2015年专业英语八级真题试卷(题后含答案及解析)
2009年英语专业八级真题及答案(最全面的试题答案对比分析)
TEST FOR ENGLISH MAJORS (2009)-GRADE EIGHT-TIME LIMIT: 195 MINPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. Y ou will hear the lecture ONCE ONLY While listening, take notes on the important points. Y our 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.Writing Experimental ReportsI. Content of an experimental report, e.g.--- study subject/ area--- study purpose--- ____1____II. Presentation of an experimental report--- providing details--- regarding readers as _____2_____III.Structure of an experimental report--- feature: highly structured and ____3____--- sections and their content:INTRODUCTION ____4____; why you did itMETHOD how you did itRESULT what you found out____5____ what you think it showsIV. Sense of readership--- ____6____: reader is the marker--- ____7____: reader is an idealized, hypothetical, intelligent person with little knowledge of your study--- tasks to fulfill in an experimental report:ν introduction to relevant areanecessary background informationνν development of clear argumentsdefinition of technical termsνpreciseν description of data ____8____V. Demands and expectations in report writing--- early stage:understanding of study subject/area and itsν implicationsbasic grasp of the report's formatν--- later stage:ν ____9____ on research significance--- things to avoid in writing INTRODUCTION:inadequate materialν____10____ of research justificationν for the studySECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be give n 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is CORRECT?A. Toastmasters was originally set up to train speaking skills.B. Toastmasters only accepts prospective professional speakers.C. Toastmasters accepts members from the general public.D. Toastmasters is an exclusive club for professional speakers.2. The following are job benefits by joining Toastmasters EXCEPTA. becoming familiar with various means of communication.B. learning how to deliver messages in an organized way.C. becoming aware of audience expectations.D. learning how to get along with friends.3. Toastmasters' general approach to training can be summarized asA. practice plus overall training.B. practice plus lectures.C. practice plus voice training.D. practice plus speech writing.4. Toastmasters aims to train people to be all the following EXCEPTA. public speakers.B. grammar teachers.C. masters of ceremonies.D. evaluators.5. The interview mainly focuses onA. the background information.B. the description of training courses.C. the requirements of public speaking.D. the overall personal growth.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 are'based on the foUowing news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.6. Which of the following is the main cause of global warming?A. Fossil fuel.B. Greenhouse gases.C. Increased dryness.D. Violent storm patterns.7. The news item implies that ______ in the last report.A. there were fewer studies doneB. there were fewer policy proposalsC. there was less agreementD. there were fewer objectivesQuestions 8 and 9 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.8. The cause of the Indian train accident wasA. terrorist sabotage.B. yet to be determined.C. lack of communications.D. bad weather.9. Which of the following statements is CORRECT?A. The accident occurred on a bridge.B. The accident occurred in New Delhi.C. There were about 600 casualties.D. Victims were rescued immediately.Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.10. What is the main message of the news item?A. Y oung people should seek careers advice.B. Careers service needs to be improved.C. Businesses are not getting talented people.D. Careers advice is not offered on the Intemet.PART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AWe had been wanting to expand our children's horizons by taking them to a place that was unlike anything we'd been exposed to during our travels in Europe and the United States. In thinking about what was possible from Geneva, where we are based, we decided on a trip toIstanbul, a two-hour plane ride from Zurich.We envisioned the trip as a prelude to more exotic ones, perhaps to New Delhi or Bangkok later this year, but thought our 11- and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.What we didn't foresee was the reaction of friends, who warned that we were putting our children "in danger," referring vaguely, and most incorrectly, to disease, terrorism or just the unknown. To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose whatthey were particularly interested in seeing, we bought an excellentguidebook and read it thoroughly before leaving.Friendly warnings didn't change our planning, although we might have more prudently checked with the U.S. State Department's list of troublespots. We didn't see a lot of children among the foreign visitors during our six-day stay in Istanbul, but we found the tourist areas quite safe, very interesting and varied enough even to suit our son, whose oft-repeated request is that we not see "every single" church and museum in a given city.V accinations weren't needed for the city, but we were concemed about adapting to the water for a short stay. So we used bottled water for drinking and brushing our teeth, a precaution that may seem excessive, but we all stayed healthy.Taking the advice of a friend, we booked a hotel a 20-minute walk from most of Istanbul's major tourist sites. This not only got us some morning exercise, strolling over the Karakoy Bridge, but took us past a colorful assortment of fishermen, vendors and shoe shiners.From a teenager and pre-teen's view, Istanbul street life is fascinating since almost everything can be bought outdoors. They were at a good age to spend time wandering the labyrinth of the Spice Bazaar, where shops display mounds of pungent herbs in sacks. Doing thiswith younger children would be harder simply because the streets are so packed with people; it would be easy to get lost.For our two, whose buying experience consisted of department stores and shopping mall boutiques, it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one. They also learned to figure out the relative value of the Turkish lira, not a small matter with its many zeros.Being exposed to Islam was an important part of our trip. Visiting the mosques, especially the enormous Blue Mosque, was our first glimpse into how this major religion is practiced. Our children's curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every corner of the city, and the scarves covering the heads of many women.Navigating meals can be troublesome with children, but a kebab, bought on the street or in restaurants, was unfailingly popular. Since we had decided this trip was not for gourmets, kebabs spared us the agony of trying to find a restaurant each day that would suit the adults' desire to try something new amid children's insistence that the food be served immediately. Gradually, we branched out to try some other Turkish specialties.Although our son had studied Islam briefly, it is impossible to be prepared for every awkward question that might come up, such as during our visits to the Topkapi Sarayi, the Ottoman Sultans' palace. No guides were available so it was do-it-yourself, using our guidebook,which cheated us of a lot of interesting history and anecdotes that a professional guide could provide. Next time, we resolved to make such arrangements in advance.On this trip, we wandered through the magnificent complex, with its imperial treasures, its courtyards and its harem. The last required a bit of explanation that we would have happily lef~to a learned third party.11. The couple chose Istanbul as their holiday destination mainly becauseA. the city is not too far away from where they lived.B. the city is not on the list of the U.S. State Department.C. the city is between the familiar and the exotic.D. the city is more familiar than exotic.12. Which of the following statements is INCORRECT?A. The family found the city was exactly what they had expected.B. Their friends were opposed to their holiday plan.C. They could have been more cautious about bringing kids along.D. They were a bit cautious about the quality of water in the city.13. We learn from the couple's shopping experience back home thatA. they were used to bargaining over price.B. they preferred to buy things outdoors.C. street markets were their favourite.D. they preferred fashion and brand names.14. The last two paragraphs suggest that to visit places of interest in IstanbulA. guidebooks are very useful.B. a professional guide is a must.C. one has to be prepared for questions.D. one has to make arrangements in advance.15. The family have seen or visited all the following in Istanbul EXCEPTA. religious prayers.B. historical buildings.C. local-style markets.D. shopping mall boutiques.TEXT BLast month the first baby-boomers turned 60. The bulky generation born between 1946 and 1964 is heading towards retirement. The looming "demographic cliff" will see vast numbers of skilled workers dispatched from the labour force.The workforce is ageing across the rich world. Within the EU the number of workers aged between 50 and 64 will increase by 25% over the next two decades, while those aged 20-29 will decrease by 20%. In Japan almost 20% of the population is already over 65, the highest share in the world. And in the United States the number of workers aged 55-64 will have increased by more than half in this decade, at the same time as the 35- to 44-year-olds decline by 10%. Given that most societies are geared to retirement at around 65, companies have a looming problem of knowledge management, of making sure that the boomers do not leave before they have handed over their expertise along with the office keys and their e-mail address. A survey of human-resources directors by IBM last year concluded: "When the baby-boomer generation retires, many companies will find out too late that a career's worth of experience has walked out the door, leaving insufficient talent to fill in the void."Some also face a shortage of expertise. In aerospace and defence, for example, as much as40% of the workforce in some companies will be eligible to retire within the next five years. Atthe same time, the number of engineering graduates in developed countries is in steep decline.A few companies are so squeezed that they are already taking exceptional measures. Earlierthis year the Los Angeles Times interviewed an enterprising Australian who was staying inBeverly Hills while he tried to persuade locals to emigrate to Toowoomba, Queensland, to workfor his engineering company there. Toowoomba today; the rest of the developed worldtomorrow?If you look hard enough, you can find companies that have begun to adapt the workplace toolder workers. The AARP, an American association for the over-50s, produces an annual list ofthe best employers of its members. Health-care firms invariably come near the top because theyare one of the industries most in need of skilled labour. Other sectors similarly affected, says the Conference Board, include oil, gas, energy and government.Near the top of the AARP's latest list comes Deere & Company, a no-nonsenseindustrial-equipment manufacturer based in Illinois; about 35% of Deere's 46,000 employees are over 50 and a number of them are in their 70s. The tools it uses to achieve that - flexibleworking, telecommuting, and so forth - also coincidentaUy help older workers to extend their working lives. The company spends "a lot of time" on the ergonomics of its factories, makingjobs there less tiring, which enables older workers to stay at them for longer.Likewise, for more than a decade, Toyota, arguably the world's most advancedmanufacturer, has adapted its workstations to older workers. The shortage of skilled labour available to the automotive industry has made it unusually keen to recruit older workers. BMW recently set up a factory in Leipzig that expressly set out to employ people over the age of 45. Needs must when the devil drives.Other firms are polishing their alumni networks. IBM uses its network to recruit retiredpeople for particular projects. Ernst & Y oung, a professional-services firm, has about 30,000 registered alumni, and about 25% of its "experienced" new recruits are former employees who return after an absence.But such examples are unusual. A survey in America last month by Ernst & Y oung foundthat "although corporate America foresees a significant workforce shortage as boomers retire, itis not dealing with the issue." Almost three-quarters of the 1,400 global companies questionedby Deloitte last year said they expected a shortage of salaried staff over the next three to five years. Y et few of them are looking to older workers to fill that shortage; and even fewer arelooking to them to fill another gap that has already appeared. Many firms in Europe and America complain that they struggle to find qualified directors for their boards - this when the pool ofretired talent from those very same firms is growing by leaps and bounds.Why are firms not working harder to keep old employees? Part of the reason is that thecrunch has been beyond the horizon of most managers. Nor is hanging on to older workers theonly way to cope with a falling supply of labour. The participation of developing countries in the world economy has increased the overall supply - whatever the local effect of demographics inthe rich countries. A vast amount of work is being sent offshore to such places as China andIndia and more will go in future. Some countries, such as Australia, are relaxing theirimmigration policies to allow much needed skills to come in from abroad. Others will avoid the need for workers by spending money on machinery and automation.16. According to the passage, the most serious consequence of baby-boomers approaching retirement would beA. a loss of knowledge and experience to many companies.B. a decrease in the number of 35- to 44- year-olds.C. a continuous increase in the number of 50-to 64-year-olds.D. its impact on the developed world whose workforce is ageing.17. The following are all the measures that companies have adopted to cope with the ageing workforce EXCEPTA. making places of work accommodate the needs of older workers.B. using alumni networks to hire retired former employees.C. encouraging former employees to work overseas.D. granting more convenience in working hours to older workers.18. "The company spends 'a lot of time' on the ergonomics of its factories" (Paragraph Seven) means thatA. the company attaches great importance to the layout of its factories.B. the company improves the working conditions in its factories.C. the company attempts to reduce production costs of its factories.D. the company intends to renovate its factories and update equipment.19. In the author's opinion American firms are not doing anything to deal with the issue of the ageing workforce mainly becauseA. they have not been aware of the problem.B. they are reluctant to hire older workers.C. they are not sure of what they should do.D. they have other options to consider.20. Which of the following best describes the author's development of argument?A. introducing the issue---citing ways to deal with the issue---~describing the actualstatus---offering reasons.B. describing the actual status--- introducing the issue---citing ways to deal with theissue---offering reasons.C. citing ways to deal with the issue---introducing the issue----describing the actualstatus---offering reasons.D. describing the actual status--offering reasons---introducing the issue---citing ways todeal with the issue.TEXT C(1) The other problem that arises from the employment of women is that of the working wife.It has two aspects: that of the wife who is more of a success than her husband and that of the wife who must rely heavily on her husband for help with domestic tasks. There are various ways in which the impact of the first difficulty can be reduced. Provided that husband and wife are not in the same or directly comparable lines of work, the harsh fact of her greater success can be obscured by a genialconspiracy to reject a purely monetary measure of achievement as intolerably crude. Where there are ranks, it is best if the couple work in different fields so that the husband can find some special reason for the superiority of the lowest figure in his to the most elevated in his wife's.(2) A problem that affects a much larger number of working wives is the need to re-allocate domestic tasks if there are children. In The Road to Wigan Pier George Orwell wrote of the unemployed of the Lancashire coalfields: "Practically never ... in a working-class home, will you see the man doing a stroke of the housework. Unemployment has not changed this convention,which on the face of it seems a little unfair. The man is idle from morning to night but the woman is as busy as ever - more so, indeed, because she has to manage with less money. Y et so far as myexperience goes the women do not protest. They feel that a man would lose his manhood if, merely because he was out of work, he developed in a 'Mary Ann'."(3) It is over the care of young children that this re-allocation of duties becomes really significant. For this, unlike the cooking of fish fingers or the making of beds, is an inescapably time-consuming occupation, and time is what the fully employed wife has no more to spare of than her husband.(4) The male initiative in courtship is a pretty indiscriminate affair, something that is tried on with any remotely plausible woman who comes within range and, of course, with all degrees of tentativeness. What decides the issue of whether a genuine courtship is going to get under way is the woman's response. If she shows interest the engines of persuasion are set in movement. The truth is that in courtship society gives women the real power while pretending to give it to men.