2019年英语专业八级真题听力 Interview(2)
2019年英语专业八级真题听力 Interview(1)
M: Hey, Cathy, did you read this article in the magazine? I can't believe how much man is changing the planet.男:嘿,凯西,你看过杂志上的这篇文章了吗?我简直不敢相信人类改变了这个星球这么多。
W: Yeah, I had a look at it. Quite interesting I suppose if you believe that sort of thing.女:是的,我看了一眼。
我觉得很有趣,如果你相信那档子事的话。
M: What? What do you mean,"if you believe that sort of thing"? Are you saying you don't believe that we are damaging the planet?男:什么?你说的“如果你相信那档子事的话”是什么意思?你是说你不相信我们正在破坏这个星球吗?W: To be honest, Mark, not really.女:说实话,马克,不太相信。
M: What are you saying? Are you saying global warming isn't a fact, deforestation isn't a fact, the greenhouse effect isn't actually happening?男:你在说什么?你是说全球变暖不是事实,砍伐森林不是事实,温室效应也没有真的发生?W: Hey, calm down Mark. I just think too many people takethese things as being definitely true without knowing all the facts.女:嘿,马克,冷静点。
2019年专业英语八级考试真题
2019年专业英语⼋级考试真题2019年专业英语⼋级考试真题PART 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now, listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWERSHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1. A. Environmental issues.B.Endangered species.C.Global warming.D.Conservation.2. A. It is thoroughly proved.B. it is definitely very serious.C. It is just a temporary variation.D. It is changing our ways of living.3. A. Protection of endangered animals* habitats.B. Negative human impact on the environment.C. Frequent abnormal phenomena on the earth.D. The woman’s indifferent attitude to the earth.4. A. Nature should take its course.B. People take things for granted.C. Humans are damaging the earth.D. Animals should stay away from zoos.5. A. Objective.B. Pessimistic.C. Skeptical.D. Subjective.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.6.A. Teachers’ resistance to change.B. Students’ inadequate ability to read.C. Teachers’ misunderstanding of such literacy.D. Students ’ indifference to the new method.7.A. Abilities to complete challenging tasks.B.Abilities to learn subject matter knowledge.C.Abilities to perform better in schoolwork.D.Abilities to perform disciplinary work.8.A. Recalling specific information.B. Understanding particular details.C. Examining sources of information.D. Retelling a historical event.9. A. Engaging literacy and disciplinary experts in the program.B. Helping teachers understand what disciplinary literacy is.C. Teaching disciplinary discourse practices by literacy teachers.D. Designing learning strategies with experts from both sides.10. A. To argue for a case.B. To discuss a dispute.C. To explain a problem.D. To present details.PART II READING COMPREHENSIONSECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1)When it came to concealing his troubles, Tommy Wilhelm was not less capable than die next fellow. So at least he thought, and there was a certain amount of evidence to back him up. He had once been an actor^ no, not quite, an extra —and he knew what acting should be. Also, he was smokinga cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels. He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed^ he hoped — that he looked passably well: doing all right. It was a matter of sheer hope, because there was not much that he could add to his present effort. On the fourteenth floor he looked for his father to enter the elevator; they often met at this hour, on the way to breakfast. If he worried about his appearance it was mainly for his old father’s sake. But there was no stop on the fourteenth, and the elevator sank and sank. Then the smooth door opened and the great dark-red uneven carpet that covered the lobby billowed toward Wilhelm’s feet. In the foreground the lobby was dark, sleepy. French drapes like sails kept out the sun, but three high, narrow windows were open, and in the blue air Wilhelm saw a pigeon about to light on the great chain that supported the marquee of the movie house directly underneath the lobby. For one moment he heard the wings beating strongly.(2)Most of the guests at the Hotel Gloriana were past the age of retirement. Along Broadway in the Seventies, Eighties, and Nineties, a great part of New York’s vast population of old men and women lives. Unless the weather is too cold or wet they fill the benches about the tiny railed parks and along the subway gratings from Verdi Square to Columbia University, theycrowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms. Among these old people at the Gloriana, Wilhelm felt out ofplace. He was comparatively young, in his middle forties, large and blond, with big shoulders; his back was heavy and strong, if already a little stooped or thickened. After breakfast the old guests sat down on the green leather armchairs and sofas in the lobby and began to gossip and look