) RMS. 42. Why was Masabumi denounced as a disgrace to Japan? A) Because he killed some people on the Titanic. B) Because he was then an official. C) Because he was dismissed from his ministry post. D) Because the culture of shame was too strong. 43. What important role did the diary really play? A) It corrected injustice. B) It was as vivid as the movie "Titanic". C) It proved what Masabumi said was true. D) It made the Japanese believe what Masabumi had said.。

专业英语八级-人文知识(二)(总分30,考试时间90分钟)Exercise OneThere are ten multiple-choice questions in this section. Choose the best answer to each question. Mark your answers on your answer sheet.1. ______ is a satirist and the first writer in America to win the Nobel Prize in literature.A. Eugene O'NeillB. Sinclair LewisC. T.S. EliotD. William Faulkner2. Alaska lies in the ______ of North America, stretching southward from the Arctic Ocean to the Pacific.A. northwestern partB. southwestern partC. northeastern partD. southeastern part3. What is the name of the Lake in northern Utah of the U.S.A.?A. Lake Michigan.B. Lake Superior.C. Lake Erie.D. the Great Salt Lake.4. Among the four pillars of English literature, who was NOT born and raised in Ireland?A. Jonathan Swift.B. William Butler Yeats.C. James Joyce.D. Robert Browning.5. Which one of the following Ivy League Schools is situated in Connecticut?A. Yale University.B. Harvard.C. Princeton.D. Columbia.6. Who wrote Pygmalion which later was transformed into the highly popular New York Broadway musical My Fair Lady in 1956?A. Edgar Allen Poe.B. Charles Lamb.C. George Bernard Shaw.D. Alfred Tennyson.7. The famous short story The Fall of the House of Usher was written by ______.A. Charles DickensB. Edgar Allen PoeC. John Richardson (Canadian novelist)D. Henry Savery8. Who wrote a highly-acclaimed Novel Moby Dick?A. William James.B. Herman Melville.C. Ernest Hemingway.D. Cooper.9. Which one of the four is NOT correct?A. English-speaking countries are UK, USA, Canada, Barbados, etc.B. English-speaking countries are UK, Canada, Australia, New Zealand, etc.C. English-speaking countries are USA, Canada, Australia, the Republic of Ireland, etc.D. English-speaking countries USA, Canada, Australia, Egypt, etc.10. The branch of linguistics which studies the forms of words is ______ MORPHOLOGY.A. phonemeB. morphemeC. semanticsD. morphologyExercise TwoThere are ten multiple-choice questions in this section. Choose the best answer to each question. Markyour answers on your answer sheet.1. Who wrote and published the philosophical work Essay Concerning Human Understanding?A. John Milton.B. John Locke.C. Richard Steele.D. Joseph Addison.2. In the literature of sociolinguistics, ______ refers to a group of institutionalized social situations typically constrained by a common set of behavioural rules.A. domainB. distributionC. dissimilationD. discourse3. Who wrote one of the most enduring classic poem Ode to the West Wind?A. William Wordsworth.B. Alfred Tennyson.C. Percy B. Shelley.D. David Burn.4. Which one of the following American cities is the birthplace of jazz?A. New Orleans.B. New York.C. Boston.D. Chicago.5. When did Elizabeth I come to the throne of England?A. 1538.B. 1548.C. 1568.D. 1558.6. When was Oxford University founded?A. 1167 in Oxford.B. 1267 in Oxford.C. 1367 in Oxford.D. 1467 in Oxford.7. The first capital of the young nation of the USA is ______.A. BostonB. PhiladelphiaC. New YorkD. Washington8. ______ is a process in which part of the form is native and part is borrowed, but the meaning is fully borrowed.A. LoanshiftingB. LoanblendingC. Loan translationD. Logical connection9. What is the name of the woman poet who had her The Tenth Muse Lately Sprung up in America?A. Anne Bradstreet.B. Maria Edgeworth.C. Jane Austen.D. Emily Dickinson.10. Canada is often described as a huge ______ centered on the Hudson and James Bay.A. plateB. saucerC. cupD. bowlExercise ThreeThere are ten multiple-choice questions in this section. Choose the best answer to each question. Mark your answers on your answer sheet.1. ______ the capital of New South Wales, is the oldest and largest city in Australia.A. MelbourneB. SydneyC. DarwinD. Canberra2. In its technical sense here, ______ deals with the analysis and creation of words, idioms and collocations.A. pictogramB. lexiconC. word-formationD. ideogram3. Who wrote and publish Poor Richard's AImanack?A. Benjamin Franklin.B. John Gay.C. David Hume.D. Samuel Richardson.4. ______ is the branch of linguistics which studies the characteristics of speech sounds and provide., methods for their description, classification and transportation.A. PhoneticsB. PhonologyC. PhonemeD. Phonetic typology5. When was Longman Group UK Ltd was founded?A. 1721.B. 1722.C. 1723.D. 1724.6. What is the name of the **piled by Samuel Johnson?A. First English Dictionary.B. Dictionary of English Language.C. A Dictionary of the English Language.D. Dictionary of the English Language.7. The sounds in the production of which there is an obstruction of the air-stream at Some point the vocal tract are calledA. consonanceB. consonant clusterC. consistencyD. consonants8. Major Newspapers and Magazines in the USA are ______ , etc.A. New York Times, Washington Post, Los Angeles Times, TimesB. New York Times, Washington Post, The Sun, TimesC. New York Times, Washington Post, The Evening Post, TimesD. New York Times, Washington Post, Sunday Times, Times9. ______ , Valentine's Day, is sweethearts? day, on which people in love with each other express their tender emotions.A. February 10thB. February 12thC. February 14thD. February 16th10. Which one of the following four books was written by Harriet Stowe?A. Roughing It in the Bush.B. Walden, or Life in the Woods.C. Adam Bede.D. Uncle Tom's Cabin.。