(5) What does seem clear is that the more men and women are together, at work and awayfrom it, the more the comprehensive amorousness of men towards women will have to go, despiteall its past evolutionary services. For it is this that makes inferiority at work abrasive and, more indirectly, makes domestic work seem unmanly, if there is to be an equalizing redistribution of economic and domestic tasks between men and women there must be a compensating redistribution of the erotic initiative. If women will no longer let us beat them they must allow us to join them as the blushing recipients of flowers and chocolates.21. Paragraph One advises the working wife who is more successful than her husband toA. work in the same sort of job as her husband.B. play down her success, making it sound unimportant.C. stress how much the family gains from her high salary.D. introduce more labour-saving machinery into the home.22. Orwell's picture of relations between man and wife in Wigan Pier (Paragraph Two) describes a relationship which the author of the passageA. thinks is the natural one.B. wishes to see preserved.C. believes is fair.D. is sure must change.23. Which of the following words is used literally, NOT metaphorically?A. Abrasive (Paragraph Five).B. Engines (Paragraph Four).C. Convention (Paragraph Two).D. Heavily (Paragraph One).24. The last paragraph stresses that if women are to hold important jobs, then they mustA. sometimes make the first advances in love.B. allow men to flirt with many women.C. stop accepting presents of flowers and chocolates.D. avoid making their husbands look like "Mary Anns".25. Which of the following statements is INCORRECT about the present form of courtship?A. Men are equally serious about courtship.B. Each man "makes passes" at many women.C. The woman's reaction decides the fate of courtship.D. The man leaves himself the opportunity to give up the chase quickly.TEXT DFrom Namche Bazaar, the Sherpa capital at 12,000 feet, the long line threaded south,dropping 2,000 feet to the valley floor, then trudged down the huge Sola-Khumbu canyon until it opened out to the lush but still daunting foothills of Central Nepal.It was here at Namche that one man broke rank and leaned north, slowly and arduouslyclimbing the steep walls of the natural amphitheater behind the scatter of stone huts, then past Kunde and Khumjong.Despite wearing a balaclava on his head, he had been frequently recognized by the Tibetans,and treated with the gravest deference and respect. Even among those who knew nothing about him, expressions of surprise lit up their dark, liquid eyes. He was a man not expected to be there.Not only was his stature substantially greater than that of the diminutive Tibetans, but itwas also obvious from his bearing - and his new broadcloak, which covered a much-too-tightarmy uniform - that he came from a markedly loftier station in life than did the average Tibetan. Among a people virtually bereft of possessions, he had fewer still, consisting solely of a rounded bundle about a foot in diameter slung securely by a cord over his shoulder. The material the bundle was wrapped in was of a rough Tibetan weave, which did not augur that the content wasof any greater value - except for the importance he seemed to ascribe to it, never for a moment releasing his grip.His objective was a tiny huddle of buildings perched halfway up an enormous valley wallacross from him, atop a great wooded spur jutting out from the lower lap of the 22,493-foot Ama Dablum, one of the most majestic mountains on earth. There was situated Tengboche, the most famous Buddhist monastery in the Himalayas, its setting unsurpassed for magnificenceanywhere on the planet.From the top of the spur, one's eyes sweep 12 miles up the stupendous Dudh Kosi canyonto the six-mile-long granite wall of cliff of Nuptse at its head. If Ama Dablum is the Gatekeeper,then the sheer cliff of Nuptse, never less than four miles high, is the Final Protector of the highest and mightiest of them all: Chomolongma, the Mother Goddess of the World, to the Tibetans; Sagarmatha, the Head of the Seas, to the Nepalese; and Everest to the rest of us. And over the great barrier ofNuptse She demurely peaks.It was late in the afternoon - when the great shadows cast by the colossal mountains were descending into the deep valley floors - before he reached the crest of the spur and shuffled to a stop just past Tengboche's entrance gompa. His chest heaving in the rarefied air, he removed his hand from the bundle--the first time he had done so - and wiped grimy rivulets of sweat fromaround his eyes with the fingers of his mitted hand.His narrowed eyes took in the open sweep of the quiet grounds, the pagoda-like monasteryitself, and the stone buildings that tumbled down around it like a protective skirt. In the distance the magic light of the magic hour lit up the plume flying off Chomolongma's 29,029-foot-high crest like a bright, welcoming banner.His breathing calmed, he slowly, stiffly struggled forward and up the rough stone steps tothe monastery entrance. There he was greeted with a respectful nameste -"I recognize the divinein you" - from a tall, slim monk of about 35 years, who hastily set aside a twig broom he hadbeen using to sweep the flagstones of the inner courtyard. While he did so, the visitor noticedthat the monk was missing the small finger on his left hand. The stranger spoke a few formalwords in Tibetan, and then the two disappeared inside.Early the next morning the emissary - lightened of his load - appeared at the monastery entrance, accompanied by the same monk and the elderly abbot. After a bow of his head, whichwas returned much more deeply by the two ocher-robed residents, he took his leave. The two solemn monks watched, motionless, until he dipped over the ridge on which the monastery sat,and out of sight.Then, without a word, they turned and went back inside the monastery.26. Which of the following words in Paragraph One implies difficulty in walking?A. "threaded".B. "dropping".C. "trudged".D. "daunting".27. In the passage the contrast between the Tibetans and the man is indicated in all the following aspects EXCEPTA. clothing.B. height.C. social status.D. personal belongings.28. It can be inferred from the passage that one can get ______ of the region from themonastery.A. a narrow viewB. a hazy viewC. a distant viewD. a panoramic view29. Which of the following details shows that the man became relaxed after he reached the monastery?A. "...he reached the crest of the spur and shuffled to a stop..."B. "...he removed his hand from the bundle..."C. "His narrowed eyes took in the open sweep of the quiet grounds..."D. "...he slowly, stiffly struggled forward and up the rough stone steps..."30. From how it is described in the passage the monastery seems to evokeA. a sense of awe.B. a sense of piety.C. a sense of fear.D. a sense of mystery.PART III GENERAL KNOWLEDGE (10 MIN)There are ten multiple-choice questions in this section. Choose the best answer to each question. Mark your answers on your coloured answer sheet.31. The Head of State of New Zealand isA. the governor-general.B. the Prime Minister.C. the high commissioner.D. the monarch of the United Kingdom.32. The capital of Scotland isA. Glasgow.B. Edinburgh.C. Manchester.D. London.33. Who wrote the Declaration of Independence and later became the U.S. President?A. Thomas Jefferson.B. George Washington.C. Thomas Paine.D. John Adams.34. Which of the following cities is located on the eastern coast of Australia?A. Perth.B. Adelaide.C. Sydney.D. Melbourne.35. Ode to the West Windwas written byA. William Blake.B. William Wordsworth.C. Samuel Taylor Coleridge.D. Percy B. Shelley.。
2015年1月研究生英语学位课统考(GET)真题试卷
正在加载2015年1 月研究生英语学位课统考答题卡（GET ）真题试卷1 A B C D 控制面板2 A B C D试卷满分：100分3 A B C D全部题型 1. LISTENING COMPREHENSION2. VOCABULARY3. CLOZE4. READING COMPREHENSION5. TRANS4 A B C D5 A B C D试题数量：83题LATION6. WRITING6 A B C D7 A B C DLISTENING COMPREHENSION8 A B C D答题120时限：分钟9 A B C D10 A B C DSection A剩余时间：调整字号：12 14 1618Directions: In this section, you will hear nine shortconversations between two speakers. At the end of eachconversation a question will be asked about what wassaid. The conversations and the questions will be readonly once. Choose the best answer from the four choicesgiven by marking the corresponding letter with a single11 A B C D12 A B C D13 A B C D20 bar across the square brackets on your machine-scoring Answer Sheet.14 A B C D15 A B C D 调整背景：21 A B C D22 A B C D 听力原文：W: What are you doing, Sam?M: I'm looking for a job through the classified ads in the paper.W: Have you tried networking? 23A B C DQ: What does the woman suggest the man do?1．24 A B C DA ．Try job agencies.B．Read newspaper ads.25 A B C D26 A B C D C．Receive extra training.D．Contact other people.27 A B C D 正确答案： D 解析：女士说：你在做什么，Sam?男士说：28 A B C D 我正在看报纸的分类广告找工作。
2015专八真题
2015专⼋真题2015专⼋真题TEXT A11. A the family structure12. B English working clahomes have spacious sitting rooms13. C stark14. A togetherness15. B constant pressure from the stateTEXT B16. A it further explains high-tech hubris17. B slow growth of the US economy18. A integrated the use of pa-pe-r and the digital form19. C more digital data use leads to greater pa-pe-r use20. A he review the situation from different perspectivesTEXT C21. D because Britons are still conscious of their clastatus22. D income is unimportant in determining which claone belongs to23. C Occupation and claare no longer related to each other24. C fewer types of work25. A showing modestyTEXD D26. D awkwardness27. B luxurious28. A they the couple as an object of fun29. C sweeping over the horizon, a precipice30. B the couple feel ill at easeFrom a very early age, perhaps the age of five or six, I knew that when I grew up I should be a writer. Between the ages of about seventeen and twenty-four I tried to abandon this idea, but I did so with the consciousness that I was outraging my true nature and that sooner or later I should have to settle down and write books.I was the middle child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeable mannerisms which made me unpopular throughout my schooldays.I had the lonely child's habit of ma-ki-ng up stories and holding conversations with imaginary persons, and I think from the very start my literaryambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility with words and a power of facing unpleasant facts, and I felt that this created a sort of private world in which I could get my own back for my failure in everyday life. Nevertheless the volume of serious — i.e. seriously intended — writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation.2015年专⼋真题参考答案改错部分（思版）1. grew 后加 up2. conscience 改成 consciousness3. soon 改成 sooner4. the 去掉5. disagreeing 改成 disagreeable6. imaginative 改成 imaginary7. literal 改成 literary8. in 去掉9. which 前加 in10. Therefore, 改成 Nevertheless原⽂出处：Why I Write by George OrwellFrom a very early age, perhaps the age of five or six, I knew that when I grew up I should be a writer. Between the ages of about seventeen and twenty-four I tried to abandon this idea, but I did so with the consciousnethat I was outraging my true nature and that sooner or later I should have to settle down and write books.I was the middle child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeable mannerisms which made me unpopular throughout my schooldays.I had the lonely child's habit of ma-ki-ng up stories and holding conversations with imaginary persons, and I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility with words and a power of facing unpleasant facts, and I felt that this created a sort of private world in which I could get my own back for my failure in everyday life. Neverthelethe volume of serious — i.e. seriously intended — writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation. I cannot remember anything about it except that it was about a tiger and the tiger had ‘chair-like teeth’ — a good enough phrase, but I fancy the poem was a plagiarism of Blake's ‘Tiger, Tiger’. At eleven, when the war or 1914-18 broke out, I wrote a patriotic poem which was printed in the local newspa-pe-r, as was another, two years later, on the death of Kitchener. From time to time, when I was a bit older, I wrote bad and usually unfinished ‘nature poems’ in the Georgian style. I also attempted a short story which was a ghastly failure. That was the total of the would-be serious work that I actually set down on pa-pe-r during all those years.However, throughout this time I did in a sense engage in literary activities. To begin with there was the made-to-order stuff which I produced quickly, easily and without much pleasure to myself. Apart from school work, I wrote vers d'occasion, semi-comic poems which I could turn out at what now seems to me astonishing speed — at fourteen I wrote a whole rhyming play, in imitation of Aristophanes, in about a week — and helped to edit a school magazines, both printed and in manuscript. These magazines were the most pitiful burlesque stuff that you could imagine, and I took far letrouble with them than I now would with the cheapest journalism. But side by side with all this, for fifteen years or more, I was carrying out a literary exercise of a quite different kind: this was the ma-ki-ng up of a continuous ‘story’ about myself, a sort of diary existing only in the mind. I believe this is a common habit of children and adolescents. As a very small child I used to imagine that I was, say, Robin Hood, and picture myself as the hero of thrilling adventures, but quite soon my ‘story’ ceased to be narcissistic in a crude way and became more and more a mere description of what I was doing and the things I saw. For minutes at a time this kind of thing would be runningthrough my head: ‘He pushed the door open and entered the room. A yellow beam of sunlight, filtering through the muslin curtains, slanted on to the table, where a match-box, half-open, lay beside the inkpot. With his right hand in his pocket he moved acroto the window. Down in the street a tortoiseshell cat was chasing a dead leaf’, etc. etc. This habit continued until I was about twenty-five, right through my non-literary years. Although I had to search, and did search, for the right words, I seemed to be ma-ki-ng this descriptive effort almost against my will, under a kind of compulsion from outside. The ‘story’ must, I suppose, have reflected the styles of the various writers I admired at different ages, but so far as I remember it always had the same meticulous descriptive quality.When I was about sixteen I suddenly discovered the joy of mere words, i.e. the sounds and associations of words. The lines from Paradise Lost —So hee with difficulty and labour hardMoved on: with difficulty and labour hee.which do not now seem to me so very wonderful, sent shivers down my backbone; and the spelling ‘hee’ for ‘he’ was an added pleasure. As for the need to describe things, I knew all about it already. So it is clear what kind of books I wanted to write, in so far as I could be said to want to write books at that time. I wanted to write enormous naturalistic novels with unhappy endings, full of detailed descriptions and arresting similes, and also full of purple passages in which words were used partly for the sake of their own sound. And in fact my first completed novel, Burmese Days, which I wrote when I was thirty but projected much earlier, is rather that kind of book.I give all this background information because I do not think one can assea writer's motives without knowing something of his early development. His subject matter will be determined by the age he lives in — at least this is true in tumultuous, revolutionary ages like our own — but before he ever begins to write he will have acquired an emotional attitude from which he will never completely escape. It is his job, no doubt, to discipline his temperament and avoid getting stuck at some immature stage, in some perverse mood; but if he escapes from his early influences altogether, he will have killed his impulse to write. Putting aside the need to earn a living, I think there are four great motives for writing, at any rate for writing prose. They exist in different degrees in every writer, and in any one writer the proportions will vary from time to time, according to the atmosphere in which he is living. They are:【2015专⼋真题】。
2015年河南专升本(英语)真题试卷(题后含答案及解析)
2015年河南专升本（英语）真题试卷(题后含答案及解析)题型有：1. V ocabulary and Structure 2. Reading Comprehension 3. Cloze 5. Translation 6. Writing 9. Error IdentificationV ocabulary and Structure1．Both the blue pink and the blue dresses are pretty but I like the______better.A．earlierB．beginnerC．formerD．first正确答案：C解析：由语境可知，此处是两种裙子的比较，选项中只有the former(前者)符合语境，代替前面的the blue pink dress。
earlier：更早，早前；beginner：初学者，新手；former: 前者；first：第一。
根据句意可知，选C。
2．He made a ______ to let all children learn English, but he soon found it impossible without an online course.A．confinementB．commitmentC．conceptionD．commission正确答案：B解析：make a commitment为固定搭配，意为“承诺，做出承诺”。
3．The people living in these apartments have free______to that swimming pool.A．accessB．excessC．excursionD．recreation正确答案：A解析：access：接近的机会，使用的权利，have access to：有权使用；excess：过量，过分；excursion：远足，游览；recreation：消遣，娱乐。
完整word版20002015年专八翻译真题与答案
完整word版20002015年专八翻译真题与答案2000年英语专业八级考试--翻译部分参考译文中国科技馆的诞生来之不易。
与国际著名科技馆和其他博物馆相比，它先天有些不足，后天也常缺乏营养，但是它成长的步伐却是坚实而有力的。
它在国际上已被公认为后起之秀。
世界上第一代博物馆属于自然博物馆，它是通过化石、标本等向人们介绍地球和各种生物的演化历史。
第二代属于工业技术博物馆，它所展示的是工业文明带来的各种阶段性结果。
这两代博物馆虽然起到了传播科学知识的作用，但是，它们把参观者当成了被动的旁观者。
世界上第三代博物馆是充满全新理念的博物馆。
在这里，观众可以自己去动手操作，自己细心体察。
这样，他们可以更贴近先进的科学技术，去探索科学技术的奥妙。
中国科技馆正是这样的博物馆!它汲取了国际上一些著名博物馆的长处，设计制作了力学、光学、电学、热学、声学、生物学等展品，展示了科学的原理和先进的科技成果。
参考译文The first generation of museums are what might be called natural museums which, by means of fossils, specimens and other objects, introduced to people the evolutionary history of the Earth and various kinds of organisms. The second generation are those of industrial technologies which presented the fruits achieved by industrial civilization at different stages of industrialization. Despite the fact that those two generations of museums helped to disseminate / propagate / spread scientific knowledge, they nevertheless treated visitors merely as passive viewers.The third generation of museums in the world are those replete with / full of wholly novel concepts / notions / ideas. In those museums, visitors are allowed to operate the exhibits with their own hands, to observe and to experience carefully. Bygetting closer to the advanced science and technologies in this way, people can probe into their secret mysteries.The China Museum of Science and Technology is precisely one of such museums. It has incorporated some of the most fascinating features of those museums with international reputation. Having designed and created exhibits in mechanics, optics, electrical science, thermology, acoustics, and biology, those exhibits demonstrate scientific principles and present the most advanced scientific and technological achievements.2001年英语专业八级考试--翻译部分参考译文C-E 乔羽的歌大家都熟悉。
2015年英语专八听力真题及听力原文
