专八模拟题
大学专业英语八级考试模拟试题(带答案)
大学专业英语八级考试模拟试题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.Non-Verbal Communications Across CulturesNon-verbal communications can affirm, complement or even contradict what is being verbally transmitted. In addition to this, non-verbal communications vary from country to country.Ⅰ. Gesture—Pointinga) Pointing with a single finger is considered 1 in Asiab) American people use 2 fingers to pointc) German people use pinky to pointd) In UK, flashing a peace sign with the back of one's hand is an3 of flipping someone the bird—Greetinga)USA: 4b) Somewhere else: a kissⅡ. Eye Contact—West: direct eye contact is 5—African-Americans: more eye contact when speaking, less when listening—Anglo-Americans: 6 African-Americans—Northern Europe: more flirtatious facets—Middle East: prolonged eye contact means to show 7—Some Asian countries: avoiding eye contact means to show 8Ⅲ. Physical Contact—Americans will shake hands, 9 , upon encountering someone—Islamic cultures: 10 is not allowed—Asian cultures: touching the head is considered 11 the soulⅣ. 12—Some cultures think Americans do not bathe 13—Some think Americans over-bathe themselvesⅤ. Time—14 is highly valued in Switzerland, Germany and Sweden—Europeans: 15 of vacation is the norm—Americans: 2 weeks is the normSECTION 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. He never feels road rage when he is out driving.B. He sometimes is aggressive when he is out driving.C. He manages to stay in the car when he feels road rage.D. He always tries to keep away from minor accidents.17、A. 68%. B. 23%. C. 40%. D. 50%.18、A. Around 13,333-20,000. B. Around 13,333-26,666.C. Around 20,000-26,666.D. Around 26,666-40,000.19、A. Drivers lose their cool and change lanes carelessly.B. Drivers lock their vehicle and refuse to leave the highways.C. Drivers get angry at other motorists and move into physical confrontation.D. Drivers aggressively pursue other cars with their own and smash into them.20、A. It involved a father of two. B. The father was shot.C. The father changed lanes carelessly.D. The father refused to get out of the car.21、A. A super flexible body.B. A tremendously strong body.C. An independent personality with strong will power.D. A peaceful mind.22、A. Because we feel healthy enough.B. Because they are less important than making money.C. Because they cause no visible impact on our daily routine.D. Because we are feeling tired and have no time to exercise.23、A. It was caused by yoga exercise. B. Yoga helped alleviate it.C. It was caused by cardio exercise.D. Yoga helped exacerbate it.24、A. Because yoga provides stress relief. B. Because yoga is easy.C. Because yoga is fashionable.D. Because yoga is cool.25、A. They are good for all people. B. They are as good as yoga.C. They may not be suitable for old people.D. They help lose weight.PART ⅡREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are three 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 ONE26When I was 10 years old one of my father's customers had caught a bigcatfish on a weekend trip to the Colorado River. It weighed 86 pounds, a swollen, gasping, grotesque netherworld creature pulled writhing and fighting up into the bright, hot, dusty world above.27The man had brought the fish, wrapped in wet burlap, all the way out to my father's service station in the back of his car. We were to have a big barbecue that weekend, and I was given the job of keeping the fish watered and alive until the time came to kill and cook it.28All day long that Friday—in late August, school had not yet started—I knelt beside the gasping fish and kept it hosed down with a trickle of cool water, giving the fish life one silver gasp at a time, keeping its gills and its slick gray skin wet: the steady trickling of that hose, and nothing else, helping it stay alive. We had no tub large enough to hold the fish, and so I squatted beside it in the dust, resting on my heels, and studied it as I moved the silver stream of water up and down its back.29The fish, in turn, studied me with its eyes, which had a gold lining to their perimeter, like pyrite. The fish panted and watched me while the heat built all around us, rising steadily through the day from the fields, giving birth in the summer-blue sky to towering white clouds. I grew dizzy in the heat, and from the strange combination of the unblinking monotony and utter fascination of my task, until the trickling from my hose seemed to be inflating those clouds—I seemed to be watering those clouds as one would water a garden. Do you ever think that those days were different—that we had more time for such thoughts, that time had not yet been corrupted? I am speaking less of childhood than of the general nature of the world we are living in. If you are the age I am now—mid-50s—then maybe you know what I mean.30The water pooled and spread across the gravel parking lot before running in wandering rivulets out into the field beyond, where bright butterflies swarmed and fluttered, dabbing at the mud I was making.31Throughout the afternoon, some of the adults who were showing up wandered over to examine the monstrosity. Among them was an older boy, Jack, a 15-year-old who had been kicked out of school the year before for fighting. Jack waited until no adults were around and then came by and said that he wanted the fish, that it was his father's—that his father had been the one who had caught it—and that he would give me five dollars if I would let him have it.32"No," I said, "my father told me to take care of it."33Jack had me figured straightaway for a Goody Two-Shoes. "They're just going to kill it," he said. "It's mine. Give it to me and I'll let it go. I swear I will," he said. "Give it to me or I'll beat you up."34As if intuiting or otherwise discerning trouble—though trouble followed Jack, and realizing that did not require much foresight—my father appeared from around the corner, and asked us how everything was going. Jack, scowling but saying nothing, tipped his cap at the fish but not at my father or me, and walked away.35"What did he want?" my father asked.36"Nothing," I said. "He was just looking at the fish." I knew that if I told on Jack and he got in trouble, I would get beaten.37"Did he say it was his fish?" my father asked. "Was he trying to claim it?"38"I think he said his father caught it."39"His father owes us $67," my father said. "He gave me the fish instead. Don't let Jack take that fish back."40"I won't," I said.41I can't remember if I've mentioned that, while not poor, we were right at the edge of poor.42The dusty orange sky faded to the cool purple-blue of dusk. Stars appeared and fireflies emerged from the grass. I watched them, and listened to the drum and groan of the bullfrogs in the stock tank in the field below, and to the bellowing of the cattle. I kept watering the fish, and the fish kept watching me, with its gasps coming harder. From time to time I saw Jack loitering, but he didn't come back over to where I was.43Later in the evening, before dark, but only barely, a woman I thought was probably Jack's mother—I had seen her talking to him—came walking over and crouched beside me. She was dressed as if for a party of far greater celebration than ours, with sequins on her dress, and fiat leather sandals. Her toenails were painted bright red, but her pale feet were speckled with dust, as if she had been walking a long time. I could smell the whiskey on her breath, and on her clothes, I thought, and I hoped she would not try to engage me in conversation, though such was not to be my fortune.44"This's a big fish," she said.45"Yes, ma'am," I said, quietly. I dreaded that she was going to ask for the fish back.46"My boy and my old man caught that fish," she said. "You'll see. Gonna have their pictures in the newspaper." She paused and stared at the fish as if in labored communication with it. "That fish is worth a lot of money, you know?" she said.47I didn't say anything. Her diction and odor were such that I would not take my first sip of alcohol until I was 22.PASSAGE TWO26Improving the balance between the working part of the day and the rest of it is a goal of a growing number of workers in rich Western countries. Some are turning away from the ideals of their parents, for whom work always came first; others with scarce skills are demanding more because they know they can get it. Employers, caught between a falling population of workers and tight controls on immigration, are eager to identify extra perks that will lure more "talent" their way. Just now they are focusing on benefits (especially flexible working) that offer employees more than just pay.27Some companies saw the change of mood some time ago. IBM has more than 50 different programmes promoting work-life balance and Bank of America over 30. But plenty of other firms remain unconvinced and many lack the capacity to cater to such ideas even if they wanted to. Helen Murlis, with Hay Group, a human-resources consultancy, sees a widening gap between firms at the creative endof employment and those that are not.28The chief component of almost all schemes to promote work-life balance is flexible working. This allows people to escape rigid nine-to-five schedules and work away from a formal office. IBM says that 40% of its employees today work off the company premises. For many businesses, flexible working is a necessity. Globalization has spread the hours in which workers need to communicate with each other and increased the call for flexible shifts.29Nella Barkley, an American who advises companies on work-life balance, says that large firms are beginning to understand the value of such schemes, "but only slowly". For most of them, they still mean little more than child care, health care and flexible working.30Yet some schemes go well beyond these first steps. American Century Investments, an investment manager in Kansas City, pays adoption expenses and the cost of home-fitness equipment for its employees. Rob Marcolina, a consultant with Bain & Company based in Los Angeles, was allowed time off to marry his partner in Canada. Mr Marcolina, who has an MBA from the high-ranked Kellogg business school, says his employer's understanding makes him want to be "part of Bain for some time".31Businesses have other good reasons for improving employees' work-life balance. Wegmans Food Markets, a grocery chain based in Rochester, New York, frequently appears near the top of lists of the best employers in America. It has a broad range of flexible-work programmes, which gives it one of the lowest rates of employment turnover in its industry—8% a year for full-tinge workers, compared with 19% across the industry.32Simple programmes can be surprisingly cost-effective. IBM, for instance, is spending $50m over five years on "dependant-care" facilities for its employees. Although that sounds generous, it is the equivalent of little more than $30 for each IBM employee every year. That is far cheaper than a pay rise and probably a better way to retrain talented mothers and fathers. Ernst & Young, a global accounting firm, has a low-cost range of initiatives called "People First". It provides breaks for people to provide care and has over 2,300 flexi-time employees in the United States. James Freer, a senior executive, says he is "absolutely convinced" the initiatives help produce better financial results.33DeAnne Aguirre, a mother of four and a senior partner in San Francisco with Booz Allen Hamilton (BAH), says "it is easy to make the business case" for work-life balance programmes at the consultancy by looking at attrition rates. BAH calculated that it was investing more than $2m in turning a raw recruit into a partner, an investment it should be reluctant to write off. Coming, an American glass company, reckons that it costs 1.5 times a worker's salary and benefits to replace him. If it can retain just 20 workers a year who would otherwise have left, Corning reckons it would produce annual savings of $2.6m.34The spread of flexible work has come about at least partly as a result of initiatives to keep women workers. Companies have had to offer extended periods of leave for them to look after dependants (young and old), and flexible working inbetween. At BAH, women partners take an average of eight-and-a-half extended breaks during their careers. Men take an average of one-and-a-half. Ernst & Young, keen to show that part-time workers can also become partners, recently made the first such appointment in Houston, Texas.35Some of these initiatives are spreading even to the castles of binge working, such as investment banks. Business schools are now climbing on the bandwagon, too. In October Tuck School at Dartmouth, New Hampshire, will start a course on returning to corporate life after an extended absence. Called "Back in Business", the 16-day, $12,000 re-entry programme is open only to students with "'work experience in a high-potential career".36The majority will inevitably be mothers wanting to rejoin the workforce. But fathers are also asking for sabbaticals (公休假). Work-life balance "is not just a women's issue" any more, says Ted Childs, who is in charge of workforce diversity at IBM. "Men, too, are very concerned about it."37The demand is being stoked by the "Generation Y", the tmder-28s. They look sceptically at the idea of lifetime employment within a single organisation and they are wary of the commitment they believe too often drove their parents to the divorce courts. Hay's Ms Murlis says that today's business-school graduates are "looking for a workstyle to go with their lifestyle", not the other way round. They are happy to binge-work for a while, but in return want extended sabbaticals.38Many of the more imaginative schemes come from organisations that are not under pressure to report quarterly to Wall Street. Wegmans and American Century Investments are family-controlled businesses and the big accounting firms and consultancies, such as Ernst & Young, KPMG, Bain and BAH, are partnerships. This allows them to take a longer-term view of growth and costs.39To some extent, the proliferation of work-life-balance schemes is a function of today's labour market. Companies in knowledge-based industries worry about the shortage of skills and how they are going to persuade talented people to work for them. Although white-collar workers are more likely to be laid off nowadays, they are also likely to get rehired. Unemployment among college graduates in America is just over 2%. The same competition for scarce talent is evident in Britain.40For some time to come, talented people in the West will demand more from employers, and clever employers will create new gewgaws to entice them to join. Those employers should note that for a growing number of these workers the most appealing gewgaw of all is the freedom to work as and when they please.PASSAGE THREE26The blind, overweight patient in the wheelchair has terrible pain in her back and burning pain in her legs. She also has advanced arthritis in her knees and end-stage circulatory disease, which have left her with two useless legs that are red, swollen and infected. Now her shoulder has started to hurt. She can't raise her arm to comb her hair. Five or six other things are wrong with her—she tells me about each. Some we can help; most we can't. I tell her as much.27In my office, she listens carefully. I hardly ever have to repeat myself with Doris (not her real name). She asks questions—mostly good ones. She needs lots oftests, various therapies. I ultimately recommend an operation on her shoulder. Sick, weakened by multiple symptoms and with lousy insurance, Doris is—surprise—a really good patient. She communicates efficiently with her doctors and treats us with respect and trust. She has reasonable expectations. I can tell she looks things up, but her knowledge is helpful—never challenging. I've talked about her with other doctors, and we agree on this: when you see Doris' name on your day's list, you know you're going to work hard. But you're usually glad her name is there.28Few patients realize how deeply they can affect their doctors. That is a big secret in medicine—one doctors hate to admit. We think about, talk about, dream about our patients. We went into clinical medicine because we like dealing on a personal, even intimate level with people who have chosen to put their bodies in our hands. Our patients make or break our days.29Take the compliment. Our career choice means we really do think that you —with your aches and pains—are more interesting than trading hot securities, more fun than a courtroom full of lawyers. Massaging the ego is the key to manipulating responsible types like doctors. When we feel your trust, you have us.30The most compelling reasons to be a good patient are selfish ones. You will get more than free drug samples if your doctor is comfortable and communicates easily with you. You'll get more of the mind that you came for, a mind working better because it's relaxed—recalling and associating freely, more receptive to small, even unconscious clues. That means better medical care. But you should try to be a good patient for unselfish reasons too. We worry about you 60 hours a week. We gave up our 20s for you. Why not show us some love? It's not hard.31The medical relationship is intrinsically one-sided. It's about you and your problem. I am going to find out more about you in the next 20 minutes than you will find out about me. Don't fret about that. We don't expect you to ask much about us. Good patients answer questions accurately and completely. They ask questions too.32But many patients talk too much. You might notice that we are writing when we see you—we are creating your chart. We need specific facts but not every fact in your life. Here's a classic exchange:33How long has your shoulder hurt, Beatrice? "Oh, for quite some time now." But for how long? How many months? "Oh, at least since the wedding—well, then again it did act up a bit when Margaret came back from Ireland..."34All I want to do is write something like "Right shoulder, 6 months, no trauma" on my chart. Although I lack the heart to tell her, Beatrice would be a better patient if she tried to be a bit more concise. There are lots of Beatrices.35Here's another classic:36"Well, I don't need to have good mariners—I'm sick—and I'm not going to be a patsy for some smooth talker in a white coat. The squeaky wheel gets the grease, you know."37That is the mind-set of many patients who abuse their doctors; my bet is they abuse other people as well. Any good doctor knows when you're too sick to be polite and will let it roll off his back. The squeaky wheel we don't like is the one playing a dominance game. That big wheel is likely to get a shorter, less sensitiveexamination and more tests, and then still more tests to follow up the abnormalities in the first tests, followed by extra consultations with specialists—anything to relieve the doctor's responsibility for a bad patient.38Are doctors good patients? Others may disagree, but I think they are. Medical terms don't faze them, so communication is easier, and their expectations tend to be more reasonable. Anyone in medicine is painfully aware that there are plenty of problems for which we have no good answer. Nurses tend to be even better patients, being adept at following doctors' orders—a virtue lacking in doctors.39Doctors and nurses also know when to respect an educated opinion. When the MRI says one thing and I want to do another, they are more likely to be on my side. But you need not be a medical professional, or educated at all, to be a great patient. It's pretty much the same strain of human decency— a truthful consideration of who the people around you are and of what they are trying to do—that infects a good patient and any good person.26、The author's behavior of guarding the fish showed (PASSAGE ONE.A. bravery and serf-control.B. wisdom and responsibility.C. devotion and romance.D. chivalry and charity.27、From the fourth paragraph, we get the impression that (PASSAGE ONE.A. the author cherished his childhood memories.B. the author spent much time in daydreaming.C. the author may not have a happy childhood.D. the author can't remember his childhood days.28、"Jack had me figured straightaway for a Goody Two-Shoes." (Paragraph Eight) means that (PASSAGE ONE.A. I was not the boy as Jack supposed to be.B. I was much stingier than Jack thought.C. I was viewed as virtuous and righteous.D. I was irritating and foolish in Jack's eyes.29、It can be inferred from the passage that Jack was all EXCEPT (PASSAGE ONE.A. cunning.B. bad-tempered.C. rude.D. considerate.30、Employees tend to demand more from their employers because (PASSAGE TWO)A. they always give priority to their work.B. they are pursuing a more balanced lifestyle.C. they are equipped with special skills.D. they focus on benefits rather than salary.31、The current situation about the work-life balance problem is that (PASSAGE TWO)A. many companies launch varying programmes for the problem.B. most companies are ready to take effective solutions.C. companies are at two extremes in solving the problem.D. most companies are indifferent to the problem.32、IBM is cited as an example in the third paragraph to show that (PASSAGE TWO)A. IBM has many different programmes enhancing work-life balance.B. the tendency of large firms to improve employee's work-life balance.C. flexible working includes allowing employees to work outside offices.D. flexible working is adopted to meet the new demand of communication.33、Which of the following is NOT the cause for the spread of flexible work? (PASSAGE TWO)A. Low turnover rate.B. Initiatives to stabilise workforce.C. General thirst for talents.D. Labour force competition.34、The word gewgaws in the last paragraph probably means (PASSAGE TWO)A. jewelry.B. positions.C. strategies.D. payment.35、The first two paragraphs in the passage (PASSAGE THREE.A. cite an example as a hook to start the issue.B. bring out the theme with strong argument.C. provide ways to deal with the issue.D. introduce the issue with an extreme case.36、The expression "massaging the ego" in Paragraph Four most probably means (PASSAGE THREE.A. affecting doctors deeply.B. praising doctors sincerely.C. showing interest in doctors.D. staying in touch with doctors.37、The benefit for one to be a good patient is that (PASSAGE THREE.A. his doctor will be receptive to all clues.B. his doctor will undercharge him for medicine and operation.C. he can get free drug samples and better care.D. he can get more time to talk with his doctor.38、If one intends to become a good patient, he should learn (PASSAGE THREE.A. to find out more about his doctor.B. to respect both doctors and nurses.C. to become as unselfish as possible.D. to accurately follow his doctor's orders.39、The text is mainly about (PASSAGE THREE.A. what makes a good patient.B. how deeply patients can affect their doctors.C. the relationship between patients and doctors.D. the most significant reasons to be a good patient.40、SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on tire passages in SECTION A. Answer each question in NO more than 10 words in the space provided on ANSWER SHEET TWO.Why did the author water the fish? (PASSAGE ONE.41、What created the towering clouds? (PASSAGE ONE.42、Why did the author hope Jack's mother not to engage him in conversation? (PASSAGE ONE.43、What do the examples of American Century Investments and Bain & Company in Para.5 show? (PASSAGE TWO)44、Why does IBM invest money for employees? (PASSAGE TWO)45、What are the characteristics of today's business-school graduates? (PASSAGE TWO)46、What does the first classic exchange show? (PASSAGE THREE.47、What might happen to the big wheel style patients? (PASSAGE THREE.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 "—" and put the word in the blankprovided at the end of the line.For centuries, immigrants have come to America seeking thepromise of life, liberty, and the pursuit of happiness. Some camefleeting religions persecution. Others came for the possibility of a 48better life. But all were inspired by the freedoms that exist in theUnited States because of the rule of law.Throughout our history, immigrants have contributed toAmerican society and help build the American dream. But today 49 we face with an immigration crisis. Lax enforcement of our 50immigration laws threatens the promise of life, liberty, and thepursuit of happiness that has made America that it is today. In 51order to protect the American dream, we must enforce ourimmigration laws.According to a report by the Government AccountabilityOffice, only 44 percent of the U.S.-Mexico border is under the"operational control" of the U.S. Border Patrol. Forty-four percentis a failure grade. Holes in the security of our borders threaten 52American lives. The first promise of the American dream is "life."In order to protect that promise, we must secure the U.S.-Mexicoborder.We must also do more to prohibit Americans from criminal 53illegal immigrants. Despite the Obama administration has 54increased the deportation of criminal immigrants, two SupremeCourt rulings created a safe haven for dangerous criminalimmigrants who can be removed. Because these rulings prohibit 55 criminal immigrants from detained longer than six months 56when they cannot be deported, federal officials have been forced to 57。
专业英语八级模拟试卷462(题后含答案及解析)
