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. WRITING
PART I LISTENING COMPREHENSION
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.
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 educational
equity 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。

讲座原文提到：So，we may define multicultural education as a field of study that is designed to increase educational equity for all students．可见a field of study that is designed to increase educational equity for all students是multicultural education的定义，因此答案是Definition。

2．【T2】
正确答案：equal educational opportunities
解析：细节题。

根据讲座原文“…major aim is to create equal educational opportunities for students from diverse…groups．”即可得出答案为equal educational opportunities。

3．【T3】
正确答案：acquire(the)knowledge
解析：细节题。

根据讲座原文“One of its important goals is to help all students acquire the knowledge…”即可得出答案为acquire(the)knowledge。

4．【T4】
正确答案：a multicultural component
解析：细节题。

讲座提到需要在教学大纲中添加多元文化元素：By adding a multicultural component to their curricula，teachers can help students see how each individual fits into the big picture．因此答案为a multicultural component。

5．【T5】
正确答案：cultural backgrounds
解析：细节题。

讲座提到不同文化背景的社会成员组成一个整体。

因此答案为cultural backgrounds。

6．【T6】
正确答案：minority groups
解析：细节题。

属直接拷贝类，只要记下即可答对。

7．【T7】
正确答案：divide(the)nation
解析：归总题。

讲座原文提到反对者意见包括多元文化教育会分裂国家：A final argument is the claim that multiculturalism will divide our presumably united nation．空格内填入能表述原意的词组即可，比如divide our nation，split the country 等。

8．【T8】
正确答案：awareness
解析：要点题。

讲座指出培养多元文化意识是多种文化教育的重要内容，因此答案为awareness。

9．【T9】
正确答案：positive multicultural change
解析：细节题。

根据讲座内容“…students can take social action aimed at positive multicultural change．”直接填入空格即可。

10．【T10】
正确答案：democratic
解析：归总题。

讲座提到多元文化教育根植于民主理想，因此答案为democratic。

11．【T11】
正确答案：survival
解析：推断题。

讲座中提到：This question reveals one of the purposes of education，survival．可见多元文化教育的目的是与教育的根本目的相一致的，是为了提高学生在多元文化社会中的生存能力。

12．【T12】
正确答案：diversity and tension
解析：细节题。

根据讲座原文“In the past，efforts to provide multicultural content to students have，as critics feared，created more diversity and tension among groups．”即可得出答案为diversity and tension。

13．【T13】
正确答案：Empowerment
解析：细节题。

讲座提到多元文化教育的目标包括“empowerment of students and their parents”，因此答案为empowerment。

14．【T14】
正确答案：Cultural pluralism
解析：细节题。

属直接拷贝类，只要记下即可答对。

15．【T15】
正确答案：informed and inquisitive
解析：细节题。

根据讲座原文“…and the development of students，parents，and practitioners guided by an informed and inquisitive multicultural perspective．”即可得出答案为informed and inquisitive。

SECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A] , [B] , [C] and [D] , and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.
听力原文：Nicole: Mark, I am truly impressed with how successful the Earth Day Groceries Project has been. How did this all come about? Mark: I got an Internet account in 1993 from NASA —that was very exciting —and got on some
educational discussion lists. I tried this project at my schools: borrowing grocery bags from the local supermarket with the agreement that the kids would decorate them and bring them back, and the store would distribute them to customers on Earth Day, April 22. It would be an environmental education project where the students were actually empowered as teachers to educate their community on the importance of Earth Day and of protecting their environment and so on. And they did that through the artwork that they put on each grocery bag. It was a huge hit. I involved most of the school the next year. And, after that, I wanted to share it even more. The Internet was just starting with discussion lists for educators, and so I sent this invitation out to Ednet and Kidsphere in 1994. I received responses from 43 schools, mostly in the U.S. and Canada. There were about 15, 000 bags decorated just through this one little announcement! I was just blown away. The power of this medium is something! That summer I began building our school website. And for the first 4 years of the project, the Earth Day Groceries Project was part of that site. It continued to grow. I established it with its own domain name several years ago, and 2 years ago, I set it up as a nonprofit organization. I still run it myself, but we do have a board. The reason for doing that is that it became a very big project in terms of the amount of time required. Nicole: Looking at the website, it’s clear that a lot of time and effort went into the project. How did you develop the skills you needed to construct the site? Mark: There were no books on HTML (hypertext mark-up language, the tagging system used to create most webpages) published when I started working on the school website. Basically, I went to a few websites, and I looked at the source of the webpages. I learned how to copy and paste, put my own information in, and look at the page locally. That’s how I learned how HTML worked. Then I found a very simple HTML editor and learned a little bit more. So, I was self-taught, and trial and error was one of the first ways that I got started. Nicole: How have things changed since then? Mark: Now there are a lot of books, and terrific online resources and courses. The opportunities to learn are all over the place. The biggest challenge for teachers is finding the time to do it. That’s the biggest challenge for me —just finding the time to keep my skills. Nicole: Jean, introducing computers into the classroom seems like a somewhat unlikely thing for an art teacher to do. What prompted you to do it? Jean: I started constructing webpages a couple of years ago, and just continued to develop with it. Being an art teacher, I like doing anything visual, and doing webpages became a way for me to become visually and “artically” challenged. Nicole: What were your goals for your students when you started to participate in the project? Jean: I just wanted them to come up with a message and make a picture that related to the message —those are the most important things. Nicole: How did you help them to achieve those goals? Jean: I would introduce the lesson by talking about recycling, ecology, the environment, and ways that we can improve the environment. We’d talk about what Earth Day is —the whole meaning behind it. From an art standpoint, we would talk about the graphics: What is the best way to design the product to get interest in it? We would talk about advertising, too —the message in the advertising, whether through the words or the pictures. And then we’d talk about how to design it. The one thing I tell my students is not to get too wordy,
because if they get too wordy, people aren’t going to read it. Keep it simple. And the kids really take it from there. I do not believe in saying no to them, because it is their imagination —as long as they are working within the themes of the earth, Earth Day, recycling, and ecology. And they seem to catch on pretty quickly. This is the end of the FIRST interview. Questions 1 to 5 are based on what you have just heard. Question One Which of the following statements is TRUE about the Earth Day Groceries Project? Question Two How was the Project received when Mark first sent his invitation? Question Three How did Mark learn the skills he needed to construct his website? Question Four What subject does Jean teach? Question Five Which of the following statements about Jean is NOT true?
16．
A．It was inspired by a friend of Mark’s who works at NASA.
B．It is the name of an online education discussion list.
C．It was started by a local supermarket.
D．It is an environmental education project.
正确答案：D
解析：主旨题。

Mark在访谈开始介绍活动的时候就明确指出The Earth Day Groceries Project是一项环境教育活动(It would be an environmental education project…)，因此本题正确答案为D。

17．
A．Mark received responses from 53 schools.
B．There were about 1, 500 bags decorated with one announcement.
C．It was a huge success, which, to a great extent, was due to the power of the Internet.
D．It was a hit among the schools but the local supermarket was quite reluctant to offer their bags at first.
正确答案：C
解析：推断题。

Mark提到他最初是通过网络发出邀请：And，after that，I wanted to share it even more．The Internet wasjust starting with discussion lists for educators，and so I sent this invitation out to Ednet and Kidsphere in 1994…，并且很成功，响应的学校有43所之多，装饰的购物袋达15000个，并且还强调了网络这个媒体力量的巨大：The power of this medium is something!因此本题正确答案为C。

18．
A．He taught himself and learned by doing.
B．He found someone on the discussion lists to teach him.
C．He found someone good at HTML to help him run the site.
D．He had a teacher of computer help him.
正确答案：A
解析：推断题。

在被问及如何学习建设网站的技术时，Mark说他是自学：
So，I was self-taught，and trial and error was one of the first ways that I got started．因此本题正确答案为A。

19．
A．Computer.
B．Art.
C．Mathematics.
D．Natural sciences.
正确答案：B
解析：细节题。

本题考查考生对第二个被访者身份的了解，根据采访，Jean 是艺术老师：Jean，introducing computers into the classroom seems like a somewhat unlikely thing for an art teacher to do．因此本题正确答案为B。

20．
A．Her goal was to help them come up with a message and make a picture that related to the message.
B．She would introduce the lesson by talking about ways that people could improve the environment.
C．She would tell the students to keep their design simple.
D．She found it necessary sometimes to reject a student’s idea if it’s not good enough.
正确答案：D
解析：细节题。