2015年英语专八听力真题SECTION A MINI-LECTUREIn this section,you will hear a mini-lecture.You willhear the lecture ONCE ONLY. While listening, takenotes on the important points. Your notes will not be marked, but you will need them tocomplete a gap-filling task after themini-lecture. When the lecture is over,you will be given twominutes to check your notes, and another ten minutes to complete the gap-filling task onANSWER SHEET ONE，using no more than three words in each gap. Make sure the word(s)you fill in is (are) both grammatically and semantically acceptable. You may refer to your noteswhile completing the task. Use the blank sheet for note-taking. Now listen to the mini-lecture.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer thequestions that follow. Mark the best answer to each question on ANSWER SHEET TWO.Questions 1 to 5 are based on an interview. At the end of the interview you will begiven 10 seconds to answer each of the following five questions.Now listen to the interview.1.Theresa thinks that the present government is ___________.A.doing what they have promised to schoolsB.creating opportunities for leading universitiesC.considering removing barriers for state school pupilsD.reducing opportunities for state school pupils2.What does Theresa see as a problem in secondary schools now?A.Universities are not working hard to accept state school pupils.B.The number of state pupils applying to Oxford fails to increase.C.The government has lowered state pupils' expectations.D.Leading universities are rejecting state school pupils.3.In Theresa's view, school freedom means that schools should____________.A.be given more funding from education authoritiesB.be given all the money and decide how to spend itC.be granted greater power to run themselvesD.be given more opportunities and choices4.According to Theresa, who decides or decide money for schools at the present?A.Local education authorities and the central government.B.Local education authorities and secondary schools together.C.Local education authorities only.D.The central government only.5.Throughout the talk, the interviewer does all the following EXCEPT____________A.asking for clarificationB.challenging the intervieweeC.supporting the intervieweeD.initiating topicsSECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY.Listen carefully and then answer the questions that follow. Mark the best answer to eachquestion on ANSWER SHEET TWO.Question 6 is based on the following news. At the end of the news item, you will begiven 10 seconds to answer the question.Now listen to the news.6.What is the main idea of the news item?A.Fewer people watch TV once a week.B.Smartphones and tablets have replaced TV.C.New technology has led to more family time.D.Bigger TV sets have attracted more people.Questions 7 and 8 are based on the following news. At the end of the news item, youwill be given 20 seconds to answer the questions. Now listen to the news.Now listen to the news.7.How many lawmakers voted for the marijuana legalization bill?A.50.B.12.C.46.D.18.8.The passing of the bill means that marijuana can be ____________.A.bought by people under 18B.made available to drug addictsC.provided by the governmentD.bought in drug storesQuestions 9 and 10 are based on the following news. At the end of the news item, youwill be given 20 seconds to answer the questions.Now listen to the news.9.What did the review of global data reveal?A.Diarrhea is a common disease.B.Good sanitation led to increase in height.C.There were many problems of poor sanitation.D.African children live in worse sanitary conditions.10.The purpose of Dr Alan Dangour's study was most likely to___________.A.examine links between sanitation and death from illnessB.look into factors affecting the growth of childrenC.investigate how to tackle symptoms like diarrheaD.review and compare conditions in different countries2015年英语专八听力原文Part 1, Listening ComprehensionSECTION A MINI-LECTUREUnderstanding Academic LecturesGood morning, everybody.Now at the university you, as students, are often called on to perform many types of listeningtasks: listening in a group discussion, listening to a teacher on a one-to-one basis, andlistening to academic lectures.So what I'm going to talk about today is what a listener needs to be able to do in order tocomprehend an academic lecture efficiently.OK. What do you need to do in order to understand the lecture?Now there are four things that I'm going to talk about.The first thing is that you need to be aware of all of the parts of the language that carrymeaning.You all know that words carry meaning.So you've got to be aware of the vocabulary of the language, but there are some otherfeatures.For one thing, you need to be aware of stress.Let me give you an example."I went to the bar.""I went to the bar."It makes a difference.In the second example, I'm stressing the fact that it was me and not someone else so that thismeans stress has some meaning.Now the next thing you might want to listen for is intonation.For example, if I say "He came." "He came?"There are two different meanings.One is a statement, the other one is a question.And another thing you need to listen for is rhythm.For instance, "Can you see, Mary?" VS "Can you see Mary?" Dadadadada. Dadadadada.Those two mean something different.In the first one, they are talking directly to Mary, while the second one means"Can you see Mary over there?"Now the next thing you must do when you listen is that you need to add information that thelecturer expects you to add.All lecturers assume that they share some information with their audience and that theiraudience does not need them to explain every word.And listeners have an ability to add this information due to two sources of information.That is: 1) their knowledge of a particular subject; and 2) their knowledge or experience ofthe world.So remember, listening is not a matter of just absorbing the speaker's words - the listener hasto do more than that.The listener is not a tape recorder, absorbing the speaker's words and putting them into his orher brain.Rather, listening involves hearing the speaker's words and reinterpreting them, addinginformation if necessary.So the meaning is not in the word alone, rather it is in the person who uses it or responds to itso that the second thing that a listener must do - add information that the lecturer assumesthat they share.OK. The third thing that a listener needs to do, and this is to me the most important thing ofall, and that's to predict as you listen.Now let me give you two reasons why you have to predict.For one thing, if you predict it helps you overcome noise.What do I mean by noise?Maybe there's noise outside and you can't hear me.Maybe you're in the back of the room and you can't hear all that well.Maybe the microphone doesn't work.Maybe there's noise inside your head.By that I mean maybe you're thinking of something else.And then all of a sudden, you'll remember "Oh, I've got to listen."By being able to predict during the lecture, you can just keep listening to the lecture and notlose the idea of what's going on.So predicting is important to help you overcome outside noise and inside noise.And another reason that predicting is important is because it saves you time.Now when you listen you need time to think about the information, relate it to old ideas, takenotes, and if you're only keeping up with what I'm saying or what the lecturer's saying, youhave no time to do that.And I'll bet a lot of you are having that problem right now because it's so hard just to followeverything I'm saying that you don't have time to note down ideas.So predicting saves you time.If you can guess what I'm going to say, you're able to take notes, you're able to think, youhave more time.OK? And there are two types of predictions that you can make: predictions of content andpredictions of organization.Let me give you an example in terms of content.If you hear the words "Because he loved to cook, his favorite room w as…" what would youexpect?Kitchen. You can guess this because you know people cook in the kitchen.OK? And you can also predict organization.So if I was going to tell you a story, you expect me to tell you why the story is important, giveyou a setting for the story.So you have expectations of what the speaker is going to talk about and how the speaker willorganize his or her words.Now let's come to the last thing a listener must do: the listener must evaluate as he or she islistening, decide what's important, what's not, decide how something relates to something else.OK? There are again two reasons for this.The first one is evaluating helps you to decide what to take notes about, what's important towrite down, what's not important to write down.And the second reason is that evaluating helps you to keep information.Studies have shown that we retain more information if ideas are connected to one anotherrather than just individually remembered.So for example, if I give you five ideas that are not related to one another, that's much moredifficult to remember than five ideas that are related.So you can see evaluating helps you to remember information better because it connects ideasto one another.OK. From what I've said so far, you can see there's a lot involvedin listening to lectures -language awareness, adding information, making predictions and evaluations.I hope these will be useful to you in lecture comprehension.SECTION B INTERVIEWNow both the government and the opposition partyagreed that state schools are not good enough.And the Opposition is coming up with somenew proposals of their own to improve them. But is their approach really all that different fromthe government's? Today we have Theresa May, the shadow education secretary from theOpposition with us on the radio show.M: Good afternoon, Theresa.W: Good afternoon.M: Can I remind you of what John Major said only a few years ago when he was Prime Minister?He said we should give people opportunity and choice. "We don't mean some people. I meaneveryone, opportunity for all." Well, that is precisely what the present government is saying,opportunity for all.W: The hallmark of this government is that what they say and what they actually do is alwaysdifferent. And that's no different in education. What we see from the present government isthat they may talk about opportunity for all, they may talk about choice, but actually they arecutting opportunity and reducing choice. And what I think is most damaging is that actuallythey are giving a message "Don't bother. If you are from a state school, there are barriers tobe put in your place." But this is far from the truth. Universities have been doing a very greatdeal to encourage state school pupils to apply. The point is that we still haven't got enoughstate school pupils applying to our leading universities.M: But your government had 18 years to get more of them into Oxbridge.W: And indeed we increased the number of young people in this country going to university,from one in eight to one in three. The number of state pupils being accepted by Oxford andCambridge and other leading universities, the proportion of state pupils has actually increased.But there is a problem in many of our secondary schools - of expectations. And it is thepresent government that has been leveling down expectations rather than raising them.M: But I was talking about pupils from state schools going to the so-called elite universities.That didn't go up during your time.W: The number from the state schools who are going to leading universities has increased overthe years. But there's still an issue aboutensuring the pupils from our state schools apply togoing to the universities. And if you look at the Oxford figures, for example, you see that thepercentage of students applying to Oxford from the state schools is about onepercent,whereas from the private schools it's over 4.5 percent, so that you know that's the problem.It's expectations in the state system that have been driven down by this government over theyears.M: But again you had the opportunity to do that as well. I mean to get more children fromstate schools into those leading universities and it didn't happen.W: We have been getting more children from state schools into the leading universities and theuniversities have been working very hard at doing that. But I think there's going to be a realproblem in the short term as a result of what the present government has been doing, becausethey have been giving a message that there are barriers there. And we've seen it today. Thereare reports already that Cambridge have been finding state school pupils ringing up and sayingthat they are not going to bother to apply now. That's the real damage the government hasbeen doing. Far from opening opportunities, they are actually closing down opportunities.M: Well, they'd argue with that of course. And what they would say is "one of the things wewant to do is improve the standard of our schools". Now one of the ways they want to do it isto give the schools the opportunity to run themselves more completely than they are doing atthe moment. To give schools more powers, exactly the same as you. You made a speech lastnight laying out the way you see the education system changing in this country. I see nodifference here at all between you and them.W: There's a very great deal of difference actually. The present government talks aboutfreedom for schools. It talks about getting money into schools. But if you look in the detail ofwhat they are proposing, the reality is very different. We genuinely want to make schools freeand give them the freedom to have all of the money to spend on what is going on in theirschools.M: All of it?W: Well, the government say in the future 85 pence in the pound will go to the schools. I wantto make sure that every pound spent on schools is a pound spent in schools. I think schoolsshould have the money and have the power to decide how to spend it because they know bestwhat's in the interest of their pupils.M: Right. So the answer to my question was "Yes. All of that money will go to the schools", wasit?W: I want to see every pound spent on schools.M: Well, you say all of the money being spent in schools going into the schools. Fine. But whatdoes it mean in practice? Does it mean, I repeat the question, that all of that money, all of it,will go to the schools?W: What it means is that all that money at the moment that is being spent on the schoolsshould be spent in the schools rather than, - M: And on local? -rather than money that issupposed to be spent on schools but is being held back in bureaucracy.M: So at the moment a certain amount of money goes to schools. A certain amount of moneygoes to local education authorities. Are you saying that in future no money will go to localeducation authorities but all of the money will go to the schools. I mean that's a verystraightforward question, isn't it?W: At the moment what happens is that money goes to local education authorities and theydecide how much money is then going to be spent on the schools. Money's held back at thoseeducation authorities and is held back initially at central government as well for them to decidehow it should be spent.I want that money to be actually in the schools for the schools todecide how it should be spent.M: OK. Thank you very much, Theresa, for talking to us on the program.W: Pleasure.SECTION C NEWS BROADCASTNews 1:A media research study said that 91% of adults inBritain watched their main TV set once a week - up from 88% in 2002. It said the popularity ofsmartphones and tablets was taking teens out of bedrooms back into family rooms. Far fromtechnology pulling family time apart, it said, the huge growth in mobile was actually having theopposite effect. Family members are being brought together just as they were in the 1950swhen a TV was likely to be a home's only screen. There are a number of factors for this. Peopleare now watching on much bigger, better television sets. But also, there's the rise of connecteddevices, such as a smartphone or tablet. People are coming into the living room today clutchingthose devices. They offer a range of opportunities to do things while watching television.News 2:Uruguay's lower house passed a marijuana legalization bill Wednesday, bringing the SouthAmerican nation one step closer to becoming the first to legally regulate production,distribution and sale of the drug. After more than 12 hours of debate, the bill garnered the 50votes it needed to pass in the House of Representatives. Forty-six lawmakers voted against thebill. Uruguay's President has said he backs the bill, which would allow marijuana to be sold inpharmacies and create a registry of those who buy it. Only those 18 and older would be allowedto purchase the drug. Critics of the measure have said it promotes drug addiction.Supporters of the measure have said it will fight criminal drug trafficking and marks a turningpoint and could influence other Latin American nations to take a similar approach.News 3:Access to clean water and soap not only improves hygiene but may boost growth in youngchildren, research suggests. A review of global data found evidence of a small increase inheight - about 0.5cm - in under-fives living in households with good sanitation. The studiestook place in Bangladesh, Ethiopia, Nigeria, Chile, Guatemala, Pakistan, Nepal, South Africa,Kenya and Cambodia. Dr. Alan Dangour, a public health nutritionist who led the studies, saidproviding clean water, sanitation and hygiene is an effective way to reduce deaths fromsymptoms such as diarrhea. "What we've found by bringing together all of the evidence for thefirst time is that there is a suggestion that these interventions improve the growth of childrenand that's very important," he told BBC News. He said there is a clear link between dirty water,diarrhea and poor growth outcomes, because repeated illnesses in early childhood can affectgrowth.。
2017年专业英语八级真题试卷(题后含答案及解析)
2017年专业英语八级真题试卷(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：The Modes of Language Good morning, everyone! In our last lecture, I was talking about language as part of our semiotic system, and today I am going to move onto another topic. That is, the modes of language. As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. Well, you know that there is also a third mode, which is not that frequently used as speech and writing. The third mode is called signing, which is used by deaf people. But in today’s lecture we will just focus on speech and writing, and specific features of these two modes. In linguistics, it is commonly noted that speech is primary and writing secondary. Linguists take this position because all languages are spoken, except those dead languages such as Latin, which is only existing in written form All children will naturally acquire the spoken version of a language if they are exposed to it They acquire the spoken form of their mother tongue during the formative period of language acquisition. However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we may call speech “primary” and writing “secondary”. It implies that writing has a second-class status when compared with speech. In fact, it is more accurate to view the two modes as having different but complementary roles. For instance, in most legal systems, while an oral contract is legally binding, a written contract is preferred. The reason is simple: unlike speech, writing provides a permanent record of the contract. Thus, if the terms of the contract are disputed, the written record of the contract can be consulted and interpreted. Disputes over an oral contract will involve one person’s recollection of the contract versus another person’s. While, writing may be the preferred mode for a contract, in many other contexts, speech will be more appropriate. Because the most common type of speech —face-to-face conversations —is highly interactive, this mode is well suited to many social contexts: such as casual conversations over lunch, business transactions in a grocery store, discussions between students and teachers in a classroom. And in these contexts, interactive dialogues have many advantages over writing. For instance, individuals engaged in conversation can ask for immediate clarification if there is aquestion about something said: in a letter to a friend, in contrast, such immediacy is lacking. When speaking to one another, speakers are face to face and can therefore see how individuals react to what is said. On the other hand, writing creates distance between writer and reader, preventing the writer from getting any immediate reaction from the reader. Speech is oral, thus making it possible to use intonation to emphasize words or phrases and express emotion. Of course, one might say that writing has punctuation: well, it can express only a small proportion of the features that intonation has. Because speech is created “on-line,” it is produced quickly and easily. This may result in many “ungrammatical”constructions, but rarely do these rough sentences cause miscommunications. You know, if there is a misunderstanding, it can be easily corrected. On the contrary, writing is