专业英语八级模拟试卷462(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：The American Dream: Myth or Reality Good morning, ladies and gentlemen. In the previous lectures on American history, we have discussed about the founding of the nature, the civil war, the development of its political system and the change in its people’s beliefs. I enjoyed greatly reading your papers and some of your ideas even trigger my thoughts. And I noticed that in your papers, more and more of you mentioned the American dream. That is the topic of today: The American Dream: Myth or Reality? The term “American dream” is widely used today. But what exactly does this concept mean? Where does the term come from? When we talk about the American dream, whose American dream are we describing? Is the American dream the same for all Americans? Has the meaning of the term changed over time? Is the American dream a uniquely American concept? Questions like these can complicate a seemingly simple term and lead us to an even more important question: is the American dream a myth or a reality today? The term “American dream” began to be widely used in 1867. (2) The term was used in a famous novel written by Horatio Alger. The novel, Ragged Dick, was a “rags to riches” story about a little boy who was orphaned and lived in New York. The boy saved all his pennies, worked very hard, and eventually became rich. (3) The novel sent the message to the American public that anyone could succeed in America if they were honest, worked hard, and showed determination to succeed. No matter what your background, no matter where you were from, no matter if you had no money or no family, hard work and perseverance would always lead to success. Today, the message from Alger’s novel is still a prevalent one in this country. It is still used to define the American dream. A very basic definition of the American dream is that it is the hope of the American people to have a better quality of life and a higher standard of living than their parents. (4) This can mean that each generation hopes for better jobs, or more financial security, or ownership of land or a home. However, new versions and variations of the American dream have surfaced since Alger’s novel was published. For one thing, the basic definition I stated a moment ago—the idea that Americans arealways seeking to improve their lifestyle—also suggests that each generation wants more than the previous generation had. (5) Some people would argue that this ever-increasing desire to improve the quality of one’s life may have started out on a smaller scale, in the past, but today has led to an out-of-control consumerism and materialism. According to this view, we not only want more than our parents and our grandparents had, but we also want more than our friends, our co-workers, and our neighbors have. Another, more benign view of the American dream is that it is about the desire to create opportunities for ourselves, usually through hard work. (6) A hallmark of the American dream, some would argue, is the classic “self-starter, “ the person who starts out with very little in life—little money, few friends, few opportunities—and works hard to make his or her way in the world. A classic example of this type of American dreamer would be former president Abraham Lincoln, who was born in a log cabin, was largely self-educated, and yet worked his way up in the world to eventually become a United States president. This view of the American dream has also been associated with immigrants and their stories, their quests for a better life in a new country. Americans have long been fascinated by immigrant stories, and many feel great pride about their families who may have come from other countries, worked very hard, and created a better life for future generations. The immigrant story is most often a narrative of upward mobility. Immigrants, seeing this country as a place of new opportunities and possibilities, play a large role in narratives—both fiction and nonfiction—about pursuing the American dream, and indeed, we could point to many success stories. The American dream has also, historically, been associated with westward expansion in this country. (9) Throughout most of the 1800s, the notion of the frontier—a vast expanse of largely unclaimed land in the West—symbolized new opportunities and a fresh start to people. Many a dreamer set off for the West in search of land, jobs, gold, or other opportunities, often with next to nothing in his pocket. Unfortunately, this idea of new opportunities in the West had a negative side. The American West was not unpopulated; Native American Indians already lived there, along with other immigrant groups, and these people were often displaced—or met with violence—if they interfered with the visions or ideas of westward-migrating Americans. A more recent interpretation of the American dream has to do with equality. (10) Civil rights activists such as Dr. Martin Luther King, Jr., used some of the rhetoric associated with the American dream to urge people to work for equal opportunities for all Americans, not just some Americans. A harsh reality was becoming clear to some people, especially in the 1960s and 1970s: not everyone had the same opportunities. If people were denied jobs, education, or other opportunities because of their race, ethnic background, or gender, was the American dream only a myth? Well, I feel time often goes fast in the lectures and hope you have the same feeling. We’ll have to stop here and continue our discussion next time. Remember to finish your reading assignment before our next meeting and get ready to share with me your thoughts on American dream. See you next time.The American Dream: Myth or RealityI. Coining of the term:A. became widely used (1)______B. first appeared in a (2)______written by Horatio AlgerC. message sent by the story:Regardless of background, people with honesty,hard work and (3)______would always succeed.II. Basic definition:—hopes for a better quality of life and a higher standard of living—hopes for better jobs, more (4)______, or ownership of land ora homeIII. Associations:A. —in the past: desire to improve the quality of one’s life—today: an out-of-control (5)______and materialismB. desire to create opportunities through hard work—a hallmark: the classic (6)______—an example: Abraham LincolnC. (7)______and their stories and quests:often a narrative of upward mobilityD. (8)—the frontier: symbols of (9)______and a fresh start—the negtive side: meeting resistance from native American IndiansE. equality—an example: Martin Luther King Jr. ‘s (10)______—a harsh reality: not everyone had the same opportunities1．正确答案：in 18672．正确答案：(famous) novel3．正确答案：perseverance / determination4．正确答案：financial security5．正确答案：consumerism6．正确答案：self-starter7．正确答案：immigrants8．正确答案：westward expansion9．正确答案：new opportunities10．正确答案：rhetoricSECTION 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：W: Lots of Americans dream about owning a shiny new car. But before you spend your hard-earned cash on some hot wheels, you definitely want to hear what personal finance expert Dave Ramsey has to say. Hey, there, good to see you, Dave.M: Good to see you.W: So, you never ever buy a new car?M: Well, I am like everybody else. I am a boy. I like new cars, but they go down in value like a rock.(1) I mean, Kiplinger’s Personal Finance magazine says you lose 60% of the value in the first few years, and the worst car accidents happen on the show room floor.W: Oh, and the minute you drive it off the show room floor, of course the value is lost right away, right?M: All right. Sure it’s the wheels that break the curb, you know, you really have to change, you know.W: Oh my God. So maybe it’s not a wise use of your money. What about employee discount for the cars?M: Well, certainly it’s pulled people back into that and 0% interest before that, but even then, you got to consider by the time you get it home, you’ve still lost money. (2) So, a wise use of your dollars, unless you’ve got just piles of cash, is to really pay cash for a high-quality 2 or 3 year-old used car, let someone else take the kicking on depreciation.W: Oh, you have done it and then break it down with a lease payment, which sounds reasonable. What about leasing a car? Come on!M: You know, (3) Consumer Reports says it is the most expensive way to operate a vehicle, because in fleecing, what you’ve done is to quit asking “how much”, Now, you just asking how much down, how much a month, and when you start asking that.you are gonna live in endless payments the rest of your life, and again, like I always say, you tie up your most powerful wealth building to, which is your income, with no car payments, you can have some money.W: Alright, now, tell us about how to buy a used car then. You say that’s a way we go, right? How, how used is used?M: (3) Well.it depends on how much money you have. And, you should pay cash. Again, grandmother’s rule:If you can pay cash. Look, just for a short period of time, drive like no one else, so later you can drive like no one else. The average car payment in America is 378 dollars over 84 months right now. If you took that and invest it from age 25 to age 65 in a mutual fund, you’ll have 4.4 million dollars. So, let’s take that money, set them in a cookie jar, pay cash for a little used car, and then move up; and then do it again, and then move up and work your way out.W: OK, andhow do we move up? So we are saving money, so we are buying our nice resolvable car right, for cash, then we are putting away money each month for a nicer car?M: Pay yourself a car payment, and then you’ve got 4, 000 dollars every 11 months or so.W: How do we know how much we can afford?M: (3) You should never have vehicles, cars, boats, trucks, sedans and their sisters that add up to more than half your annual income. Because then you got too much tied up and things are going down in value. It’s the most expensive thing we buy, but it’s all about prestige. I mean, we spent a minimum amount of money to impress somebody at the stoplight we’ll never meet.W: I know, it is a big ego buy, isn’t it? It really is. All right, what about people who are afraid of getting stuck with problems if you buy a used car?M: Well, that’s an old car dealer’s myth. I mean, really, if you buy a car from 50s to 60s, that might be true, but the cars that we build today, are fabulous cars. And they’ve got a lot of life in them. If you had one at 60, 000 miles, it is about to fall apart. Now it’s got 26Q thousand miles if it is about to fall apart. They got a lot of life in them. (4) And you can get services like car factory. You can check the history of the car, make sure you’re getting a good car, have your mechanic check it. There are good cars out there.W: All right, let’s take a look at your tips here, just by way of your views. So, (5) you said, don’t buy a new car, unless you are rich. What’s rich?M: Well, usually you need at least a million bucks. I mean the bottom line is can you lose 20, 000 dollars and not miss it?W: Wow, I don’t think anybody can say that. (5) All right, you say, don’t lease a car. It’s never a good deal. (5) OK, buy a car that is 2 years old or more. Why is it 2 years?M: Again, because that is where the most of that appreciation, most of that value lost in the first two years.W: OK, pay cash.M: Absolutely, always. Because then you have that control of your earned money.W: (5) Save up for that better car. All right, great advice as always. Thanks a lot.M: My pleasure.11．Where do the worst accidents happen according to Kiplinger’s Personal Finance magazine?A．In the car factory.B．On the show room floor.C．On the highway.D．In your own garage.正确答案：B12．According to Dave, a wise use of dollars isA．to buy a new brand car in cash.B．to lease a car without car payments.C．to pay cash for a good used car.D．to get an employee-discounted car.正确答案：C13．Which of the following statements is CORRECT according to Dave?A．Leasing a car is a cheap way to operate a vehicle.B．Buying a used car according to the money you have.C．People shouldn’t pay cash when they buy a used car.D．People should have a vehicle worth half annual income.正确答案：B14．People can make sure they’re getting a good used car in the following ways EXCEPTA．getting services like car factory.B．checking the history of the car.C．having your mechanic check it.D．driving the car in hours without stop.正确答案：D15．Which of the following is NOT Dave’s advice?A．Leasing a car.B．Saving up for a better car.C．Buying a used car.D．Buying a car of 2 years old or more.正确答案：ASECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.听力原文：In parts of the world where it is summer time and schools are out, many kids go to camps for different activities and fun. In Africa, there is a growing trend among U. S.-based aid groups to organize HIV/AIDS awareness camps. These camps also try to empower children affected by the disease. The British-based group A VERT says most children living with HIV/AIDS, almost nine in 10, live in sub-Saharan Africa. In the 15 to 19 age group in South Africa, the latest figures from 2009 indicate more than 13 percent were infected with HIV. In Rwanda, where more than 170, 000 people are estimated to be living with the disease, the U.S.-based group CHF International is also organizing a series of camps for AIDS orphans and other vulnerable children. (6) With help from local organizations and Peace Corps volunteers, camp participants get tested for HIV, receive health education and also work on a personal plan for their future.16．According to the news item, people can get the following help from the HIV/AIDS camps EXCEPTA．having HIV tests.B．learning health knowledge.C．setting up future plans.D．preparing for future work.正确答案：D听力原文： A car bomb exploded early Tuesday in front of a police station in Londonderry, Northern Ireland, but there were no injuries, police said. (7) Police later said it was a 200-pound bomb. They had received a warning that it would explode in 45 minutes, but it went off in about half that time. If officers hadn’t moved in quickly to evacuate those in the immediate area, they said, the bomb would have caused deaths. The blast happened after two men, one of whom had a gun, hijacked a taxi in the early hours of the morning and placed an object inside the vehicle, the Police Service of Northern Ireland said. They told the driver to head toward the Strand Road Police Station. The driver got out of the taxi before the device exploded at 3:20 a.m., and the blast damaged the station and several homes in the area. A series of such attacks has been reported in Northern Ireland this year, but none has caused serious injuries. The attacks are often blamed on dissidents who oppose the 1998 Good Friday peace settlement. There have been no claims of responsibility for Tuesday’s bombing.17．The bomb that exploded outside the police stationA．killed only two men.B．was a 200-pound one.C．exploded in rush hours.D．was placed under a car.正确答案：B18．We can learn from the news item that the taxi driverA．was forced to drive to the police station.B．informed the police about the explosion.C．was badly wounded because of the explosion.D．tried to get the object out of the car but failed.正确答案：A听力原文：The fiery June 24 collision between a tractor-trailer and an Amtrak train near Reno, which left six people dead and about 20 injured, showed stunning destructive power. But for Operation Lifesavers Inc., an organization that works to prevent collisions on and around railroad tracks, the crash was a particularly tragic example of an all-too-common occurrence on the nation’s roadways: Since the Reno crash, there have been at least four other fatal truck-train collisions across the USA, plus at least two other non-fatal crashes, according to the company. Now, the group is offering professional drivers a short, online, interactive safety course designed to help them make sound decisions at railroad crossings. Since June 9, about 15, 000 truck drivers have taken the course, OLI spokeswoman Marmie Edwards says.The group hopes to reach 100, 000 drivers this year and eventually all professional truckers, who number about 3. 5 million, according to the industry group American Trucking Associations. “It’s basically like a video game, but it’s a safety video game, “ Edwards says. In a simulated driving environment, drivers are exposed to worst-case scenarios that require quick thinking and critical decision-making, she says.19．Which of the following statements is INCORRECT?A．The Reno collision caused six deaths and 20 people injured.B．The tractor-trailer driver was responsible for the accident.C．Collisions on and around railroad tracks were not rare.D．Since the Reno crash, there have been six such collisions in the US.正确答案：B20．Operation Lifesavers Inc. is an organization thatA．was first founded by railroad companies.B．has designed an online course for drivers.C．has helped 15, 000 drivers to get their licenses.D．collects membership fees from professional truckers.正确答案：BPART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.How exercise affects body weight is one of the more intriguing and vexing issues in physiology. Exercise burns calories.no one doubts that, and so it should, in theory, produce weight loss, a fact that has prompted countless people to undertake exercise programs to shed pounds. Without significantly changing their diets, few succeed. “Anecdotally, all of us have been cornered by people claiming to have spent hours each week walking, running, stair-stepping, etc. , and are displeased with the results on the scale or in the mirror, “wrote Barry Braun.an associate professor of kinesiology at the University of Massachusetts at Amherst. But a growing body of science suggests that exercise does have an important role in weight loss. That role, however, is different from what many people expect and probably wish. The newest science suggests that exercise alone will not make you thin, but it may determine whether you stay thin, if you can achieve that state. Until recently, the bodily mechanisms involved were mysterious. But scientists are slowly teasing out exercise’s impact on metabolism, appetite and body composition, though the consequences of exercise can vary. Women’s bodies, for instance, seem to react differently than men’s bodies to the metabolic effects of exercise. None of which is a reason to abandon exercise as a weight-loss tool. You just have to understand what exercise can andcannot do. “In general, exercise by itself is pretty useless for weight loss, “says Eric Ravussin.an expert on weight loss. It’s especially useless because people often end up consuming more calories when they exercise.The mathematics of weight loss is, in fact, quite simple, involving only subtraction. “Take in fewer calories than you burn.put yourself in negative energy balance, lose weight, “says Braun.who has been studying exercise and weight loss for years. The deficit in calorics can result from cutting back your food intake or from increasing your energy output the amount of exercise you complete or both. When researchers affiliated with the Pennington center had volunteers reduce their energy balance for a study by either cutting their caloric intakes by 25 percent or increasing their daily exercise by 12. 5 percent and cutting their calories by 12.5 percent, everyone involved lost weight.They all lost about the same amount of weight too about a pound a week. But in the exercising group, the dose of exercise required was nearly an hour a day of moderate-intensity activity. What the federal government currently recommends for weight loss is “a lot more than what many people would be able or willing to do, “ Ravussin says. At the same time, as many people have found after starting a new exercise regimen, working out can have a significant effect on appetite. The mechanisms that control appetite and energy balance in the human body are elegantly calibrated. “The body aims for homeostasis, “Braun says. It likes to remain at whatever weight it’s used to. So even small changes in energy balance can produce rapid changes in certain hormones associated with appetite, particularly acylated ghrelin, which is known to increase the desire for food, as well as insulin and leptin, hormones that affect how the body burns fuel. The effects of exercise on the appetite and energy systems, however, are by no means consistent. In one study presented last year at the annual conference of the American College of Sports Medicine, when healthy young men ran for an hour and a half on a treadmill at a fairly high intensity, their blood concentrations of acylated ghrelin fell, and food held little appeal for the rest of that day. Exercise blunted their appetites. A study that Braun oversaw had a slightly different outcome. In it, 18 overweight men and women walked on treadmills in multiple sessions while either eating enough that day to replace the calories burned during exercise or not. Afterward, the men displayed little or no changes in their energy-regulating hormones or their appetites, much as in the other study. But the women uniformly had increased blood concentrations of acylated ghrelin and decreased concentrations of insulin after the sessions in which they had eaten less than they had burned. Their bodies were directing them to replace the lost calories. In physiological terms, the rcsults”arc consistent with the paradigm that mechanisms to maintain body fat are more effective in women, “Braun and his colleagues wrote. In practical terms, the results are scientific proof that life is unfair. Female bodies, inspired almost certainly”by a biological need to maintain energy stores for reproduction, “Braun says, fight hard to hold on to every ounce of fat. Exercise for many women increases the desire to eat.21．We can infer from the text thatA．going on diet will definitely lead to weight loss.B．the theory of exercise burning calories is challenged.C．it is often disappointing to lose weight by doing exercise.D．most people tend to spend hours walking, running, etc.正确答案：C解析：推断题。
专业英语八级模拟试卷及答案解析(1)
专业英语八级模拟试卷及答案解析（1）(1~16/共26题)Play00:0010:52Volume第1题The American Two-party System I. Introduction A. the oldest political【T1】______ around the world【T1】______ B. the classical example of two-party system: the American political system —the dominant parties: the Democratic and the【T2】______ parties【T2】______ —the two-party system survived all attempts to assaults C. About dozen parties that nominate【T3】______【T3】______ D. Americans inevitably become one of the two parties because —there is usually no other place to go —most Americans know where they【T4】______ in the system【T4】______ II. Two-party system is so strongly【T5】______ because【T5】______ A The way【T6】______ are conducted: the Americans elect【T6】______ —【T7】______【T7】______ —about 800,000 of other【T8】______,【T8】______ —the congressman from single-member districts B. Organization of the House of Representatives ensures that —major party can maintain its【T9】______【T9】______ —major party is likely to win III. The consequences of the system A the 【T10】______ production of majorities【T10】______ —the competition between two parties —the【T11】______ of the victory of the winning party【T11】______ B. The peaceful【T12】______【T12】______ —the party in power can be overrun by the party out of power —two-party system cannot be destroyed —the【T13】______ can survive the defeat because of 【T13】______ a)the possibility of mamtaining a【T14】______ of the opposition【T14】______ b)the attraction of the support of those opposed to the party in power C. the tendency for the major parties to be【T15】______,【T15】______ e.g. business is conducted across party lines D. The work of the government carried on despite of divided party control第2题【T1】第3题【T2】第4题【T3】第5题【T4】第6题【T5】第7题【T6】第8题【T7】第9题【T8】第10题【T9】第11题【T10】第12题【T11】第13题【T12】第14题【T13】第15题【T14】第16题【T15】下一题(17~21/共26题)Play00:0004:56Volume第17题16．A.It includes all the compensation for loss.B.It includes a certificate of posting.C.It is perfect for sending documents of minor value.D.It is usually handled by very particular couriers.第18题17．A.All kinds of parcels.B.Airway letters.C.Railway letters.D.Inland postal packets.第19题18．A.It is signed by the recipient.B.It provides the recipient confirmation of delivery.C.It is free of charge.D.It will cost less at the time of posting.第20题19．A.The compensation for loss is limited.B.It will pay for valuable items.C.The compensation process is speedy.D.The compensation is inadmissible.第21题20．A.Recorded delivery is suitable for sending valuable things.B.Recorded delivery is a service with extra security.C.The packet is signed for by the addressee and a record is kept by the post office.D.The post office delivers recorded delivery to the addressee in person.上一题下一题(22~26/共26题)Play00:0004:23Volume第22题21．A.The packet should be fastened with adhesive substance.B.The packets should be posted in the mailbox.C.The packets needn´t be posted with relevant fee.D.The packets needn´t be wrapped in a strong cover.第23题22．A.Its contents can resist easy damage.B.Registered post provides a protection against damage.C.Registered post receives no special security treatmentD.There is special security treatment for registered post.第24题23．A.Partially included.B.Already covered.C.Partially stamped.D.Already excluded.第25题24．A.Coupons enclosed in the registered letter envelopes.B.Trading stamps sold by the post office.C.Bank notes and currency notes.D.All precious articles sold by the post office.第26题25．A.Neither of them accepts any airway letters.B.They both deliver mails to the addressee in person.C.Both require that the Advice of Delivery Form be signed by the post office official.D.Recorded delivery doesn´t compensate for bank notes, but registered post does.上一题下一题(27~30/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) When the Viaduct de Millau opened in the south of France in 2004, this tallest bridge in the world won worldwide compliments. German newspapers described how it "floated above the clouds" with" elegance and lightness"and"breathtaking" beauty. In France, papers praised the "immense concrete giant". Was it mere coincidence that the Germans saw beauty where the French saw heft and power? Lera Boroditsky thinks not.(2) A psychologist at Stanford University, she has long been intrigued by an age-old question whose modern form dates to 1956, when linguist Benjamin Lee Whorf asked whether the language we speak shapes the way we think and see the world. If so, then language is not merely a means of expressing thought, but a constraint on it, too. Although philosophers, anthropologists, and others have weighed in, with most concluding that language does not shape thought in any significant way, the field has been notable for a distressing lack of empiricism—as in testable hypotheses and actual data.(3) That´s where Boroditsky comes in. In a series of clever experiments guided by pointed questions, she is amassing evidence that, yes, language shapes thought. The effect is powerful enough, she says, that "the private mental lives of speakers of different languages may differ dramatically," not only when they are thinking in order to speak, "but in all manner of cognitive tasks," including basic sensory perception. "Even a small fluke of grammar"—the gender of nouns—"can have an effect on how people think about things in the world,"she says.(4) As in that bridge, in German, the noun for bridge, Briicke, is feminine. In French, pont is masculine. German speakers saw female features; French speakers, masculine ones. Similarly, Germans describe keys (Schluessel) with words such as hard, heavy, jagged, and metal, while to Spaniards keys (Ilaves) are golden, intricate, little, and lovely. Guess which language interprets key as masculine and which as feminine?(5) Language even shapes what we see. People have a better memory for colors if different shades have distinct names—not English´s light blue and dark blue, for instance, but Russian´s goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that that´s a trivial finding, showing only that people remember what they saw in both a visual form and a verbal one, but not proving that they actually see the hues differently. In an ingenious experiment, however, Boroditsky and colleagues showed volunteers three color swatches and asked them which of the bottom two was the same as the top one. Native Russian speakers were faster than English speakers when the colors had distinct names, suggesting that having a name for something allows you to perceive it more sharply. Similarly, Korean uses one word for "in" when one object is in another snugly (a letter in an envelope), and a different one when an object is in something loosely (an apple in a bowl). Sure enough, Korean adults are better than English speakers at distinguishing tight fit from loose fit.(6) In Australia, the Aboriginal Kuuk Thaayorre use compass directions for every spatial cue rather than right or left, leading to locutions such as "there is an ant on your southeast leg. " The Kuuk Thaayorre are also much more skillful than English speakers at dead reckoning, even in unfamiliar surroundings or strange buildings.Their language" equips them to perform navigational feats once thought beyond human capabilities," Boroditsky wrote on Edge. org.