英语专业八级综合模拟试题及详解(二)【圣才出品】
2011年英语专业八级真题及详解 章节题库(阅读理解)【圣才出品】
第2章阅读理解◆社会生活类Passage OneOne school night this month I sidled up to Alexander, my 15-year-old son, and stroked his cheek in a manner I hoped would seem casual. Alex knew better, sensing by my touch, which lingered just a moment too long, that I was sneaking a touch of the stubble that had begun to sprout near his ears. A year ago he would have ignored this intrusion and returned my gesture with a squeeze. But now he recoiled, retreating stormily to his computer screen. That, and a peevish roll of his eyes, told me more forcefully than words, Mom, you are so busted!I had committed the ultimate folly: invading my teenager’s personal space. “The average teenager has pretty strong feelings about his privacy,”Lara Fox, a recent young acquaintance, told me with an assurance that brooked no debate. Her friend Hilary Frankel chimed in: “What Alex is saying is: ‘This is my body changing. It’s not yours.’”Intruding, however discreetly, risked making him feel babied “at a time when feeling like an adult is very important to him,”she added.OK, score one for the two of you. These young women, after all, are experts. Ms. Frankel and Ms. Fox, both 17, are the authors of “Breaking the Code”(New American Library), a new book that seeks to bridge the generational divide between parents and adolescents. It is being promoted by its publisher as the firstself-help guide by teenagers for their parents, a kind of “Kids Are From Mars, Parents Are From Venus”that demystifies the language and actions of teenagers. The girls tackled issues including curfews, money, school pressures, smoking and sibling rivalry.Personally, I welcomed insights into teenagers from any qualified experts, and that included the authors. The most common missteps in interacting teenagers, they instructed me, stem from the turf war between parents asserting their right to know what goes on under their roof and teenagers zealously guarding their privacy. When a child is younger, they write, every decision revolves around the parents. But now, as Ms. Fox told me, “often your teenager is in this bubble that doesn’t include you.”Ms. Fox and Ms. Frankel acknowledge that they and their peers can be quick to interpret their parents’remarks as dismissive or condescending and respond with a hostility that masks their vulnerability. “What we want above all is your approval,”they write. “Don’t forget, no matter how much we act as if we don’t care what you say, we believe the things you say about us.”Nancy Samalin, a New York child-rearing expert and the author of “Loving Without Spoiling”(McGraw-Hill, 2003), said she didn’t agree with everything the authors suggested but found their arguments reasonable. “When your kids are saying, ‘You don’t get it, and you never will,’there are lots of ways to respond so that they will listen,”she said, “and that’s what the writers point out.”As for my teenager, Alex, Ms. Fox and Ms. Frankel told me I would have donebetter to back off or to have asked “Is your skin feeling rougher these days?”A more successful approach, the authors suggest in their book, would have been for the mother to offer, as Ms. Fox’s own parents did, a later curfew once a month, along with an explanation of her concerns. “My parents helped me see,”Ms. Fox told me, “that even though they used to stay out late and ride their bicycles to school, times have changed. These days there is a major fear factor in bringing up kids. Parents worry about their child crossing the street.”The writers said they hoped simply to shed light on teenage thinking. For their parents it did. Reminded by Ms. Fox that teenagers can be quite territorial, her father, Steven Fox, a dentist, said, “These days I’m better about knocking on the door when I want to come into Lara’s room.”“I try to talk to her in a more respectful way, more as an adultish type of teenager rather than a childish type of teenager,”he added.1. Which of the following is NOT true about the teenagers’attitude towards their parents?A. They yearn for the respect and approval from their parents.B. They want a private space without being invaded by their parents.C. They usually have a conversation with their parents in unequal positions.D. They resist parents’remarks due to their disbelief of parents’judgments. 【答案】D【解析】细节题。