访谈中Jean谈到了A，即她的目标是帮助学生想到一个要传达的信息并且用图画表达出来；B：她会在课前谈论如何才能改善环境；C：她会告诉学生他们的设计应尽量简单。

她并没有提到D。

因此本题正确答案为D。

听力原文：(I = Interviewer; C=Charles Andrews) I: With me today is Charles Andrews from Wisconsin University. Welcome! Charles. C: Thank you. I: Charles, you recently started a large research study on training in small businesses. What made you focus on small businesses? After all, most of your experience has been with the huge multinational Cleantex. And in fact you eventually ran their training department, didn’t you? C: Well, you are partly right. You see, when I joined the university a year ago they wanted me to start a training program for small businesses. I’d just sold my own small business, which I’d started when I left Cleantex. The 8 years I ran my own business taught me more about training than all my years with Cleantex. But I felt I couldn’t base a training program on my experience alone. So I decided to do research first. I: And how much training did you find in most small companies? Can they afford to do much training? C: Well, firstly small businesses are often accused of not doing enough training. But that is the opinion of big businesses of course. It’s true that the government is encouraging small firms to increase their training budgets. They’re trying to introduce financial assistance for this. But I have to say I find lots of training going on. The real problem
is that most small businesses don’t always know how much training they’re providing or how much it’s actually costing them. I: But surely businesses have budgets and training records. C: Unfortunately most small companies don’t set aside a specific training budget. It’s not that they don’t want to spend the money but that they operate differently. You see, things change very quickly in small firms and it’s impossible to predict the training needs. An employee can be moved to a new project very suddenly and then training has to be organized within days. And most small businesses prefer to use their experienced staff to do any training on the job. I: Did you manage to work out the costs of training? C: Well, it took time to work out the indirect costs. You see, most small business managers don’t include these costs in their calculations. Most of them keep records of obvious expenses, like, many expenses like external courses, travel, training manual, and videos, etc. But not many firms have specific training accounts and they don’t include the time managers spend on training, waste of materials, lost of productivity and so on. I spent hours with company accountants trying to see where these hidden costs were. I: How much are small firms spending on training? C: More than half of the businesses I surveyed spent at least 1% of their annual salary bill on training. And some of these spent up to 5% of their pay roll. In fact smaller firms are investing on average over 10% more on training per employee than larger firms. I: How good is that training? C: As I said, small firms usually get an experienced employee to show new staff how to do that job. This can be useful if the person is carefully selected and well-trained himself. But it’s not really enough. The trainee needs to do the job with the experienced employee on hand for guidance and feedback. This gets trainees much better skills than any packaged courses. I: And has your study helped you plan new courses for small businesses? C: Definitely. I now understand what they want and how they want it delivered. I now know that small firms were only investing in training if it immediately helped their enterprise. But most formal training focuses on long-term business needs. Most small businesses can’t plan far ahead. They want direct results from training in skills they need now. New technologies and IT skills are identified as a priority by all the firms I surveyed. I: What is the first course the university offers small businesses? C: Up till now most of short courses for companies in general have dealt with helping businesses grow. These aren’t really appropriate for small companies as growth can be very risky for them. They obviously need to grow but they’re afraid of fast growth. I’m going to start with courses on IT and software the small companies are likely to require because of the business growth to come later. And they’ll need to be changed to make them more relevant to small businesses. I: Well, I wish you every success with the course. This is the end of the SECOND interview. Questions 6 to 10 are based on what you have just heard. Question Six In his research, what did Charles Andrews find about training in small firms? Question Seven What do many small firms NOT include, when calculating the cost of in-house training? Question Eight What do the majority of small firms spend on training? Question Nine What does Charles Andrews think that the best training involves? Question Ten Above all else, what training courses do small businesses want?
21．
A．They spend too little on training.
B．They set aside a specific training budget.
C．They receive state subsidies for training.
D．They are unaware of their training expenses.
正确答案：D
解析：细节辨析题。

本题考查综合理解分析能力。

被访者谈道：The real problem is that most small businesses don’t always know how much training they’re providing or how much it’s actually costing them，即小型企业培训的真正问题是企业对培训成本没有准确的认识。

因此本题正确答案是D。

22．
A．Course fees.
B．Managers’ time.
C．Accountants’ costs.
D．Travel expenses.
正确答案：B
解析：细节辨析题。

小型企业在计算员工培训成本时，只考虑直接成本，Most of them keep records of obvious expenses，如课程费、旅游支出、培训手册费等，而忽略间接成本，如管理人员培训所用时间they don’t include the time managers spend on training，waste of materials，lost of productivity and so on。

故本题正确答案为B。

23．
A．Less than 1% of their payroll.
B．l%-5% of their annual payroll.
C．5%-10% of their annual payroll.
D．More than 10% of their payroll.
正确答案：B
解析：细节记忆题。

听到数字相关信息，应仔细辨别。

对话中提到：More than half of the businesses I surveyed spent at least 1％of their annual salary bill on training．And some of these spent up to 5％of their pay roll。

故本题正确答案为B。

24．
A．Observing an expert do the job.
B．Going on special training courses.
C．Doing the job under supervision.
D．Receiving package courses.
正确答案：C
解析：细节理解题。

以下句子可帮助答题：The trainee needs to do the job with the experienced employee on hand for guidance and feedback．This gets trainees
much better skills than any packaged courses．如果考生理解了这句话，就能选出正确答案为C，另外用排除法也可答题。