(7) Science has only scratched the surface of how language affects thought. In Russian, verb forms indicate whether the action was completed or not—as in " she ate (and finished) the pizza. " In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love to run an experiment testing whether native Russian speakers are better than others at noticing if an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay. Similarly, while English says " she broke the bowl," even if it smashed accidentally (she dropped something on it, say), Spanish and Japanese describe the same event more like "the bowl broke itself. " " When we show people video of the same event," says Boroditsky, " Englishspeakers remember who was to blame even in an accident, but Spanish and Japanese speakers remember it less well than they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality. "第27题In the first paragraph, the author introduces his topic by______.A.explaining a phenomenonB.justifying an assumptionC.posing a contrastD.making a comparison第28题Lera Boroditsky most probably holds the viewpoint that______.nguage expresses thoughtnguage constrains thoughtnguage determines thoughtnguage and thought interact with each other第29题Which of the following statements is TRUE about the languages mentioned in the passage?A.Both the nouns for bridge and key are feminine in German.B.The language of the Aboriginal Kuuk Thaayorre is really helpful for sailing.C.Korean has a larger vocabulary than English in describing colors.D.Whether an action is completed or not is best shown in Spanish.第30题The author uses the following ways to develop paragraphs EXCEPT______.A.cause and effectB.deduction and inductionC.explanationD.definition上一题下一题(31~34/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) What would the holidays be without lots of tiny twinkling lights? Less colorful and festive—but also a lot safer.(2) From living rooms to front porches across the country, homeowners are stringing millions of lights on Christmas trees or eaves and decorating their windowsills with electric, battery-operated or traditional candles. But according to the federal Consumer Product Safety Commission, too many are doing so with little regard to the hazards. Last holiday season there were about 200 Christmas tree fires in American homes, caused primarily by faulty lights and resulting in 10 deaths and more than $ 10 million in property loss, the Commission says. Another 14,000 house fires are started yearly by misplaced or mishandled flame candles, causing 170 deaths and$350 million in property loss. And about 10,000 people are treated at emergency rooms for injuries from falls, cuts or shocks while hanging lights or decorations.(3) The biggest causes of holiday fires are " candles and live trees" , said Kim Dulic, a Commission spokeswoman. The agency recommends battery-operated candles instead of real or electric, she said, along with fire-resistant artificial trees—or fresh well-watered trees.(4) A cut tree is fresh, she said, if the bottom of its trunk is sticky with resin and its needles are hard to pull and don´t break when bent. It is too dry if it sheds a shower of needles when bounced on the ground. A harvested tree should be cut about a half inch from the bottom and put in water within no more than three to six hours, said Rick Dungey, the public relations manager of the National Christmas Tree Association, in Chesterfield, Mo. " If you wait any longer, air molecules get in the trunk and they prevent the tree from siphoning water,"Mr. Dungey said, adding that people should water often and never let the water go below the cut end. Once a Christmas tree dries out, it is an accident waiting to happen, said Lorraine Carli, the communications vice president of the National Fire Protection Association, in Quincy, Mass. If ignited, it can be engulfed in seconds.(5) The most common cause is electrical—either an overused electrical system or faulty wiring. Brett Brenner, the president of the Electrical Safety Foundation International (ESFI), in Rosslyn, Va., said homeowners should make yearly inspections. " Cracked sockets, frayed or bare wires and loose connections can cause a serious shock or start a fire," he said. Use no more than one extension cord per socket, and string no more than three sets of lights together. Wires should not run under carpets or through windows or doors. He said outdoor outlets should be protected by a ground fault circuit interrupter—a breaker that trips with any interruption or problem with the ground wire. (An interrupter usually needs to be installed when an outlet is near or exposed to water; it generally costs less than $ 10.)(6) John Drengenberg, the consumer affairs director of Underwriters Laboratories, the testing group in Northbrook, 111., said that if lights are certified for indoors only, they must not be used outside; those certified for outdoors, however, can be used inside. No matter the kind, he said, if the bulbs are the screw-in type, there should be no more than 50 per outlet. Outdoor lights, he said, should be hung with plastic clip-on hangers, not metal nails or staples, which can pierce insulation and cause a short. And what about those who don´t take down their outdoor lights until the wisteria is in bloom in May? " You should never leave lights up all year round," Mr. Drengenberg said. "They´re not designed for year-round use. "第31题Which of the following is NOT mentioned in the passage as a cause of the holiday hazards?A.Accidents during decoration.B.Poor quality of bubbles.C.Careless handling of candles.D.Problematic management of lights.第32题According to the passage, what is the BEST choice of Christmas trees?A.A real tree that is soaked in water at the shop.B.A real tree whose needles don´t break when bent.C.An artificial tree with delicate craftsmanship.D.An artificial tree that won´t be engulfed immediately.第33题It can be inferred from Para. 5 that______.A.the ESFI inspects household electrical system annuallyB.electrical devices for outdoor use are not expensiveC.homeowners do not have the particular electrical knowledgeD.an overloaded electrical system or faulty wiring may lead to disasters第34题Which of the following is NOT in accordance with Mr. Drengenberg´s suggestion?A.Never use outdoor lights that are certified for indoor use.B.Put exactly 50 screw-in type bulbs to each outlet.C.Take off the outdoor lights after the Christmas season is over.D.Avoid metal nails or staples when putting on the outdoor lights.上一题下一题(35~37/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) We all know that emotions originate in the brain. But we usually talk about our emotions coming from our hearts. If someone you know doesn´t give up easily, you might say, "He´s got a lot of heart. " Not every culture would agree—for instance, when Italians want to say someone has heart, they say instead,"Ha fegato" : "He has liver. "(2) But what about bad emotions? When you feel so sad or so angry that your heart "aches" , could it actually be true? Two new studies add support to the theory that, yes, what goes on in your mind can break your heart.(3) In the first study, just published in the Journal of the American College of Cardiology (JACC),a team of eight researchers looking at more than 63,000 women who were participants in the ongoing Nurses´ Health Study, found that those who reported basic symptoms of depression (like feeling down and incapable of happiness) had a higher-than-normal risk of coronary heart disease. And women who were clinically depressed were more than twice as likely as other women to suffer sudden cardiac death. None of the participants had heart problems at the study´s outset, but nearly 8% had symptoms of depression.(4) The researchers theorize that depression might have some direct physiological impact on the heart—like causing it to work harder in the face of stress. The study also found that the more depressed women were, the more likely they were to smoke cigarettes or have high blood pressure and diabetes—not exactly heart-healthy conditions. Or it may be that the antidepressants prescribed to treat those with mood problems were associated with heart ailments; in the study, sudden cardiac death was linked more strongly with antidepressant use than with women´s symptoms of depression.(5) The antidepressant theory is just that—a theory. It could be that the antidepressant takers in the study were simply the most depressed. But if the theory is substantiated by further research, it would add to a growing body of evidence suggesting that antidepressants carry a high risk (particularly for teenagers) when weighed against the drugs´still uncertain benefits. Scientists have already shown that antidepressants are a bad idea for those about to undergo coronary artery bypass surgery.(6) No one is sure exacdy how depression hurts me heart, and one plausible explanation is that the train runs in the opposite direction—a damaged heart and its consequent stress on the bodymight activate, somehow, genes or other physiological changes that contribute to depression.(7) But another new paper, also published in the JACC, lends credit to the idea that it is our moods that work on our hearts and not the other way around. In this paper, researchers from University College London reviewed the findings of 39 previously published articles and found that men who are angry and hostile are significantly more likely to have a cardiac event man those who aren´t. That may sound unsurprising—we all know that anger can stress your heart. But it´s important to note the difference between aggression and just being aggressive. Previous studies have found that so-called type A´s—those who are driven, competitive and obsessed with deadlines—are not more likely to experience heart disease. In other words, your type A co-workers who are annoyingly ambitious and dutiful are no more likely to have a heart attack than you are. Rather, it´s the seething, angry types with underlying hostility who are the ticking time bombs. Anger, it turns out, is physiologically toxic.(8) The authors of the second paper offer the standard theories about how an angry emotion translates to a physical heart attack: angry people have a harder time sleeping; they take prescribed drugs less often; they eat worse, exercise less, smoke more and are fatter. These things add up: compared with the good-humored, those who were angry and hostile—but had no signs of heart problems at the outset—ended up with a 19% higher risk of developing coronary heart disease, according to the University College London paper.(9) The two studies reify gender stereotypes; women get their hearts broken through sadness; men "break" their hearts (via heart attack) through anger. But both studies suggest that men and women have a common interest in understanding that some causes of cardiac disease—poor diet or lack of exercise or bad sleep habits—may have a precipitating cause themselves. Whether male or female, letting yourself get overwhelmed by emotion can damage not only your mind but also that crucial organ, the heart.第35题The relationship between the first study and the second study is that______.A.each presents one side of the pictureB.each presents a different issueC.the second generalizes the firstD.the second proves the first第36题Which of the following has been proven both practically and theoretically?A.Depression has some direct physiological impact on the heart.B.Antidepressants are closely related to heart disease.C.Antidepressants´ disadvantages outweigh their advantages.D.Anger and hostility may contribute to a heart attack.第37题Which of the following expressions is used literally, NOT metaphorically?A.He´s got a lot of heart. (Para. 1)B... .break your heart. (Para. 2)C....the train runs in the opposite direction... (Para.6)D....who are the ticking time bombs. (Para. 7)上一题下一题(38~40/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) A far cry from the pirates and princesses of today, costumes during Halloween´s precursor centuries ago included animal skins and heads, drag getups, and even mechanical horse heads, historians say.(2) Records of the precursor to Halloween—the Celtic new year celebration of Samhain—are extremely threadbare, said Ken Nilsen, professor of Celtic studies at Canada´s St. Francis Xavier University in Antigonish, Nova Scotia. "We don´t have actual records telling us what it was like in ancient times, so our knowledge is based principally on folk customs that continued until recent centuries,"Nilsen told National Geographic News.(3) Samhain, however, is known to date back at least 2,000 years, based on analysis of a Celtic bronze calendar discovered in the 1890s in Coligny, France, in what was then called Gaul. The festival marked the end of the Celtic year, when the harvest was gathered and animals were rounded up. It´s said the hides of cattle and other livestock slaughtered at this time were ritually worn during festivities that likely hark back to even earlier pagan beliefs.(4) Ancient Roman writers recorded that tribes in what is now Germany and France held riotous ceremonies where they donned the heads and skins of wild mammals to connect with animal spirits. The custom of wearing animal hides at bonfire-lighted Celtic feast ceremonies survived until recent times, Nilsen notes. " This was certainly done at Martinmas (the November 11 Christian feast of St. Martin) in Ireland and Scotland, which, in the old calendar, would be Halloween,"he said. "There might have been an excess of livestock, so it would make sense to slaughter an animal,"Nilsen said.(5) Samhain night was also a celebration of the dead—the one time the spirits were believed to walk among the living. Again, the earliest rituals aren´t known in detail, but in recent centuries families put out food and even set extra table places for their ancestors at Samhain. It was also a night when people dressed to create mischief and confusion, according to Bettina Arnold of the Center for Celtic Studies at the University of Wisconsin-Milwaukee. "The spirits of the dead were impersonated by young men dressed with masked, veiled or blackened faces," Arnold wrote in an essay titled Halloween Customs in the Celtic World. These disguises were intended both to protect revelers from any malevolent spirits and to fool households they visited. In Scotland and elsewhere, revelers masquerading as the dead would go around demanding food offerings—a forerunner to today´s trick-or-treating. Nilsen of St. Francis Xavier University added: "People put on costumes which frequently included blackened faces and so on, representing spooks, demons, or whatever. "(6) According to the University of Wisconsin´s Arnold, on Samhain the boundary between the living and the dead was obliterated—as was the boundary between the sexes. Male youths would dress up as girls and vice versa, she wrote. In Wales, for example, groups of mischievous young men in Halloween drag were referred to as hags. In parts of Ireland, a man dressed as a white horse known as Lair Bhan—an ancient Celtic fertility symbol—led noisy processions at Samhain.(7) Many Samhain ensembles were incomplete without the appropriate accessories; lanterns made with hollowed-out turnips and candles. Later transplanted to North America with Irish immigrants, the tradition would be replicated in the fatter form of the pumpkin, a fruit native tothe New World.第38题The knowledge about the ancient Halloween comes from the following EXCEPT______.A.historians´ introductionB.factual and detailed recordsC.today´s Halloween customsD.books written by ancient Roman writers第39题Which of the following statements about Samhain is TRUE?A.It is the forerunner of today´s Halloween.B.It was the celebration of the new year 2,000 years ago.C.It was celebrated first in Coligny, France.D.It is an occasion of family gatherings.第40题On Samhain the boundary between the living and the dead was obliterated by______.A.the dead walking among the livingB.the living masquerading as the deadC.boys dressing up as girlsD.men disguising as white horses上一题下一题(15/22)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.第41题PASSAGE ONE上一题下一题(16/22)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.第42题PASSAGE TWO上一题下一题(43~45/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.PASSAGE THREE第43题What does "He´s got a lot of heart. " mean according to the author?第44题What does the author aim to indicate by citing the two new studies?第45题What are the factors that may lead to a physical heart attack? (Please list no more than 3 factors.) 上一题下一题(46~48/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.PASSAGE FOUR第46题What did people do at Martinmas according to the passage?第47题Which word is used metaphorically in Para. 6?第48题What´s the origin of pumpkin lantern according to the passage?上一题下一题(49~58/共10题)PART III LANGUAGE USAGELanguage is fantastically complex. Its built-in means ofcombining and recombining(nesting)of its various levels have【M1】______suggested to many leading linguists that language istheoretically infinite though not practical so in everyday usage.【M2】______It almost sounds too complex to be able to detect any significantleveling out of language any more than one could detect byobservation that the sun is burning itself out.As far as I am conscious no linguist seriously purports that【M3】______the restructuring process of language overrides the streamliningprocess resulted in a qualitative positive development of【M4】______language. If we decide that language did originally develop,possibly evolving animal communication, we can only do【M5】______so by assuming evolution to be a universally valid principle This type【M6】______of a priori reasoning was the basic fallacy of pre-NineteenthCentury "speculative grammar" which was pre-scientific in modern【M7】______sense of the word.However, the observable data neither indicate that such a【M8】______period of pre-historic development even existed, nor they【M9】______suggest a cause of the subsequent state of equilibrium or processof simplification that would have to have come into operation atsome time after such a pre-historic development. NoamChomsky, one of the most prominent linguists of the twentiethcentury, has indicated that human language and animalcommunication are not even comparative entities, they are so【M10】______different.第49题【M1】第50题【M2】。
英语专八模拟题_套一(包含答案)
英语专八模拟题_阅读专项练习题一，选择题Passage One(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________.2.The author’s attitude indicated in the second paragraph is that________.3.Which of the following statements contains a metaphor?4.According to Para. 5 and Para. 6, what is the author’s attitude towards getting a farm?5.Which of the following statements does the author NOT advocate in the passage? Passage Two(1) Procrastination comes in many disguises. We might resolve to tackle a task, but find endless reasons to defer it. We might prioritize things we can readily tick off our to-do list—answering emails, say—while leaving the big, complex stuff untouched for another day. We can look and feel busy, while artfully avoiding the tasks that really matter. And when we look at those rolling, long-untouched items at the bottom of our to-do list, we can't help but feel a little disappointed in ourselves.(2) The problem is our brains are programmed to procrastinate. In general, we all tend to struggle with tasks that promise future upside in return for efforts we take now. That's because it's easier for our brains to process concrete rather than abstract things, and the immediate hassle is very tangible compared with those unknowable, uncertain future benefits. So the short-term effort easily dominates the long-term upside in our minds—an example of something that behavioral scientists call present bias.(3) How can you become less myopic about your elusive tasks? It's all about rebalancing the cost-benefit analysis: make the benefits of action feel bigger, and the costs of action feel smaller. The reward for doing a pestering task needs to feel larger than the immediate pain of tackling it.(4) To make the benefits of action feel bigger and more real:(5) Visualize how great it will be to get it done. Researchers have discovered that people are more likely to save for their future retirement if they're shown digitally aged photographs of themselves. Why? Because it makes their future self feel more real—making the future benefits of saving also feel more weighty. When we apply a lo-fi version of this technique to any task we've been avoiding, by taking a moment to paint ourselves a vivid mental picture of the benefits of getting it done, it can sometimes be just enough to get us unstuck. So if there's a call you're avoiding or an email you're putting off, give your brain a helping hand by imagining the virtuous sense of satisfaction you'll have once it's done—and perhaps also the look of relief on someone's face as they get from you what they needed.(6) Pre-commit, publicly. Telling people that we're going to get something done can powerfully amplify the appeal of actually taking action, because our brain's reward system is so highly responsive to our social standing. Research has found that it mattersgreatly to us whether we're respected by others—even by strangers. Most of us don't want to look foolish or lazy to other people. So by daring to say "I'll send you the report by the end of the day" we add social benefits to following through on our promise—which can be just enough to nudge us to bite the bullet.(7) Confront the downside of inaction. Research has found that we're strangely averse to properly evaluating the status quo. While we might weigh the pros and cons of doing something new, we far less often consider the pros and cons of not doing that thing. Known as omission bias, this often leads us to ignore some obvious benefits of getting stuff done. Suppose you're repeatedly putting off the preparation you need to do for an upcoming meeting. You're tempted by more exciting tasks, so you tell yourself you can do it tomorrow (or the day after). But force yourself to think about the downside of putting it off, and you realize that tomorrow will be too late to get hold of the input you really need from colleagues. If you get moving now, you have half a chance of reaching them in time—so finally, your gears creak into action.(8) To make the costs of action feel smaller :(9) Identify the first step. Sometimes we're just daunted by the task we're avoiding. We might have "learnt French" on our to-do list, but who can slot that into the average afternoon? The trick here is to break down big, amorphous tasks into baby steps that you don't feel as effortful. Even better: identify the very smallest first step, something that's so easy that even your present-biased brain can see that the benefits outweigh the costs of effort. So instead of "learn French" you might decide to "email Nicole to ask advice on learning French. " Achieve that small goal, and you'll feel more motivated to take the next small step than if you'd continued to beat yourself up about your lack of language skills.(10) Tie the first step to a treat. We can make the cost of effort feel even smaller if we link that small step to something we're actually looking forward to doing. In other words, tie the task that we're avoiding to something that we're not avoiding. For example, you might allow yourself to read lowbrow magazines or books when you're at the gym, because the guilty pleasure helps dilute your brain's perception of the short-term "cost" of exercising. Likewise, you might muster the self-discipline to complete a slippery task if you promise yourself you'll do it in a nice cafe with a favorite drink in hand.(11) Remove the hidden blockage. Sometimes we find ourselves returning to a task repeatedly, still unwilling to take the first step. We hear a little voice in our head saying, "Yeah, good idea, but...no. " At this point, we need to ask that voice some questions, to figure out what's really making it unappealing to take action. This doesn't necessarily require psychotherapy. Patiently ask yourself a few "why" questions—"why does it feel tough to do this?" and "why's that?"—and the blockage can surface quite quickly. Often, the issue is that a perfectly noble competingcommitment is undermining your motivation. For example, suppose you were finding it hard to stick to an early morning goal-setting routine. A few "whys" might highlight that the challenge stems from your equally strong desire to eat breakfast with your family. Once you've made that conflict more explicit, it's far more likely you'll find a way to overcome it—perhaps by setting your daily goals the night before, or on your commute into work.(12) So the next time you find yourself mystified by your inability to get important tasks done, be kind to yourself. Recognize that your brain needs help if it's going to be less short-sighted. Try taking at least one step to make the benefits of action loom larger, and one to make the costs of action feel smaller. Your languishing to-do list will thank you.6.According to Para. 1, which of the following behavior belongs to procrastination?7.What does the word "upside" in Para. 2 mean?8.It can NOT be inferred from the passage that________.9.Which rhetorical device is used in "...nudge us to bite the bullet" in Para.6?Passage Three(1) You do not need to play in a band to be part of the burgeoning "gig economy. " Nearly everyone has skills or assets they can exploit in their spare time to boost their income—or save money by using one of a new wave of technology-driven services.(2) The market for everything from renting out a spare room or parking space for cash to selling hobby crafts or skills over the Internet is expanding rapidly. Now worth ￡500 million a year, it is expected to grow to ￡9 billion by 2025. Here is how you can participate.PROFIT FROM PROPERTY(3) If you have a spare room in your home, a drive that sits empty or even a garden shed with space not crammed with debris, then there are opportunities to make these dead spaces earn money by finding people who need a room or storage.(4) You can find lodgers through an online marketplace such as gumtree or other online services such as Weroom, mondaytofriday, SpareRoom and EasyRoommate. For those who do not fancy a full-time lodger, then there is the holidaymaker market—with Airbnb and Wimdu among the main options for renting out a room part-time.(5) Homes can also be rented out for film and photography shoots, earning owners between ￡700 and ￡3,000 a day. Location agencies include Shootfactory,Lavish Locations and Amazing Space. Growing demand for space from companies wanting to organize meetings or bonding sessions with fellow workers, who perhaps normally work from home, is another potential gig.(6) A property can prove a valuable asset when offsetting the cost of a holiday. By swapping with other homeowners you can get a free holiday almost anywhere in the world—or earn rental for a home while away. Among the best known of the home-swapping websites are Home Base Holidays, HomeLink, homeforexchange, HomeExchange and Love Home Swap.(7) To rent out your home instead of swapping, consider onefinestay, which does all the hard graft—from preparing your property to rent with toiletries and bed linen, to cleaning once the guests have gone.