专业英语八级（改错）模拟试卷110(题后含答案及解析)题型有： 4. PROOFREADING & ERROR CORRECTIONPART IV PROOFREADING & ERROR CORRECTION (15 MIN)Directions: Proofread the given passage. The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:(1)For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.(2)For a missing word, mark the position of the missing word with a “∧” sign and write tDo people who choose to go on exotic, far-flung holidays deserve free health advice before they travel? And even if they pay, who ensures that they can get good, up-to-date information? Who,for that matter, should collect that information at the first place?【M1】______ For variety of reasons, travel medicine in Britain is a【M2】______responsibility nobody wants. As a result, many travelers go abroad illprepared to avoid serious disease. Why is travel medicine so unloved?Partly there’s an identity problem. Therefore it takes an interest in【M3】______anything that impinges on the health of travelers, this emerged【M4】______medical specialism invariably cuts across the traditional disciplines. It delves into everything from seasickness, jet lag and the hazards ofcamels to malaria and plague. But travel medicine has the more【M5】______serious obstacle to overcome. Travel clinics are meant to tell peoplehow to avoid ending dead or in a tropical diseases hospital when they【M6】______come home. But it is notoriously difficult to get anybody to pay outmoney in keeping people healthy. Travel medicine has also been【M7】______colonized by commercial interests—the vast majority of travel clinics in Britain are run by airlines or travel companies. And while travelconcerns are happy glad to sell profitable injections, they may be less【M8】______keen to spread bad news about travelers’diarrhea in Turkey, or totake the time to spell out preventive measures travelers could take of.【M9】______To compound the low status in the medical hierarchy, travel medicinehas to rely by statistics that are patchy at best. In most cases we just【M10】______don’t know how many Britons contract diseases when abroad.1．【M1】正确答案：at→in解析：词汇错误，介词误用。

专业英语八级模拟试卷493(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Norms: Types and Acceptance Good afternoon, everybody. Today we’ll go on with our discussion about “Elements of Culture”. We have talked about the element of language, which is viewed by sociologists as the foundation of every culture. Now let’s look at the second element—norms. What are norms? (1) Norms can be defined as the established standards of behaviour maintained by a society. Well, you know, all societies have ways of encouraging and enforcing what they view as appropriate behaviours while discouraging and punishing what they consider to be improper conducts. For example, respect for older people is a norm found in China. “Put on some clean clothes for dinner” is a norm followed in America. Bowing deeply to each other when meeting and saying good-bye to people is a norm practised in Japan. These are all norms. In order for a norm to become significant, it must be widely shared and understood. For example, when we go to the movies, we typically expect that people will be quiet while the film is showing. Because of this norm, if a member of the audience talks loudly, he may be asked to lower his voice. And when we go to school or go to work, we are expected to be punctual. If someone is late, he or she may feel uneasy and should say sorry to others. Now we’ll have a look at the types of norms. Sociologists distinguish norms in two ways. First, norms can be classified as formal and informal. (2) Formal norms have generally been written down and involve strict rules for punishment of violators. Laws are an example of formal norms, because in a political sense, the law is the body of rules, made by government for society, interpreted by the courts, and backed by the state. Besides, the requirements for a college major and rules of a card game are also formal norms. By contrast, (3) informal norms are generally understood but are not precisely recorded. Standards of proper dress are a common example of informal norms. Our society has no specific punishment or sanction if a student comes to college dressed quite differently from every one else. The most likely response is that he or she might be made fun of by other students for his or her unusual choice of clothing. Second, norms are also classified by their relative importance to society.When classified this way, they are known as mores and folkways. (4) Mores are norms that are regarded highly necessary to the welfare of a society, often because they embody the most valuable principles of a people. Each society demands obedience to its mores, and violation can lead to severe penalties. (5) For example, our society has strong mores against murder and treason. Folkways are norms governing everyday behaviour whose violation raises relatively little concern. For example, walking up a “down”escalator in a department store challenges our standards of appropriate behaviour, but it will not result in a fine or a jail sentence. Folkways play an important role in shaping the daily behaviour of members of a culture. OK, how do people accept norms? Now we’ll talk about the acceptance of norms. (7) First, norms, whether mores or folkways, are not followed in all situations. In some cases, people evade a norm because they know it is weakly enforced. For example, although smoking on public is forbidden, we often find people smoking in buses or other public places. Second, norms are violated in some instances because one norm conflicts with another. For example, suppose you live in an apartment building and one night you hear the screams of the woman next door. She is being beaten by her husband. If you decided to intervene by calling the police, you are violating the norm of “mind your own business”or “don’t interfere with other family’s business”, while at the same time you are following the norm of “assisting a victim of violence”. Then, even when norms do not conflict, there are always exceptions to any norm. The same action, under different circumstances, can cause one to be viewed either as a hero or as a villain. For example, eavesdropping on telephone conversation is normally considered illegal or mean, but it can be done by the police to obtain valid evidence for a criminal trial. Even killing another human being is tolerated as a form of self-defense and is actually rewarded in warfare. Acceptance of norms is also subjected to change, as the political, economic, and social conditions of a culture are transformed. For example, under traditional norms, a woman was expected to marry, rear children, and remain at home if her husband could support the family. However, these norms have been changing in recent decades, and more and more women are ready to or encouraged to have her own career and support the family together with her husband. As support for traditional norms weakens, people will feel free to violate them more frequently and openly and will be less likely to receive serious negative sanctions for doing so. Well, time is almost up for today’s lecture. To sum up, norms are established standards of behaviour maintained by a society. They are distinguished in two ways, that is, formal or informal norms according to their formality, and mores and folkways according to their relative importance to society. People in a culture normally follow its norms, but acceptance of norms differs in different situations and social conditions. Next time we’ll go on with other elements of culture, sanctions and values. See you then.Norms: Types and AcceptanceSociologists find that to understand a culture, it is very important to understand its norms.I. Definition of NormsThey are the (1)______ standards of behaviourmaintained by a society.II. Types of NormsNorms are distinguished in two ways; A. Formal and informal normsFormal norms are generally (2) ______ andinvolve strict rules for punishment of violators. One example isrmal norms are generally (3)______but arenot precisely recorded.Standards of proper dress are an example.B. Mores and folkwaysMores embody the most valuable (4)______of apeople and are regarded highly necessary to the welfare of a society. Examples are mores against (5)______ and treason.Folkways govern (6)______and the violation ofthem causes relatively little concern.They are important in shaping people’s dailybehaviour. III. Acceptance of NormsPeople in a culture normally follow its norms, but they are not followed in all situations.A. In some cases, people evade a weakly-enforced norm.(7)______is an example.B. In some instances norms are violated because one norm (8)______with another.For example, your intervening of your neighbour’s improper behaviour.C. Any norm has (9)______.Eavesdropping and self-defense are examples.D. Acceptance of norms is subjected to (10)______.Women’s role is an example.1．正确答案：established/fixed解析：演讲者的演讲主题是文化的第二个要素norms，根据句(1)可知，norms 是一个社会所维护的既定的行为准则，故答案为established／fixed。