much more deliberate. It requires planning, editing and thus taking much more time to produce on the part of the writer. Because of all of these characteristics of writing, if an individual desires a casual, intimate encounter with a friend, he or she is more likely to meet personally than write a letter. In this case, writing a letter to a friend might turn out to be too formal. Of course, in today’s world, the highly developed technology has made such encounters possible with “instant messaging”, over a computer or a smartphone. And if someone wishes to have such an encounter with a friend living many miles away, then this kind of on-line written “chat”can mimic a face-to-face conversation. But because such conversations are a hybrid of speech and writing, they still lack the intimacy and immediacy of a face-to-face conversation. While speech and writing are often viewed as discrete modes, it is important for us to note that there is a continuum between speech and writing. While speech is in general more interactive than writing, various kinds of spoken and written English display various degrees of interactivity. For instance, various linguistic markers of interactive discourse such as first and second person pronouns, contractions, and private verbs such as think and feel, occurred very frequently in telephone and face-to-face conversations but less frequently in spontaneous speeches, interviews, and broadcasts. In addition, some kinds of writing, such as academic prose and official documents, exhibited few markers of interactive discourse, but other kinds of written texts, particularly personal letters, ranked higher on the scale of interactivity than many of the spoken texts. In other words, how language is structured depends less on whether it is spoken or written but more on how it is being used. For example, a personal letter, even though it is written, will contain linguistic features marking interactivity because the writer of a letter wishes to interact with the receiver of the letter. On the other hand, in an interview, the goal is not to interact necessarily but to get information from the person being interviewed. Therefore, though interviews are spoken, they have fewer markers of interactivity and contain more features typically associated with written texts. OK, to sum up, we have been dealing with the modes of language in today’s lecture. The two most frequently used modes are speech and writing. As two different modes of language, speech and writing, have their own characteristics. Speech is a preferred mode in many social contexts while interactivity is needed. Of course, when a formal, stable record is preferred, writing should be an appropriate mode. Finally, I have also emphasized that there is a continuum between speech and writing. In the followinglecture, we will concentrate on the linguistic structure of language. Thank you.The Modes of LanguageThree modes of language speech writing 【T1】______【T1】______Speech and writing speech is considered【T2】______ because【T2】______—all languages are spoken—children acquire spoken language first—【T3】______ requires reading and writing【T3】______ speech and writing have【T4】______ roles【T4】______—legal contracts are written for- providing permanent records-【T5】______disputes over oral contracts【T5】______ speech is more appropriate in【T6】______【T6】______—face-to-face casual conversations —business transactions in stores—discussions in a classroom 【T7】______of speech and writing【T7】______—immediate clarification in speech—visible【T8】______in conversation【T8】______—sense of【T9】______in writing【T9】______—use of intonation to express【T10】______【T10】______—writing seen to be more【T11】______【T11】______—lack of【T12】______ in on-line written “chat”【T12】______ 【T13】______ between speech and writing【T13】______—linguistic markers of interactivity vary with【T14】______【T14】______—how language is structured depends more on【T15】______【T15】______ConclusionAs two different modes of language, speech and writing have their own characteristics.1．【T1】正确答案：signing解析：讲座开篇部分提到了语言的三种模式(mode)，除口语(speech)和书面语(writing)外就是失聪人士用的“手语”(signing)。
2015年TEM8真题答案及试卷
2015 TEM8（考前）届时见评论！听力A1.of the parts of the language that carries means2.vocabulary3.tone4.having the ability to add the information5.particular subject6.knowledge or experience7.rei nterpreting8.predict as you listen9.two types of predicting 10.importance听力B1.D.reducing2.C the government3.B,all the money4.B together5.D initieting6. A fewer7.C 468.C provided9.C there 10.B look into阅读：11 C they change12 D to see the effect13 B to provide14 A real15 B her16 A resignation17 C straight18 D twist's19 C gratitude20 B a very21 C operations22 B dangerous23 B spouting24 B reluctant25 D a comic26 D design27 B urban landscape28 B it has29 A incorporate30 C scientific改错1 looked-looking2 she后加had3第二个a去掉4it去掉5polite-politely6which-that7specially-especially 8this-it9continually-often10mend -narrow常识：31 A the conservative32 B slave lake33 B six34 D aborigines35 A Robert36 A ted37 C Herman38 C conceptual39 D ellipsis40 C p汉译英 Camellia. whose nature flowering is in December to the next April,is mainly is red series,and also yellow and white series, etc。
2015年英语专业八级真题及解析
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
10. A All of the money goes to schools. B. All of the money goes · to local education authorities.
C. Some of the money goes to schools.
D. Some of the money goes to colleges and universities.
You have THIRTY seconds to preview the questions. Now listen to Part One of the interview. Questions 1 to 5 are based on Part One of the interview. 1. A. . Doing what they have promised to schools. B. Creating opportunities for leading universities. C. Considering removing barriers for state school pupils. D. Reducing opportunities for state school pupils. 2. A. Universities are not working hard to accept state school pupils. B. The number of state pupils applying to Oxford fails to increase. C. The government has lowered state pupils' expectations. D. Leading universities are rejecting state school pupils. 3. A. State schools discourage applying to Oxford. 、 B. State system in secondary education needs improvement. C. Oxford has a preference for private school students. D. Private school pupils work harder than state school pupils. 4. A. Encouraging state pupils to go to Oxbridge. B. Encouraging Oxbridge to recruit more students. C. Raising expectations in the state system. D. Getting more young people into universities. 5. A. The number of state school pupils going to elite universities. B. The government's deficient policy on college enrolment. C. The numbers of state school children enrolled in Oxbridge. D. State school pupils' expectations of going to leading universities.
专业英语八级阅读理解专项强化真题试卷1(题后含答案及解析)
专业英语八级阅读理解专项强化真题试卷1(题后含答案及解析) 题型有：1.(1)Some of the advantages of bilingualism include better performance at tasks involving “ executive function”(which involves the brain’s ability to plan and prioritize), better defense against dementia in old age and—the obvious—the ability to speak a second language. One purported advantage was not mentioned, though. Many multilinguals report different personalities, or even different worldviews, when they speak their different languages. (2)It’s an exciting notion, the idea that one’s very self could be broadened by the mastery of two or more languages. In obvious ways(exposure to new friends, literature and so forth)the self really is broadened. Yet it is different to claim—as many people do—to have a different personality when using a different language. A former Economist colleague, for example, reported being ruder in Hebrew than in English. So what is going on here? (3)Benjamin Lee Whorf, an American linguist who died in 1941, held that each language encodes a worldview that significantly influences its speakers. Often called “Whorfianism”, this idea has its sceptics, but there are still good reasons to believe language shapes thought. (4)This influence is not necessarily linked to the vocabulary or grammar of a second language. Significantly, most people are not symmetrically bilingual. Many have learned one language at home from parents, and another later in life, usually at school. So bilinguals usually have different strengths and weaknesses in their different languages—and they are not always best in their first language. For example, when tested in a foreign language, people are less likely to fall into a cognitive trap(answering a test question with an obvious-seeming but wrong answer)than when tested in their native language. In part this is because working in a second language slows down the thinking. No wonder people feel different when speaking them. And no wonder they feel looser, more spontaneous, perhaps more assertive or funnier or blunter, in the language they were reared in from childhood.(5)What of “crib” bilinguals, raised in two languages? Even they do not usually have perfectly symmetrical competence in their two languages. But even for a speaker whose two languages are very nearly the same in ability, there is another big reason that person will feel different in the two languages. This is because there is an important distinction between bilingualism and biculturalism. (6)Many bilinguals are not bicultural. But some are. And of those bicultural bilinguals, we should be little surprised that they feel different in their two languages. Experiments in psychology have shown the power of “priming”—small unnoticed factors that can affect behavior in big ways. Asking people to tell a happy story, for example, will put them in a better mood. The choice between two languages is a huge prime. Speaking Spanish rather than English, for a bilingual and bicultural Puerto Rican in New York, might conjure feelings of family and home. Switching to English might prime the same person to think of school and work. (7)So there are two very good reasons(asymmetricalability, and priming)that make people feel different speaking their different languages. We are still left with a third kind of argument, though. An economist recently interviewed here at Prospero, Athanasia Chalari, said for example that: Greeks are very loud and they interrupt each other very often. The reason for that is the Greek grammar and syntax. When Greeks talk they begin their sentences with verbs and the form of the verb includes a lot of information so you already know what they are talking about after the first word and can interrupt more easily. (8)Is there something intrinsic to the Greek language that encourages Greeks to interrupt? People seem to enjoy telling tales about their languages’ inherent properties, and how they influence their speakers. A group of French intellectual worthies once proposed, rather self-flatteringly, that French be the sole legal language of the EU, because of its supposedly unmatchable rigor and precision. Some Germans believe that frequently putting the verb at the end of a sentence makes the language especially logical. But language myths are not always self-flattering: many speakers think their languages are unusually illogical or difficult—witness the plethora of books along the lines of “ Only in English do you park on a driveway and drive on a parkway: English must be the craziest language in the world!”We also see some unsurprising overlap with national stereotypes and self-stereotypes: French, rigorous: German, logical: English, playful. Of course. (9)In this case, Ms Chalari, a scholar, at least proposed a specific and plausible line of causation from grammar to personality: in Greek, the verb comes first, and it carries a lot of information, hence easy interrupting. The problem is that many unrelated languages all around the world put the verb at the beginning of sentences. Many languages all around the world are heavily inflected, encoding lots of information in verbs. It would be a striking finding if all of these unrelated languages had speakers more prone to interrupting each other. Welsh, for example, is also both verb-first and about as heavily inflected as Greek, but the Welsh are not known as pushy conversationalists.1．According to the author, which of the following advantages of bilingualism is commonly accepted?A．Personality improvement.B．Better task performance.C．Change of worldviews.D．Avoidance of old-age disease.正确答案：B解析：细节理解题。
2007年专业英语八级真题试卷(题后含答案及解析)
2007年专业英语八级真题试卷(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.What Can We Learn from Art? Ⅰ. Introduction A. Differences between general history and art history —Focus: —general history: 【1】______ —art history: political values, emotions, everyday life, etc. B. Significance of study More information and better understanding of human society and civilization. Ⅱ. Types of information A. Information in history book is 【2】______ —facts, but no opinions B. Information in art history is subjective —【3】______ and opinions e.g.—Spanish painters’ works: misuse of governmental power —Mexican mists’ works: attitudes towards social problems Ⅲ.. Art as a reflection of religious beliefs A. Europe: 【4】______ in pictures in churches B. Middle East: pictures of flowers and patterns in mosques, palaces Reason: human and 【5】_____ are not seen as holy C. Africa and the Pacific Islands: Masks, headdresses and costumes in special ceremonies Purpose: to seek the help of 【6】______ to protect crops, animals and people Ⅳ. Perceptions of Art How people see art is related to their cultural background A. Europeans and Americans —【7】______ —expression of ideas B. People in other places —part of everyday life —【8】______ use Ⅴ. Art as a reflection of social changes A. Cause of changes: 【9】______ of different cultures B. Changes —tribal people: effects of 【10】______ on art forms —European artists: influence of African traditional art in their works —American and Canadian artists: study of Japanese painting1．【1】正确答案：politics, economics, wax2．【2】正确答案：objective3．【3】正确答案：personal emotions4．【4】正确答案：the Bible5．【5】正确答案：animals6．【6】正确答案：God7．【7】正确答案：decorations8．【8】正确答案：practical9．【9】正确答案：reflection10．【10】正确答案：internationalizationSECTION 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：Interviewer: Nigel Lynch is editor of Business Travel Weekly. Nigel, thanks for being on the show. Now what kind of problems do airline passengers face nowadays?Nigel: Well, most of the problems are caused by the heavy volume traffic. You know, all airports have a limit to the number of takeoffs and landings they can handle.Interviewer: So what seems to be the problem?Nigel: All flights from a busyairport arrive and leave at more or less the same time. If60 aircraft are scheduled to take off between 5: 00 pm and 5: 15, and the airport can only handle 120 an hour that means some will always be late landing or taking off. And if the weather is bad, you can imagine what the situation is like. So passengers have to be loaded into each plane and then the planes have to line up to take off.Interviewer: So, waiting in a line until you are on the plane is quite common.Nigel: Certainly. And another problem that’s very common is overbooking. Quite often, you hear an announcement on the airport loudspeakers “We have oversold on this flight and we’d like volunteers to go on to next flight out.” ff you decide to volunteer, you may get a cash bribe, or a free trip voucher, but make sure you get a guaranteed seat on the next flight and a free phone call to whoever is meeting you on the other end. And worse still, you arrived with a confirmed reservation and you discover you’ve been bumped off the flight.Interviewer: Presumably, if you choose to travel that off-peak times, there were few problems.Nigel: Well, there are no off-peak times —all flights seemed to be full except Saturday. I don’t quite understand why this is so. You know, if there is a public holiday, things are likely to be a specially busy. The special fare systems on the airlines’computers encourage more people to fly on less popular fights and this means that ms a result of all flights are equally full.Interviewer: So, what advice would you give to business ‘travelers?Nigel: I’d say, avoid bigger airport as you can. The mason is that there are too many flights them. Then remember not to check your baggage if you can help it. Another thing is, be prepared for delays —take something to eat and drink in your hand luggage.Interviewer: Nigel, what kind of mistake do inexperience travelers make?Nigel: The first mistake business travelers make is to take far too much luggage. Remember, take only carry-on luggage. Because at most airports, you can get away with toe small bags.Interviewer: Oh, I see.Nigel: Another mistake people make is to think that you have to pay full price for air tickets. You should find out about the different ticket options. For example, an RTW fare can save up to 40% on normal fare.Interviewer: Excuse me, what is RTW?Nigel: Round the world. For example, if you going to Australia from the USA, you could go out via Singapore and come back via North America. And another way to save money, is to see if a ticket to a destination beyond this cheaper. For example, a ticket from Amsterdam, from London to New York may be cheaper than long strip from London to New York.Interviewer: En, that’s very useful information.Nigel: And another mistake is to go away for too long. Most people’s efficiency and energy start to fall off after two weeks away. So my advice is keep your trip short. Only go off for two weeks and never for longer than three. Another point is don’t expect everything to go according to plan. You need to learn to expect the unexpected, there may be a typhoon in summer or your taxi may break down on the way to the airport. In other words, don’t be optimistic about , plans, and don’t schedule important meetings toe closely together, you need to allow time for delays and breakdowns.Interviewer: Yeah, this is something travelers have to remember when they plan the trips.Nigel: And another thing, get to know a good travel agent and make sure he gives you the best possible service. Take discount for example, a good travel agent can get first -lass tickets for the price of business-class. This is because he does enough volumebusiness and he can get discount with airlines on his own behalf. He should pass them on to you, so make sure he indeed does.Interviewer: I think the worst part of a trip is having to travel overnight, it would be stuck for a weekend or some dreadful place. Are there any ways of avoiding that’?Nigel: Yes. A weekend break or a stuff over in a more relaxing or lively place is often available at special cheap weekend way. Various airlines and hotel chains offer these and it is always more pleasant to stay the night in the hotel than on the plane, even if you travel business class.Interviewer: Yes. Okay, thank you Nigel for all the useful information and advice.Nigel: Pleasure.11．According to Nigel, most problems of air travel are caused by ______.A．unfavorable weather conditionsB．airports handling capacityC．inadequate ticketing serviceD．overbooking正确答案：B12．Which of the following is not mentioned as compensation for volunteers for the next fight out?A．Free ticket.B．Free phone call.C．Cash rewardD．Seat reservation.正确答案：C13．Why does Nigel suggest that business travelers avoid big airports?A．Because all flights in and out of there are full.B．Because the volume of traffic is heavy.C．