(8) It is possible to make even the smallest spaces earn their keep by renting outa loft, cupboard, cellar or garden shed to someone needing to store items.(9) Garages and driveways can also be great money-spinners if rented out to drivers wanting an affordable and convenient place to park. According to parking website JustPark, it is possible to earn ￡800 a year on average for a driveway, although in-demand spots near railway stations or music and sports venues can generate ￡3,000 a year.CASH IN ON CARS(10) The average cost of driving a car in London works out at ￡20 an hour, according to car sharing network Zipcar. Its sums take into account the fact a car tends to sit on a drive (or road) for 96 per cent of its lifetime and includes unavoidable bills such as road tax, maintenance, depreciation and insurance.(11) Drivers only actually use their vehicles for 182 hours a year. By giving up car ownership altogether and joining a service such as Zipcar, you can pay as you go, paying ￡5 to ￡10 an hour (plus a membership fee of ￡6 a month or ￡59. 50 a year). You have to be disciplined though, as bringing a motor back late incurs a ￡35 fee.(12) If you prefer to be an owner but want to cut costs, think about hiring out your car to a service such as RideLink. Similar in concept to Zipcar, its fleet is made up of vehicles belonging to thousands of car owners. The difference is that owners set their own prices and renters can often find better value deals than from mainstream hire firms. Car sharing is another boom area where drivers cut journey costs by offering passengers lifts in return for a payment towards fuel costs.(13) Because drivers do not make a profit on such arrangements, it should not impact on motor cover—but check with your insurer first. Mat Gazely knows a thing or two about the gig economy, working for Zopa, one of the biggest players in the peer-to-peer lending market. Such lending allows individuals with spare cash to lend itdirectly to other people at rates far more attractive than they would receive by depositing cash in a bank or building society savings account.TIME IS MONEY(14) Those who have some free time can use their bike to generate extra income. In London, for example, restaurant delivery service Deliveroo employs scores of cyclists and scooter owners to pick up orders from outlets that do not offer their own takeaway service. The pay is ￡6 an hour plus ￡1 per delivery. New arrival, London-based Pedals, also recruits cyclists for delivery jobs posted online that they can pick to fit in with their normal journeys.(15) An alternative is community delivery service Nimber. It connects people wanting items delivered with so-called "bringers"—those who can carry a package while on the move. This means you can earn cash, negotiated online with the sender, by delivering, for example, on a daily commute to work.(16) Over-18s with a mobile phone and handyman skills can consider TaskRabbit,a peer-to-peer website that puts odd-jobbers in touch with those who need tasks done. Once a request for a task is posted, hourly rates are listed for the "taskers" considered most qualified for your job and the buyer chooses.(17) For those with professional skills, such as web design, legal or marketing nous, there is People Per Hour. The website advertises a variety of freelance roles—with job-seekers negotiating directly with the buyer. Those who have an artistic bent and enjoy making things can expand beyond craft fairs by using Etsy, an online marketplace for all things handmade.(18) The instant gratification provided by the gig sector is allowing thousands of participants to convert time into money—but it can be tricky for those whose gig experience takes off to know their responsibilities in terms of financial management, insurance and tax.(19) One key area to watch when joining the gig economy is insurance, especially when renting out areas of your home and property. Brian Brown, at insurance analyst Defaqto, says: "It is likely many kinds of claim will not be paid if an insurer didn't know about a change in circumstance. "(20) " For instance, if you allow someone to use your drive your insurer might exclude certain things, such as damage to fencing or from the leaking of fuel from their vehicle on to your drive. " He also says renting out rooms through Airbnb will most likely mean that any theft or accidental damage claim will be excluded.(21) Humphrey Bowles, of Belong Safe—a provider of insurance with its eyes set on the gig sector—says: "The solutions so far sit with a homesharing website's ' guarantees. ' Many hosts may believe they have insurance when they sign upbecause of the guarantees mentioned and use of phrases such as ‘ peace of mind.’ But in the terms and conditions for Airbnb, for example, it includes wording such as ' Airbnb strongly encourages you to purchase separate insurance that will cover you and your property for losses caused by guests' and ' the entire risk...remains with you.'"(22) Belong Safe, Bowles believes, can alleviate such concerns, allowing hosts to buy cover by the day, when a guest is staying, and covers all risks. Underwritten by insurer Hiscox, it costs from 78 pence a day outside London and up to ￡4 a day in London. One drawback is that the excess is a hefty ￡1,000.(23) Mortgage lenders may also get a bit twitchy with homeowners if they find out they have been letting a room without telling them. In theory, they can call in the loan. David Hollingworth, mortgage broker at London and Country in Bath, says: " With lodgers, a lender will want to receive a ' consent,' so the lodger understands they have no rights if the property is repossessed. "(24) With short-term lets such as Airbnb, it is more of a grey area. He says: "This is something most lenders haven't caught up with yet. Homeowners will find some will be more amenable than others. "10. What does "gig economy" in Para. 1 mean?11. Which of the following is NOT suggested by the author if you have a spare room?12. Which of the following statements is INCORRECT according to the passage?13Which category of writing does the passage belong to?14What is the role of the 18th paragraph in the development of the passage?二，简答题Passage One15. What does the word "cream" in Para. 3 refer to?16. What does the author truly want to get from living in a farm?Passage Two17. According to the author, what is the reason for procrastination?18. What does the author mean by saying "Tie the first step to a treat. " in Para. 10?19. What is the author’s suggestion in the last paragraph? Passage Three20. What should people joining the gig economy keep an eye on?21. What is the main idea of the last seven paragraphs?22. Whom do you think this passage is addressed to?答案：1. 推理判断题。
专八模拟试题
专八模拟试题IntroductionIn recent years, English language proficiency has become increasingly important for individuals seeking global career opportunities and further academic pursuits. The Test for English Majors-Band 8 (TEM-8) has become a widely recognized benchmark for evaluating English proficiency in China. This article aims to provide a simulated TEM-8 question, giving students the opportunity to practice and familiarize themselves with the format and content of the exam.Section 1: Listening ComprehensionIn this section, you will hear a series of conversations and monologues. Listen carefully and answer the questions accordingly. Please note that the audio will be played only once, so pay close attention.Section 2: Reading ComprehensionRead the following passage and answer the questions that follow.[Passage]Question 1:According to the passage, what are the benefits of regular exercise?Question 2:What does the term "BMI" stand for?Question 3:In paragraph 2, what does the author mean by "sedentary lifestyle"? Section 3: Grammar and VocabularyChoose the correct option to complete each sentence.1. Marianne _____ studying Chinese for three years.A) has beenB) had beenC) have beenD) will be2. I wish I _____ to the conference last week.A) wentB) have goneC) had goneD) will go3. Despite the heavy rain, _____ able to go for a walk.A) they were stillB) they still wereC) still they wereD) still were theySection 4: WritingWrite an essay of approximately 300 words on the following topic: "The Impact of Social Media on Society." In your essay, discuss both the positive and negative effects of social media, providing examples and supporting evidence. Conclude with your own opinion on the matter.ConclusionWith consistent practice and thorough preparation, students can improve their performance in the TEM-8 exam. The simulated test question provided in this article serves as a valuable resource for students to assess their current English proficiency level and identify areas for improvement. Remember, practice makes perfect, so make the most of this opportunity to enhance your English language skills and achieve success in the TEM-8 exam. Good luck!。
专八模拟试题及答案
专八模拟试题及答案一、听力理解1. 短对话理解听下面一段对话，回答以下问题：- 问题一：What is the man's major?答案：The man's major is Computer Science.- 问题二：Why does the woman suggest going to the library?答案：The woman suggests going to the library because it is quiet and conducive to studying.2. 长对话理解听下面一段较长的对话，回答以下问题：- 问题一：What is the main topic of the conversation?答案：The main topic of the conversation is about the upcoming job interview.- 问题二：What advice does the man give to the woman?答案：The man advises the woman to dress professionally and to arrive early for the interview.二、阅读理解1. 阅读理解A阅读下面的短文，回答以下问题：- 问题一：What is the author's opinion on the importance of a balanced diet?答案：The author believes that a balanced diet is crucial for maintaining good health.- 问题二：According to the passage, what are the benefits of eating vegetables?答案：Eating vegetables provides essential nutrients and helps prevent certain diseases.2. 阅读理解B阅读下面的短文，回答以下问题：- 问题一：What is the main purpose of the text?答案：The main purpose of the text is to discuss the impact of technology on education.- 问题二：How does the author view the role of technology in classrooms?答案：The author views the role of technology in classrooms as a tool that can enhance learning experiences.三、完形填空阅读下面的短文，从所给的选项中选出最佳选项填空：- 空格一：The company has been __________ for its innovative products.选项：A) recognized B) criticized C) ignored D) forgotten 答案：A) recognized- 空格二：Despite the challenges, she remained __________ throughout the project.选项：A) optimistic B) indifferent C) skeptical D) pessimistic答案：A) optimistic四、翻译将下列句子从中文翻译成英文：- 句子一：随着经济的发展，人们对生活质量的要求越来越高。
专业英语八级模拟试卷906(题后含答案及解析)
专业英语八级模拟试卷906(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：American Values Good morning, everybody. In today’s lecture, we shall start a new topic on American studies; that is American values. If you asked most Americans what the cultural values in the U.S. are, you might get some blank stares, or a statement of some basic beliefs. The question may seem simple, but the answer is quite complex. In a society as highly diverse as the United States, there is likely to be a multitude of answers. Since America is a country of immigrants, American culture has been enriched by the values and belief systems of virtually every part of the world. Consequently, it is impossible to be comprehensive. Nevertheless, a few selected values are at the core of the American value system. The first is definitely individual freedom. It’s the one value that nearly every American would agree upon. Whether you call it individual freedom, individualism, or independence, it is the cornerstone of American values. It permeates every aspect of our society. The concept of an individual’s having control over his or her own destiny influenced the type of government that was established here, and individual rights are guaranteed in the United States Constitution. These rights are so protected in our judicial system that, even though Americans may complain that criminals sometimes “get away with murder”, most people believe it is better to free a few guilty persons than to imprison one person who is innocent. While our economic system may be dominated by large corporations, the majority of American businesses are small, and many are owned by an individual or a family. It is part of the “American dream”to “be your own boss”, and being an entrepreneur is one of the most appealing ways to improve one’s economic future. The second American value I want to talk about is choice in education. Education is often regarded as the key to opportunity, including financial security. Americans take a pragmatic approach to learning, so what one learns outside the classroom through internships, extracurricular activities and the like is often considered as important as what is learned in the classroom. Consequently, lifelong learning is valued which results in many adult and continuing education programs. Americans have many choices. In school they decide their major field of study, perhaps with or without their parents’influence, and students even get to select some of their courses. These “elective”courses often confuse foreign students who may expect a more rigid curriculum. The belief that Americans should “be all that you can be”emanates from the heritage descended by early settlers. Since the majority of the early settlers were Protestant, they believed that they had a responsibility to improve themselves, to be the best they could be, to develop their talents, and to help their neighbors. That is to say, they believe that they have certain missions to fulfill in the world. These convictions have not only influenced our educational system, but are often reflected in U.S. foreign policy. Afterward, I’d like to say something about Americans’ concept of family. Another aspect of American society that may bewilder non-Americans is the family. The nuclear family structure is so alien to most cultures in the world that it is often misunderstood. The main purpose of the American family is to bring about the happiness of each individual family member. The traditional family values include love and respect for parents, as well as for all members of the family. However, the emphasis on the individual and his or her right to happiness can be confusing. It allows children to disagree, even argue with their parents. While in most other cultures such action would be a sign of disrespect and a lack of love, it is not the case in the United States. It is simply a part of developing one’s independence. Many foreign students and visitors are welcomed by host families, who invite them into their homes for dinner or to join in family activities. Frequently visitors are told to “make themselves at home” and, at times, may appear to be “left alone”. It certainly is nice to be treated as an honored guest in someone’s home, but one of the highest compliments that an American can give foreign guests is to treat them like members of the family, which means to give them the “freedom of the house” to do what they want, to “raid the refrigerator”on their own, or to have some quiet time alone. The last value I want to emphasize is privacy. Privacy is important to Americans. The notion of individual privacy may make it difficult to make friends. Because Americans respect one’s privacy, they may not go much beyond a friendly “hello”. Ironically, it is usually the foreigner who must be more assertive if a friendship is to develop. Finally, are you interested in the reasons that have shaped today’s American values? The rugged individualism valued by most Americans stems from our frontier heritage. For much of our country’s history, there was a frontier. That experience greatly influenced American attitudes. Early settlers had to be self-sufficient which forced them to be inventive. Their success gave them optimism about the future, a belief that problems could be solved. This positive spirit enables Americans to take risks in areas where others might only dream, resulting in tremendous advances in technology, health and science. The American frontier also created our heroes: the self-reliant, strong-willed, confident individual who preferred action to words and always tried to treat others fairly. Many of these characteristics are represented by the myth of the American cowboy, and the more modern versions personified in movies by John Wayne, Clint Eastwood, and Sylvester Stallone. We can even look to “future” centuries and admire similar qualities in the heroes of the Star Trek and Star Wars movie series. OK, in a nutshell, no matter what changes the next century brings or whether you agree with American values, the opportunity tovisit the United States and to observe Americans first-hand is an experience well worth the effort. Be careful not to be ethnocentric, but to evaluate a culture by its own standards. Be aware that you’ll help shape American attitudes, just as they will influence you.American Values I. Individual freedom A. The one value every American would agree upon B. The 【T1】______of American values 【T1】______ C. Individual rights are guaranteed in the 【T2】______ 【T2】______ D. 【T3】______are small, owned by an individual or a family 【T3】______ II. 【T4】______ 【T4】______ A. Education is regarded as the key to opportunity. B. Americans take 【T5】______to learning. 【T5】______ C. Internships, extracurricular activities are considered important. D. 【T6】______is valued. 【T6】______ E. Americans decide their major field of study and select courses.F. The belief “be all that you can be” emanates from 【T7】______. 【T7】______ III. Concept of family A. 【T8】______ —Alien to most cultures in the world 【T8】______ —To bring about the happiness of 【T9】______ —Children disagree, even argue with their parents 【T9】______ B. Host families —Foreign students are invited into Americans’ homes —Visitors can do 【T10】______in host families IV. Privacy 【T10】______ A. Privacy is important to Americans. B. Individual privacy may make it difficult to 【T11】______. V Reasons for American values 【T11】______ A. Individualism stems from American 【T12】______. B. Early settlers had to be self-sufficient and 【T13】______. 【T12】______ C. The positive spirit enables Americans to take risks. 【T13】______ D. American heroes are 【T14】______. VI. Suggested attitude toward values 【T14】______ A. Avoid 【T15】______ B. Evaluate a culture by its own standards 【T15】______1．【T1】正确答案：cornerstone解析：要点题。
专业英语八级模拟试卷151(题后含答案及解析)
专业英语八级模拟试卷151(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：Humanities Disciplines Good morning, everyone. Today we are going to talk about humanities disciplines. Many people say that the humanities disciplines have collapsed, but for the most part they do not say this with a huge amount of anxiety. Students continue to enroll in humanities courses; they continue to go to graduate schools so that they can some day teach humanities courses themselves, and a great deal of scholarship is still published. It is comforting to assume that as long as these conditions obtain, the disciplinary situation will shake itself out. I have no idea whether or not the complacent attitude will prove to be the wise attitude, though it often does. I do think, however, that the humanities disciplines are facing a crisis of rationale, and sooner or later crises of rationale can lead to crises of funding, and those, at least, are serious. The humanities occupy only a corner of the higher education marketplace, but it has historically been a very prestigious corner. Although no one is likely to take the trouble to cut the humanities disciplines off, there is some fear that the action, including the funding, is moving into areas of teaching and research that can demonstrate a more obvious market utility. The humanities disciplines don’ t seem to be dying out, but they do feel dislocated. They are institutionally insecure because they appear to have lost their philosophical roots. The question I attempt to address is exactly what those roots were in the first place. The history of higher education in the United States since the Second World War can be divided into two periods. The first period, from 1945 to 1975, was a period of expansion. The composition of the higher education system remained more or less the same--in certain respects, the system became more uniform--but the size of the system increased dramatically. This is the period known in the literature on American education as the Golden Age. The second period, from 1975 to the present, has not been honored with a special name. It is a period not of expansion, but of diversification. Since 1975, the size of the system has grown at a much more modest pace, but the composition--who is taught, who does the teaching, and what they teach---has changed dramatically. You cannot understand the second phase, the phasethe university is in now, unless you understand the first. In the Golden Age, between 1945 and 1975, the number of American undergraduates increased by almost 500 percent and the number of graduate students increased by nearly 900 percent. Three external factors account for this expansion: the first was the baby boom; the second was the relatively high domestic economic growth rate after 1948; and the third was the Cold War. What is sometimes forgotten about the baby boom is that it was a period of record high birth rates that followed a period of record low birth rates---the Depression and the Second World War. When Americans began reproducing at the rate of four million births a year, beginning in 1946, it represented a sharp spike on the chart. The system had grown accustomed to abnormally small demographic cohorts. The role played by the Cold War in the expansion of higher education is well known. The American university had been drawn into the business of government-related scientific research during the Second World War. At the time of the First World War, scientific research for military purposes had been carried out by military personnel, so-called “soldier scientists”. Then there was an idea to contract this work out to research universities, scientific institutes, and independent private laboratories instead. In 1945 was organized the publication of a report, Science--The Endless Frontier, which became the standard argument for government subvention of basic science in peacetime, and which launched the collaboration between American universities and the national government. Bush is the godfather of the system known as contract overhead the practice of billing granting agencies of indirect costs, an idea to which many humanists owe their careers. Then, in 1957, came Sputnik. Though it had the size and lethal potential of a beach ball, Sputnik stirred up a panic in the United States. Among the responses (including, possibly, the election of John F. Kennedy in 1960) was the passage of the National Defense Education Act of 1958. The Act put the federal government, for the first time, into the business of subsidizing higher education directly, rather than through government contracts for specific research. Before 1958, public support had been administered at the state level.Humanities Disciplines In many people’s eyes, the humanities disciplines seem to be dying out.However, actually, students continue to enroll in humanities courses andlots of scholarship is still published. The humanities disciplines feeldislocated, because they appear to have lost their【1】______. 【1】______And the most important one is exactly what those roots were.The history of higher education in the United States since【2】______ can 【2】______be divided into 2 periods.Ⅰ. The first period (1945—1975): A period of【3】______ and known in the literature on American 【3】______ education as the Golden Age, during which the composition of the higher education system changed not too much, but the size of the system 【4】______ dramatically. 【4】______ This expansion includes three factors: 1) The baby boom: a period of record【5】______ that followed a period of 【5】______ record low birth rates—the【6】______ and the Second World War; 【6】______ 2) The relatively high domestic economic growth rate after【7】______; 【7】______ 3) The Cold War: American university had been drawn into the business of government-related【8】______ research during the Second World War. 【8】______Ⅱ. The second period (1975—present) A period of【9】______, during which the size of the system has grown at a much【9】______more【10】______ pace, and the composition has changed dramatically. 【10】______1．【1】正确答案：philosophical roots2．【2】正确答案：World War II3．【3】正确答案：expansion4．【4】正确答案：increased5．【5】正确答案：high birth rates6．【6】正确答案：Depression7．【7】正确答案：19488．【8】正确答案：scientific9．【9】正确答案：diversification10．