专业英语八级（阅读）模拟试卷223(题后含答案及解析)题型有： 2. READING COMPREHENSIONPART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.(1) At a certain season of our life we are accustomed to consider every spot as the possible site of a house. I have thus surveyed the country on every side within a dozen miles of where I live. In imagination I have bought all the farms in succession, for all were to be bought, and I knew their price. I walked over each farmer’s premises, tasted his wild apples, discoursed on husbandry with him, took his farm at his price, at any price, mortgaging it to him in my mind: even put a higher price on it —took everything but a deed of it—took his word for his deed, for I dearly love to talk—cultivated it, and him too to some extent, I trust, and withdrew when I had enjoyed it long enough, leaving him to carry it on. This experience entitled me to be regarded as a sort of real-estate broker by my friends. Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a sedes, a seat? —better if a country seat. I discovered many a site for a house not likely to be soon improved, which some might have thought too far from the village, but to my eyes the village was too far from it. Well, there I might live, I said: and there I did live, for an hour, a summer and a winter life: saw how I could let the years run off, buffet the winter through, and see the spring come in. The future inhabitants of this region, wherever they may place their houses, may be sure that they have been anticipated. An afternoon sufficed to lay out the land into orchard, wood-lot, and pasture, and to decide what fine oaks or pines should be left to stand before the door, and whence each blasted tree could be seen to the best advantage: and then I let it lie, fallow, perchance, for a man is rich in proportion to the number of things which he can afford to let alone. (2) My imagination carried me so far that I even had the refusal of several farms—the refusal was all I wanted—but I never got my fingers burned by actual possession. The nearest that I came to actual possession was when I bought the Hollowell place, and had begun to sort my seeds, and collected materials with which to make a wheelbarrow to carry it on or off with: but before the owner gave me a deed of it, his wife—every man has such a wife—changed her mind and wished to keep it, and he offered me ten dollars to release him. Now, to speak the truth, I had but ten cents in the world, and it surpassed my arithmetic to tell, if I was that man who had ten cents, or who had a farm, or ten dollars, or all together. However, I let him keep the ten dollars and the farm too, for I had carried it far enough: or rather, to be generous, I sold him the farm for just what I gave for it, and, as he was not a rich man,made him a present of ten dollars, and still had my ten cents, and seeds, and materials for a wheelbarrow left. I found thus that / had been a rich man without any damage to my poverty. But I retained the landscape, and I have since annually carried off what it yielded without a wheelbarrow. With respect to landscapes, “ I am monarch of all I survey. My right there is none to dispute. “(3)I have frequently seen a poet withdraw, having enjoyed the most valuable part of a farm, while the crusty farmer supposed that he had got a few wild apples only. Why, the owner does not know it for many years when a poet has put his farm in rhyme, the most admirable kind of invisible fence, has fairly impounded it, milked it, skimmed it, and got all the cream, and left the farmer only the skimmed milk. (4) The real attractions of the Hollowell farm, to me, were: its complete retirement, being, about two miles from the village, half a mile from the nearest neighbor, and separated from the highway by a broad field: its bounding on the river, which the owner said protected it by its fogs from frosts in the spring, though that was nothing to me: the gray color and ruinous state of the house and barn, and the dilapidated fences, which put such an interval between me and the last occupant: the hollow and lichen-covered apple trees, gnawed by rabbits, showing what kind of neighbors I should have: but above all, the recollection I had of it from my earliest voyages up the river, when the house was concealed behind a dense grove of red maples, through which I heard the house-dog bark. I was in haste to buy it, before the proprietor finished getting out some rocks, cutting down the hollow apple trees, and grubbing up some young birches which had sprung up in the pasture, or, in short, had made any more of his improvements. To enjoy these advantages I was ready to carry it on: like Atlas, to take the world on my shoulders—I never heard what compensation he received for that—and do all those things which had no other motive or excuse but that I might pay for it and be unmolested in my possession of it: for I knew all the while that it would yield the most abundant crop of the kind I wanted, if I could only afford to let it alone. But it turned out as I have said.(5) All that I could say, then, with respect to farming on a large scale—I have always cultivated a garden—was, that I had had my seeds ready. Many think that seeds improve with age. I have no doubt that time discriminates between the good and the bad: and when at last I shall plant, I shall be less likely to be disappointed. But I would say to my fellows, once for all, as long as possible live free and uncommitted. It makes but little difference whether you are committed to a farm or the county jail.(6) Old Cato, whose “De Re Rustica”is my “Cultivator”, says—and the only translation I have seen makes sheer nonsense of the passage—”When you think of getting a farm turn it thus in your mind, not to buy greedily: nor spare your pains to look at it, and do not think it enough to go round it once. The oftener you go there the more it will please you, if it is good. “ I think I shall not buy greedily, but go round and round it as long as I live, and be buried in it first, that it may please me the more at last.1．It can be inferred from Para. 1 that______.A．the author had bought a farmB．the author enjoyed talking with farmersC．the author was quite adept at bargaining over the price of a houseD．the author spent the winter in the countryside正确答案：B解析：推理判断题。