Because there are more popular flights.D．Because there are more delays and cancellations.正确答案：B14．According to Nigel, inexperience travelers are likely to make the following mistakes except ______.A．booking on less popular flightsB．buying tickets at full priceC．carrying excessive luggageD．planning long business trips正确答案：D15．Which of the following statements is INCORRECT?A．The possibility of discounts depends on a travel agent’s volume of business.B．Longer flights to the same destination maybe cheaper.C．It is advisable to plan every detail of a trip in advance.D．Arranging for stopovers can avoid overnight travel.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 death toll rose to 74 on Tuesday in Japan’s deadly rail crash in decades. As crews pulled more victims from the wreckage. Investigators focused on whether excessive speed or the drivers inexperience had caused the train to derail, and slam into an apartment building. The seven-car commuter train carrying 580 passengers left the rails Monday morning near Amagasaki, a suburb of Osaka about 250 miles west of Tokyo. It injured more than 440 people.16．What happened on Monday?A．A train crash occurred causing minor injuries.B．Investigator found out the cause of the accident.C．Crews rescued more passengers from the site.D．A commuter train crashed into a building.正确答案：D听力原文：Twenty of the world’s top economies premised to help the rock lower its debt and help to restart the global trade talks after a two-day meeting in Mexico on Monday. Officials from the Group of 20 —G20 nations also discussed the possibility of sectioning countries that refused to cooperate in the fight against terrorism. Possible sections were not outlined at the meeting. In the declaration released at the end of the meeting. Ministers called on world trade organization —WTO members to restart the trade talks that clasped in Kankoo last month. Nations must quickly reenergize the negotiation process recognizing that flexibility and political will from all are urgently needed, it said. G20 ministers also talked about the possibility of creating a voluntary code of conduct to govern the negotiations between creditors and countries on the verge of defaulting debt. The code would outline the steps that should be taken to prevent a financial crisis. Created in 1999 to avoid financial disasters and to keep the global economies stable, the G20 is made up of the European Union and 19 other countries including Australia, Brazil, China, Japan and the US.17．Which of the following was NOT on the agenda of the G20 meeting?A．Iraq debts.B．WTO talks.C．Financial disasters.D．Possible sanctions.正确答案：C18．The G20 is a(n) ______ organization.A．InternationalB．EuropeanC．RegionalD．Asian正确答案：A听力原文：The United Nations celebrated the 60th anniversary of its Charter on Monday with speakers addressing the UN General Assembly. UN secretary general Kofi Annan said the UN had both successes and failures in carrying out the pledges of the Charter. The UN Charter is a constituent of the organization. It was signed in San Francisco on June 26, 1945 by the 50 original member countries. It took effect on October 24, 1945 after being approved by the five founding members, China, France, the Soviet Union, United Kingdom and the United States. And the majority of the other counties that signed the Charter. The Charter is constitutional trading, all countries signed it are bounded by its articles. It states the Charter comes first, above all other treaties. Its main purposes include the prevention of new conflicts, building peace and protecting human rights and social progress. The most important chapters are those dealing with enforcement powers of UN bodies. Their describe, for example the security councils power to investigate and mediate disputes. They also describe its power to authorize economic, diplomatic and military sections as well as the use of military force to resolve the disputes. The UN late last year review the proposal to overhaul the reorganization including the security council. This could be the most comprehensive UN reform since its foundation.19．The UN Charter went into effect after ______.A．it was signed by the 50 original member countriesB．it was approved by the founders and other member countriesC．it was approved by the founding membersD．it was signed by the founding members正确答案：C20．Which of the following best describe the role of the charter?A．The Charter only describes powers of the UN bodies.B．The Charter mainly aims to promote world economy.C．The charter is a treaty above all other treaties.D．The charter authorizes reforms in UN bodies.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.The Welsh language has always been the ultimate marker of Welsh identity, but a generation ago it looked as if Welsh would go the way of Manx, once widely spoken on the isle of Man but now extinct. Government financing and central planning, however, have helped reverse the decline of Welsh. Road signs and official public documents are written in both Welsh and English, and schoolchildren are required to learn both languages. Welsh is now one of the most successful of Europe’s regional languages, spoken by more than a half-million of the country’s three million people. The revival of the language, particularly among young people, is part of a resurgence of national identity sweeping through this small, proud nation. Last month Wales marked the second anniversary of the opening of the National Assembly, the first parliament to be convened here since 1404. The idea behind devolution was to restore the balance within the union of nations making up the United Kingdom. With most of the people and wealth, England has always had bragging rights. The partial transfer of legislative powers from Westminster, implemented by Tony Blair, was designed to give the other members of the club —Scotland, Northern Ireland, and Wales —a bigger say and to counter centrifugal forces that seemed to threaten the very idea of the union. The Welsh showed little enthusiasm for devolution. Whereas the Scots voted overwhelmingly for a parliament, the vote for a Welsh assembly scraped through by less than one percent on a turnout of less than 25 percent. Its powers were proportionately limited. The Assembly can decide how money from Westminster or the European Union is spent. It cannot, unlike its counterpart in Edinburgh, enact laws. But now that it is here, the Welsh are growing to like their Assembly. Many people would like it to have more powers. Its importance as figurehead will grow with the opening in 2003, of a new debating chamber, one of many new buildings that are transforming Cardiff from a decaying seaport into a Baltimore-style waterfront city. Meanwhile a grant of nearly two million dollars from the European Union will tackle poverty. Wales is one of the poorest regions in Western Europe —only Spain, Portugal, and Greece have a lower standard of living. Newspapers and magazines are filled with stories about great Welsh men and women, boosting self- esteem. To familiar faces, such as Dylan Thomas and Richard Burton have been added new icons such as Catherine Zeta-Jones, the movie star, mad Bryn Terfel, the opera singer. Indigenous foods like salt marsh lamb are in vogue. And Wales now boasts a national airline. Awyr Cymm. Cymru, which means “land of compatriots,” is the Welsh name for Wales. The red dragon, the nation’s symbol since the time of King Arthur, is everywhere -- on T-shirts, rugby jerseys and even cell phone covers. “Until very recent times most Welsh people had this feeling of being second-class citizens,”said Dyfan Jones, an 18-year-old student. It was a warm summer night, and I was sitting on the grass with a group ofyoung people in Llanelli, an industrial town in the south, outside the rock music venue of the National Eisteddfod, Wales’s annual cultural festival. The disused factory in front of us echoed to the sounds of new Welsh bands. “There was almost a genetic tendency for lack of confidence,” Dyfan continued. Equally comfortable in his Welshness as in his membership in the English-speaking, global youth culture and the new federal Europe, Dyfan, like the rest of his generation, is growing up with a sense of possibility unimaginable ten years ago. “We used to think. We can’t do anything, we’re only Welsh. Now 1 think that’s changing.”21．According to the passage, devolution was mainly meant to ______.A．maintain the present status among the nationsB．reduce legislative powers of EnglandC．create a better state of equality among the nationsD．grant more say to all the nations in the union正确答案：C解析：本题为语义题。
2015年专业英语八级真题试卷(题后含答案及解析)
2015年专业英语八级真题试卷(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：Understanding Academic Lectures Good morning, everybody. Now, at the university, you, as students, are often called on to perform many types of listening tasks, listening in a group discussion, listening to a teacher on a one-to-one basis, and listening to academic lectures. So, what I’m going to talk about today is what a listener needs to be able to do in order to comprehend an academic lecture efficiently. OK. What do you need to do in order to understand the lecture? Now, there are four things that I’m going to talk about. (1)The first thing is that you need to be aware of all of the parts of the language that carry meaning. You all know that words carry meaning. So you’ve got to be aware of the vocabulary of the language.(2)But there are some other features. For one thing, you need to be aware of stress. Let me give you an example: I went to the bar. I went to the bar. It makes a difference. In the second example, I’m stressing the fact that it was me and not someone else. So that this means stress has some meaning. Now the next thing you might want to listen for is intonation. For example, if I say “He came. ““He came?” There are two different meanings. One is a statement: the other one is a question.(3)And another thing you need to listen for is rhythm. For instance, “Can you see, Mary?” versus “Can you see Mary?” da-da-Da-da-da, da-da-da-Da-da. Those two mean something different. In the first one, they’re talking directly to Mary while the second one means “Can you see Mary, over there?”Now the next thing you must do when you listen is that you need to add information that the lecturer expects you to add. All lecturers assume that they share some information with their audience and that their audience does not need them to explain every word.(4/5/6)And listeners have an ability to add this information due to two sources of information, that is, one, their knowledge of a particular subject, and two, their knowledge or experience of the world. So remember, listening is not a matter of just absorbing the speaker’s words. The listener has to do more than that. The listener is not a tape recorder absorbing the speaker’s words and putting them into his or her brain.(7)Rather, listening involves hearing the speaker’s words and reinterpreting them. Adding information if necessary.So the meaning is not in the word alone. Rather, it is in the person who uses it or responds to it. So that the second dung that a listener must do: add information that the lecturer assumes that they share. OK.(8)The third thing mat a listener needs to do, and this is to me the most important thing of all, and that’s to predict as you listen. Now let me give you two reasons why you have to predict. For one thing, if you predict, it helps you overcome noise. What do I mean by noise? Maybe there’s noise outside and you can’t hear me. Maybe you’re in the back of the room and you can’t hear all that well. Maybe the microphone doesn’t work. Maybe there’s noise inside your head. By that I mean maybe you’re thinking of something else and men all of a sudden you’ll remember, “Oh! I’ve got to listen!” By being able to predict during me lecture you can just keep listening to me lecture and not lose the idea of what’s going on. So predicting is important to help you overcome outside noise and inside noise. And another reason that predicting is important is because it saves you time. Now when you listen, you need time to think about the information, relate it to old ideas, take notes. And if you’re only keeping up with what I’m saying or what the lecturer’s saying, you have no time to do that. And I’ll bet a lot of you are having that problem right now. Because it’s so hard just to follow everything I’m saying that you don’t have time to note down ideas. So predicting saves you time. If you can guess what I’m going to say, you’re able to take notes, you are able to think, you have more time. OK?(9)And there are two types of predictions that you can make: predictions of content and predictions of organization. Let me give you an example in terms of content. If you hear the words “because he loved to cook, his favorite room was...”What would you expect? Kitchen. You can guess this because you know people cook in the kitchen. OK? And you can also predict organization. So if I was going to tell you a story, you’d expect me to tell you why the story is important. If you are setting for the story, so you have expectations of what the speaker is going to talk about and how the speaker will organize his or her words. Now, let’s come to the last thing a listener must do: the listener must evaluate as he or she is listening, decide what’s important, what’s not, decide how something relates to something else. OK? There are again two reasons for this.(10)The first one is evaluating helps you to decide what to take notes about, what’s important to write down, what’s not important to write down. And the second reason is that evaluating helps you to keep information. Studies have shown that we retain more information if ideas are connected to one another, rather than just individually remembered. So for example, if I give you five ideas that are not related to one another, that’s much more difficult to remember than five ideas that are related. So you can see, evaluating helps you to remember information better because it connects ideas to one another. OK, from what I’ve said so far, you can see there’s a lot involved in listening to lectures—language awareness, adding information, making predictions and evaluations. I hope these will be useful to you in lecture comprehension.Understanding Academic Lectures Listening to academic lectures is an important task for university students. Then, how can we comprehend a lecture efficiently?I. Understanding all【B1】______【B1】______A. wordsB.【B2】______【B2】______ —stress —intonation —【B3】______【B3】______II.Adding informationA. lecturers: sharing information with audienceB. listeners:【B4】______【B4】______C. sources of information—knowledge of【B5】______【B5】______—【B6】______of the world【B6】______D. listening involving three steps: —hearing—【B7】______【B7】______—adding III.【B8】______【B8】______A. reasons:—overcome noise —save timeB.【B9】______【B9】______—content—organization IV. Evaluating while listeningA. helps to decide the【B10】______of notes【B10】______B. helps to remember information1．【B1】正确答案：parts of language解析：细节理解题。
专业英语八级听力-试卷195_真题(含答案与解析)-交互
专业英语八级（听力）-试卷195(总分120, 做题时间90分钟)1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to themini-lecture, **plete the gap-filling task on ANSWER SHEET ONE andwrite 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 secondsto preview the gap-filling task.What Are the Functions of Art?I. Context of functions— ArtistWhere and when His or her【T1】_____【T1】______— Viewer What makes sense to youII. Physical functions— to perform some【T2】_____【T2】______— Examples: 【T3】_____【T3】______ Japanese rakubowl 【T4】_____【T4】______ Crafts and industrial designIII. Social functions— Address aspects of collective life e.g. publicart in 1930s in Germany and allied countries—【T5】_____【T5】______ not merely to entertain to【T6】_____【T6】______ to improveour collective existence— Artistic forms that have social functions Political artA【T7】_____ Dada teacup: to protest World War I【T7】______ Art that depicts【T8】_____ conditions【T8】______Realistsand photographers SatireTo ridicule and to【T9】_____【T9】______To stop what is happening Fascination with grotesqueIV.【T10】_____【T10】______— To Artists To【T11】_____【T11】______ Tofeel gratified Provide a(n)【T12】_____【T12】______ Toentertain To be meaningless Exert control of time or season Exert control of acquisition of food Bring order Create chaos Therapeutic 【T13】_____ service【T13】______ Maintainingourselves as a(n)【T14】_____【T14】______— To Viewers What have been described【T15】_____viewers as well【T15】______SSS_FILL1.【T1】分值: 2答案:正确答案：thoughts解析：空格待填的内容对应的是讲座中出现的一个例子。
2018年专业英语八级真题试卷含答案和解析
2018年专业英语八级真题试卷讲座Language and HumanityLanguage is powerful and it can help us do or get things as we wish. Language as a born traitLanguage has evolved only in【T1】______.【T1】______Comparison between chimpanzees and human beings: —Chimpanzees—use of tools: once seen as a sign of【T2】______【T2】______ —inability to【T3】______【T3】______—tendency to【T4】______【T4】______—Human beings—able to improve and build on【T5】______【T5】______—able to【T6】______ideas【T6】______Language and social learningProblem of social learning:【T7】______【T7】______ —Cause:—stealing others' ideas by【T8】______【T8】______—Solution:—【T9】______developed to share ideas【T9】______Results—【T10】______made available to every individual【T10】______ —language as social technology to enhance【T11】______【T11】______ Language and the modern worldExistence of many different languages has led to—separation of cooperative groups-【T12】______【T12】______—knowledge protection—slow flow of ideas and tendency toward【T13】______【T13】______ Globalization needs【T14】______.【T14】______【T15】______hinder cooperation.【T15】______Solution: one world with one language1.【T1】humans／human species解析：细节辨认题。
近五年专八翻译真题
近五年专八翻译真题2011年专八真题：汉译英原文现代社会无论价值观的持有还是生活方式的选择都充满了矛盾。
而最让现代人感到尴尬的是，面对重重矛盾，许多时候你别无选择。
匆忙与休闲是截然不同的两种生活方式。
但在现实生活中，人们却在这两种生活方式间频繁穿梭，有时也说不清自己到底是―休闲着‖还是―忙碌着‖。
譬如说，当我们正在旅游胜地享受假期，却忽然接到老板的电话，搞恶我们客户或工作方面出了麻烦——现代便捷先进工具在此刻显示出了它狰狞、阴郁的面容——搞得人一下子兴趣全无。
接下来的休闲只能徒有其表，因为心里已是火烧火燎了。
Being hasty and at leisure are two quite distinct lifestyles. But in the real world, people have to frequently shuttle between these two lifestyles, sometimes not sure whether they are ―at ease‖ or ―in a rush‖.For example, we are enjoying our holidays in the resort while suddenly we receive phone calls from the boss who tells us there are some troubles with our customers and work----so at this moment the modern, convenient and advanced device shows its vicious and gloomy features---and we lose all our interest. The subsequent leisure is the mere showy for we are in a restless and anxious state of mind.2011年专八真题英译汉参考答案：当飞机飞越尼泊尔的上空，你的想象力很容易开始翱翔，你很小，就像一只小蝴蝶，飞在一幅三维的建筑地形图上，那些环绕着每个高脊的梯田就像图中环形的等高线。
2015年英语专业八级真题及答案