【10】正确答案：modestSECTION 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：Interview with Nick Ularu About leadership and teambuilding in arts and culture Reporter: Welcome Nick, our audience must be eager to know your ideas about leadership and teambuilding in arts and culture. Nick: Thanks. I think everybody who Wants to pursue a successful career, specially in the arts, have to consider himself/herself a world citizen from the beginning. I think one of the most dangerous notions in the contemporary society is the provincialism. I was trying always to keep my Romanian roots but I felt always the nee. d to connect myself to what’ s happen in the world. I can understand the fears of loosing the identity but due to the development of the technology and information it is practically impossible to ignore some of the advantages of the scary globalization. Reporter: But now, because we got together again here, in this amazing and --I might say--- unbelievable country as USA, let’ s talk a little about your experience here, first. Then, because I know that you are teacher and a set designer in the same time, maybe you can tell me how can you handle this. Nick: I had a cultural choke in my first six months in the USA It is hard to accept that the American administration doesn’t subsidize the arts as the majority of the European governments do, specially because the USA is the most developed country in the world. It is amazing to see an artist as Robert Wilson doing his experimental projects in Europe, with European money, with budgets one cannot dream to have here in the USA outside of entertainment industry, and coming to present these performances in the USA. Speaking about evil, it is still hard for me to associate the concept of industry with the concept of arts, like the film industry or entertainment industry, i was wondering always if directors like Fellini or Bergman would exist or survive as artists in the American film industry, and how their films will look like. Thanks God, the American art survive based on the private sponsorship and on the artists ambitions and frustrations. Reporter: Is your career as a teacher helping the artistic side? Nick: To be honest it was more easy to handle this in Europe. My career as a teacher is occupying almost all my time over the academic year. It is frustrating to refuse some of the project proposals just because I don’ t have the physical time to do it. But this was always a major problem for me. I think I need more lives to do what I want or at least days of 36-48 hours. I like teaching because I have the feeling that keeps me young... Working with young artists is as wonderful and painful as the love is. I hate teaching in an environment where there are more concerns about the politics, political correctness, power, etc. than education. Reporter: Do you feel that your students are going to become your followers? What is your teaching technique, basically? Is it just listen to me, and do that or (the one that I’ve get myself from you) the far more difficult let’s see what you have to say about the issue? Nick: My philosophy of teaching is that the students must be thefollowers of their own talents, not mine. All I try to do is to develop their own personality, to make them open and confident in their powers. In my opinion a teacher must be first of all, honest with his / her students. One cannot do education by pleasing always your students in order to have good evaluations for your tenure...? Reporter: What about the teamwork both in classes and at the theatre- is something different from other countries, in term of relationship between the members? Nick: The teamwork is crucial in the theatre. One cannot do theatre without collaboration and discipline. What about actors coming late to the performances they are involved in? What about not having the costumes or sets in time? Every aspect of the theatre production is as important as the entire production. We can easily transgress this to a teamwork. Actually I will suggest theatre classes / notions to any business school. Reporter: How do you see yourself as a leader? Do you think that this should be a natural ability, or something you can learn in time? What is your greatest quality as a leader? When and how did you realize that about yourself?. Nick: I’ve been in this position for some many years at different levels and I can say by my experience that the leadership is not for everybody. Actually I think that the worst work situations are created by the people who have the power but are not leaders. You can find a lot of books teaching you to improve your career, to become a millionaire, to become a leader or to loose 20 pounds by night .but how many people become millionaires by reading those books ? I truly believe that you can learn a lot of tricks in how to deal with people/situations but a really leader is born not made from books. Speaking about myself I think one of the qualities I tried to improve in time is to see the situation I am dealing with, from different perspectives. As much as I’ m getting older as much I begun to be less radical in my opinions. Reporter: It is a theory, saying: “no matter how well people are doing, they can do better.” I remember that you use to have something very similar to me as a student: you have to create crises and than to hit the bottom of it, in order to get further and create something. Do you still stand it? What do you think about changes?Nick: Yes, I still think that in order to get further and create something, it doesn’t matter what, you have to evaluate where you are, what are your week points, what you have to achieve, etc.. It is not necessary to pass through a crisis situation or to hit the bottom, it is necessary to understand your potential, even if you like it or not, and to keep a positive / constructive attitude.11．According to Nick, what is the most dangerous notion in the world?A．Predominance.B．Local characteristics and customs.C．Individual identity.’D．Potential dividing forces.正确答案：B12．Which description is not true about Nick Ularu?A．He has Romanian origin.B．He is a teacher and a set designer in the same time.C．He had a cultural resonance when he first came to the USAD．He couldn’t understand why Americans invest so much on entertainment industry but not on art正确答案：C13．What is Nick’ s opinions about teaching?A．He thinks that teaching doesn’t help the artistic side.B．He believes that teaching keeps him energetic.C．Teaching shouldn’t be totally isolated from politics.D．Teaching frustrates him so many times.正确答案：B14．What is Nick’ s philosophy of teaching?A．The students must be the followers of their teacher.B．He should work hard to make students believe in their own abilities.C．Pleasing students is the most necessary factor.D．Teacher should have a decisive effect on the personalities of students.正确答案：B15．Which one is Nick’ s idea about the leader?A．Everyone has the access to leadership.B．Leaders create the worst work situation.C．Books can help to improve people’ ability and make someone a leader.D．The real leaders are born.正确答案：DSECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.听力原文：Washington (dpa) - After the failures of their past two Mars missions, U.S. space officials announced a departure Thursday from their “cheaper, faster, better” strategy, saying they would send six robots to explore the Red Planet over the next 15 years. However, they don’ t envision obtaining soil samples from Mars until 2011 to try to ascertain whether there is water on the most Earth-like planet in our solar system and, possibly, life. The top scientists of the National Aeronautics and Space Administration (NASA) said in Washington that they envision two-year rotations of robotic surface missions and orbiting satellites. The Mars schedule laid out Thursday indicated a more tentative approach to Mars explorationafter the embarrassing failures at the end of last year of the Mars Polar Lander and the Mars Climate Orbiter within three months of one another. Ed Weiler, head of NASA’s office of space science, said the first leg of the new programme is to come next year with the launch of the satellite 2001 Mars Odyssey. Two years later, two robots will be sent to explore the surface of Earth’s neighbour, then, in 2005, the Satellite Mars Reconnaissance Orbiter will circle the Red Planet while outfitted with a supercamera, capable of photographing objects the size of a football, Weiler said. In 2007, NASA plans to deploy a “Smart Lander”, which could carry 270 kilograms of equipment and be able to avoid obstacles, like rocks, at landing using jet engines and sensors. Weiler said that in the decade thereafter, small aircraft and even balloons could be sent close to Mars’ surface and long-range rovers and robots would be deployed to collect soil and return it to Earth with a rocket. For these later robot missions, NASA would cooperate with European space officials, especially in Italy and France. However, France’s science minister, Roger-Gerard Schwartzenberg said Thursday in Pads that he would like to bring soil samples back to Earth by the end of this decade. The interest in soil samples has intensified since the Mars Global Surveyor, which is now orbiting Mars, sent back pictures in June that showed signs of water on the Red Planet.16．However, they don’t envision obtaining soil samples from Mars until ______ to try to ascertain whether there is water on the most Earth-like planet in our solar system and, possibly, life.A．2001B．2007C．2011D．2017正确答案：C17．According to the news, in 2007______.A．the first leg of the new programme is to comeB．two robots will be sent to explore the surface of Earth’ s neighbourC．the Satellite Mars Reconnaissance Orbiter will circle the Red Planet while outfitted with a supercamera, capable of photographing objects the size of a football D．SA plans to deploy a “Smart Lander”正确答案：D听力原文： A key component in the explosives used in last week’s London bombings is triacetone triperoxide (TATP), a U.S. law enforcement official tells U.S. News. TATP is a sophisticated or “high yield” explosive that’s easily mixed at home with recipes available on the Internet. It was used by suicide bombers in Israel and chosen as a detonator in 2001 by would-be shoe bomber Richard Reid. Reid, whoattempted to bomb a plane as it crossed the Atlantic Ocean, has claimed he used an Internet recipe to make his sneaker bomb. The ingredients in TATP---hydrogen peroxide obtained from local pharmacies, the paint thinner acetone, and a little hydrochloric or sulphuric acid ----can be mixed to manufacture TATP, which packs the same punch as plastic explosives such as RDX. TATP, used by terrorists in the Middle East and elsewhere, is considered so unstable that it can be set off by clapping one’s hands to detonate it or stomping on it with one’s foot and usually is used with other ingredients as a booster or detonator component.18．What is the feature of TATP?A．It is an simple explosive.B．It is a military explosive.C．It is made in U.S. factories.D．It can be easily made indoors.正确答案：D19．Richard Reid tried to bomb a plane with the bomb ______.A．provided by terroristsB．stolen from the militaryC．made according to the methods shown in InternetD．made in his lab正确答案：C20．TATP can be detonated by ______A．clapping one’s handB．throwing it on the floorC．putting foot on itD．touching it正确答案：APART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.Almost a century after his death, the well-known French author Jules Verne has once again managed to fire the imagination of people around the world, this time with an unpublished novel, Paris in the 20th Century. The manuscript, completed in 1863 but long locked away in a safe, was uncovered only in 1989 by Verne’sgreat-grandson, and it appeared in English translation just a few months ago. This 19th-century vision of the future describes life among skyscrapers of glass and steel, high-speed trains, gas-powered automobiles, calculators, fax machines and a global communications network. The prescience of these forecasts matches what one would have expected from the author who introduced countless readers of his age to a host of technological marvels, from submarines to helicopters and spacecraft. But in fact, Paris in the 20th Century is a tragedy. It describes the life of an idealistic young man who struggles to find happiness in the fiercely materialistic dystopia that Paris has become by 1920. Like George Orwell’s 1984, Verne’s novel is a grim and troubling comment on the human costs of technological progress. That such a message should come from Jules Verne proves surprising to many. Most people –particularly in America -- assume that Verne wrote about the wonders of technology because he was himself an optimistic scientist. Many also believe Verne wrote primarily for children, crafting novels that were invariably exciting but intellectually shallow. These misconceptions show how Verne’s current status has completely shadowed the reality of his life and writings. They are part of the continuing misunderstanding of this author, a result of some severely abridged translations and simplified adaptations for Hollywood cinema. In troth, Verne was neither a scientist nor an engineer: he was simply a writer -- and a very prolific one. Over his lifetime, Verne produced more than 2 novels. Yet his works were carefully grounded in fact, and his books inspired many leading scientists, engineers, inventors and explorers, including William Beebe (the creator and pilot of the first bathysphere), Admiral Richard Byrd (a pioneer explorer of Antarctica), Yuri Gagarin (the first human to fly in space) and Neil Armstrong (the first astronaut to walk on the moon). Verne’s novels were thus profoundly influential, and perhaps uniquely so. Although novels with scientific foundation had been written before, Verne raised the technique of scientific description to a fine art. And this type of science fiction, based on accurate descriptions of science and technology, has tended to dominate the trend ever since. But Verne’s devotion to technical detail does not reflect an confidence in the virtues of science. Indeed, his earliest writings -- a mixture of plays, essays and short stories -- were distinctly critical of science and technology. It was only the strict monitor of his publisher, Pierre-Jules Hetzel, that steered Verne toward what eventually made him famous: fast-paced adventure tales heavily flavored with scientific lessons and an optimistic ideology. And although his own attitude was quite different, Verne offered little resistance to Hetzel. After the release of his initial book in 1863, the first in a series of novels published under the banner “Extraordinary V oyages: V oyages in Known and Unknown Worlds”, Verne explained to his friends at the Paris stock market (where he had been working part-time to make ends meet) about his accomplishment. “My friends .... I’ye just written a novel in a new style... If it succeeds, it will be a gold mine.”He was right. Under Hetzel’s continual guidance, Verne created one novel after another, each fundamentally of this same type. But most of the works published after Hetzel’ s death in 1886 show Verne returning to his original themes -- championing environmentalism, anticapitalism and social responsibility while questioning the benefits that science and technology couldbring to an imperfect world. To understand how Verne’s later writings could differ so completely from popular image of him requires a closer understanding of the man and his times.21．How does the author think about “Paris in the 20th Century”?A．He thinks it is a comedy.B．This 19th-century vision of the future describes life among skyscrapers of glass and steel, high-speed trains, gas-powered automobiles, calculators, fax machines and a global communications network.C．It describes the life of an unidealistic young man who struggles to find happiness in the fiercely materialistic dystopia that Paris has become by 1920.D．He thinks the Jules Verne has once again managed to fire the imagination of people around the world and it is a grim and troubling comment on the human costs of technological progress.正确答案：D解析：选D。
2023年专八英语阅读考试模拟题带答案解析
2023年专八英语阅读考试模拟题带答案解析2023年专八英语阅读考试模拟题带答案解析1.The black and white stripes of the zebra are most useful form ___________[A]hunters.[B]nocturnal predators[C]lions and tigers.[C]insectivorous Vertrbrata2.Aggressive resemblance occurs when ___________[A]a predaceous attitude is assumed.[B]special resemblance is utilized.[C]an animal relies on speed.3.Special resemblance differs from general resemblance in that the animal relies on ___________[A]its ability to frighten its adversary.[B]speed.[C]its ability to assume an attitude.[D]mistaken identify4.The title below that best expresses the ides of this passage is ___________[A]Cryptic coloration for Protection.[B]How Animals Survive.[C]The uses of Mimicry in Nature.[D]Resemblances of Animals.5.Of the following which is the least mon?[A]protective resemblance.[B]General resemblance.[C]Aggressive resemblance.[D]Special resemblance.Vocabulary1. cryptic 隐藏的，保护的cryptic coloring 保护色，隐藏色2. predaceous 食肉的，捕食其他动物的。
专业英语八级模拟试卷448(题后含答案及解析)
专业英语八级模拟试卷448(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：Using Mind Maps to Develop Writing Mind maps can be used for a multitude of purposes. Today, I will outline how they can be effectively used to help support and develop students’ writing skills. What is a mind map? A mind map, or spidergram, is a strategy for making notes on a topic, prior to writing. It is a structured strategy, which shows the hierarchical relationship of ideas, (1) as opposed to an unstructured strategy, such as brainstorming, in which students produce notes at random on paper. Having an organised display of information from the outset of the writing process may help some students, as it is more easily converted into a draft, whereas in brainstorming, (2) the random recording of ideas might lead to problems with the structure of students’texts. Then what are the advantages of mind maps? Making a mind map should be a spontaneous pre-writing activity. Students start with a topic at the centre and then generate a web of ideas from that, developing and relating these ideas as their mind makes associations. Mind maps work well as their visual design enables students to see the relationship between ideas, and encourages them to group certain ideas together as they proceed. (3) Mind maps work especially well when created in groups, since the discussion this engenders aids the production of ideas, and makes the task livelier and more enjoyable. How to use mind maps with your students: Firstly, we need to choose a topic. Traditionally, students are given a topic to write on by the teacher. (4) However, with certain classes, students may prefer to nominate the topic themselves. This can lead to greater interest in the task on the part of the student, as well as, perhaps, greater knowledge of the topic under study. The mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students’ ideas and lend themselves to discussing ideas in groups.I usually start by writing the topic on the board. In the last writing class I taught, witha group of upper-intermediate students, I chose a discursive essay with the title “Why do people start smoking?” I chose this genre as we had recently been looking at the language used to give reasons and explanations. The discursive text is useful inhighlighting this feature of English, and in raising awareness of the noun phrase, a particularly tricky area for intermediate students. Once the topic has been introduced, I encourage my students to close their eyes and think about it for a minute or two, in silence. They then have two minutes in which to note down their ideas. If they do not know a word in English, they can write it in L1 at this stage, (5) as dictionaries or too much teacher intervention tend to halt and inhibit the creative flow.(6) Then, working in groups, they can compare and discuss their ideas, perhaps adding to their mind maps as they go. This stage also provides the opportunity for peer teaching, as other students may be available to provide the English word for the idea that was noted down in L1. (7) The next stage, feedback, in which the teacher makes a collective mind map on the board, is optional, but is useful for students who are new to the idea of mind maps, or for weak classes. It is also in this feedback stage that any remaining language problems can be ironed out. As the teacher elicits students’ ideas, and reformulates expressions or corrects, students will learn how to express their ideas in English. Such personalisation is said to aid vocabulary learning. The map is fluid and changeable, and new connections or subgroups can be made, or branches added, as the students make suggestions. The end result should be an organised display of information, showing the central topic, and a number of subtopics and further points that stem from it. (8) In the next stage the students organise their mind maps into a linear format to decide the best way in which to present their points. They should first think about the overall structure, i.e. the order in which to relay the information, and then focus on the precise function each paragraph will have in their final text, as this helps to clarify their writing. This can be done in groups, or as a class with the teacher leading the discussion. (9) However it is carried out, it is important to provide a context and audience. I told my class, who were writing about drugs, that they were writing for their college magazine. Having an audience in mind helps students to decide which ideas are the most important, and also helps students to choose the appropriate style. Students should then begin to write their compositions, working in pairs if they wish. (10) After two paragraphs, they should exchange their compositions, so they become readers of each other’s work. This allows for feedback, and possible re-writing. Once they have finished, they should again exchange their texts. This gives their texts a communicative purpose, as well as developing an awareness of the fact that a writer is always producing something to be read by someone else, rather than for the display of writing alone. Once students are familiar with the idea of making mind maps, they can be encouraged to use this skill for further writing activities. It is a useful technique and often improves the clarity and organisation of student texts.Using Mind Maps to Develop WritingI. A mind map: a strategy for making notes on a topicA. Mind map: structured strategy—shows the hierarchical relationship of ideas—helps with writing with organised informationB. Brainstorming: (1)______ (1)______—produces notes at random—leads to problems with the (2)______of students’ texts (2)______II. The advantages of mind mapsA. Enable students to see the relationship between ideasB. Encourage them to group certain ideas together as they proceedC. Aid the (3)______in group work (3)______III. How to make mindmaps with your studentsA. Choosing a topic1. topics chosen by—teachers: traditional method—students: increase (4)______with the topic (4)______2. The mind map strategy is suitable for any topic, especially discursive essays and narrative workB. Note making1. close eyes and think about the topic: 1 or 2 minutes2. note down their ideas: 2 minutesNote: Don’t use (5)______ (5)______3. compare and discuss their ideas in groups: chance for (6)______ (6)______C. Feedback: (7)______but useful for weak students (7)______—remaining language problems can be ironed out.—students will learn how to express their ideas in English.D. (8)______: into a linear format (8)______—first: think about the overall structure—second: focus on the precise function each paragraph will have—third: provide a (9)______. (9)______E. Writing—exchange their writings: (10)______ (10)______—exchange their texts again: when they have finishedF. Continuation: use this skill for further writing activities.1．正确答案：unstructured strategy解析：细节题。
专业英语八级模拟试卷500(题后含答案及解析)
专业英语八级模拟试卷500(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 Interpreters Work Good morning. Today I’d like to give you a brief introduction to an interpreter’s work. Generally speaking, an interpreter has to fulfill three stages during his work: the understanding of the speaker’s original message, the memorization of a speech and the re-expression of the same content in another language, with the help of some notes the interpreter writes down upon hearing the original message. The first stage is the understanding. The understanding we refer to here is not of words but of ideas, since an interpreter has to convey concepts. But what happens if an interpreter doesn’t know one word or an expression that he or she hears in a speech? First of all we can underline that an interpreter can understand a speaker’s meaning without actually understanding every single word and expression used. There are other occasions, however, where a word is too important to be left out. ff the interpreter does not know a key word, there can be problems. But after hearing the whole speech, he or she should be able to deduce the meaning of it from the context, given the numbers of clues they have. Moreover, interpreters cannot be expected to be encyclopaedic dictionaries, and they must accept that there are times when they do not know a word or an idiomatic expression. In a situation of direct contact with the delegates, the interpreter must admit his or her ignorance and, if necessary, clarify the question with the delegates. On the other hand, the interpreter does not have the right to guess at meanings in order to hide a normally possible, even if embarrassing, situation. Furthermore, in order to understand meaning without knowing all the lexical items, and to be able to deduce from context, interpreters must in any case have a thorough knowledge of their working languages in order to understand the ideas of a speech, an interpreter needs to get familiar with different kinds of texts. They can present logical arguments showing both points of view on a question before arriving at a synthetic conclusion,they can be a sequence of logical deductions leading to an obvious conclusion according to the speaker’s point of view, and they may simply be descriptive, focusing on an event, a scene or a situation. What follows is the identification of the main ideas. In order to understanda message, an interpreter has to identify the main ideas and give them their proper relevance in the interpretation. And, owing to the intrinsic difficulty of a speech or to the speaker’s speed, he or she might be forced to omit one or more elements of the original. It is clear that if the interpreter doesn’t translate some details, the interpretation will not be perfect but still adequate, whereas, if he or she misses out significant points of the discourse, the result will be a seriously flawed performance. Indeed, interpreters should be capable of providing a summary of a speech, since delegates often don’t want a detailed interpretation but only an exhaustive and precise summary of what has been said. What’s going on next in understanding phase is the analysis of links of the main ideas. A speech is not only a sequence of ideas, but also a series of ideas related to one another in a particular way. Ideas may be linked by logical consequences, logical causes, put together without cause-effect relations, and may also be expressed by a series of opposing concepts. The second stage of interpreting is the memorization of a speech. The objective is to create a telegraphic version of the discourse, and to link its different parts through its semantic-logical connections. We have different means to remember a speech. One possibility is that of internally visualizing the content of a speech and creating images in one’s mind. Specifically speaking, an interpreter needs to concentrate on ideas, not on single words,connect the main ideas to a series of numbers, and then concentrate on the links among the main ideas so as to reproduce the structure of the speech as a kind of skeleton. The third stage of interpreting is re-expression. After understanding, analyzing and memorizing, interpreters have to re-express the speech they have just heard. It must be clear that they are not required to give an academically perfect translation. Their role is to make sure the speaker is understood by the audience so real interpreters have to continue to work on their working languages, including their mother tongue, with the aim of keeping them rich, lively, effective and up-to-date. Therefore, they must be informed about the latest national or international events with the purpose of learning new terminology and also of grabbing the spirit of the era we’re living in. To this end, it is possible to suggest the following advice: First, constantly enrich one’s general vocabulary and style, through regular reading of a broad range of well-written publications in all working languages; Second, follow the press in one’s native language too, which is of particular importance for interpreters living abroad; Third,watch television, see movies, go to the theatre and listen to songs in their original language. To sum up, it’s tree that an interpreter’s work involves only three basic processes, i.e., understanding, memorization and re-expression. ‘Interpreting is a profession that is all about communication. In order to communicate well, interpreters have to “make their own speech”based on the speeches they interpret, and their speech must be faithful to the original and as accurate as possible in the above three processes.They should take advantage of all the possible resources available in their working languages in order to reach an effective, clear and elegant level of performance.How Interpreters Work? Ⅰ. Understanding A. About words and expressions —【1】______ words may be left out: 【1】______ —If not knowing a key word or expression,a)admit or clarify the question if necessary, with thedelegates.b)deduce from 【2】______ 【2】______ B. About ideas/concepts —【3】______ of different kinds of texts that 【3】______a)present logical argumentsb)present a sequence of 【4】______ 【4】______c)are descriptive, focusing on an event, a scene or a situation —identification of the main ideas —analysis of ideas linked by 【5】______ 【5】______ Ⅱ. Memorization of a speech A. Objective —to create a telegraphic version of the discourse —to link its different parts through its semantic-logical connections B. Means of memorization —concentrating on the ideas —connecting main ideas to a series of 【6】______ 【6】______ —focusing on the links among the main ideas Ⅲ. 【7】______ of the content in another language 【7】______ A. Goal: make sure the audience understand the speech. B. Suggestions: —enriching one’s general vocabulary and style —following the press in one’s native language —watching TV, see movies, etc. in the 【8】______ language 【8】______ Ⅳ. Conclusion A. Interpreting is a profession that is all about communication: —”make their own speech”【9】______ the speeches they interpret 【9】______ —be faithful to the original speech —as accurate as possible B. Interpreters should take advantage of all the possible 【10】______ available in their working languages. 【10】______1．【1】正确答案：Unimportant/Less important解析：讲座介绍口译工作的第一步理解阶段时，提到“a word is too important to be left out”，由此可推断，可以忽略的应是不重要的词语，故答案为Unimportant 或Less important。