专业英语八级（翻译）历年真题试卷汇编2(题后含答案及解析) 题型有： 4. TRANSLATIONPART IV TRANSLATION1．“流逝”表现了南国人对时间最早的感觉。

“子在川上曰：逝者如斯夫。

”他们发现无论是潺潺小溪，还是浩荡大河，都一去不复返，流逝之际青年变成了老翁而绿草转眼就枯黄，很自然有惜阴的紧迫感。

流逝也许是缓慢的，但无论如何缓慢，对流逝的恐惧使人们必须用“流逝”这个词来时时警戒后人，必须急匆匆地行动，给这个词灌注一种紧张感。

正确答案：They realized either the flowing stream or mighty rivers are gone forever. They found that as time passed by, youngsters would become old and the green grass wither in almost a blink of an eye. A sense of urgency naturally arose over the elusiveness of time. Time might flow slowly, but no matter how slowly time flowed, the very fear of its transiency compelled people to use the word “passage” to warn the new generations of the necessity of taking prompt action; thus instilling the word with a sense of tension.解析：背景介绍文章选自当代著名作家韩少功1996年出版的《马桥词典》。

这是一部长篇小说，但以词条为引子，讲述了古往今来引人入胜的故事，更像是一部百科全书。

专业英语八级阅读理解专项强化真题试卷2(题后含答案及解析) 题型有：1.(1)You should treat skeptically the loud cries now coming from colleges and universities that the last bastion of excellence in American education is being destroyed by state budget cuts and mounting costs. Whatever else it is, higher education is not a bastion of excellence. It is shot through with waste, lax academic standards and mediocre teaching and scholarship. (2)True, the economic pressures—from the Ivy League to state systems—are intense. Last year, nearly two-thirds of schools had to make midyear spending cuts to stay within their budgets. It is also true(as university presidents and deans argue)that relieving those pressures merely by raising tuition and cutting courses will make matters worse. Students will pay more and get less. The university presidents and deans want to be spared from further government budget cuts. Their case is weak. (3)Higher education is a bloated enterprise. Too many professors do too little teaching to too many ill-prepared students. Costs can be cut and quality improved without reducing the number of graduates. Many colleges and universities should shrink. Some should go out of business. Consider: Except for elite schools, admission standards are low. About 70 percent of freshmen at four-year colleges and universities attend their first-choice schools. Roughly 20 percent go to their second choices. Most schools have eagerly boosted enrollments to maximize revenues(tuition and state subsidies). Dropout rates are high. Half or more of freshmen don’t get degrees. A recent study of PhD programs at 10 major universities also found high dropout rates for doctoral candidates. The attrition among undergraduates is particularly surprising because college standards have apparently fallen. One study of seven top schools found widespread grade inflation. In 1963 , half of the students in introductory philosophy courses got a B—or worse. By 1986, only 20 percent did. If elite schools have relaxed standards, the practice is almost surely widespread. Faculty teaching loads have fallen steadily since the 1960s. In major universities, senior faculty members often do less than two hours a day of teaching. Professors are “socialized to publish, teach graduate students and spend as little time teaching(undergraduates)as possible,”concludes James Fairweather of Penn State University in a new study. Faculty pay consistently rises as undergraduate teaching loads drop. Universities have encouraged an almost mindless explosion of graduate degrees. Since 1960, the number of masters’degrees awarded annually has risen more than fourfold to 337 ,000. Between 1965 and 1989, the annual number of MBAs(masters in business administration)jumped from 7,600 to 73,100. (4)Even so, our system has strengths. It boasts many top-notch schools and allows almost anyone to go to college. But mediocrity is pervasive. We push as many freshmen as possible through the door, regardless of qualifications. Because bachelors’degrees are so common, we create more graduate degrees of dubious worth. Does anyone believe the MBA explosionhas improved management? (5)You won’t hear much about this from college deans or university presidents. They created this mess and are its biggest beneficiaries. Large enrollments support large faculties. More graduate students liberate tenured faculty from undergraduate teaching to concentrate on writing and research: the source of status. Richard Huber, a former college dean, writes knowingly in a new book “How Professors Play the Cat Guarding the Cream: Why We’re Paying More and Getting Less in Higher Education” : Presidents, deans and trustees...call for more recognition of good teaching with prizes and salary incentives. (6)The reality is closer to the experience of Harvard University’s distinguished paleontologist Stephen Jay Gould: “To be perfectly honest, though lip service is given to teaching, I have never seriously heard teaching considered in any meeting for promotion. .. Writing is the currency of prestige and promotion. “(7)About four-fifths of all students attend state-subsidized systems, from community colleges to prestige universities. How governors and state legislatures deal with their budget pressures will be decisive. Private schools will, for better or worse, be influenced by state actions. The states need to do three things. (8)First, create genuine entrance requirements. Today’s low standards tell high school students: You don’t have to work hard to go to college. States should change the message by raising tuition sharply and coupling the increase with generous scholarships based on merit and income. To get scholarships, students would have to pass meaningful entrance exams. Ideally, the scholarships should be available for use at instate private schools. All schools would then compete for students on the basis of academic quality and costs. Today’s system of general tuition subsidies provides aid to well-to-do families that don’t need it or to unqualified students who don’t deserve it. (9)Next, states should raise faculty teaching loads, mainly at four-year schools.(Teaching loads at community colleges are already high.)This would cut costs and reemphasize the primacy of teaching at most schools. What we need are teachers who know their fields and can communicate enthusiasm to students. Not all professors can be path-breaking scholars. The excessive emphasis on scholarship generates many unread books and mediocre articles in academic journals. “You can’t do more of one(research)without less of the other(teaching),”says Fairweather. “People are working hard—it’s just where they’re working. “(10)Finally, states should reduce or eliminate the least useful graduate programs. Journalism(now dubbed “communications”), business and education are prime candidates. A lot of what they teach can—and should—be learned on the job. If colleges and universities did a better job of teaching undergraduates, there would be less need for graduate degrees. (11)Our colleges and universities need to provide a better education to deserving students. This may mean smaller enrollments, but given today’s attrition rates, the number of graduates need not drop. Higher education could become a bastion of excellence, if we would only try.1．It can be concluded from Para. 3 that the author was______towards higher education.A．indifferentB．neutralC．positiveD．negative正确答案：D解析：推理判断题。