专业英语八级模拟试卷902(题后含答案及解析)
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。
英语专八参考答案
英语专八参考答案英语专业八级考试（TEM-8）是中国英语专业学生的一项重要考试，它涵盖了听力、阅读、写作、翻译和人文知识等多个方面。
以下是一份模拟的参考答案，供参考：一、听力理解1. 短对话理解：这部分测试学生对日常英语对话的理解能力。
考生需仔细聆听对话内容，并从四个选项中选择最合适的答案。
2. 长对话理解：长对话通常涉及更复杂的情境和更多的信息点。
考生需要集中注意力，理解对话的主旨和细节。
3. 新闻听力：这部分要求考生能够理解英语新闻报道，把握新闻的主要内容和关键信息。
4. 讲座听力：考生需聆听一段英语讲座，并回答相关问题，测试学生对讲座内容的理解和分析能力。
二、阅读理解1. 快速阅读：考生需要在限定时间内快速浏览文章，抓住文章的主旨大意。
2. 深度阅读：这部分要求考生仔细阅读文章，理解文章的细节信息，并能对文章进行推理和判断。
3. 词汇理解：考生需要根据上下文推断生词或短语的含义。
三、写作1. 图表作文：考生需根据所给图表信息，撰写一篇描述性或论证性的文章。
2. 议论文写作：考生需就某一话题表达自己的观点，并提供支持性的论据。
四、翻译1. 英译汉：考生需将英语文本翻译成中文，注意语言的准确性和流畅性。
2. 汉译英：考生需将中文文本翻译成英文，同样要注意语言的准确性和地道性。
五、人文知识1. 英美文学：考生需对英美文学的重要作品和作者有所了解。
2. 英美文化：这部分测试考生对英美文化常识的掌握。
3. 语言学基础：考生需要了解基本的语言学概念和理论。
六、完形填空考生需在理解文章大意的基础上，根据上下文逻辑和语境，选择最合适的选项填空。
七、改错考生需识别并纠正文章中的语法、用词等错误。
八、词汇和语法这部分测试考生对英语词汇和语法知识的掌握程度。
九、总结考生需根据所给材料，撰写一篇总结性的文章，概括材料的主要内容。
请注意，以上内容仅为模拟参考答案的示例，实际的TEM-8考试内容和形式可能会有所不同。
专业英语八级模拟试卷820(题后含答案及解析)
专业英语八级模拟试卷820(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：How to Ensure Survival in the College Dorm Good evening, ladies and gentlemen. This is Shah J. Chaudhry from the College Admission. Congratulations on becoming a member of this famous college. College life is colorful. However, I have to say that it can be hard as well. Problems can arise from almost all parts of your college life. Life in the college dorm in particular, and on the rest of the campus in general, is something which will expose you to a variety of situations and emotions. That’s where you need some advice to help build up your own techniques to deal with the problems. [1] Although there is a certain degree of anxiousness and stress involved, the years spent in the dorm room will eventually become one of the most enjoyable and memorable periods of your life. Although a certain degree of anxiety is natural, it has been observed that a large number of college-bound students are damn scared of life in the college dorm! Overwhelming seniors and scary rumors and legends related to the “initiation”don’t help things much. [2] To put it simply: there’s nothing to be scared about. Like all new and unknown things in life, moving into the dorm will bring with it problems, anxieties and frustrations, but everything will turn out just fine in a few days. [3] Look at the bright side of it. You are going to meet new people and some of them will be your good friends. You are going to learn different local cultures through the people sharing the dorm with you. And you are going to improve your communication skills. Believe it or not, but the years spent in the college dorm will eventually be remembered as the most memorable and enjoyable period of your life. [4] In order to help you adjust well into dorm life, let’s discuss a few simple steps which will ensure your survival and successful adjustment into the college dorm. Shape up Everyone in the world has a certain way of doing things. Similarly, every student coming to college has certain tastes, preferences, routines and habits. [5] Now that you are sharing the environment with people other than your family members, you have to evaluate your life style. The fact that your mom tolerated your dirty habits and poor social skills does not mean that the rest of the dorm will too. Make Friends andSocialize The best way to quickly adjust yourself into the dorm environment is by making friends. [6] It’s always easier to go through unfamiliar and inconvenient situations if you have a group of friends and colleagues with whom you can relate to.