专业英语八级模拟试卷603(题后含答案及解析)
专业英语八级模拟试卷603(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：Things to be Taught in Every School Good afternoon, today’s lecture is going to talk about five important things that have to be taught in every school. I can’t speak for schools outside the United States, but for those who went to school in America, I think you’ll agree that the American education system is in sore need of an upgrade. The world is changing at such a rapid pace and it’s my strong opinion that there should be more classes dedicated to helping students prepare and cope with the real world once they graduate. When you go on to college, you do a bit of the same things, but you also learn to think analytically, critically, and to broaden your mind so to speak, but even people who graduate from college will learn lessons from the real world the hard way as well. Below are five things that I firmly believe should be taught in every school in America so that students don’t get railroaded when they enter the real world. The first thing is personal finance. Every week or so, there always seems to be a new article in CNN, USA Today, or Yahoo about young adults struggling with debt, whether it be from credit cards or loans in general. High interest rates, hidden fees, not consolidating debt—these terms and concepts are mostly unknown to young adults and because of that ignorance, they tend to make big errors in judgment. Credit score is another big thing. A lot of young adults don’t bother to check up on it to make sure there are no errors with it. Your credit score is your report card in the real world and it comes into play when you’re buying a car, renting your first apartment, and even when you’re getting a job. Protect that at all costs. Learn what drives your credit score down. Learn what drives your credit score up. Check up on it every now and then to ensure nothing is wrong with it. Another important subset regarding personal finance are those “intangible”things, such as learning to differentiate between need and want, delaying the gratification, and having an inner sense of value. These concepts can’t be taught in the classroom but only taught through oneself via self discipline. The second is to communicate effectively. I know that sounds simple, but I’m sure you’ve met people in the workplace who don’t take the time to prepare when they speak with you and as aresult, waste your time talking in circles when all you want to say to them is: “Can you take some time to think through what you want to say and come back to me later with that?”Communicating effectively is one of the most underrated, yet most powerful skills you can develop. The biggest part in communicating effectively is preparing what you want to say beforehand. Keep it simple. What’s my point? Why? Prepare a good example. Communicating effectively is one of the most underrated and most valuable skills a person can have. And let me tell you on a personal level, there’s nothing more refreshing than dealing with people who take the time to prepare what they have to say and back it up with clear examples. It’s a very rare skill nowadays. Now, let’s come to social skills. In general, social skills are closely related to communicating effectively. After you graduate, you’re not going to be dealing with your high school or college friends anymore. You’ll be dealing with many people from different backgrounds, countries, and more importantly different age groups, so it would be wise to learn how to socialize outside your own group. Cut the slang. Learn to respect customs from other countries. Learn when to speak and when not to. Build rapport. Learn the art of networking—that’s key. Networking is a big skill that’s not taught enough in schools. Learn to approach people—that’s another big skill. Most people don’t have the guts to take the first initiative and introduce themselves. Be the big man. Take the first step. The thing of sales ranks the fourth. Obviously I’m not advocating people becoming a salesman after school, but learning the art of selling is what I’m advocating. If you think about it, we all sell everyday. We sell ideas to our boss. We sell to our friends when we pitch ideas on what to do this weekend. We sell ourselves in job interviews. You could say that sales is a great combination of social skills and communicating effectively, but with some other components you should pick up that will be useful. Selling is one of the few skills that can be utilized in any job or career. It’s one of the most important cross marketable skills you will ever develop. The last one is time management. Speaking of other skills that can be utilized in any job and career is time management. The majority of students never really learn to value their time and manage it while in school. This lack of time management often carries over into adulthood, which becomes a major liability. Learn to make a “to do” list. Learn to prioritize. David Allen’s GTD system is your best friend here along with Dan Kennedy’s No B.S Time Management. Again if you’re unfamiliar with these people, Google is your best friend, but I’m sure the majority of readers will know what I’m talking about. To sum up, these five things including personal finance, effective communication, social skills, sales and time management play a crucial role in school education.Things to be Taught in Every SchoolI. Introduction: Importance of students’ ability to deal with the real world.A. Speaker’s opinion: Advocating classes for students to enter the real worldB. Students entering the world learn lessons in the (1)_____ way (1)______II. Five things to be taught as skills in every school.A.(2)_____ (2)______- financial terms: Ignorance of them lead to errors- credit score: The report card of real world- (3)_____ things: Differentiation, delaying and inner sense (3)______B. Communicating effectively- the most important part (4)_____ (4)______- judgment of a person: most underrated or most valuableC. Social skills-dealing with people from different (5)_____ (5)______- how to socialize:a) cut the slang: respecting foreign customs and speaking appropriatelyb) build rapport: the art of (6)_____ and approaching people (6)______D. (7)_____ (7)______- its role in our life every day: selling ideas and ourselves- not only the (8)_____ of social skills and (8)______ effective communication- applicable to every job and careerE.(9)_____ (9)______- learn to make a “to do list”- learn to (10)_____ (10)______1．(1)正确答案：hard/difficult/tough解析：讲座的主题是important things to be taught in every school(学校教育中应注重的方面)。
专业英语八级模拟试卷660(题后含答案及解析)
专业英语八级模拟试卷660(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：An Approach to Factual Writing Good morning. Today we are going to talk about a new approach to factual writing. Our literate society demands that we read and write a wide range of texts. It is an observable fact that many of the texts we, as adult members of society, encounter everyday and need to deal with are nonfiction texts. (1) Much of the research of the last few decades into the development of children’s writing has tended to concentrate on personal and fictional texts; (2)nonfiction writing often has been neglected. The increasing demand that children read and respond to all kinds of writing means that we need to look closely at how we can help students become aware, and develop into competent writers,of differing nonfiction text. Persuasion, explanation, report and discussion are powerful forms of language that we use to get things done. These forms have been called the language of power,and it can be argued that students who leave our classrooms unable to operate successfully within these powerful genres are denied access to becoming fully functioning members of society. (5) This fact suggests that it is not sufficient for us simply to accept the overwhelming dominance of recounts in our students’nonfiction writing. We have to do something about broadening their range. Students too often are expected to move into the independent writing phase before they are really ready; often the pressure to do so is based on the practical problem of teachers being unable to find the time to spend with them in individual support. What is clearly needed is something to span the joint-activity and independent-activity phase. We have called this additional phase the scaffolded phase—a phase where we offer our students strategies to aid writing but they can use without an adult being alongside them. One such strategy that we are going to explore is writing frames. A writing frame consists of a skeleton outline given to students to scaffold their nonfiction writing. The skeleton framework consists of different key words or phrases, according to the particular generic form. The template of starters, connectives , and sentence modifiers that constitute a writing frame gives students a structure within which they can concentrate on communicating what they want to saywhile it scaffolds them in the use of a particular generic form. (8) By using the form students become increasingly familiar with it. Writing frames were all developed in collaboration with teachers and have been widely used with children throughout the elementary- and middle-school years and across the full range of abilities, including students with special needs. On the strength of this extensive trialing we are reasonably confident in saying that not only do writing frames help students become familiar with unfamiliar genres, but that they also help students overcome many of the other problems often associated with nonfiction writing. Next, I’d like to talk about the genres of writing frames in practical use. There are mainly two kinds of writing frames in common use. First,the recount genre. Using a recount frame designed to encourage the use of previous knowledge,9-year-old Rachel wrote about her trip to Plymouth Museum. Her writing suggests that the frame had helped her structure her ideas and allowed her to make sense of what she had seen. It had encouraged her to reflect upon her learning. Her writing is also noticeably different to that which children often produce after an educational visit,that is,a simple retelling of what they did during the day. Rachel here is recounting her learning. Secondly, the discussion genre. Using a discussion frame helped 11 -year-old Kerry write a thoughtful discussion about boxing. The frame encouraged her to structure the discussion to look at both sides of the argument. Many students of this age have difficulty with discussion because they find it challenging to see things from someone else’s point of view. The use of a frame should always begin with discussion and teacher modelling before moving on to joint construction and then to the student undertaking writing supported by the frame. This oral, teacher-modelling, joint-construction partem of teaching is vital,for it not only models the generic form and teaches the words that signal connections and transitions, but it also provides opportunities for developing students’ oral language and their thinking. Some students, especially those with learning difficulties, may need many oral sessions and sessions in which their teacher acts as a scribe before they are ready to attempt their own framed writing. We are convinced that writing in a range of genres is most effective if it is located in meaningful experiences. (10) The concept of situated learning suggests that learning is always context dependent. For this reason, we have always used the frames within class topic work rather than in isolated study-skills lessons. We do not advocate using the frames for the direct teaching of generic structures in skills-centered lessons. The frame itself is never a purpose for writing. There is much debate about the appropriateness of the direct teaching of generic forms and we share many of the reservations expressed by such commentators. Our use of a writing frame has always arisen from students’having a purpose for undertaking some writing. The appropriate frame was then introduced if the students needed extra help. We have found writing frames helpful to students of all ages and all abilities. They have been used with students from ages 5 to 16. However,teachers have found the frames particularly useful with students of average writing ability,with those who find writing difficult, and with students who have special needs in literacy. Teachers have commented on the improved quality and quantity of writing that has resulted from using the frames with these students. That’sall for today’s lecture. Thank you.An Approach to Factual WritingI. The demands of differing nonfiction text—Much of the research into the development of children’s writing has tended to concentrate on personal and (1)_____texts.—Nonfiction writing often has been (2)_____.II. Language of (3)_____A. Powerful forms of language -(4)_____—Explanation —Report —DiscussionB. (5)_____ the children’s range of nonfictionalwriting.C. Spanning the joint-activity and independent activity phase.III. Writing framesA. The (6)_____phase;where we offer our studentsstrategies to aid writing but they can use without an adult being alongside them.B. Writing frames:—A (n) (7)_____outline: keywords or phrases—Effects: a) Students become increasingly (8)_____with unfamiliar genres.b) Students overcome many problems often associated with nonfictional writing.IV. The genres of writing frames in practical useA. The (9)_____genre;encouraging the use of previous knowledge.B. The discussion genre;using a discussion frame.V. Significance—(10)_____learning suggests that learning is always context dependent.—The frame itself is not a purpose for writing.—Writing frames are helpful to students of all ages and all abilities.1．正确答案：fictional解析：本题为细节题。
专业英语八级模拟试卷817(题后含答案及解析)
专业英语八级模拟试卷817(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：End the University as We Know It [1] Most graduate programs in American universities produce a product for which there is no market and develop skills for which there is diminishing demand, all at a rapidly rising cost. Widespread hiring freezes and layoffs have brought these problems into sharp relief now. Why is mat? Is there any way to turn things around? If the answer is yes, then how? In today’s lecture, I’d like to discuss with you all the above questions. [3] Our graduate system has been in crisis for decades, and the seeds of this crisis go as far back as the formation of modern universities. Kant, in his 1798 work The Conflict of the Faculties, wrote that [4] universities should “handle the entire content of learning by mass production, so to speak, by a division of labor, so that for every branch of the sciences there would be a public teacher or professor appointed as its trustee”. Unfortunately this mass-production university model has led to separation where there ought to be collaboration and ever-increasing specialization. In my own religion department, for example, we have 10 faculty members, working in eight subfields, with little overlap. And as departments fragment, research and publication become more and more about less and less. Each academic becomes the trustee not of a branch of the sciences, but of limited knowledge that all too often is irrelevant for genuinely important problems. [2] The emphasis on narrow scholarship also encourages an educational system that has become a process of cloning. Faculty members cultivate those students whose futures they envision as identical to their own pasts, even though their tenures will stand in the way of these students having futures as full professors. If American higher education is to thrive in the 21st century, colleges and universities, like Wall Street and Detroit, must be rigorously regulated and completely restructured. The long process, to make higher learning more agi|e, adaptive and imaginative, can begin with six major steps: First, restructure the curriculum, beginning with graduate programs and proceeding as quickly as possible to undergraduate programs. [5] The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structuredlike a web or complex adaptive network. Responsible teaching and scholarship must become cross-disciplinary and cross-cultural. Just a few weeks ago, 1 attended a meeting of political scientists who had gathered to discuss why international relations theory had never considered the role of religion in society. Given the state of the world today, this is a significant oversight. There can be no adequate understanding of the most important issues we face when disciplines are cloistered from one another and operate on their own premises. It would be far more effective to bring together people working on questions of religion, politics, history, economics, anthropology, sociology, literature, art, religion and philosophy to engage in comparative analysis of common problems. As the curriculum is restructured, fields of inquiry and methods of investigation will be transformed. [6] Second, abolish permanent departments, even for undergraduate education, and create problem-focused programs. These constantly evolving programs would have sunset clauses, and every seven years each one should be evaluated and either abolished, continued or significantly changed. It is possible to imagine a broad range of topics around which such zones of inquiry could be organized: Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water. Consider, for example, a Water program. In the coming decades, water will become a more pressing problem than oil, and the quantity, quality and distribution of water will pose significant scientific, technological and ecological difficulties as well as serious political and economic challenges. These vexing practical problems cannot be adequately addressed without also considering important philosophical, religious and ethical issues. After all, beliefs shape practices as much as practices shape beliefs.A Water program would bring together people in the humanities, arts, social and natural sciences with representatives from professional schools like medicine, law, business, engineering, social work, theology and architecture. Through the intersection of multiple perspectives and approaches, new theoretical insights will develop and unexpected practical solutions will emerge. [7] Third, increase collaboration among institutions. All institutions do not need to do all things and technology makes it possible for schools to form partnerships to share students and facultes. Institutions will be able to expand while contracting. Let one college have a strong department in French, for example, and the other a strong department in German; through teleconferencing and the Internet, both subjects can be taught at both places with half the staff. With these tools, I have already team-taught semester-long seminars in real time at the Universities of Helsinki and Melbourne.[8] Fourth, transform the traditional dissertation. In the arts and humanities, where looming cutbacks will be most devastating, there is no longer a market for books modeled on the medieval dissertation, with more footnotes than text. As financial pressures on university presses continue to mount, publication of dissertations, and with it scholarly certification, is almost impossible. (The average university press print run of a dissertation that has been converted into a book is less than 500, and sales are usually considerably lower.) For many years, I have taught undergraduate courses in which students do not write traditional papers but develop analytic treatments in formats from hypertext and Web sites to films and video games.Graduate students should likewise be encouraged to produce “theses”in alternative formats. Fifth, expand the range of professional options for graduate students. Most graduate students will never hold the kind of job for which they are being trained. It is, therefore, necessary to help them prepare for work in fields other than higher education. The exposure to new approaches and different cultures and the consideration of real-life issues will prepare students for jobs at businesses and nonprofit organizations. [9] Moreover, the knowledge and skills they will cultivate in the new universities will enable them to adapt to a constantly changing world. Sixth, impose mandatory retirement and abolish tenure. Initially intended to protect academic freedom, tenure has resulted in institutions with little turnover and professors impervious to change. After all, once tenure has been granted, there is no leverage to encourage a professor to continue to develop professionally or to require him or her to assume responsibilities like administration and student advising. Tenure should be replaced with seven-year contracts, which, like the programs in which faculty teach, can be terminated or renewed. [10] This policy would enable colleges and universities to reward researchers, scholars and teachers who continue to evolve and remain productive while also making room for young people with new ideas and skills. My hope is that colleges and universities will be shaken out of their complacency and will open academia to a future we cannot conceive. OK, this is the end of today’s lecture. If you have any questions or ideas about today’s topic, send me an email and I’ll discuss with you later. Alright, see you next week.End the University as We Know It1. Problems confronting American universitiesA. impractical graduate 【B1】______ 【B1】______B. isolated departments/ overspecialized sciencesC. encouraged phenomenon of 【B2】______ 【B2】______II. Root for the problems —the 【B3】______ of universities 【B3】______A. origin—The Conflict of the Faculties (1798) by KantB. model—mass production/ a 【B4】______ 【B4】______C. concept—learn all sciences by mass production, so each branch has its trusteeIII. Steps to improve American higher education areA. restructuring curriculum1. method—to replace separate 【B5】______ with complex adaptive web- 【B5】______like curriculum 2. purpose—to make teaching and scholarship cross-disciplinary—to engage more sciences in comparative analysis of common problemsB. 【B6】______ programs 【B6】______1. reason—programs evolve with society, some may be out of date.2. purpose—to avoid sunset clauses—to address practical problems—to develop new theoretical insights and practical solutionsC. increasing 【B7】______ among institutions 【B7】______1. purpose—to reduce workload of institutions—to share students and faculty2. means—teleconference, Internet, etc.D. transforming the traditional 【B8】______ 【B8】______1. reason—less market for traditional ones2. advice—using novel formats like films or video gamesE. expanding professional options for graduate students purpose:—to prepare students for future work—to improve students’【B9】______ to the changing world 【B9】______F. imposing mandatory retirement and abolishing tenure purpose:—to encourage faculties to continue to evolve—to 【B10】______ young people 【B10】______1．【B1】正确答案：programs解析：讲座开篇谈到，美国大学里多数专业培养出的本科生没有市场或掌握的技能在市场上需求量很低(即很难找到工作)，所以美国大学面临的第一个问题就是本科专业不具有实用性，因此，本空应该填programs。
专业英语八级模拟试卷420(题后含答案及解析)
专业英语八级模拟试卷420(题后含答案及解析) 题型有： 3. GENERAL KNOWLEDGEPART III GENERAL KNOWLEDGE (10 MIN)Directions: There are ten multiple-choice questions in this section. Choose the best answer to each question.1．Crane’s______is a landmark in American literary Naturalism.A．The Open BoatB．The Gilded AgeC．A Girl of the StreetsD．The Red Badge of Courage正确答案：D解析：《红色英雄勋章》是美国自然主义文学的里程碑。
知识模块：美国文学现实主义时期2．Edwin Arlington Robinson’s works include the following EXCEPTA．The Man Against the Sky.B．Richard Cory.C．The American.D．Miniver Cheevy.正确答案：C解析：罗宾逊的作品包括The Man Against the Sky(《衬托着天空的人》)，RichardCory(《理查德·科利》)和Miniver Cheevy(《米尼佛·奇维》)。
TheAmerican(《美国人》)则是亨利·詹姆斯的作品。
知识模块：美国文学现实主义时期3．Jack London is considered as the founder ofA．Psychological Realism.B．Romanticism.C．Sentimentalism.D．Modernism.正确答案：A解析：杰克·伦敦被公认为心理现实主义的创始人。
英语专八作文模拟题及答案
英语专八作文模拟题及答案Model Test Essay for TEM-8 (Translation and Interpretation Master's Degree Exam)。
Title: The Impact of Globalization on Cultural Diversity.In today's interconnected world, globalization has become an inevitable trend, shaping the landscape of economies, politics, and cultures alike. While it brings unprecedented opportunities for cross-cultural exchange and economic prosperity, the question remains: how does globalization affect cultural diversity? This essay aims to explore this complex relationship and argue that while globalization poses certain challenges to cultural diversity, it also offers new avenues for its preservation and enrichment.Globalization, by its very nature, involves the integration of economies, societies, and cultures. Thisintegration often results in the spread of Western values and consumer culture, which can overshadow local traditions and customs. The standardization of products and services, for instance, tends to homogenize cultures, leading to a loss of distinctiveness. Additionally, the dominance of English as a global language can marginalize other languages, threatening their survival.However, it is important to note that globalization is not a monolithic process. It is a multifaceted phenomenon that can be approached from various perspectives. One such perspective.。
专业英语八级模拟试卷343(题后含答案及解析)