专业英语八级（翻译）模拟试卷123(题后含答案及解析)题型有： 4. TRANSLATIONPART IV TRANSLATION1．我想有必要在这里先谈一谈德国的与博士论文有关的制度。

当我在德国学习的时候，德国并没有规定学习的年限，只要你有钱，你可以无限期地学习下去。

德国有一个词儿是别的国家没有的，这就是“永恒的大学生”。

德国大学没有空洞的“毕业”这个概念，只有博士论文写成，口试通过，拿到博士学位，这才算是毕了业。

写博士论文也有一个形式上简单而实则极严格的过程，一切决定于教授，在德国大学里，学术问题是教授说了算。

德国大学没有入学考试。

只要高中毕业，就可以进入任何大学。

德国学生往往是先入几个大学，过了一段时间以后，自己认为某个大学、某个教授，对自己最适合，于是才安定下来。

正确答案：I think it is necessary to talk about the system of doctoral dissertation in Germany first. When I studied in Germany, there was no limitation on the length of schooling. Thus, you could keep on studying as long as you can afford to. The German term “eternal college student” finds no equivalence in other languages. And the concept “graduation” in German universities is never hollow: only after finishing Ph.D dissertation, passing the dissertation defense and attaining the doctoral degree, could the student successfully graduate.The process of producing dissertation was actually very strict although it looked simple in form, which was completely controlled by the professor who had the final say on the academic issues in German universities.解析：1．本文选自季羡林的散文《假若我再上一次大学》，作者以第一人称叙述求学往事，整体时态应为一般过去时。