TEST FOR ENGLISH MAJORS (2015)GRADE EIGHTTIME LIMIT：195 MIN PART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture．You will hear the lecture ONCE ONL Y. 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, using no more than three words in each gap．Make sure the word(s) you fill in is (are)both grammatically and semantically acceptable．You may refer to your notes while completing the task．Use the blank sheet for note-taking．Now, listen to the mini-lecture．Understanding Academic LecturesListening to academic lectures is an important task for university students. Then, how can we comprehend a lecture efficiently?I.Understand all (1)A.wordsB. (2)—stress—intonation—(3)II.Adding informationA.lectures:Sharing information with audienceB.listeners: (4)C.sources of information—knowledge of (5)—(6) of the worldD.listening involving three steps:—hearing—(7)—addingIII. (8)A.reasons—overcome noise—save timeB. (9)—content—organizationIV.Evaluating while listeningA.help tp decide the (10) of notesB.help to remember informationSECTION B INTERVIEWIn this section you will hear everything ONCE ONL Y. Listen carefully and then answer the questions that follow．Mark the best answer to each question on ANSWER SHEET TWO．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．1. Theresa thinks that the present government is ________.[A] doing what they have promised to schools[B] creating opportunities for leading universities[C] considering removing barriers for state school pupils[D] reducing opportunities for state school pupils2. What does Theresa see as a problem in secondary schools now?[A] Universities are not working hard to accept state school pupils.[B] The number of state pupils applying to Oxford fails to increase.[C] The government has lowered state pupils’ expectations.[D] Leading universities are rejecting state school pupils.3. In Theresa’s view, school freedom means that schools should ____.[A] be given more funding from education authorities[B] be given all the money and decide how to spend it[C] be granted greater power to run themselves[D] be given more opportunities and choices4. According to Theresa, who decides or decide money for schools at the present?[A] Local education authorities and the central government.[B] Local education authorities and secondary schools together.[C] Local education authorities only.[D] The central government only.5. Throughout the talk, the interviewer does all the following EXCEPT ____.[A] asking for clarification[B] challenging the interviewee[C] supporting the interviewee[D] initiating topicsSECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONL Y．Listen carefully and then answer the questions that follow．Mark the best answer to each question on ANSWER SHEET TWO．Questions 6 and 7 are based on the following news, At the end of the news item, you will be given 20 seconds to answer the questions．Now listen to the news．News Item 16. What is the main idea of the news item?[A] Fewer people watch TV once a week.[B] Smartphones and tablets have replaced TV.[C] New technology has led to more family time.[D] Bigger TV sets have attracted more people.News Item 27. How many lawmakers voted for the marijuana legalization bill?[A] 50. [B] 12.[C] 46. [D] 18.8. The passing of the bill means that marijuana can be________.[A] bought by people under 18[B] made available to drug addicts[C] provided by the government[D] bought in drug storesNews Item 39. What did the review of global data reveal?[A]Diarrhea is a common disease.[B]Good sanitation led to increase in height.[C]There were many problems of poor sanitation.[D] African children live in worse sanitary conditions.10. The purpose of Dr. Alan Dangour’s study was most likely to ________.[A] examine links between sanitation and death from illness[B] look into factors affecting the growth of children[C] investigate how to tackle symptoms like diarrhea[D] review and compare conditions in different countriesPART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark the best answer to each question on ANSWER SHEET TWO．TEXT AIn 2011, many shoppers chose to avoid the frantic crowds and do their holiday shopping from the comfort of their computer. Sales at online retailers gained by more than 15%, making it the biggest season ever. But people are also returning those purchases at record rates, up 8% from last year.What went wrong? Is the lingering shadow of the global financial crisis making it harder to accept extravagant indulgences? Or that people shop more impulsively - and therefore make bad decisions - when online? Both arguments are plausible. However, there is a third factor: a question of touch. We can love the look but, in an online environment, we cannot feel the quality of a texture, the shape of the fit, the fall of a fold or, for that matter, the weight of an earring. And physically interacting with an object makes you more committed .When my most recent book Brandwashed was released, I teamed up with a local bookstore to conduct an experiment about the differences between the online and offline shopping experience. I carefully instructed a group of volunteers to promote my book in two different ways. The first was a fairly hands-off approach. Whenever a customer would inquire about my book, the volunteer would take them over to the shelf and point to it. Out of 20 such requests, six customers proceeded with the purchase.The second option also involved going over to the shelf but, this time, removing the book and then subtly holding onto it for just an extra moment before placing it in the customer's hands. Of the 20 people who were handed the book. 13 ended up buying it. Just physically passing the book showed a big difference in sales. Why? We feel something similar to a sense of ownership when we hold things in our hand. That's why we establish or reestablish connection by greeting strangers and friends with a handshake. In this case, having to then let go of the book after holding it might generate a subtle sense of loss, and motivate us to make the purchase even more.A recent study also revealed the power of touch, in this case when it came to conventional mail. A deeper and longer-lasting impression of a message was formed when delivered in a letter, as opposed to receiving the same message online. Brain imaging showed that, on touching the paper, the emotional center of the brain was activated, thus forming a stronger bond. The study also indicated that once touch becomes part of the process, it could translate into a sense of possession. This sense of ownership is simply not part of the equation in the online shopping experience.As the rituals of purchase in the lead-up to Christmas change, not only do we give less thought to the type of gifts we buy for our loved ones but, through our own digital wish lists, we increasingly control what they buy for us. The reality, however, is that no matter how convinced we all are that digital is the way to go, finding real satisfaction will probably take more than a few simple clicks.11. According to the author, shoppers are returning their purchases for all the following reasons EXCEPT that ____.[A] they are unsatisfied with the quality of the purchase[B]they eventually find the purchase too expensive[C] they change their mind out of uncertainty[D] they regret making the purchase without forethought12. What is the purpose of the experiment in the bookstore?[A] To see which promotion method is preferred by customers.[B]To find out the strengths and weaknesses of both methods.[C] To try to set up a new retailer-customer relationship.[D] To see the effect of an approach on customers' decisions.13. Why does the author cite the study by Bangor University and the Royal Mail Service?[A]To compare similar responses in different settings.[B] To provide further evidence for his own observation.[C] To offer a scientific account of the brain's functions.[D] To describe emotional responses in online shopping.14. What can be inferred from the last paragraph?[A]Real satisfaction depends on factors other than the computer.[B] Despite online shopping we still attach importance to gift buying.[C] Some people are still uncertain about the digital age.[D] Online shopping offers real satisfaction to shoppers.Text BMy professor brother and I have an argument about head and heart about whether he overvalues IQ while I learn more toward EQ. We typically have this debate about people—can we be friends with a really smart jerk （怪物）?—but there’s corollary to animals as well. I’d love it if our dog could fetch the morning paper and then read it to me over coffee, but I actually care much more about her loyal and innocent heart. There’s already enough thinking going on is our house, and we probably spend too much time in our heads, where we need some role modeling is in instinct, and that’s where a dog is a roving revelation.I did not grow up with dogs, which meant that my older daughter’s respectful but unyielding determination to get one required some adjustment on my part. I often felt she was training me: from ages of 6 to 9, she gently schooled me in various breeds and their personalities, whispered to the dogs we encountered so they would charm and persuade me, demonstrated by her self-displine that she was ready for the responsibility. And thus came our dog Twist, whom I sometimes mistake for a third daughter.At first I thought the challenge would be to train her to sit, to heel, to walk calmly beside us and not go wildly chasing the neighbourhood rabbits. But I soon discovered how much more we had to learn from her than she from us.If it is true, for example, that the secret to a child’s success is less rare genius than raw persistence, Twist’s ability to stay on task is a model for us all, especially if the task is trying to capture the sunbeam that flicks around the living room as the wind blows through the branches outside. She never succeeds, and she never gives up. This includes when she runs square into walls.Then there is her unfailing patience, which breaks down only when she senses that dinnertime was 15 minutes ago and we have somehow failed to notice. Even then she is more eager than indignant, and her refusal to whine shows a restraint of which I’m not always capable when hungry.But the lesson I value most is the one in forgiveness, and Twist first offered this when she was still very young. When she was about 7 months old, we took her to the vet to be sprayed(切除卵巢). We turned her over to a stranger, who procceeded to perform a procedure that was probably not pleasant, But when the vet returned her to us, limp and tender, there was no recrimination(反责)，no how could you do that to me? It was as though she really knew that we could not intentionally cause her pain, and while she did not understand, she forgave and curled up with her head on my daughter’s lap.I suppose we could have concluded that she was just blindly loyal and docile. But eventually we knew better. She is entirely capable of disobedience, as she has proved many times. She will ignore us when there are more interesting things to look at, rebuke us when we are careless, bark into the twilight when she has urgent messages to send. But her patience with our failings and frickleness and her willingness to give us a scond chance are a daily lesson in gratitude.My friends who grew up with dogs tell me how when they were teenagers and trusted no one in the world, they could tell their dog all their secrets. It was the one friend who would not gossip or betray, could provide in the middle of the night the soft, unbegrudging comfort and peace that adolescence conspires to disrupt. An age that is all about growth and risk needs some anchors and weigths, a model of steadfastness when all else is in flux. Sometimes I think Twist’s devotion keeps my girls on a benevolent lash, one that hangs quietly at their side as they trot along but occasionally yanks them back to safety and solid ground.We’ve weighed so many decisions so carefully in raising our daughters—what school to send them to and what church to attend, when to give them cell phones and with what precautions. But when it comes to what really shapes their character and binds our family, I never would have thought we would owe so much to its smallest member.15. In the first paragraph, the author suggests that____.[A]a person can either have a high IQ or a low EQ[B]her professor brother cares too much about IQ[C]we need examples of how to follow one's heart[D]she prefers dogs that are clever and loyal16. According to the passage, all the following are Twist's characteristics EXCEPT____.[A]resignation[B]patience[C]forgiveness[D]tenacity17. According to the context, the meaning of the word "square"is closest to____.[A]fast[B]blindly[C]straight[D]stubbornly18.ThatTwist's devotion keeps my girls on a benevolent leash means that____.[A]Twist is capable of looking after the girls[B]Twist and the girls have become friends[C]Twist knows how to follow the girls[D]Twist's loyalty helps the girls grow up19. What does the author try to express in the last paragraph?[A]Difficulties in raising her children.[B]Worries about what to buy for kids.[C]Gratitude to Twist for her role.[D]Concerns about schooling and religion.Text CMost West African lorries ate not in what one would call the first flush of youth, and I had learnt by bitter experience not to expect anything very much of them. But the lorry that arrived to take me up to the mountains was worse than anything I had seen before: it tottered on the borders of senile decay. It stood there on buckled wheels, wheezing and gasping with exhaustion from having to climb up the gentle slope to the camp, and I consigned myself and my loads to it with some trepidation. The driver, who was a cheerful fellow, pointed out that he would require my assistance in two very necessary operations: first, I had to keep the hand brake pressed down when travelling downhill, for unless it was held thus almost level with the floor it sullenly refused to function. Secondly, I had to keep a stern eye on the clutch, a wilful piece of mechanism, that seized every chance to leap out of its socket with a noise like a strangling leopard. As it was obvious that not even a West African lorry driver could be successful in driving while crouched under the dashboard in a pre-natal position, I had to take over control of these instruments if I valued my life. So, while I ducked at intervals to put on the brake, amid the rich smell of burning rubber, our noble lorry jerked its way towards the mountains at a steady twenty miles per hour; sometimes, when a downward slope favoured it, it threw caution to the winds and careered along in a madcap fashion at twenty-five.For the first thirty miles the red earth road wound its way through the lowland forest, the giant trees standing in solid ranks alongside and their branches entwined in an archway of leaves above us. Flocks of hornbills flapped across the road, honking like the ghosts of ancient taxis, and on the banks, draped decoratively in the patches of sunlight, the agama lizards lay, blushing into sunset colouring with excitement and nodding their heads furiously. Slowly and almost imperceptibly the road started to climb upwards, looping its way in languid curves round the forested hills. In the back of the lorry the boys lifted up their voices in song:Home again, home again, When shall I see ma home? When shall I see ma mammy? I'll never forget ma home . . .The driver hummed the refrain softly to himself, glancing at me to see if I would object. To his surprise I joined in, and so while the lorry rolled onwards trailing a swirling tail of red dust behind it, the boys in the back maintained the chorus while the driver and I harmonized and sang complicated twiddly bits, and the driver played a staccato accompaniment on the horn.Breaks in the forest became more frequent the higher we climbed, and presently a new type of undergrowth began to appear: massive tree-ferns standing in conspiratorial groups at the roadside on their thick, squat, and hairy trunks, the fronds of leaves sprouting from the tops like delicate green fountains. These ferns were the guardians of a new world, for suddenly, as though the hills had shrugged themselves free of cloak, the forest disappeared. It lay behind us in the valley, a thick pelt of green undulating away into the heat-shimmered distance, while above us the hillside rose majestically, covered in a coat of rippling, waist-high grass, bleached golden by the sun. The lorry crept higher and higher, the engine gasping and shuddering with this unaccustomed activity. I began to think that we should have to push the wretched thing up the last two or three hundred feet, but to everyone's surprise we made it, and the lorry crept on to the brow of the hill, trembling with fatigue, spouting steam from its radiator like a dying whale. We crawled to a standstill and the driver switched off the engine.“We must wait small-time, engine get hot, he explained, pointing to the forequarters of the lorry, which were by now completely invisible under a cloud of steam. Thankfully I descended from the red-hot inside of the cab and strolled down to where the road dipped into the next valley. From this vantage point I could see the country we had travelled through and the country we were about to enter.20. That it tottered on the borders of senile decay means that the lorry was_________.about to break downa very old vehicleunable to travel the distance[D] a dangerous vehicleWhich of the following words in the first paragraph is used literally?Flush.Borders.Operations.Gasping.We learn from the first paragraph that the author regards the inadequacies of the lorry as _________.