专业英语八级模拟试卷343(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：About Wetlands in the U.S.A. Good afternoon, everyone. First I would like to thank you for coming to this evening’s meeting of the Environmental Association. I’m Sally Deneen and I’d like to tell you about what’s happening in our area. In North Carolina there is a famous soup, SHE-CRAB SOUP. It arrives at restaurant tables on North Carolina’s Outer Bank as a rich, sweet concoction, delighting tourists and new residents whose cars are marked by license plates from their home states: Florida, Ohio, and New York. As the ocean winds sweep away the day-to-day worries of visitors relaxing on the beach, however, scientist Doug Rader realizes that the days of the regional soup may be getting fewer and fewer. It’s simple: No wetlands, no seafood. In California, almost all of the freshwater marshes are gone. Half of the marshes that are created by the regular tides of the ocean have been destroyed, while others have been transformed into sad, sunken farmlands. From the Gulf of Mexico’s salt marshes to North Dakota’s “prairie potholes”, America’s wetlands are disappearing rapidly. What is the rate of loss of wetlands? An acre a minute. California has lost the greatest percentage of wetlands (91 percent), but 21 other states have paved new roads over, turned into housing areas or tilled into farmland at least half of their original wetlands. Fast-growing Florida has filled in the largest area area bigger than all of Massachusetts, Delaware, and Rhode Island combined. Add the entire land size of California to that, and you can picture the amount of wetlands lost since the 18th Century. In cold, hard, economic terms, each acre of wetland is worth 58 times more money than an acre of ocean in the benefits it provides, according to Science Magazine. Wetlands act like sponges: the porous, jet-black peat soil found in wetlands helps soak up heavy rains and melting snow that otherwise may flood suburban yards. Wetlands also function like a part of our body, the kidney; filtering out dirt, chemicals, pesticides, and fertilizers before these hazardous materials reach our lakes and streams. Without wetlands, all of the dirt floating in water that is normally stabilized in a wetland is released into the water smothering fish-spawning areas. And fertilizers that are no longer captured and storedkeep mixing into our rivers to kill prized fish sought by professional fishermen. Some of these wetlands also serve as large water-storage areas, allowing people to later enjoy these waters for iced tea and showers. And wetlands are a smorgasbord for frogs and migratory birds, and home to America’s ducks. According to the National Audubon Society, wetlands compare to tropical rainforests in the diversity of species they support. Yet which is more valuable to humans? According to Science, an acre of tropical forest is worth $817 for its ecosystem benefits. An acre of Open Ocean is worth $103. An acre of wetlands: $6,017. Yet they continue to vanish. So why is this happening? In its simplest form, the threats to wetlands seem to boil down to a curious circle. People need a place to live, work, shop. They look for affordable, attractive choices which may be in former wetlands. Developers build homes where demand indicates people want to live. So more people move into new ranch houses in the former wetlands. More builders build there. Soon, you have a suburb where herons once stood like statues, waiting silently for a meal to float by. What can we do? At any time, we can convince people to stop buying homes or doing business in former wetlands. We can encourage developers and businesses to stay in centralized cities. Or we can get the government to stop developers from building in wetlands that would force homebuyers and businesses to look elsewhere. A first step for this would be that government agencies could stop granting permits to builders to develop homes on wetlands. So, maybe the folks in Washington, D.C. can stop the cycle. But don’t bet on it. That city itself is the site of a former wetland. The answer is up to us, to you and me. We need to change how we live. We need to choose not to move into that new development that was once a wetland. And we need to talk to our friends. These friends will talk to their friends. We need to raise awareness of this issue. And whenever we can, we need to get on the news, make a scene, protesting the destruction of wetlands when we see it. I’m not saying we should chain ourselves to mud. But we need to go directly to the source, the companies, the builders, the developers, and let them know how we feel. And we need to make them realize the value of the land they are destroying. The only solution, therefore, is an increase in public opinion in favor of protecting wetlands. Then the builders will listen, and then the government will listen. Without us, and without us changing our lives, there is truly no help for the wetlands.About Wetlands in the U.S.A. People enjoy a famous soup (SHE-CRAB SOUP) in North Carolina because the days of the regional soup may be getting fewer and fewer: “no wetlands, no seafood”.Ⅰ. The current situation of wetlands: 1) California has lost【1】of wetlands--91 percent, 【1】______ and the rate of loss of wetlands is an acre per minute. 2) 21 other states have losted at least half of their【2】. 【2】______Ⅱ. The key value of wetlands: 1) Each acre of wetland is worth【3】more money than 【3】______ an acre of ocean in the benefits; 2) Wetlands act like sponges and【4】like our kidney: 【4】______ A. filtering out hazardous materials like dirt, chemicals, pesticides and fertilizers; B. serving as large【5】areas.【5】______ 3) More important than ocean【6】in the diversity of species supported.【6】______Ⅲ. The possible measures to protect wetlands: 1) Convince people to stop【7】or doing business in formerwetlands;【7】______ 2) Encourage developers and businesses to stay in【8】cities; 【8】______ 3) Get the government to stop developers from building in wetlands;4) Raise【9】of this serious issue; 【9】______ 5) Protest the destruction of wetlands when we see it.Ⅳ. The only solution: An increase in【10】in favor of protecting wetlands, 【10】______ which both the builders and the government will listen.1．【1】正确答案：the greatest percentage2．【2】正确答案：original wetlands3．【3】正确答案：58 times4．【4】正确答案：function5．【5】正确答案：water-storage6．【6】正确答案：tropical rainforests7．【7】正确答案：buying homes8．【8】正确答案：centralized9．【9】正确答案：awareness10．【10】正确答案：public opinionSECTION 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：M: Ms. Bertini, you were the executive director of the World Food Program for a decade from 1992 to 2002. Why do so many people go to bed hungry.9 W: (1)Most people who go to bed hungry are so desperately poor that they cannot feed themselves. They can’t grow enough. They can’t buy enough, they can’t find food to feed their families. Hunger and poverty are interchangeable. If you are hungry you are poor. If you are poor you are usually hungry. There is a large population of people also who are hungry because they have been caught in the midst of a man-made or natural disaster, and numbers of those people unfortunately have increased in the last 12 years, and they are the people who receive the maximum amount of food and other support, but they are actually the minority of the 800 million people who go to bed hungry. M: Is there enough food for everyone? W: The world produces enough food for everyone. The issue is access. For those living in conflict or natural disaster, they do not have access to food. (2)For those people who are desperately poor, they do not have access because they can not purchase or grow it. M: You have been credited during your tenure as the head of the United Nations World Food Program with taking the organization from that of development assistance to a humanitarian relief organization. Could you comment on what steps you took to make this transformation? W: (3)WFP, which had been a bureaucratic organization directed toward helping people living in peaceful times with development aid, now had to become an agency that was fast, and very effective and would be quickly able to assess needs and resource food and move that food and then get it to the right people. So, we went through a whole process of first defining our mission, and then communicating with our donors, getting feedback from the potential beneficiaries and from those who represented them in their governments and then moving the food quickly, and the right kind of food in the right place. M: Faced with such enormous challenges such as Hurricane Mirth in Latin America, drought in the Horn of Africa, floods in Mozambique, acute hunger among refugees in Kosovo and civil war in Afghanistan, how does an organization like the World Food Program go about confronting such tragedies? W: The World Food Organization prides itself--we did then and I know under the executive director, Jim Morris, they do now, with being able to quickly assess a need and get food to the beneficiaries. M: We’ve mentioned that nearly 80 percent of the 800 million people who go to bed hungry are women and children. What role can women play in channeling food to the most needy? W: Woman are the food channelors for all people. When you think about any societyin the developing world and you think about who cooks, the answer is the women. Women in virtually every household are the cooks, and they are not only the cooks, they are the people who have to find the food, they grow it or they chop for it or they bargain for it or trade for it, or they stand in the aid line for it. Women are also the ones that go off and get the firewood, to get the water, sometimes walking hours and hours each day to bring water home for cooking, washing and so forth. The women are the ones totally invested in the family’s ability to eat and invested in putting cooked food on the table for them to eat. (4)So working with women, if our mission is to end hunger, working with women is the only option that we have in order to be effective. M: Looking ahead, what do you see as the greatest challenges in delivering food to people who need it? W: (5)The greatest challenge is to help use food in an effort to help people be able to improve their own well-being over the long term. I say that because in the last ten years we have been more successful in raising the resources and delivering food to people caught in conflict or natural disaster. Now it’s been very challenging because we have had to get food through warring factions and lines. We’ve had to get food across Somalia, which is normally a desert and all of a sudden has a flood. We have to get food into drought stricken places in the Horn of Africa. That, although very challenging, has been what we have clone pretty well. What we still need to do is to convince people around the world who have the ability to influence their governments or influence other private sector entities to contribute more food and money to getting food to people who have no food because they are poor. And those people are the ones that are still most at risk around the world and the ones to whom we have to devote new energy. M: Thank you very much. Thank you for coming in and speaking with us. W: Thank you for having me. You’re welcome.11．According to the news, most poor people cannot do all of the following EXCEPTA．growing enough food.B．feeding their families.C．buying enough necessities.D．feeding their fowl.正确答案：D12．The reason for the 800 million people going to bed hungry is thatA．there is no enough food for everyone.B．they have no access to grow or buy food.C．they are lazy and don’t want to grow food.D．they are used to receiving others’ aid.正确答案：B13．Which of the following is NOT a task of WFP as a humanitarian relieforganization?A．Communicate with donors.B．Assess the beneficiaries’ needs.C．Get food to the right people.D．Contact regional authorities.正确答案：D14．According to Ms. Bertini, in the mission to end hunger, women playA．a decisive role.B．a minor role.C．an important role.D．no role at all.正确答案：A15．The greatest challenge in delivering food to people who need it is toA．raise the resources and delivering food to poor people.B．convince people to contribute more food and money.C．help people improve their well-being over the long term.D．devote more energy to those who are still most at risk.正确答案：CSECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.听力原文：The French President Jacque Chirac has ordered the return to port of a decommissioned aircraft carrier after the highest court in France halted its final voyage to an Indian scrap yard. Environmental groups including Greenpeace say that asbestos on board the ship the Clemenceau will be a health hazard to any workers involved in dismantling it. The Clemenceau has proved a toxic headache for France, with this just the latest chapter in a series of embarrassments. Now, France’s highest court has issued a ruling, ordering the transfer to be suspended and President Chirac has agreed that the Clemenceau should return to France until a definitive solution is found. The issue had already begun to overshadow his visit to India due at the end of this week. The French President is also ordering test to discover exactly how much asbestos is still on board.16．France’s highest court halted the final voyage of the Clemenceau because A．the French President Jacque Chirac has ordered the return of it.B．some substances on board the ship may harm people’s health.C．the Clemenceau should return to France at the end of the week.D．the French President is ordering a test to discover what is on board.正确答案：B听力原文：The American Vice President Dick Cheney has said he accepts full responsibility for accidentally shooting and injuring a fellow hunter over the weekend. Mr. Cheney has been coming under increasing pressure over the incident. The White House did not report the shooting until a day after it took place. And the Democratic Party’s leader in the Senate, Harry Reid, has accused the Bush Administration of being secretive. Harry Whittington, the elderly lawyer who was shot by Mr. Cheney has since suffered a minor heart attack at the hospital in Texas where he is being treated. In his first comment since the incident, Mr. Cheney said he had shot a friend. “Ultimately, I am the guy who pulled the trigger that fired the round to hit Harry. And, you can talk about all of the other conditions that existed at the time, but that’s the bottom line. And there was no...That was not Harry’s fault. You can’t blame anybody else. “17．The man Mr. Cheney accidentally shot and injured isA．a doctor.B．a secretary.C．a lawyer.D．a leader.正确答案：C18．The Bush Administration has been accused by Harry Reid ofA．being covert.B．shielding Dick.C．being dishonest.D．attacking the victim.正确答案：A听力原文：The United States has strongly criticized the broadcast of previously unseen images of alleged prisoner abuse at Abu Ghraib Prison in Iraq. The images, which show prisoners apparently being tortured and humiliated, have been shown on television stations across the world.The American Defense Department confirmed the authenticity of the pictures, but said releasing them could only serve to incite unnecessary violence. The American authorities are very unhappy that these new disturbing images from Abu Ghraib have seen the light of day. The State Department has dismissed them as disgusting and defended the US government’s decision to try and stop their publication.19．Which of the following statements about the American Defense Department is TRUE?A．It has denied the authenticity of the pictures of abused prisoners.B．It has supported the decision to stop the publication of the pictures.C．It has considered the pictures of abused prisoners unacceptable.D．It has been worrying about the violence incited by the pictures.正确答案：D听力原文：The front-runner in the presidential election in Haiti Rene Preval has accused the electoral authorities of committing fraud in an attempt to stop him winning outright. With ahnost all the votes counted, Mr. Preval is just short of the majority needed to avoid a second round. Two people were killed during unrest in the city. The United Nations Security Council has called for calm and extended the mandate of its peace mission in Haiti by six months. According to official election figures with around 90 per cent of the votes counted, Rene Preval is just short of the 50 per cent he needs to avoid a second round runoff. Speaking in the Haitian capital Port-au-Prince, he said he’d seen gross errors and probably gigantic fraud. Claiming a first round victory, he urged his supporters to keep up protests, but he also called them on to be mature, responsible and non-violent.20．If Rene Preval’s supporters exceeded 50% of the total voters in the first round, he wouldA．enter the second round directly.B．be the president of Haiti.C．avoid a second round runoff.D．defeat his rival in the second round.正确答案：CPART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.Back in 2000, inspired by a desire to help those in need, Megan and Dennis Doyle of Minneapolis decided they wanted to do more than just volunteer or write a check. Instead, they took $30,000 of their own money and started a nonprofit called Hope for the City. The organization collects corporate overstock and distributes it to nonprofits in the Twin Cities, nationwide, and internationally to 26 developingcountries. Today the nonprofit has a $900, 000 operating budget and a 25,000 sq.ft. warehouse to store the donated items and has distributed nearly $380 million of in-kind merchandise since its inception. “This makes us feel like we’re a part of something a lot bigger than just the two of us,”says Dennis, 54, who is CEO of a local commercial real estate firm. The Doyles are not alone in their desire to give back. There are more than 1 million 501 (c) (3) charities like theirs, up nearly 70% from the 614,000 that existed a decade ago, according to Tom Pollak, program director with the National Center for Charitable Statistics at the Urban Institute. Organizations dedicated to education, disaster relief, job development, the environment and AIDS are among today’s “hot causes, “says Phyllis McGrath, president of Philanthropy Management, a Fairfield, Conn., consulting firm that works with nonprofits nationwide. Fueling this growth are several factors: baby boomers with a social-entrepreneurship mind-set and added time in their lives to give back to their communities, such tragic events as Sept. 11 and Hurricane Katrina, and greater numbers of wealthy individuals with the funds to launch their own nonprofits. But starting a nonprofit is a Herculean effort, requiring patience and determination. It may take at least six months to a year and as much as 30 to 40 hours a week to get an organization off the ground, McGrath says. Hiring an attorney experienced with nonprofits to handle statewide and federal applications is key. The 501 (c) (3) designation comes from the IRS (Internal Revenue Service), and nonprofits are expected to provide the government with such information as a mission statement, an idea of who will be assisted and by what methods, anticipated budget and board of directors, says Andrew Grumet, a lawyer representing nonprofits with the Manhattan firm Herrick, Feinstein, LLP. Accountants familiar with nonprofits can advise on how much of an investment can be made without affecting personal wealth. But even with the best of intentions, nonprofits have a high failure rate : only one-third survive beyond five years, says Stan Madden, director of the Center for Nonprofit Studies at the Hankamer School of Business at Baylor University in Waeo, Texas. The best approach is to start with a business plan. Research other organizations in the field to make sure there is no other group addressing the same cause. Consult with other charities to determine that there are constituents who can really use your services. As McGrath notes, “Consider a realistic and doable niche that your organization can uniquely fill. “That is just what Beth Shaw, 41, did. The owner of a $4 million company that trains yoga fitness instructors worldwide, Shaw used her knowledge of the market to launch Visionary Women in Fitness, which provides scholarships to underprivileged women so that they can train to become instructors. With a budget of just $30,000, the nonprofit, based in Hermosa Beach, Calif., is able to help 15 to 20 women a year learn a skill that can get them an entry-level job. “I have two homes and a successful business, so many young women out there have nothing,”says Shaw, who has donated $50,000 of her own money since she launched the charity in June 2004. “This was the time in my life to step up and start giving back. “21．Which of the following is INCORRECT about Hope for the City?A．It’s a nonprofit organization collecting corporate excessive supply.B．It’s a nonprofit organization distributing donated items to other nonprofits.C．It was initiated by individuals desiring to do more than donating money.D．It’s a nonprofit organization with few opportunities of secure investment.正确答案：D解析：细节题。
专八模拟题
英语专业八级考试模拟题 5(1)PART I LISTENING COMPREHENSIONIn Section A, B and C you will hear everything ONLY ONCE. Listen carefully and then answer the questions that follow. Mark the correct response to each question on the Colored Answer Sheet.SECTION A TALKQuestion 1 to 5 refer to the talk in this section. At the end of the talk you will be given 15 seconds to answer each of the following five questions.Now listen to the talk.1." ___ had it not for the courage of a minor chieftain ______ "means _____ A) thanks toB)in spite ofC)but forD)because of2.Shaka was inhuman because ______ A) he made himself King of theZulusB)he gave special privileges to his bodyguardC)he set standards he could not keep himselfD)he had no respect for human life3."All those who had failed to be present at the funeral ____ "means ____ . A) all who had not comeB)all who had not been able to comeC)all who had not brought presentsD)all who had not announced their arrival4.Shaka's orders were "little less than a sentence of national starvation because. A) the Zulus were not lazy to cultivateanything but grainB)the Zulus were already on a dietC)the Zulus' food consisted mainly of grain and milk products.D)the Zulus had nothing else to eat5.To challenge the King's wishes at such a moment was ______ . A)to want to die at onceB)to beg to be killed at onceC)to run the risk of being killed on the spotD)to ask for a quick and painless deathSECTION B INTERVIEWQuestion 6 to 10 are based on an interview. At the end of the interview you will be given 15 seconds to answer each of the following question.Now listen to the interview.6. A particular way to deal with aggressive children is to _____ .A)give them severe punishmentB)tell them to behave themselvesC)organize them to fightD)send some of them to prison7.The boxing competition was to ____ . A) train them to beprofessional boxersB)teach them to follow rulesC)give them some physical exerciseD)cultivate their sense of competition8.What did one of the boys do? A) He killed his cat.B)He cut off his dog's ears.C)He hurt another boy.D)He blinded his cat.9.Some children are aggressive because ______ . A) they are fromvery poor familiesB)their parents are usually aggressiveC)they want to show they are strongD)they are longing for attention10.In this special school, there are usually ______ children in aclass. A) 5 or 6B)30 or 40C)7 to 10D)13 to 14SECTION D NOTE-TAKING AND GAP-FILLINGIn this section you will hear a mini-lecture. You will hear the lecture ONLY ONCE. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15-minute gap-filling task on ANSWER SHEET ONE after the mini lecture. Use the blank sheet for note-taking.ANSWER SHEET ONEFill in each of the gaps with ONE suitable word. You may refer to your notes. Make sure the word you fill in is both grammatically and semantically acceptable.Sports In BritainThere are 3 major (16) sports in Great Britain. They are football, Cricket, and Rugby. Football, or soccer, is themost popular. Football matches are shown on the BBC on (17) evenings around 10 oclock. Some football grounds will have crowds more than (18).Professional teams are organized into four (19) in England and 2 in Scotland. At the end of the season, some teamsare (20), and some are (21) Recently, some clubs are always in (22) trouble.Rugby was first played at a famous public school called (23). Rugby is played all over Britain. It has been described as "a game designed for hooligans but played by gentlemen".Cricket seems more peaceful and is played in (24).Some of the countries of the (25) send national teams to play each other. This is called A Test Match, which can go on for 5 days.PART II PROOFREADING & ERROR CORRECTIONThe following passage contains ten errors. Each 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 at the end of the line.For a missing word, mark the position of the missing word with a"A" sig n and write the word you believe to be miss ing in theblank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.The telephone system is a circuit-switched network.For much of the history of the system, when you placed(26)a call, you were renting a pair of copper wires that rancontinuously from your telephone to the other partysphone. You had excluding use of those wires during the(27)call; when you hung up, they were rented to someoneelse. Today the transaction is more complicated. (your callmay well possess a fiber-optic cable or a satellite with(29) hundreds of other calls), but more conceptually the system (28)still works the same way. When you dial the phone, you get a private connectionof one other party.This is an alternative network architecture calledpacket switching, in which all stations are always connected to the network, but they receive only the messages addressed to them. It is as if your telephone was always tuned in to (30)thousands of conversations going on the wire, but you(31)heard only the occasional word intended to you. Most(32)computer networks employ packet switching, because it is more efficient than circuit switching when traffic is heavy. It seems reasonable the existingpacket-switched (33)network will grow, and new one may be created; they could (34)well absorb traffic that would otherwise go to the telephone system and therebyreduce the need for telephone numbers. PART III READING COMPREHENSIONS In this section there are four reading passages followed by fifteen multiple-choicequestions. Read the passages and then mark your answers on your Answer Sheet.TEXT A The House of Lords has a charm few people seem able to resist. The more cut-off it becomes from everyday life, the greater its attraction for weary businessmen and politicians. On the road outside the word "Peers" is painted across the car-park in large white letters. Inside a tall ex-Guardsman directs you through the vaulted entrance hall, past a long row of elaborate gothic coat-hooks, each one labeled, beginning withthe royal dukes ——one of the many features of the building reminiscent of a school. Upstairs youcome to a series of high, dark rooms, with gothic woodwork and carved ceilings. A life-size white marble statue of the young Queen Victoria watches elderly peers sitting at tables writing letters on gothic writing paper. Doors lead off to long dining-rooms, one for guests, another for peers only and to a large bar looking over the river, which serves drinks all day and sells special "House of Lords" cigarettes. Other closed doors are simply marked "Peers" ——an embarrassing ambiguity for lady peers, for "peers" can mean the Lords equivalent of "gentle-men". There is an atmosphere of contentedold age. The rooms are full of half-remembered faces of famous men or politicians one had ——how shall one put it ——forgotten werestill around. There is banter between left-wing peers and right-wing peers and a great deal of talk about operations and ailments and nursing homes. Leading off the man ante-room is the chamber itself——the fine flower of the Victorian romantic style. It is small, only eighty feet long. Stained glass windows shed a dark red light, and rows of statues look down from the walls. On either side are long red-leather