专业英语八级（阅读）模拟试卷208(题后含答案及解析)题型有： 2. READING COMPREHENSIONPART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.(1)Criminology has treated women’s role in crime with a large measure of indifference. The intellectual tradition from which criminology derives its conception of these sexes maintains esteem for men’s autonomy, intelligence and force of character while disdaining women for their weaknesses of compliance and passivity. Women who conform as pure, obedient daughters, wives and mothers benefit men and society. Those women who don’t, that is are non-conforming, may simply be one who questions established beliefs or practices, or one who engages in activities associated with men, or one who commits a crime. These women are doubly damned and doubly deviant. They are seen as “mad”not “bad”. These behaviors frequently lead to interpretations of being mentally abnormal and unstable. Those doing the defining, by the very act, are never defined as “other”, but are the norm. As “men” are the norm, women are deviant. Women are defined in reference to men. In the words of Young, “sexual difference is one of the ways in which normal is marked out from deviant”. So why do these differences exist within the criminal justice system and society as a whole? In order to understand why offending and punishment differs between genders it is important to acknowledge and analyze past perceptions, theories and perspectives from predominant sociologists and criminologists of that time towards women in society. (2)Up until the turn of the century, women were primarily perceived as sexual objects and expected to remain within male dominated ideologies such as homemaker, career and nurturer taking second place after men. Women who strayed from the norm were severely punished, void of any opportunities to explain their actions. Perhaps interventions from Elizabeth Fry in the early nineteenth century campaigning for women to be housed in separate prisons from men and offered rehabilitation could be marked as the starting point for intense studies being conducted into relationships between women and crime. The conception at that time was that women must be protected from, rather than held responsible for their criminal actions. Unfortunately, such intervention only caused coaxing rather than coercion, that is, women became segregated even more as individual members of their community. (3)Later in the late nineteenth century, Lombroso and Ferrero wrote a book called, The Female Offender. Their theories were based on “atavism”. Atavism refers to the belief that all individuals displaying anti-social behavior were biological throwbacks. The born female criminal was perceived to have the criminal qualities ofthe male plus the worst characteristics of women. According to Lombroso and Ferrero, these included deceitful-ness, cunning and spite among others and were not apparent among males. This appeared to indicate that criminal women were genetically more male than female, therefore biologically abnormal. Criminality in men was a common feature of their natural characteristics, whereby women, their biologically-determined nature was antithetical to crime. Female social deviants or criminals who did not act according to pre-defined standards were diagnosed as pathological and requiring treatment, they were to be “cured” or “removed”. (4)Other predominant theorists such as Thomas and later, Pollack, believed that criminality was a pathology and socially induced rather than biologically inherited. As Thomas says, “the girl as a child does not know she has any particular value until she learns it from others”. Pollack believed, “it is the learned behavior from a very young age that leads girls into a ‘masked’character of female criminality”, that is, how it was and still is concealed through under-reporting and low detection rates of female offenders. He further states, “in our male-dominated culture, women have always been considered strange, secretive and sometimes dangerous”. A greater leniency towards women by police and the justice system needs to be addressed especially if a “true” equality of genders is to be achieved in such a complicated world. (5)Although it may be true that society has changed since the days of Lombroso and Ferrero, past theories appear to remain within much of today’s criminal justice system. Women have so many choices of which they didn’t before. It would appear naive to assume that women and crime may be explained by any one theory. Any crime for mat matter, whether male or female, may not be explained by any one theory. It is an established and non-arguable fact that males and females differ biologically and sociological influences, such as gender-specific role-playing appears to continue within most families. It’s a matter of proportion not difference. According to Edwards, “the enemy is within every woman, but is not her reproductive biology, rather it is the habit regarding it into which she has been led by centuries of male domination”. (6)Many argue, the main culprit for aggression as seen in many men is “testosterone”. This hormone appears responsible for much of the male crime, even in today’s society of increased knowledge on the subject. In contrast, extensive research over the past twenty-five years done on the testosterone/aggression link focusing on prenatal testosterone predisposing boys to be rougher than girls, concluded it was very difficult to show any connection between testosterone and aggressive behavior. Cross-cultural studies of ninety-five societies revealed forty-seven percent of them were free of rape while at least thirty-three societies were free of war and interpersonal violence was extremely rare. Based on these studies, it may be evident to suggest that sociological factors and environmental influences appear to have greater credibility in explaining criminal behavior, whether male or female. (7)As most women commit crimes of a lesser violent nature such as shop-lifting, leniency is given to them from law enforcement officers and judges. It is true that many women use their “femininity” to their advantage which makes it very difficult to argue equal rights for both sexes. This unequal position of women in society due to social oppression and economic dependency on men and me state, needs to be addressed.1．What is the main idea of the first paragraph?A．The tradition thinks that men are self-controlled and clever.B．Women who do not conform will be punished or commit a crime.C．Defining of the norm is in reference to men’s activities.D．Women criminals are treated with indifference before the law.正确答案：D解析：本题考查段落中心思想。