[7] In fact, it’s widely accepted that the dorm environment (studying, eating, playing, sleeping and living together) gives you the opportunity to make friends closer than any you’ve had before. It’s not uncommon for a person’s “best” friends to be those with whom he or she spent several years with in the college dorm back in the “good old days”. To tell you the truth, the people I hang out most frequently now are friends I made at college. Tolerate and Co-exist Many people like to compare life in the college dorm with living as part of one big over-sized family. Usually you get along, sometimes you fight, but at the end of the day you all love each other! Ok, I confess, maybe the above statement isn’t completely true. [8] When you go to college you’ll invariably come across a couple of people (just a couple, never more!) who are just mean, idiotic jerks. When such a situation arises (and trust me it will), you’ll just have to learn to tolerate each other and co-exist without setting fire to each other’ s rooms. Remember just now I said that you can improve communication skills? Here is the chance. Try your best to communicate with people who are hard to get along with. Learn to Share This is probably the most important part of life in the college dorm. You’ll have to live with people whom you initially don’t know and will have to share dorm rooms, bathrooms, dinner tables, telephone lines, TVs, water coolers —everything! [9] Generally, close friends end up sharing everything from books to beds to clothes to shoes. But you’ll also have to lend your personal belongings (a bar of soap, a book, a tube of toothpaste or even some money) to those people in the dorm who are not “close friends”but just “friends”. Why? Simply because if you don’t, then there’ll be nobody willing to lend you anything when you are in need. Have Fun I lied earlier when I said that learning to share is the most important. THIS is the most important aspect of dorm life. Well, is there any fun? [10] Think of it: no parents, no restrictions, and best of all, a large number of people your age available to you at all times of the day and night. Although you should remember that your primary objective is to study and receive a good education, it’s perfectly fine to have a lot of fun during your college dorm days. Be responsible and be safe, and have the time of your life!How to Ensure Survival in the College Dorm Life in college dorm can be hard, especially for the first-years. Here Shah J. Chaudhry gives them great tips for successful college dorm life. College students face certain degree of 【B1】______ in their 【B1】______dorms. However, students need not be 【B2】______ about problems 【B2】______and frustrations. They’d better find the bright 【B3】______ of dorm 【B3】______life. The following is the advice as how to 【B4】______ to it. 【B4】______Shape up Everyone has his own way of getting things done. Since students are sharing dorm with each other, it is wise for them toreexamine their 【B5】______ . 【B5】______Make Friends and Socialize Friends will make things 【B6】______ for people, so the best way 【B6】______of a quick adjustment is making friends. It is strongly believedthat dorm life provides great 【B7】______ for students to make close 【B7】______friends.Tolerate and Co-exist Students will【B8】______ meet mean people in college. In such 【B8】______case, they must learn to put up with each other and stay in peace. Learn to ShareIt is wise for students to learn to share things with others, notonly the facilities in the dorm, but also some personal 【B9】______ . 【B9】______Have Fun With no parents around, enough freedom, and people ofsimilar 【B10】______ , having fun is the most important part of dorm 【B10】______life, although the major task for students is to study.1．【B1】正确答案：anxiousness and stress解析：本讲座主要给出了处理好寝室生活的一些建议，并分五条列出。
大学专业八级英语(词汇与语法)全真模拟练习及答案解析
大学专业八级英语（词汇与语法）全真模拟练习及答案解析总分：100分题量：50题一、单选题（共50题，共100分）1.Sometimesabus____getsonthebustocheckthetickets.A.agentB.officerC.conductorD.inspector正确答案：C本题解析：【句意】有时，公共汽车检票员上车查票。
【难点】 bus conductor意为“公共汽车售票员”;agent意为“代理人，中介人”;officer意为“军官，官员”;inspector意为“检查员，视察员”。