25．
A．The training that will answer their short-term needs.
B．The training that does not require immediate investment.
C．The training that will help their planning procedures.
D．The training that focuses on both long-term and short-term business needs.
正确答案：A
解析：细节理解题。

对话中指出，I now know that small firms were only investing in training if it immediately helped their enterprise，即小型企业往往会选择能带来短期直接利益的培训项目。

故本题正确答案为A。

PART II READING COMPREHENSION
SECTION 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.
I have a plan that will raise wages, lower prices, increase the nation’s stock of scientists and engineers, and maybe even create the next Google. Better yet, this plan won’t cost the government a dime. In fact, it will save a lot of money. But few politicians want to touch it. Here’s the plan: More immigration—a pathway to legal status for undocumented immigrants, and a recognition that immigration policy is economic policy, and needs to be thought of as such. See what I meant about politicians not liking it? Economists will tell you that immigrants raise wages for the average native-born worker. They’ll tell you that they make things cheaper for us to buy here, and that if we didn’t have immigrants for some of these jobs, the jobs would move to other countries. They’ll tell you that we should allow for much more highly skilled immigration, because that’s about as close to a free lunch as you’re likely to find. They’ll tell you that the people who should most want a path to legal status for undocumented immigrants are the low-income workers who are most opposed to such plans. And about all this, the economists are right. There are also noneconomic considerations, of course. Integrating cultures and nationalities is difficult. Undocumented immigrants raise issues of law and fairness. Border security is important. Those questions are important. They’re just not the subject of this column. The mistake we make when thinking about the effect immigrants have on our wages, says Giovanni Peri, an economist at the University of California at Davis who has studied the issue extensively, is we imagine an economy where the number of jobs is fixed. Then, if one immigrant comes in, he takes one of those jobs or forces a worker to accept a lower wage. But that’s not how our economy works. With more labor—particularly more labor of different kinds—the economy grows larger. It
produces more stuff. There are more workers buying things and that increases the total number of jobs. We understand perfectly well that Europe is in trouble because its low birth rates mean fewer workers and that means less economic growth. We ourselves worry that we’re not graduating enough scientists and engineers. But the economy doesn’t care if it gets workers through birth rates or green cards. In fact, there’s a sense in which green cards are superior. Economists separate new workers into two categories: Those who “substitute”for existing labor—we’re both construction workers, and the boss can easily swap you out for me; and those who “complement” existing labor—you’re a construction engineer and I’m a construction worker. Immigrants, more so than U.S.-born workers, tend to be in the second category, as the jobs you want to give to someone who doesn’t speak English very well and doesn’t have many skills are different from the jobs you give to people who are fluent and have more skills. But that’s only half of their benefit. “Living standards are a function of two things, “says Michael Greenstone, director of the Hamilton Project, which is hosting a Washington conference on the economics of immigration next week. “They’re a function of our wages and the prices of the goods we purchase.” And immigrants reduce the prices of those goods. Patricia Cortes, an economist at the University of Chicago’s Booth School of Business, found that immigrants lowered the prices in “immigrant-intensive industries” like housekeeping and gardening by about 10 percent. So our wages go up and the prices of the things we want to buy go down. We should remember, though, that the average worker isn’t every worker. A study by Harvard economists George Borjas and Lawrence Katz found that although immigrants raised native wages overall, they slightly hurt the 8 percent of workers without a high-school education and those with a college education. A subsequent study by Peri looked harder at the ways immigrant labor differed from native labor and found that all groups of workers saw a benefit from immigrants—though unskilled workers saw less of a benefit than highly skilled workers. And unskilled workers face even tougher competition from undocumented immigrants who, because their status is so tenuous, will accept pay beneath the minimum wage. And they are unlikely to complain about safety regulations or work conditions. That takes unskilled immigrants from being a bit cheaper than unskilled natives and makes them a lot cheaper—which makes employers likelier to hire them for jobs that native workers could do better. This suggests, first, that American workers would be better off if we figured out a way to take the 12 million undocumented immigrants and give them legal status, and second, that we might want to give them more direct help if we’re going to increase immigration. Both are possible—just politically difficult. Our immigration policy should be primarily oriented around our national goals. And one goal is to have the world’s most innovative and dynamic economy. It’s never going to be the case that each and every one of the planet’s most talented individuals is bom on American soil. But those born elsewhere could be lured here. People like living here. We should be leveraging that advantage, mercilessly roaming the globe, finding the most talented people and attracting them to our country. When we have the best talent, we have the best innovations. That’s how we landed Google, Intel, and the atomic bomb.。