专业英语八级（阅读）模拟试卷162(题后含答案及解析)题型有： 2. READING COMPREHENSIONPART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.(1) There is an ecstasy that marks the summit of life, and beyond which life cannot rise. And such is the paradox of living, this ecstasy comes when one is most alive, and it comes as a complete forgetfulness that one is alive. This ecstasy, this forgetfulness of living, comes to the artist, caught up and out of himself in a sheet of flame; it comes to the soldier, war-mad on a stricken field and refusing quarter; and it came to Buck, leading the pack, sounding the old wolf-cry, straining after the food that was alive and that fled swiftly before him through the moonlight. He was sounding the deeps of his nature, and of the parts of his nature that were deeper than he, going back into the womb of Time. He was mastered by the sheer surging of life, the tidal wave of being, the perfect joy of each separate muscle, joint, and sinew in that it was everything that was not death, that it was aglow and rampant, expressing itself in movement, flying exultantly under the stars and over the face of dead matter that did not move. (2) But Spitz, cold and calculating even in his supreme moods, left the pack and cut across a narrow neck of land where the creek made a long bend around. Buck did not know of this, and as he rounded the bend, the frost wraith of a rabbit still flitting before him, he saw another and larger frost wraith leap from the overhanging bank into the immediate path of the rabbit. It was Spitz. The rabbit could not turn, and as the white teeth broke its back in mid air it shrieked as loudly as a stricken man may shriek. At sound of this, the cry of Life plunging down from Life’s apex in the grip of Death, the fall pack at Buck’s heels raised a hell’s chorus of delight.(3) Buck did not cry out. He did not check himself, but drove in upon Spitz, shoulder to shoulder, so hard that he missed the throat. They rolled over and over in the powdery snow. Spitz gained his feet almost as though he had not been overthrown, slashing Buck down the shoulder and leaping clear. Twice his teeth clipped together, like the steel jaws of a trap, as he backed away for better footing, with lean and lifting lips that writhed and snarled. (4) In a flash Buck knew it. The time had come. It was to the death. As they circled about, snarling, ears laid back, keenly watchful for the advantage, the scene came to Buck with a sense of familiarity. He seemed to remember it all—the white woods, and earth, and moonlight, and the thrill of battle. Over the whiteness and silence brooded a ghostly calm. There was not the faintest whisper of air—nothing moved, not a leaf quivered, the visible breaths of the dogs rising slowly and lingering in the frosty air. They had made short work of the snowshoe rabbit, these dogs that were ill-tamed wolves; and they were now drawn up in an expectant circle. They, too, were silent, their eyes only gleaming and their breaths drifting slowly upward. To Buck it was nothing new or strange, this scene of old time. It was as though it had always been, the wonted way of things. (5) Spitz was a practised fighter. From Spitzbergen through the Arctic, and across Canada and the Barrens, he had held his own with all manner of dogs and achieved to mastery over them. Bitter rage was his, but never blind rage. In passion to rend and destroy, he never forgot that his enemy was in like passion to rend and destroy. He never rushed till he was prepared to receive a rush; never attacked till he had first defended that attack. (6) In vain Buck strove to sink his teeth in the neck of the big white dog. Wherever his fangs struck for the softer flesh, they were countered by the fangs of Spitz. Fang clashed fang, and lips were cut and bleeding, but Buck could not penetrate his enemy’s guard. Then he warmed up and enveloped Spitz in a whirlwind of rushes. Time and time again he tried for the snow-white throat, where life bubbled near to the surface, and each time and every time Spitz slashed him and got away. Then Buck took to rushing, as though for the throat, when, suddenly drawing back his head and curving in from the side, he would drive his shoulder at the shoulder of Spitz, as a ram by which to overthrow him. But instead, Buck’s shoulder was slashed down each time as Spitz leaped lightly away. (7) Spitz was untouched, while Buck was streaming with blood and panting hard. The fight was growing desperate. And all the while the silent and wolfish circle waited to finish off whichever dog went down. (8) As Buck grew winded, Spitz took to rushing, and he kept him staggering for footing. Once Buck went over, and the whole circle of sixty dogs started up; but he recovered himself, almost in mid air, and the circle sank down again and waited. (9) But Buck possessed a quality that made for greatness—imagination. He fought by instinct, but he could fight by head as well. He rushed, as though attempting the old shoulder trick, but at the last instant swept low to the snow and in. His teeth closed on Spitz’s left fore leg. There was a crunch of breaking bone, and the white dog faced him on three legs. Thrice he tried to knock him over, then repeated the trick and broke the right fore leg. Despite the pain and helplessness, Spitz struggled madly to keep up. He saw the silent circle, with gleaming eyes, lolling tongues, and silvery breams drifting upward, closing in upon him as he had seen similar circles close in upon beaten antagonists in me past. Only this time he was me one who was beaten. (10) There was no hope for him. Buck was inexorable. Mercy was a thing reserved for gender climes. He manoeuvred for the final rush. The circle had tightened till he could feel the breaths of the huskies on his flanks. He could see mem, beyond Spitz and to either side, half crouching for the spring, their eyes fixed upon him. A pause seemed to fall. Every animal was motionless as though turned to stone. Only Spitz quivered and bristled as he staggered back and forth, snarling with horrible menace, as though to frighten off impending death. Then Buck sprang in and out; but while he was in, shoulder had at last squarely met shoulder. The dark circle became a dot on me moon-flooded snow as Spitz disappeared from view. Buck stood and looked on, the successful champion, the dominant primordial beast who had made his kill and found it good.1．It can be inferred from Para. 1 that Buck______.A．enjoyed the feel of being a leaderB．was experiencing a paradox of livingC．had overcome me horror of deathD．woke up its own nature as a wolf正确答案：A解析：推断题。