2.____,sheledalifeofcompleteseclusion.A.BeingdisgracedB.DisgracedC.DisgracingD.Shewasdisgraced正确答案：B本题解析：【句意】失宠后，她过着完全隐居的生活。
【难点】 disgraced在这里是过去分词作状语，表示伴随状态。
3.Withonelegbrokeninthatcaraccident,hecannotevenwalk,____run.A.letaloneB.that’stosayC.nottospeakD.nottomention正确答案：A本题解析：【句意】在车祸中，他的一条腿骨折，他连走路都不行，更不用说跑了。
【难点】 let alone意为“更不必说”;not to mention意为“再加上”;that is to say意为“也就是说”4.Nowherebutintheremotestregionofthecountry____findaplacetosettledown .A.canheB.hecanC.heD.forhimto正确答案：A本题解析：【句意】他只能在最遥远的地方找个安身之处。
【难点】 Nowhere是否定副词，位于句首引导倒装句。
5.EinsteinwontheNobelPrizein1921andenjoyedgreatfameinGermanyuntilther iseofNazism____hewasexpelledfromGermanybecausehewasaJew.A.whenB.whoC.thenD.which正确答案：A本题解析：【句意】爱因斯坦于1921年获诺贝尔奖金，在德国享有盛誉。
2012年英语专业八级真题及详解【圣才出品】
2012年英语专业八级真题及详解TEST FOR ENGLISH MAJORS(2012)-GRADE EIGHT-TIME LIMIT:150MIN PART I LISTENING COMPREHENSION(25MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture.You will hear the mini-lecture ONCE ONLY.While listening to the mini-lecture,please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)you fill in is(are)both grammatically and semantically acceptable.You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now,listen to the mini-lecture.When it is over,you will be given THREE minutes to check you work.Observation BehaviourPeople do observation in daily life context for safety or for proper behaviour. However,there are differences in daily life observation and research observation.【答案与解析】(1)rare(no)formal records细节题。
英语专业八级考试模拟试题（二）（2）
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(INTERVIEW)强化练习试卷2(题后含答案及解析)
专业英语八级（INTERVIEW）强化练习试卷2(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 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.听力原文：Mr. Fitch (M) Mary Jane (W)M: Yes? Come in.W: Excuse me, are you Mr. Fitch? Dr Addlestone’s assistant?M: Hi. Yes. Can I help you?W: Yes, please, if you have time. I’m Mary Jane Turner and I’m signed up for Literature Two-twenty?(1)1 just wanted to get clear on the grading system. I’m still not sure how it works. M: Hi, Mary Jane. Sure. It’s pretty straightforward, really. After each lecture, we prepare a short quiz on that material, and you take it at the beginning of the next lecture period. It only takes about ten minutes and it’s pretty simple—if you’ve taken good notes and studied them a bit beforehand, that is, there are fifteen lectures, so that’s fifteen quizzes. W: And they’re part of our final grade, right?M: Right. One percent each or fifteen percent for all fifteen of them. W: Each one’s only one percent of my grade? That doesn’t seem like much. Missing one or two of them wouldn’t make much difference, would it? M: Not really, no—but the whole is greater than the sum of its parts. They’re not worth much individually because they’re very short and sweet—just to check that you’ve been coming to class, really. (2 - 1) But students who pass all fifteen quizzes earn a five percent, um, bonus for effort.W: Don’t our individual quiz scores count?M: No, sorry. They’re just pass-fail quizzes.W: So, (2-2) pass them all and it’s twenty percent of my final grade?M: That’s right.W: That sounds good.M: And sixty percent are your mid-term and final exams.W: Are they short and sweet, too?M: (laughs) No, I’m afraid not. They’re not like the quizzes. (3) They’re ninety-minute tests and require a good bit of writing in addition to the objective questions. The mid-term covers the first eight lectures, the Founding Fathers to Mark Twain. The final mainly covers World War I to the present, from Lecture Nine on.W: So first-half authors won’t be on the final?M: That’s not what I said. I said it’s MAINLY on the second half of the course. Professor Addlestone will be keeping you honest with a few questions about American literature before the first World War, too.W: I see. And they’re thirty-thirty?M: Yes, thirty percent for the mid-term, thirty percent for the final, and up to twenty percent for the weekly quizzes. And then up to ten percent for each of your essays. You’ll need at least ninety percent for an A, eighty