[A] inevitable and amusing[B]. dangerous and frightening[C] novel and unexpected[D] welcome and interesting23. All the following words in the last but one paragraph describe the lorry as a human EXCEPT .tremblingspoutingshudderingcrept24. We can infer from the passage that the author was ________.bored by the appearance of the grasslands aheadreluctant to do any walking in so hot a climateunfriendly towards the local driver and boysa little surprised to have to help drive the lorry25. A suitable title for the passage would be _______.A journey that scared meA journey to rememberThe wild West African lorryA comic journey in West AfricaText DHave you ever noticed a certain similarity in public parks and back gardens in the cities of the West? A ubiquitous woodland mix of lawn grasses and trees has found its way throughout Europe and the United States, and it’s now spread to other cities around the world. As ecologist Peter Groffman has noted, it's increasingly difficult to tell one suburb apart from another, even when they're located in vastly different climates such as Phoenix, Arizona, or Boston in the much chillier north-east of the US. And why do parks in New Zealand often feature the same species of trees that grow on the other side of the world in the UK?Inspired by the English and New England countrysides, early landscape architects of the 19th Century such as Andrew Jackson Downing and Frederick Law Olmstead created an aesthetic for urban public and private open space that persists to this day. But in the 21st Century, urban green space is tasked with doing far more than simply providing aesthetic appeal. From natural systems to deal with surface water run-off and pollution to green corridors to increasing interest in urban food production, the urban parks of the future will be designed and engineered for functionality as well as for beauty.Imagine travelling among the cities of the mid-21st Century and finding a unique set of urban landscapes that capture local beauty, natural and cultural history, and the environmental context. They are tuned to their locality, and diverse within as well as across cities. There are patches that provide shade and cooling, places of local food production, and corridors that connect both residents and wildlife to the surrounding native environment. Their functions are measured and monitored to meet the unique needs of each city for food production, water use, nutrient recycling, and habitat. No two green spaces are quite the same.Planners are already starting to work towards this vision. And if this movement has a buzzword it is “hyperfunctionality” – designs which provide multiple uses in a confined space, and a term coined by Richard Pouyat of the US Forest Service. At the moment, urban landscapes are highly managed and limited in their spatial extent. Even the "green" cities of the future will contain extensive areas of buildings, roads, railways, and other built structures. These future cities are likely to contain a higher proportion of green cover than the cities of today, with an increasing focus on planting on roofs, vertical walls, and formerly impervious surfaces like car parks. But built environments will still be ever-present in dense megacities. We can greatly enhance the utility of green space through designs that provide a range of different uses in a confined space. A hyperfunctional planting, for example, might be designed to provide food, shade, wildlife habitat, and pollution removal all in the same garden with the right choice of plants, configurations, and management practices.What this means is that we have to maximise the benefits and uses of urban parks, while minimising the costs of building and maintaining them. Currently, green space and street plantings are relatively similar throughout the Western world, regardless of differences in local climate, geography, and natural history. Even desert cities feature the same sizable street trees and well-watered and well-fertilized lawns that you might see in more temperate climes. The movement to reduce the resources and water requirements of such urban landscapes in these arid areas is called "xeriscaping" – a concept that has so-far received mixed responses in terms of public acceptance. Scott Yabiku and colleagues at the Central Arizona Phoenix project showed that newcomers to the desert embrace xeriscaping more than long-time residents, who are more likely to prefer the well-watered aesthetic. In part, this may be because xeriscaping is justified more by reducing landscaping costs – in this case water costs – than by providing desired benefits like recreation, pollution mitigation, and cultural value. From this perspective, xeriscaping can seem more like a compromise than an asset.But there are other ways to make our parks and natural spaces do more. Nan Ellin, of the Ecological Planning Center in the US, advocates an asset-based approach to urbanism. Instead of envisioning cities in terms what they can't have, ecological planners are beginning to frame the discussion of future cities in terms of what they do have - their natural and cultural assets. In Utah’s Salt Lake City, instead of couching environmental planning as an issue of resource scarcity, the future park is described as "mountain urbanism" and the strong association of local residents with the natural environment of the mountain ranges near their home. From this starting point, the local climate, vegetation, patterns of rain and snowfall, and mountain topography are all deemed natural assets that create a new perspective when it comes to creating urban green space. In Cairns, Australia, the local master plan embraces "tropical urbanism" that conveys a sense of placethrough landscaping features, while also providing important functions such as shading and cooling in this tropical climate.The globally homogenised landscape aesthetic – which sees parks from Boston to Brisbane looking worryingly similar – will diminish in importance as future urban green space will be attuned to local values and cultural perceptions of beauty. This will lead to a far greater diversity of urban landscape designs than are apparent today. Already, we are seeing new purposes for urban landscaping that are transforming the 20th century woodland park into bioswales – plantings designed to filter stormwater – green roofs, wildlife corridors, and urban food gardens. However, until recently we have been lacking the datasets and science-based specifications for designs that work to serve all of these purposes at once.In New York City, Thomas Whitlow of Cornell University sends students through tree-lined streets with portable, backpack-mounted air quality monitors. At home in his laboratory, he places tree branches in wind tunnels to measure pollution deposition onto leaves. It turns out that currently, many street tree plantings are ineffective at removing air pollutants, and instead may trap pollutants near the ground. My students and I equipped street trees with sensors in and around the trunk in Los Angeles to monitor growth and water use in real time to help find which species provide the largest canopies for the lowest amount of water. Rather than relying on assumptions about the role of urban vegetation in improving the environment and health, future landscaping designs will be engineered based on empirical data and state of the art of simulations.New datasets on the performance of urban landscapes are changing our view of what future urban parks will look like and what it will do. With precise measurements of pollutant uptake, water use, plant growth rates, and greenhouse gas emissions, we are better and better able to design landscapes that require less intensive management and are less costly, while providing more social and environmental uses.26. According to the passage, which of the following serves as the BEST reason for thesimilarity in urban green space throughout the West?[A] Climate.[B] Geography.[C] Functional purposes.[D] Design principles.27. The following are all features of future urban green space EXCEPT that .[A] each city has its distinct style of urban green space[B] urban landscape will focus more on cultural history[C] urban green space will be designed to serve many uses[D] more green cover will be seen on city roofs and walls28. Why are some local residents opposed to "xeriscaping"?[A] It cannot reduce water requirements.[B] It has proved to be too costly.[C] It is not suited for the local area.[D] It does not have enough advantages.29. According to the passage, if planners adopt an asset-based approach, they willprobably .[A] incorporate the area's natural and cultural heritage into their design[B] make careful estimation of the area's natural resources before designing[C] combine natural resources and practical functions in their design[D] envision more purposes for urban landscaping in their design30. According to the passage, future landscaping designs will rely more on . .[A] human assumptions[B] field work[C] scientific estimation[D] laboratory work。
2015年专业英语四级真题试卷(题后含答案及解析)
2015年专业英语四级真题试卷(题后含答案及解析)题型有：1. DICTATION 2. LISTENING COMPREHENSION 3. CLOZE 4. GRAMMAR & VOCABULARY 5. READING COMPREHENSION 6. WRITINGPART I DICTATION (15 MIN)Directions: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be read at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be read at normal speed again and during this time you should check your work. You will then be given 2 minute 1．正确答案：Male and Female Roles in Marriage In the traditional marriage, the man worked to earn money for the family. / The woman stayed at home to care for the children and her husband. / In recent years, many couples continue to have a traditional relationship of this kind. / Some people are happy with it, but others think differently. There are two major differences in male and female roles now. / One is that both men and women have many more choices. / They may choose to marry or stay single. / They may choose to work or to stay at home. / A second difference is that within marriage many decisions are shared. / If a couple has children, the man may take care of them / some of the time, all of the time or not at all. / The woman may want to stay at home / or she may want to go to work. / Men and women now decide these things together in a marriage.PART II LISTENING COMPREHENSION (20 MIN)Directions: In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your answer sheet.SECTION A CONVERSATIONSDirections: In this section you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow.听力原文：M: Hello, Jennifer.W: Hello, Callum.M: Do you like to travel?W: Oh, yes. I love going to new and interesting places.M: What do you think of the idea of a one-way trip to Mars?W: You do mean the planet Mars?M: Well, this is what is being planned at the moment by a company in the Netherlands. They are planning to send people to Mars and the people who go would never be able to come back to Earth.W: Sounds like quite a trip!M: What is interesting about it is that this would be a one-way trip. W: Why is this a one-way trip? M:(1)It’s about technology. Although we do havethe knowledge and technology to get people to Mars, we can’t get them back. W: That’s a big commitment, isn’t it? But I imagine some people will jump at the opportunity. But what kind of person are they going to recruit for this “trip of a lifetime” ? M: They want smart people, which means clever, intelligent people. These people need to be healthy both physically and mentally. They also need people with very specific skills. W: I would think so.M:(2-1)And there is something more important. W: What’s that?M:(2-2)Character. You need to have die right personality. W: What other characteristics are they looking for? M:(2-3)They want people who can still work well when things are bad, people who are calm in a crisis.(3-1)So from what you’ve heard, does it sound like a job for you? W:(3-2)Absolutely not. I don’t mind travelling but I think it’s a bit far for me. And what about you? M:(3-3)No, it’s not for me, I have to say. I’m not made of the right stuff.2．Why is the trip to Mars a one-way trip?A．The return trip is too expensive.B．There is no technology to get people back.C．People don’t want to return.D．The return trip is too risky.正确答案：B解析：细节题。
2013年专业英语八级真题试卷(题后含答案及解析)
2013年专业英语八级真题试卷(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：What Do Active Learners Do? Good morning. Today, I’ll discuss what is active learning and uh…what do active learners do. In order to define active learning, I’ll look at the differences between active learning and passive learning by examining six characteristics of active learners and contrasting them with those of passive learners. OK. Let’s start. With the first characteristic, active learners tend to read with the purpose of understanding and remembering. I bet that no one deliberately sits down to read with the purpose of not understanding the text. However, I’m sure that some of you have been in a situation, probably more than once, where you read, quote and unquote, an assignment, closed the text, and thought, what the world was that about. When you interact with a text in this manner, you are reading passively. (1) Active readers, on the other hand, set goals before they read and check their understanding as they read. When they finish, they can explain the main points and know that they have understood what they have read, Now, the second characteristic of active learners is to reflect on information and think critically. Being reflective is an important part of active learning because that means that you are thinking about the information. In other words, you are processing the information. For instance, you may make connections between the new information and what you already know, (3) identify concepts that you may not understand very well, (4) or evaluate the importance of what you are reading. An active learner reflects constantly in this way. In contrast, passive learners may read the text and listen to lectures and even understand most of what is read and heard, but they did not take that crucial next step of actually thinking about it. Let’s move on to the third one. (5) The third characteristic is to listen actively by taking comprehensive notes in an organized way, like what you should be doing now. We lecturers are always amazed at the number of students who engage in activities other than listening and note-taking in their lecture classes. We’ve seen students reading newspapers, doing an assignment for another class, or chatting with the classmates. Perhaps the all-time winner for passive learning, however, was a student who regularly came to my class with a pillow and fell asleep.Unlike these students, active learners are engaged learners. They listen actively to the professor for the entire class period, and they write down as much information as possible. To be an active note-taker, you must be more than simply present. You have to think about the information before you write. The fourth characteristic is to get assistance when they are experiencing problems. (6) Because active learners are constantly monitoring their understanding, they know when their comprehension breaks down and they ask for help before they become lost. In addition, active learners often predict the courses or even particular concepts within courses that may give them trouble. They have a plan in mind for getting assistance should they need it. Active learners may seek assistance from their professors or peers. Although passive learners may seek help at some point, it is often too little, too late. In addition, because passive learners do not reflect and think critically, they often don’t even realize that they need help. The next characteristic is to question information. This means that active learners raise questions on information that they read and hear, while passive learners accept both the printed page and the words of their professors as truth. Of course, active learners don’t question everything, but they do evaluate what they read and hear. (7) When new information fails to fit in with what they already know, they may differ in the conclusions they draw or in the inferences they make. The last characteristic, which I think is the most fundamental one, is to accept much of the responsibility for learning. (8) Active learners understand that the responsibility for learning must come from within while passive learners often want to blame others for their lack of motivation, poor performance, time management problems and other difficulties that they might experience. (9) When active learners don’t perform as well as they’d hoped, they evaluate why they didn’t do well and change those studying behaviors the next time. Passive learners, on the other hand, often approach every course in the same manner and then get angry with professors when their performance is poor. It is only when students accept the responsibility for their own learning that they can truly be called active learners. So, from what I’ve said so far, you can see that being an active learner involves both skill and will. By skill, I mean the tools to handle the studying and learning demands placed on you, like how to read with purpose, when and where to get assistance if you are having difficulty. By will, I mean the desire and motivation to follow through. Here I’d like to emphasize that skill is nothing without will. For example, you may have a friend who is knowledgeable but not motivated in the classroom. Even though he reads widely and can intelligently discuss a variety of issues, he does little school work and rarely studies. In other words, students such as these may have the skills to do well, but for some reason, they simply do not have the will. (10) And because skill and will go hand in hand, unmotivated students, those who do not have the will, may experience difficulty in college. OK. Today, we discussed the differences between an active learner and a passive one, and some useful study strategies that may eventually help you become an active learner.What Do Active Learners Do? There are differences between active learning and passive learning. Characteristics of active learners:I. reading with purposeA. before reading: setting goalsB. while reading: (1)______ (1) ______II.(2) ______ and critical in thinking (2) ______i. e. information processing, e. g.—connections between the known and the new information—identification of (3) ______ concepts (3) ______—judgment on the value of (4) ______ (4) ______III. active in listeningA. ways of note-taking: (5) ______ (5) ______B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of(6) ______ (6) ______B. reason 2: being able to predict study difficultiesV. being able to question information A. question what they read or hearB. evaluate and (7) ______ (7) ______VI. last characteristicA. attitude toward responsibility —active learners: accept—passive learners: (8) ______ (8) ______B. attitude toward (9) ______ (9) ______—active learners: evaluate and change behaviour—passive learners: no change in approachRelationship between skill and will; will is more important in(10)______. (10) ______Lack of will leads to difficulty in college learning.1．(1)正确答案：checking their understanding2．(2)正确答案：reflective on information3．(3)正确答案：unfamiliar4．(4)正确答案：the reading material5．(5)正确答案：comprehensive and organized6．(6)正确答案：constant monitoring7．(7)正确答案：judge8．(8)正确答案：blame others9．(9)正确答案：poor performance10．(10)正确答案：active learningSECTION 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：Ml :Good morning, Mr. West. Nice to have you on our program.M2: Good morning.Ml: OK. We all work, or very few people can get away with not working. Work is the fact of life when we are adults. But before, there wasn’t a lot of choice in the selection of work. Now things are different. (l)With greater mobility, the mobility that is offered when people have greater opportunities for higher education or training, more and more people are able to choose the fields that interest them. They can and do have opinions about what makes one job for them better than another job. So, Mr. West, what do people actually want from their jobs? What are workers’opinions, you know, about what makes one job better than another?M2:Well, to answer your questions, I’d like to look at two polls, two surveys. They were both done in the 1990s. The purposes were to find out what issues or job characteristics were especially important to workers.Ml:Hmm, what were they?M2: Some of you might guess that the answer is obvious.Ml: I think so.M2: You might say, “Oh, people just want higher salaries, more money. “ But let’s see if that’s true.Ml: OK.M2:Now, the first poll, the first poll was taken in 1990. And this poll asked respondents to choose what was the most important to them among five items. And they were only allowed to choose one out of the five items.Ml :So, what were the five items?M2: Alright. The first item was important and meaningful work. The second was high income. The third was chances for advancement, promotion and so on. The fourth item was job security and the fifth was short of work hours. OK?Ml: It would be interesting to know the survey results.M2:Yes. Now, let me tell you the results. (2)50% considered important and meaningful work the most important characteristic of a job. They didn’t choose high income. Interesting! Anyway, 24% did say high income was the most important characteristic of a job. Of the remaining, 16% said chances for advancement was most important. Maybe these were younger workers starting out on a career. 