sofas with dark wooden choir stalls at the back. Between the two sides is "the Woolsack", the traditional seat of the Lord Chancellor, stuffed with bits of wool from all over the Commonwealth. At the far end is an immense gold canopy, with twenty-foot high candlesticks in the middle, the throne from which the monarch opens Parliament. Leaning back, on the sofa, whispering, putting theirfeet up, listening, fumbling with papers, making notes or simply sleeping, are the peers. On a full day, which is rear, you can see them in their groups: bishops, judges, industrial peers. But usually there is only a handful of peers sitting in the room, though since peers have been paid three guineas for attending, there are often an average of 110 peers in an afternoon. In the imposing surroundingsit is sometimes difficult to remember how unimportant the Lords are. The most that the Lords can do now is delay a bill a year, and any "money bill" they can delay for only a month. Their main impact comesfrom the few inches of space in next mornings papers. The Prime Minister can create as many peers as he likes and, though to carry out the threat would be embarrassing, the nightmare is real enough to bring the peers to heel.36.The author feels that House of Lords is ______A)delightful, but out of touch with the modern world.B)remote from daily life and rather tired.C) a place that businessmen and politicians like resting in.D)an excellent resting place for politicians and businessmen.37.Many members of the House of Lord are ______A)well-known politicians and famous TV personalities.B)distinguished and celebrated politicians.C)notorious and remarkable men.D)men who have dropped out of the world in which they became well-know.38.The only real influence the peers have now is ______A)to delay money bills for one year if they don't agree with them.B)if their speeches affect pubic opinion through the newspapers.C)that they can make the Prime Minister nervous if they threaten not to agree to his bills.D)they can refuse to accept any government act for one year.TEXT B With its common interest in lawbreaking but its immense range ofsubject-matter and widely-varying method of treatment, the crime novel could make a legitimate claim to be regarded as a separate branch of the traditional novel. The detective story is probably the most respectful (at any in the narrow sense of word) of the crime species. Its creation is often the relaxation of University dons, literary economists, scientists or even poets. Fatalities may occur more frequently and mysteriously than might be expected inpolite society, is familiar to us, if not from our own experience, at least in the newspaper or the lives of friends. The characters, though normally realized superficially, are as recognizable human and consistent as our less intimate associates. As story set in a more remote environment, African jungle or Australian bush, ancient China or gas-lit London, appeals to our interest in geography or history, and most detective story writers are conscientious in providing a reasonably authentic background. The elaborate, carefully-assemble plot, despised by the modern intellectual critics and creators of significant novels, has found refuge in the murder mystery, with its sprinkling of clues, its spicing with apparent impossibilities, all with appropriate solutions and explanations at the end. With the guilt of escapism from Real Life nagging gently, we secretly revel in the unmasking of evil by a vaguely super-human sleuth, who sees through and dispels the cloud of suspicion which has hovered so unjustly over the innocent. Though its villain also receives hisrightful deserts, the thriller presents a less comfortable and credible world. The sequence of fist fights, revolver duels, car crashes and escaped from gas-filled cellars exhausts the reader far more than than the hero, who, suffering from at least two broken ribs, one black eye, uncountable bruises and a hangover, can still chase and overpower an armed villain with the physique of a wrestler. He moves dangerously through a world of ruthless gangs, brutality, a vicious lust for power and money and, in contrast to the detective tale, with a near-omniscient arch-criminal whose defeatseems almost accidental. Perhaps we miss in the thriller the security of being safely led by our imperturbable investigator past a score of red herrings and blind avenues to a final gathering of suspects when an unchallengeable elucidation of all that has bewildered us is given justice and goodness prevail. All that we vainly hope for from life is granted vicariously.39.The crime novel may be regarded as _______A)a not quite respectable form of the conventional novel.B)not a true novel at all.C)related in some ways to the historical novel.D)an independent development of the novel.40.The passage suggests that intellectuals write detective stories becauseA)the stories are often in fact very instructiveB)they enjoy writing these stories.C)the creation of these stories demands considerable intelligence.D)detective stories are an accepted branch of literature.41.Which of the following is mentioned in the passage as one of the similarities between the detective story and the thriller?A)both have involved plots.B)both are condemned by modern critics.C)both are forms of escapist fiction.D)both demonstrate the triumph of right over wrong.42.In what way are the detective story and the thriller unlike?A)in introducing violenceB)in providing excitement and suspenseC)in appealing to the intellectual curiosity of the readersD)in ensuring that everything comes tight in the end.TEXT C In most of the human civilization of which we have any proper records, youth has drawn on either art or life for models, planning to emulate the heroes depicted inepics on the shadow play screen or the stage, or those known human beings, fathers or grandfathers, chiefs or craftsmen, whose every characteristic can be studied and imitated. As recently as 1910, this was the prevailing condition in the United States. If he came from a non-literate background, the recent immigrant learned to speak, move, and think like an American by using his eyes and ears on the labor line and in the homes of more acculturated cousins, by watching school children, or by absorbing the standards of the teacher, the foreman, the clerk who served him in the store. For the literate and the literate children of the non-literate, there was art ——the story of the frustrated artist in the prairie town of the second generation battling with the limitations of the first. And at a simpler level, there were the Western and Hollywood fairy tales which pointed amoral but did not, as a rule, reach table manners. With the development of the countermovement against Hollywood, with the efflorescence of photography, with Time-Life-Fortune types of reporting and the dead-pan New York manner of describing the life of an old-clothes dealer in a forgotten street or of presenting the "accurate", "checked" details of the lives of people whose eminence gave at least a sort of license to attack them, with the passion for "human documents" in Depression days ——a necessary substitute for proletarian art among middle-class writers who knew nothing about proletarians, and middle-class readers who needed the shock of verisimilitude ——a new era in American life was ushered in. It was the era in which young people imitated neither life nor art nor fairy tale, but instead were presented with models drawn from life with minimal but crucial distortions. Doctored life histories, posed carelessness, "candid" shots of people in their own homes which took hours to arrange, pictures shot from real life to script written months before supplemented by national polls and surveys which assured the reader that this hobby socks did indeed represent a national norm or a growing trend ——replaced the older models.43.This article is based on the idea that _______A)people today do not look for models to imitate.B)whom we emulate is not important.C)people generally pattern their lives after models.D)heroes are passed.44.Stories of the second generation battling against the limitation of the first were often responsible for ___________________________A)inspiring literate immigrants.B)frustrating educated immigrants.C)preventing the assimilation of immigrants.D)instilling into immigrants an antagonistic attitude toward their forebears.45.The counter movement against Hollywood was a movement ______A)toward fantasy.B)against the teachings of morals.C)towards realism.D)away from realism.46.The author attribute the change in attitude since 1920 toA) a logical evolution of ideas.B)widespread of moral decay.C)the influence of the press.D) a philosophy of plenty.TEXT D During the holiday I received no letter from Myrtle and when I returned to the town she had gone away. I telephoned each day until she came back, and then she said she was going to a party. I put up with her new tactics patiently. The next time we spent an evening together there was no quarrel. To avoid it I took Myrtle to the cinema. We did not mention Haxby. On the other hand it was impossible to pretend that either of us was happy. Myrtles expression of unhappiness was deepening. Day by day I watched her sink into a bout of despair, and I concluded it was my fault ——had I not concluded it was my fault, the looks Myrtle gave me would rapidly have concluded it for me. The topic of conversation we avoided above all others was the project of going to America. I cursed the tactlessness of Robert and Tom in talking about it in front of her before I had had time to prepare her for it. I felt aggrieved, as one does after doing wrong and being found out. I did not know what to do. When you go to the theatre you see a number of characters caught in a dramatic situation. What happens next? They then everything is changed. My life is different I never have scenes, and I if I do, they are discouragingly not dramatic. Practically no action arises. And nothing what so ever is changed. My life is not as good as a play. Nothing like it. All I did with my present situation was try andtide it over. When Myrtle emerged from the deepest blackness of despair ——nobody after all, could remain there definitely ——I tried to comfort her. I gradually unfolded all my plan, including those for her. She could come to America, too. She was a commercial artist. She could get a job and our relationship could continue as it was. And I will not swear that I did not think:" And in America she might even succeed in marrying me." It produced no effect. She beganto drink more. She began to go to parties very frequently; it was very soon clear that she had decided to see less of her. I do not blame Myrtle. Had I been in her place I would have tried to do the same thing. Being in my place I tried to prevent her. I knew what sort of parties she was going to: they were parties at which Haxby was present.We began to wrangle over going out with each other.She was never free at the times I suggested. Sometimes, usually on a Saturday night, she first arranged to meet me and then changed her mind. I called that rubbing it in a little too far. But her behavior, I repeat, perfectly sensible. By seeing less of me she stood a chance of finding somebody else, or of making me jealous, or of both. Either way she could not lose.47.When Myrtle was avoiding the author he _____A)saw through her plan and behave calmly.B)became angry and could not put her out of his mind.C)was worried and uncomprehending.D)decided that he could not bear the way she treated him.48.The author felt guilty and angry because ______A)his friends had discovered that he had not told Myrtle anything.B)Tom and Robert had told Myrtle about their plans.C)Myrtle had found out their plans when Tom and Robert talked.D)he had told Myrtle their plans before Tom and Robert mentioned them.49.The author complains that his life was not like a play in whichA)the characters solve their problems by violence.B)the violence that follows action solves their problems.C)the action that follows quarrels solves their problems.D)the characters solved their problems in spite of violence.50.The real reason why Myrtle was angry and upset was that _______A)she had never wanted to go to America with the author.B)the author would not agree to take her as his wife.C)she did not want him to go to America with his enemies.D)she did not want to be felt behind in America.SECTION B SKIMMING AND SCANNINGIn this section there are seven passage followed by ten multiplechoice questions. Skim or scan them as required and then mark your answers on your Answer Sheet.TEXT E First read the question. 51. What is the authors main purpose in the passage? A. to point out the importance of recent advances in archaeology. B. to describe an archaeologists education. C. to explain how archaeology is a source of history. D. to encourage more people to become archaeologist. Now go though Text E quickly to answer question 51. Archaeology is a source of history, not just a humble auxiliary discipline. Archaeological data are historical documents in their own right, not mere illustrations to written texts. Just as much as any other historian, an archaeologist studies and tries to reconstitute the process that has created the human world in which we live ——and us ourselves in so far as we are each creatures of our age and social environment. Archaeological data are all changed in the material world resulting from human action or, more succinctly, the fossilized results of human behavior. The sum total of these constitute what may be called the archaeological record. This record exhibits certain peculiarities and deficiencies the consequences of which produce a rather superficial contrast between archaeological history and the more familiar kind based upon written records. N ot all human behavior fossilizes. The words Iutter and you hear as vibrations in the air are certainly human changes in the material world any may be of great historical significance. Yet they leave no sort of trace in the archaeological records unless they are captured by a Dictaphone or written down by a clerk. The movement of troops on the battlefield may "change the course of history", but this is equally ephemeral from the archaeologists standpoint. What is perhaps worse is that most organic materials are perishable. Everything made of wood, hide, wool, linen, grass, hair, and similar materials will decay and vanish in dust in a few years or centuries, save under very exceptional conditions. In arelatively brief period the archaeological record is reduced to mere scraps of stone, bone, glass, metal, and earthenware. Still modern by a few lucky finds from peat bogs, deserts, and frozen soils, is able to fill up a good deal of the gap.51.What is the author's main purpose in the passage?A)to point out the importance of recent advances in archaeology.B)to describe an archaeologist's education.C)to explain how archaeology is a source of history.D)to encourage more people to become archaeologist.TEXT F First read the questions. 52. The main subject of the passage is A.famous mathematicians. B. mathematical education.C. tiling the plane.D. irregular polygons. Now go through TEXT F quickly and answer question 52. Marjorie Rice was an unlikecandidate for the role of mathematical innovator. She had no formal education in mathematics save a single course required for graduation from high school in 1931. Nonetheless, in 1975 she took up a problem that professional mathematicians had twice left for dead, and showed how much life was in it still. The problem was tessellation, ortiling of the plane, which involves taking a single closed figure —a triangle, for example, or a rectangle ——and kitting ittogether with copies of itself so that a plane is covered without any gaps or overlap. A region of this plane would look rather like a jigsaw puzzle whose pieces are all identical. Rice worked primarily with polygons, which consist only of straight lines. More specifically, she worked with convex polygons, in which the line joining any two points on the polygon lies entirely within the polygon itself or on one of its edges. (Afive-pointed star, for example, does not qualify as a convex polygon.) By the time Ricetook up tiling, its basic properties had been established. Obviously, any square can tile the plane, as many kitchen floors have demonstrated. Equilateral triangles are also a fairly clear-cut case. There is one other regular polygon (a polygon whose angles, and sides, are equal) that can tile the plane: the hexagon. This fact was building their honeycombs. And what of irregular polygons? As itturns out, any triangle or quadrilateral, no matter how devoid of regularity, will tile the plane. On the other hand, no convex polygon with more than six sides can do so, and the three classes of convex hexagons that can were uncovered by the end of the First World War.So the only real question lest by the time Marjorie Rice began her work was which convex pentagons tile the plane.52.The main subject of the passage is ______A)famous mathematicians.B)mathematical education.C)tiling the plane.D)irregular polygons.TEXT G First read the following question. 53. What is the passage mainly about? A. faint dwarf stars. B. the evolutionary cycle of the Sun. C. the Suns fuel problem. D. the dangers of invisible radiation. Now go through TEXT G and answer question 53. When we accept theevidence of our unaided eyes and describe the Sun as a yellow star, we have summed up the most important single fact about it ——atthis moment in time. It appears probable, however, that sunlight will be the color we know for only a negligibly small part of the Suns history. S tars, like individuals, age and change. As we look outinto space, we see around us stars at all stages of evolution. There are faint blooded dwarfs so cool that their surface temperature is a mere 4,000 degrees Fahrenheit, there are searing ghosts blazing at 100,000 degrees Fahrenheit and almost too hot to be seen for the great part of their radiation is in the invisible ultraviolet range. Obviously, the "daylight" produced by any star depends on its temperature, today (and for ages to come) our Sun is at about 10,000 degrees Fahrenheit and this means that most of the Suns light is concentrated in the yellow band of the spectrum falling slowly in intensity toward both the longer and shorter light waves. That yellow "hump" will shift as the Sun evolves and the light of day will change accordingly. It is natural to assume that as the Sun grows older and uses up its hydrogen fuel——which it is now doing at the sparkling rate of half a billion tons a second ——it will become steadily colder and colder.53.What is the passage mainly about?A)faint dwarf stars.B)the evolutionary cycle of the Sun.C)the Sun's fuel problem.D)the dangers of invisible radiation.TEXT H First read the following question. 54. Which of the following would be the best title for the passage? A. the evolution of dance in the twentieth century. B. artists of last century. C. natural movement in dance. D. a pioneer on modern dance. Now go through TEXT H quickly and answer question 54. Many artists latein the last century were in search means to express their individuality. Modern dance was one of the ways some of these people sought to free their creative spirit. At the beginning there was no exacting technique, no foundation from which to build. In later years trial, innovators even drew from what they considered the dread ballet, but first they had to discard all that was academic to that the new could be discovered. The beginning of modern dance were happening before Isadora Duncan, but she was the first person to bring the new dance to general audiences and see it accepted and acclaimed. Her search for natural movement form sent her to nature. She believed movement should be as natural as the swaying of the trees and the rolling of the sea, and should be in harmony with the movements of the Earth. Her great contributions are in three areas. First, she began the expansion of the kinds of movements that could be used in dance. Before Duncan danced, ballet was the only type of dance performed in concert. In the ballet the feet and legs were emphasized, with virtuosity shown by complicated, codified positions and movements. Duncan performed dance by using all her body in the freest possibly way. Her dance stemmed from her soul and spirit. She。
英语专八模拟试题
英语专八模拟试题The English Specialized Test Simulated QuestionsIn recent years, the English Specialized Test (referred to as the English CET-8) has become a significant concern for many students majoring in English. To help students better prepare for the upcoming exam and improve their English proficiency, we have compiled a set of simulated questions for practice. These questions cover various aspects of English language skills, including listening, reading, writing, and speaking. By practicing these simulated questions, students can enhance their abilities and boost their confidence in taking the English CET-8. Let's dive into the simulated questions below:Listening Section:1. Listen to the following dialogue and choose the correct answer to complete the sentence.Question: What does the man suggest the woman do this weekend?A. Go to a concert.B. Watch a movie.C. Have dinner at a fancy restaurant.D. Take a hike in the mountains.2. Listen to the following passage and answer the question.Question: What is the main topic of the passage?A. The benefits of exercise.B. The history of yoga.C. The importance of a healthy diet.D. The impact of technology on fitness.Reading Section:Read the following passage and answer the questions.Passage: The Benefits of BilingualismBeing bilingual has numerous advantages, from improved cognitive abilities to better job opportunities. Studies have shown that bilingual individuals tend to have better problem-solving skills and enhanced creativity compared to monolinguals. Additionally, bilingualism can lead to a deeper understanding of different cultures and perspectives.Questions:1. What are some benefits of being bilingual mentioned in the passage?2. How can bilingualism contribute to a more diverse society?Writing Section:Write an essay (200-300 words) on the following topic: "The Impact of Technology on Education."In your essay, discuss how technology has transformed the way students learn and teachers teach. Provide examples of technological tools used ineducation and the benefits they bring. Also, address any challenges or concerns related to the integration of technology in classrooms.Speaking Section:Prepare a two-minute speech on the topic: "The Importance of Learning a Foreign Language."In your speech, explain why it is beneficial to learn a foreign language. Discuss how language learning can enhance communication skills, cultural awareness, and career prospects. Share personal experiences or examples to support your points.By practicing these simulated questions, students can familiarize themselves with the format and types of questions that may appear in the English CET-8. Remember, consistent practice and preparation are key to success in any exam. Good luck with your English studies and your upcoming English CET-8 exam!。
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Test ThreeSection A Mini-lectureSome Theories of HistoryI. The problems of understanding history— History with written records: the records may be(1) _____ and inaccurate. (1) __________— History before writing: we can only make a partial (2) _____. (2) __________II. Some theories have been proposed to give (3) _____(3) __________to human history— Theory 1— Man continually (4) _____ in terms of his potentials(4) __________and his abilities to (5) _____ these potentials.(5) __________— Modern man is superior to his ancestors (6) _____,(6) __________physically and morally.— A branch of the theory: man rose to a (7) _____ before. (7) __________— Theory 2— Man’s history is a (8) _____ of stages of development, (8) __________whose pattern is the (9) _____ and fall of civilization. (9) __________— Whether modern man is superior to his ancestorsdepends on what (10) _____ of civilization he is in.(10) _________— Theory 3— In this theory, the first two theories (11) _____(11) _________with each other— It is known as the (12) _____ of history.(12) _________— Theory 4— This theory views human history from the (13) _____(13) _________of (14) _____ groups.(14) _________— Human history can be interpreted as the (15) _____(15) _________of class struggle.Section B InterviewQuestions 1-5 are based on the following interview.1. A. She worked for ABC Family’s new series before her acting careerB. She was once a singer and then became an actress.C. Amber is regarded as an energetic and plain girl.D. She went to Greek college at the age of twenty.2. A. Desire plus talents. B. Desire plus family background.C. Fame plus desire.D. Music plus talents3. A. It was a Christmas special show aired on ABC.B. All the cast from that season was asked to perform.C. Amber Stevens was singing her solo on the stage.D. It was a rehearsal for the brand new ABC Family series.4. A. One goes through the first audition and then waits for the answer.B. One has to go directly to meet directors and show them the talents.C. One should go through all the procedures from first audition to the network.D. One should meet the director first and have the first audition.5. A. It is a show aiming to introduce the fictional school Cyprus-Rhodes.B. It is a show about life in college and relationships.C. It is a show focusing on the Greek system and its influence.D. It is a show aiming to reflect Amber’s life in college.Questions 6-10 are based on the following interview.6. A. She is the leader of the sorority. B. She is always having her own dramas.C. She is the best friend of Kappa.D. She is a party animal.7. A. She took part in some sororities to get ideas.B. She related her own college life to the role.C. She combined Ashleigh with some people she met.D. She tried to get help from her friends in sororities.8. A. Face of Verizon. B. Commercials for Soul Mates.C. Selling cute stuff.D. Shooting a commercial.9. A. To encourage people to watch her show.B. To illustrate people must work hard.C. To deny nothing is taken for granted.D. To show her passion to work with him.10. A. Reasons for getting into acting career.B. Introduction of Amber’s role on Greek.C. Mention of Amber’s future work.D. The prospective future of show business and advice.Keys and ScriptsSECTION A1. incomplete / fractional2. reconstruction3. coherence4. progress5. actualize6. mentally7. Golden Age8. cycle9. rise10. stage / period 11. reconcile 12. spiral view13. interaction14. socioeconomic 15. disappearanceSECTION B1. According to the interview, what do we know about Amber Stevens? (B)2. What causes Amber to pursue her acting career? (A)3. What do we learn about the American Idol special show?(B)4. According to Amber Stevens, what does a regular audition look like? (C)5. According to the interview, what can we learn about Greek?(B)6. What do we know about the role of Ashleigh on Greek?(D)7. How did Amber prepare for the role of Ashleigh?(C)8. Apart from acting, what project does Amber Stevens have?(D)9. Why did Amber Stevens mention Johnny Depp? (B)10. What can we learn from the last part of the interview?(D)。