percent for a B, and seventy percent for a C.W: Well, I see. Could you tell me something about what is expected with our essays? There’re two of them, right?M: Yes. (4-1) You’re required to write two short critical essays on American authors ofyour choice. from anywhere in American literary history, and we’ll be looking carefully at your writing style and ability as much as at the content of your essays. The Professor’s a real stickler for overall literacy.W: So I can choose any author in the syllabus?M: Yes, (4-2) but I can tell you that we often like it when a student picks an author out of the mainstream—perhaps a lesser writer that we haven’t been able to include in the lectures. or a contemporary author who hasn’t found a place in literary history yet.W: Someone really obscure?M: Not a good idea. (4-3) The author you choose should have some relevance to the course of American literature. And if you can demonstrate that relevance clearly in four to five typewritten pages, then you’ll have a good essay. W: For each essay? Ooh. M: This is a university, Mary Jane, not a high school. Now, you’ve got almost four months to write eight to ten pages. You should be able to manage that. W: Yes, OK. You’re right. When are they due? M: Your first essay’s due in late October. It must be handed in by Lecture Eight, but we’d be happy to see it anytime before that. And the second is due at the last lecture in December. It must be turned in before the winter break. W: Oh—should the first essay be about somebody in the first halfs material then, and the same for the second? M: No, not at all. Any author you like. It would be smart to choose ones that interest you, though. Papers that reflect some enthusiasm always turn out better. W: (5) Oh, I’ve got that I I’m really looking forward to this course—I love reading!M: That’s good, because you’ll be doing a lot of that. W: Thanks for your help, Mr. Fitch—I really appreciate it. M: And don’t be shy if you have any more concerns, Mary Jane. My door’s always open. Goodbye.1．What is the woman’s main purpose to see the man?A．To get information about the literature lectures.B．To make clear how the grading system works.C．To inquire how she prepares for the quizzes.D．To find out about the American authors to be taught.正确答案：B解析：根据句(1)可知，Mary来见Mr．Fitch是要弄清楚该课程的评分体系，因此[B]为答案。
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英语专业八级综合模拟试题及详解（二）PART I LISTENING COMPREHENSION （25 MIN）SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLE. 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.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.Writing Experimental ReportsI. Content of an experimental report, e.g.— study subject/area—study (l) _____—study (2) _____II. (3) _____ of an experimental report— providing details—regarding readers as (4) _____III. Structure of an experimental report—feature: highly structured and (5) _____— sections and their content:INTRODUCTION (6) _____; why you did itMETHOD how you did itRESULT what you found out(7) _____ what you think it showsIV. Sense of readership—(8) _____ : reader is the marker—(9) _____ : reader is an idealized, hypothetical, intelligent person with little knowledge of your study — tasks to fulfill in an experimental report:(10) _____ to relevant areanecessary background informationdevelopment of clear argumentsdefinition of (11) _____precise description of data (12) _____V. Demands and expectations in report writing— early stage:understanding of study subject/area and its (13) _____ basic grasp of the report’s format—later stage:(14) _____ on research significance— things to avoid in writing INTRODUCTION:inadequate material(15) _____ of research justification for the study【答案与解析】1. [答案] purpose[解析] 录音中提到“Then what is an experimental report? All a report is, really, is the place in which you tell the story of your study, like what you did, why you did it, what you found out…”，由此可知an experimental report包含的三项内容分别是“what you did”、“why you did it”和“what you found out”即内容、目的和结论，结合题目可知，本空应填purpose，第二空应填findings。