2011年英语专业8级考试预测试卷(二)总分：100分及格：60分考试时间：195分PART I LISTENING COMPREHENSION (35 MIN) SECTION A MINI-LECTURE(1)<Ahref="javascript:;"></A>(2)填入第2题的答案是_________.(3)填入第3题的答案是_________.(4)填入第4题的答案是_________.(5)填入第5题的答案是_________.(6)填入第6题的答案是_________.(7)填入第7题的答案是_________.(8)填入第8题的答案是_________.(9)填入第9题的答案是_________.(10)填入第10题的答案是_________.SECTION B INTERVIEW & SECTION C NEWS BROADCAST(1)Questions {TSE} are based on the following news. At the end of the news item ,you will be given 20 seconds to answer the questions. Now listen to the news.(2)Which foreign country did Carolyn French NOT study in?(3)Questions {TSE} are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.(4)What is the percentage of people under 12 years old who are internally displaced in Iraq?(5)According to Jolie,what outcome can the displacement lead to?(6)Which is NOT the reason that Jolie risks her life and comes to Iraq?(7)How does Jolie respond to the host's question about putting pressure on the U. S. ?(8)Questions {TSE} are based on the following news. At the end of the news item ,you will be given 20 seconds to answer the questions. Now listen to the news.{TS}The number of the families with difficulty getting enough food rose by__________.(9)What do we know about food security in the United States?(10)Question {TSE} is based on the following news. At the end of the news item ,you will be given 10 seconds to answer the question. Now listen to the news.{TS} Burlington Northern__________.PART ⅡREADING COMPREHENSION (30 MIN)(1)<Ahref="javascript:;"></A><Ahref="javascript:;"></A><Ahref="javascript:;"></A><Ahref="javascript:;"></A><Ahref="javascript:;"></A>(2)The author mentions the study published by Sophia Vinogradov and her colleagues to illustrate __________.(3)It can be inferred from Paragraph 6 and 7 that __________.(4)Which of the following is INCORRECT according to the passage?(5)Which does NOT lead to the fact that patients of schizophrenia frequently cannot get effective treat-ments?(6)<Ahref="javascript:;"></A><Ahref="javascript:;"></A><Ahref="javascript:;"></ A><Ahref="javascript:;"></A><Ahref="javascript:;"></A>(7)"... this is hard to match" in the second paragraph suggests that __________.(8)Which of the following is NOT cited as an example of change in today's economic world?(9)It can be inferred from the passage that __________.(10)What is the author's attitude towards those firms which haven't been prepared for liberalization?(11)<A href="javascript:;"></A><A href="javascript:;"></A><Ahref="javascript:;"></A>(12)Why does the author mention Marcel Mauss and Jacques Demida?(13)The key of the problem of exchanging gifts is that_________.(14)Why does the author say "presents abuse peasants" in the sixth paragraph?(15)According to the author, when giving or accepting a gift, the most important thing is to know that ________.(16)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on ANSWER SHEET TWO.TEXT ALately DreamWorks SKG has been a wandering tribe. The would-be studio which made films such as American Beauty and War of the Worlds, sold itself to Paramount in 2005. When that arrangement fell apart it found new partners in Reliance Big Enter tain ment a Hollywood outfit and Universal Studios. Then it fell out with Universal. So it was rather a surprise, when on February 9th Dream Works abruptly found it self in the promised land. Disney, the world's foremost purveyor of wholesome entertainment, lent it money and agreed to market and distribute its films.It is a good illustration of how the economic downturn is affecting Hollywood. Until recently executives were boasting that the film business was resistant, perhaps even immune, to recession. The number of cinema tickets sold actually increased during three out of the past four recessions. Box-office receipts so far thisyear are higher than last year. Admittedly the share prices of media companies have tumbled--but that is because of the collapse in television and print advertising and has little to do with Tinsel town.Yet the downturn has profoundly affected the art of deal-making. Although the breakdown of negotia tions between DreamWorks and Universal has been followed by a storm of recriminations, the heart of the problem was that DreamWorks was finding it unexpectedly hard to raise debt. It is hardly alone in that.Two years ago investors were lubricating all sorts of strange alliances and start-ups--Tom Cruise wants to resurrect United Artists? Why not? But now the outside money has all but disappeared. The big studios the primacy of which was never exactly threatened during the boom years, are now almost the only game in town The alliance with DreamWorks is something of an about-turn for Disney. Under Bob Iger, who took over as chief executive in 2005,Disney has culled films that are a less than perfect fit for its family-friend lybrand and has concentrated on turning those that are into amusement-park rides, lunch boxes and other spin-offs. This week's deal will add as many as six films a year to Disney's pipeline swelling itby about half. The surge will not happen at once however DreamWorks will have to raise more money before it iscap able of producing that many.These days DreamWorks is largely Steven Spielberg's outfit. Jeffrey Katzenberg (the "K" in SKG)runs DreamWorks Animation, a separate, publicly owned company. David Geffen (the "G") has retired from the studio. The remaining founder spoke warmly of Disney this week, calling it the "birthplace of imagination". He is said to be looking forward to making more family films. Perhaps but he still looks a little out of place in the magic kingdom.Mr. Spielberg became America's best-known, and perhaps best, film director by fusing block b(17)The opening paragraph is trying to convey that __________.(18)Which of the following statements is CORRECT according to the second and third paragraphs?(19)By saying "The alliance with DreamWorks is something of an about-turn for Disney in Paragraph Four the author means that Disney will face __________.(20)It can be inferred from the last two paragraphs that __________.PART ⅢGENERAL KNOWLEDGE (10 MIN)(1)Historians refer to the years ____ as the Gilded Age in America.(2)The first American writer to use free verse in poetry is __________.(3)Which of the following works is different from the others in the American literature history?(4)The deepest lake in Canada is __________.(5)"Proper words in proper places, makes the true definitions of a style" is a famous remark made by _______.(6)The eldest and largest Australian party is __________.(7)The following terms were put forward by Ferdinand de Sussure EXCEPT __________.(8)What is the main idea of the Speech Act Theory?(9)The largest city in New Zealand is __________.(10)All of the following statements about Beowulf are true EXCEPT ________.PART ⅣPROOFREADING & ERROR CORRECTION (15MIN)(1)<A href="javascript:;"></A>(2)错误2 _________.(3)错误3 _________.(4)错误4 _________.(5)错误5 _________.(6)错误6 _________.(7)错误7 _________.(8)错误8 _________.(9)错误9 _________.(10)错误10 _________.PART ⅤTRANSLATION (60 MIN) SECTION A CHINESE TO ENGLISH(1)<Ahref="javascript:;"></A>SECTION B ENGLISH TO CHINESE(1)<Ahref="javascript:;"></A>PART ⅥWRITING (45 MIN)(1)<Ahref="javascript:;"></A>答案和解析PART I LISTENING COMPREHENSION (35 MIN) SECTION A MINI-LECTURE (1) :the same notebook<A ></A><A ></A>(2) :on the board(3) :Skim(4) :the appearance(5) :an active learner(6) :your notes(7) :a self test(8) :miss(9) :behavior patterns(10) :study timeSECTION B INTERVIEW & SECTION C NEWS BROADCAST(1) :C<A ></A><A ></A>(2) :B(3) :D<A ></A><A ></A><A ></A>(4) :D(5) :A(6) :A(7) :A(8) :A<A ></A><A ></A>(9) :A(10) :D<A ></A>PART ⅡREADING COMPREHENSION (30 MIN)(1) :D<A ></A>{Page}<A ></A><A ></A>{Page}<A ></A>(2) :A<A ></A>(3) :A<A ></A>(4) :D<A ></A>(5) :D<A ></A>(6) :D<A ></A>{Page}<A ></A>(7) :C<A ></A>(8) :A<A ></A>(9) :C<A ></A>(10) :A<A ></A>{Page}<A ></A><A ></A><A ></A>(11) :D<A ></A>{Page}<A ></A>(12) :B<A ></A>(13) :D<A ></A>(14) :B<A ></A>(15) :A<A ></A>(16) :C<A ></A>段指出梦工厂这一经历证明经济危机已经蔓延到好莱坞。