6% said job security and finally 4% said short of work hours was most important.Ml: I think what’s striking about the results is that by far workers valuedimportant and meaningful work as more important than any of the other characteristics that included salary.M2:Yeah. Now, I’m going to tell you about another poll. And this poll was taken a year later in 1991, and they asked the respondents to reflect on how important certain job characteristics were in their work. (3) And this is a different type of poll because whereas in the first poll, respondents had to choose only one out of five. In this poll, they want their respondents to react to each item separately. You know, this is to rank each item as not important, somewhat important, important, or very important. So they had four choices for each item.Ml: Sorry to interrupt you. How many items altogether?M2: Oh, the poll had 16 items. Let me give you a few examples.Ml: OK.M2: The second item they asked about is interesting work. They asked how important is interesting work to you. And again, I’m just going to tell you about how many people said it was very important. In this case, 78% of the respondents ranked this as very important to them.Ml: 78%?M2:Yes. 78%. This is the key point, I think. One often sees people working for a lot less if they enjoy their work.Ml: That’s true.M2:The fourth item they asked about was opportunity to learn new skills. How important is that to you? 68% ranked this as very important. And I think that goes again to the idea of interest level, personal satisfaction, and the idea that people want their work to be meaningful.Ml: Definitely!M2: Another item, item No. 7—recognition from co-workers. 62% of the respondents said that this was very important. It was important for them to be recognized, to be respected, and acknowledged for the work they’ve done. And I see recognition as a psychological benefit. There is no monetary reward necessarily attached to it, although sometimes there could be. But more people are looking for the psychological reward in terms of appreciation.Ml: (4) It seems to me that people value psychological reward a lot more than money.M2: That’s right. At least the poll results seem to say so. Now let’s take a look at another item, No. 14.Ml: OK.M2: (5)No. 14 was chances for promotion. 53% said that this was very important to them. It was important to them to have opportunities for advancement, chances for promotion. And I think this goes along with high income and recognition. There’s both a psychological reward to promotion, as well as a monetary reward.Ml: Hmm.M2:15 is contact with a lot of people. Some people are very people-orientated and 52% said that this was very important to them.Ml: So we can see workers do have a lot of things that are very important to them.M2:Yes, but you can also see the variation in numbers. But a note of caution here. These are averages. And polls talk about averages. But still, I think it’s important for employers to become more aware of polls like these. Because it might allow them to keep their workers satisfied in ways that maybe they haven’t thought of before.Ml: Yeah. OK. Thank you very much, Mr. West, for talking to us on the program.M2: Pleasure.11．According to the interviewer, which of the following best indicates the relationship between choice and mobility?A．Better education→greater mobility→more choices.B．Better education→more choices→greater mobility.C．Greater mobility→better education→more choices.D．Greater mobility→more choices→better education.正确答案：A12．According to the interview, which of the following details about the first poll is INCORRECT?A．Shorter work hours was least chosen for being most important.B．Chances for advancement might have been favoured by young people.C．High income failed to come on top for being most important.D．Job security came second according to the poll results.正确答案：D13．According to the interviewee, which is the main difference between the first and the second poll?A．The type of respondents who were invited.B．The way in which the questions were designed.C．The content area of the questions.D．The number of poll questions.正确答案：B14．What can we learn from the respondents’ answers to items 2, 4 and 7 in the second poll?A．Recognition from colleagues should be given less importance.B．Workers are always willing and ready to learn more new skills.C．Psychological reward is more important than material one.D．Work will have to be made interesting to raise efficiency.正确答案：C15．According to the interviewee, which of the following can offer both psychological and monetary benefits?A．Contact with many people.B．Chances for advancement.C．Appreciation from coworkers.D．Chances to learn new skills.正确答案：BSECTION 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： A Moscow company is now marketing “Sleepboxes”—freestanding, mobile boxes with beds inside—for travelers stranded overnight, or those in need of a quick snooze. (7)The Sleepboxes are meant to be installed in airports and rented for 30 minutes to several hours at a time. A Sleepbox is currently installed at the Sheremetyevo Inter national Airport in Moscow. “We travel a lot and many times we face a problem of rest and privacy in airports, “says co-designer Mikhail Krymov of design firm Arch Group, who together with Alexei Goryainov came up with the idea of Sleepbox. “And as we are architects, we like to think of solutions. “(7)Measuring 1. 4 meters wide, 2 meters in length and 2. 3 meters in height, Sleepbox’s star feature is a two-meter-long bed made of polymer foam and pulp tissue that changes bed linen automatically. It also comes with luggage space, a ventilation system, WiFi, electric sockets and an LCD TV.16．According to the news item, “sleepboxes”are designed to solve the problems ofA．airports.B．passengers.C．architects.D．companies.正确答案：B17．Which of the following is NOT true with reference to the news?A．Sleepboxes can be rented for different lengths of time.B．Renters of normal height can stand up inside.C．Bedding can be automatically changed.D．Renters can take a shower inside the box.正确答案：D听力原文：Police in London are lining up a huge police operation for the Notting Hill Carnival in the wake of the rioting and looting that hit the city earlier this month. More than a million people are expected to head to west London over the course of the colorful two-day event, which features music, parades, dancing and stalls serving up Caribbean favorites like jerk chicken and rice and peas. (8)Some 5,500 officers will be on duty at the carnival on Sunday and 6,500 on Monday—a public holiday in Britain—with 4,000 additional officers deployed elsewhere across the city on top of usual police numbers, London’s Metropolitan Police said. Commander Steve Rodhouse said creating a safe environment at the carnival is “a top priority”for the police force.18．What is the news item mainly about?A．London’s preparations for the Notting Hill Carnival.B．Main features of the Notting Hill Carnival.C．Police’s preventive measures for the carnival.D．Police participation in the carnival.正确答案：C听力原文：Growing up starved of calories may give you a higher risk of heart disease 50 years on, research suggests. Researchers in The Netherlands tracked the heart health of Dutch women who lived through the famine at the end of World War II. Those living on rations of 400 to 800 calories a day had a 27% higher risk of heart disease in later life. It’s the first direct evidence that early nutrition shapes future health, they report in the European Heart Journal. The Dutch famine of 1944-45 gave researchers in Holland a unique opportunity to study the long-term effects of severe malnutrition in childhood and adolescence. A combination of factors—including failed crops, a harsh winter and the war-caused thousands of deaths among people living in the west of The Netherlands. (10)The women, who were aged between 10 and 17 at the time, were followed up in 2007. The team found those who were severely affected by the famine had a 27% greater risk of developing heart disease than those who had enough to eat.19．The news item reports on a research finding aboutA．the Dutch famine and the Dutch women.B．early malnutrition and heart health.C．the causes of death during the famine.D．nutrition in childhood and adolescence.正确答案：B20．When did the research team carry out the study?A．At the end of World War II.B．Between 1944 and 1945.C．In the 1950s.D．In 2007.正确答案：DPART 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.Three hundred years ago news travelled by word of mouth or letter, and circulated in taverns and coffee houses in the form of pamphlets and newsletters. “The coffee houses particularly are very roomy for a free conversation, and for reading at an easier rate all manner of printed news,” noted one observer. Everything changed in 1833 when the first mass-audience newspaper, The New York Sun , pioneered the use of advertising to reduce the cost of news, thus giving advertisers access to a wider audience. The penny press, followed by radio and television, turned news from atwo-way conversation into a one-way broadcast, with a relatively small number of firms controlling the media. Now, the news industry is returning to something closer to the coffee house. The internet is making news more participatory, social and diverse, reviving the discursive characteristics of the era before the mass media. That will have profound effects on society and politics. In much of the world, the mass media are flourishing. Newspaper circulation rose globally by 6% between 2005 and 2009. But those global figures mask a sharp decline in readership in rich countries. Over the past decade, throughout the Western world, people have been giving up newspapers and TV news and keeping up with events in profoundly different ways. Most strikingly, ordinary people are increasingly involved in compiling, sharing, filtering, discussing and distributing news. Twitter lets people anywhere report what they are seeing. Classified documents are published in their thousands online. Mobile-phone footage of Arab uprisings and American tornadoes is posted on social-networking sites and shown on television newscasts. Social-networking sites help people find, discuss and share news with their friends. And it is not just readers who are challenging the media elite. Technology firms including Google, Facebook and Twitter have become important conduits of news. Celebrities and world leaders publish updates directly via social networks; many countries now make raw data available through “open government”initiatives. The internet lets people read newspapers or watch television channels from around the world. The web has allowed new providers of news, from individual bloggers to sites, to rise to prominence in a very short space of time. And it has made possible entirely new approaches to journalism, such as that practiced by WikiLeaks, which provides an anonymous way for whistleblowers to publish documents. The news agenda is no longer controlled by a few press barons and state outlets. In principle, every liberal should celebrate this. A more participatory and social news environment, with a remarkable diversity and range of news sources, is a good thing. The transformation of the news business is unstoppable, and attempts to reverse it are doomed to failure. As producers of new journalism, individuals can be scrupulous with facts and transparent with their sources. As consumers, they can be general in their tastes and demanding in their standards. And although this transformation does raise concerns, there is much to celebrate in the noisy, diverse, vociferous, argumentative and stridently alive environment of the news business in the ages of the internet. The coffee house is back. Enjoy it.21．According to the passage, what initiated the transformation of coffee-house news to mass-media news?A．The emergence of big mass media firms.B．The popularity of radio and television.C．The appearance of advertising in newspapers.D．The increasing number of newspaper readers.正确答案：C解析：事实细节题。
2015年山东专升本(英语)真题试卷(题后含答案及解析)
2015年山东专升本（英语）真题试卷(题后含答案及解析)题型有：1. V ocabulary and Structure 2. Reading Comprehension 5. Translation 6. Writing 11. Listening ComprehensionV ocabulary and Structure1．She tries her best to______the changes in fashion.A．keep up withB．put offC．come up withD．go by正确答案：A解析：短语辨析题。
keep up with意为“赶上”；put off意为“推迟”；come up with意为“提出”，如：come up with a good plan(拿出一个好方案)；go by意为“经过、根据”，如：Don’t go by that old map．(别参照那张旧地图。
)2．If you try to learn too many things at a time, you may get ______.A．troubledB．mistakenC．confusedD．interfered正确答案：C解析：词汇题。
本题考查常用动词的区分：trouble作动词时，意为“使烦恼”；mistake作动词意为“错误认为”，常用于短语mistake…for(把…误当成)中；confuse 意为“混淆、使迷惑”；interfere意为“干涉、打扰”，常用于短语interfere with(妨碍)，如：The noise interfered with his work(噪音干扰了他的工作。
)3．We can ______ with people in most parts of the world by telephone.A．communicateB．tellC．relateD．connect正确答案：A解析：动词辨析。
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2015年专业英语八级真题试卷(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：Understanding Academic Lectures Good morning, everybody. Now, at the university, you, as students, are often called on to perform many types of listening tasks, listening in a group discussion, listening to a teacher on a one-to-one basis, and listening to academic lectures. So, what I’m going to talk about today is what a listener needs to be able to do in order to comprehend an academic lecture efficiently. OK. What do you need to do in order to understand the lecture? Now, there are four things that I’m going to talk about. (1)The first thing is that you need to be aware of all of the parts of the language that carry meaning. You all know that words carry meaning. So you’ve got to be aware of the vocabulary of the language.(2)But there are some other features. For one thing, you need to be aware of stress. Let me give you an example: I went to the bar. I went to the bar. It makes a difference. In the second example, I’m stressing the fact that it was me and not someone else. So that this means stress has some meaning. Now the next thing you might want to listen for is intonation. For example, if I say “He came. ““He came?” There are two different meanings. One is a statement: the other one is a question.(3)And another thing you need to listen for is rhythm. For instance, “Can you see, Mary?” versus “Can you see Mary?” da-da-Da-da-da, da-da-da-Da-da. Those two mean something different. In the first one, they’re talking directly to Mary while the second one means “Can you see Mary, over there?”Now the next thing you must do when you listen is that you need to add information that the lecturer expects you to add. All lecturers assume that they share some information with their audience and that their audience does not need them to explain every word.(4/5/6)And listeners have an ability to add this information due to two sources of information, that is, one, their knowledge of a particular subject, and two, their knowledge or experience of the world. So remember, listening is not a matter of just absorbing the speaker’s words. The listener has to do more than that. The listener is not a tape recorder absorbing the speaker’s words and putting them into his or her brain.(7)Rather, listening involves hearing the speaker’s words and reinterpreting them. Adding information if necessary.So the meaning is not in the word alone. Rather, it is in the person who uses it or responds to it. So that the second dung that a listener must do: add information that the lecturer assumes that they share. OK.(8)The third thing mat a listener needs to do, and this is to me the most important thing of all, and that’s to predict as you listen. Now let me give you two reasons why you have to predict. For one thing, if you predict, it helps you overcome noise. What do I mean by noise? Maybe there’s noise outside and you can’t hear me. Maybe you’re in the back of the room and you can’t hear all that well. Maybe the microphone doesn’t work. Maybe there’s noise inside your head. By that I mean maybe you’re thinking of something else and men all of a sudden you’ll remember, “Oh! I’ve got to listen!” By being able to predict during me lecture you can just keep listening to me lecture and not lose the idea of what’s going on. So predicting is important to help you overcome outside noise and inside noise. And another reason that predicting is important is because it saves you time. Now when you listen, you need time to think about the information, relate it to old ideas, take notes. And if you’re only keeping up with what I’m saying or what the lecturer’s saying, you have no time to do that. And I’ll bet a lot of you are having that problem right now. Because it’s so hard just to follow everything I’m saying that you don’t have time to note down ideas. So predicting saves you time. If you can guess what I’m going to say, you’re able to take notes, you are able to think, you have more time. OK?(9)And there are two types of predictions that you can make: predictions of content and predictions of organization. Let me give you an example in terms of content. If you hear the words “because he loved to cook, his favorite room was...”What would you expect? Kitchen. You can guess this because you know people cook in the kitchen. OK? And you can also predict organization. So if I was going to tell you a story, you’d expect me to tell you why the story is important. If you are setting for the story, so you have expectations of what the speaker is going to talk about and how the speaker will organize his or her words. Now, let’s come to the last thing a listener must do: the listener must evaluate as he or she is listening, decide what’s important, what’s not, decide how something relates to something else. OK? There are again two reasons for this.(10)The first one is evaluating helps you to decide what to take notes about, what’s important to write down, what’s not important to write down. And the second reason is that evaluating helps you to keep information. Studies have shown that we retain more information if ideas are connected to one another, rather than just individually remembered. So for example, if I give you five ideas that are not related to one another, that’s much more difficult to remember than five ideas that are related. So you can see, evaluating helps you to remember information better because it connects ideas to one another. OK, from what I’ve said so far, you can see there’s a lot involved in listening to lectures—language awareness, adding information, making predictions and evaluations. I hope these will be useful to you in lecture comprehension.Understanding Academic Lectures Listening to academic lectures is an important task for university students. Then, how can we comprehend a lecture efficiently?I. Understanding all【B1】______【B1】______A. wordsB.【B2】______【B2】______ —stress —intonation —【B3】______【B3】______II.Adding informationA. lecturers: sharing information with audienceB. listeners:【B4】______【B4】______C. sources of information—knowledge of【B5】______【B5】______—【B6】______of the world【B6】______D. listening involving three steps: —hearing—【B7】______【B7】______—adding III.【B8】______【B8】______A. reasons:—overcome noise —save timeB.【B9】______【B9】______—content—organization IV. Evaluating while listeningA. helps to decide the【B10】______of notes【B10】______B. helps to remember information1．【B1】正确答案：parts of language解析：细节理解题。