2. [答案] findings3. [答案] Presentation[解析]录音中提到“…you are expected to present it as if it had never been heard before.”接着又说“This means that you will need to spell out the details and assume little knowledge of the area on the part of your audience.”，这句话说明“spell out the details”和“assume…”都属于前一句present的内容，由此可得出第3空应填Presentation（首字母大写），第四空应填unknown audience。
4. [答案] unknown audience5. [答案] disciplined[解析]录音中提到“A highly structured and disciplined report is written in sections, and these sections, by and large, follow an established sequence.”，由此可知表示feature的两个并列的词是structured and disciplined，结合题目此处应填disciplined。
6. [答案] what you did[解析]录音中提到“What you did and why you did it appear in the section called INTRODUCTION.”，根据这句话直接结合题目可得出答案为what you did。
7. [答案] DISCUSSION[解析]在讲完INTRODUCTION之后，录音中提到“And. finally, what you think it shows appears in the DISCUSSION part.”，结合题目空后面的内容可知此处应填DISCUSSION。
8. [答案] a common mistake[解析]录音中提到“A very common mistake, especially early on, is to assume that your reader is the person who will be marking the report”，由此reader is a marker属于A very common mistake，即可得出答案。
9. [答案] in reality[解析]录音中提到“In reality, however, the marker will be assessing your report on behalf of someone else”，本句话后半部分内容和空后面的内容对等，因此该空处应填in reality。
10. [答案] introduction[解析] 在tasks部分，录音中首先提到的是“introduced the reader to the area relevant to your study;”，结合题目本空应填introduction。
11. [答案] technical terms[解析] 录音中提到的tasks的第四点是“defined technical terms”，因此结合题目此处应填technical terms。
12. [答案] collection and analysis[解析]录音中提到关于tasks的最后一点是“provided precise details of the way in which you went about collecting and analyzing the data that you obtained.”，结合题目此处应填collecting and analyzing的名词形式，即collection and analysis。
13. [答案] implications[解析]在early stage部分，录音中提到“At this early stage, …understand what you did in your report and its implications,”，结合题目可得出本空答案implications。
14. [答案] focus/emphasis[解析] 在later stage部分，录音中提到“Later on, however, you will be expected to pay more attention to this research significance of what you did.”，其中“pay more attention to”的同义词是“focus on”或“emphasis on”，由此可得出答案是focus或emphasis。
15. [答案] lack[解析] 录音中提到“and second, the undertaking of a project that lacks any research justification, …”，再结合题目可得出答案填lack。
【录音原文】Writing Experimental ReportsGood morning, everyone. Today we’ll discuss some preliminaries concerninghow to write experimental reports.When you first signed up for a course in university, like a psychology course, chances are that you didn’t really expect what was coming in your study; particularly, the course emphasis on methodology and statistics. For a few of you, this may have come as a pleasant surprise, provided that you have already known something about the course. For must, however, I dare say, it will undoubtedly have been a shock to the system. No doubt in other parts of your course study, you will read books and journals, examining, critically, models and theories, assumptions and hypotheses put forward by scholars and specialists. My task today is to help you understand some of the important features of experimental reports, because you will have to write up some kind of report of this nature if your course gives prominence to practical work, especially experimenting.(1)(2)Then what is an experimental report? All a report is, really, is the place in which you tell the story of your study, like what you did, why you did it, what you found out in the process and so on. In doing this, you’re more like an ancient storyteller, whose stories were structured in accordance with widely recognized and long established conventions than a modem novelist who is free to dictate form as well as content. Moreover, like the storyteller of old, although you will invariably be telling your story to someone who knows quite a bit about it already, (3) you are expected to present it as if it had never been heard before. (4)This means that you will need to spell out the details and assume little knowledge of the area on the part of your audience.。