into the.papers; they had nothing to do but wait out the day. But Wilhelm was used to an active life and liked to go out energetically in the morning. And for several months, because he had no position, he had kept up his morale by rising early; he was shaved and in the lobby by eight o'clock. He bought the paper and some cigars and drank a Coca-Cola or two before he went in tobreakfast with his father. After breakfast ⼀ out, out, out to attend to business. The getting out had in itselfbecome the chief business. But he had realized that he could not keep this up much longer, and today he was afraid. He was aware that his routine was about to break up and he sensed that a huge trouble long presaged (预感)but till now formless was due. Before evening, he'd know.(3)Nevertheless he followed his daily course and crossed the lobby.(4)Rubin, the man at the newsstand, had poor eyes. They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers. He dressed well. It didn't seem necessary ⼀ he was behind the counter most of the time — but he dressed very well. He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands. He wore a Countess Mara painted necktie. As Wilhelm approached, Rubin did not see him; he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away. The Ansonia, the neighborhood^ great landmark, was built by Stanford White. It looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons. Black television antennae are densely planted on its round summits. Under the changes of weather it may look like marble or like sea water, black as slate in the fog, white as tufa in sunlight. This morning it looked like the imageof itself reflected in deep water, white and cumulous above, with cavernous distortions underneath. Together, the two men gazed at it.(5)Then Rubin .said,“Your dad is in to breakfast already, the old gentleman.”“Oh,yes? Ahead of me today?”‘nat’s a real knocked-out shirt you got on,’’ said Rubin. “Where’s it from,Saks?”“No, it’s a Jack Fagman — Chicago.”(6)Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way. Some of the slow,silent movements of his face were very attractive. He went back a step, as if to stand away from himself and get a better look at his shirt. His glance was comic, a comment upon his untidiness. He liked to wear good clothes, but once he had put it on each article appeared to go its own way. Wilhelm, laughing,panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years. In the old days when he was a college freshman and wore a beanie (⽆檐⼩帽)on his large blonde head his father used to say that,big as he was,he could charm a bird out of a tree. Wilhelm had great charm still.(7)“I like this dove-gray color,” he said in his sociable,good-natured way. “It isn’t washable. Youhave to send it to the cleaner. It never smells as good as washed. But it,s a nice shirt. It cost sixteen, eighteen bucks.*'11.Wilhelm hoped he looked all right on his way to the lobby because he wanted to _ .A.leave a good impressionB.give his father a surpriseC.show his acting potentialD.disguise his low spirit12.Wilhelm had something in common with the old guests in that they all .A.lived a luxurious lifeB.liked to swap gossipsC.idled their time awayD.liked to get up early13.How did Wilhelm feel when he was crossing the lobby (Para. 2)?A.He felt something ominous was coming.B.He was worried that his father was late.C.He was feeling at ease among the old.D.He was excited about a possible job offer.14.Which part of Rubin’s clothes made him look particularly awkward (Para. 4)?A.The necktie.B.The cuffs.C.The suit.D.The shirt.15.What can we learn from the author’s description of Wilhelm’s clothes?A.His shirt made him look better.B.He cared much about his clothes.C.He looked like a comedian in his shirt.D.The clothes he wore never quite matched.PASSAGE TWO(1)By the 1840s New York was the leading commercial city of the United States. It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept up with the implications of the newly industrialized economy, of a diversified ethnic population, or of the rapidly rising middle class. New York was the place where the “new” America was coming into being, so it is hardly surprising that the modem newspaper had its birth there.(2)The penny paper had found its first success in New York. By the mid-1830s Ben Day s Sun was drawing readers from all walks of life. On the other hand, the Sun was a scanty sheet providing little more than minor diversions; few today would call it a newspaper at all. Day himself was an editor of limited vision, and he did not possess the ability or the imagination to climb the slopes to loftier heights. If real newspapers were to emerge from the public's demand for more and better coverage, it would have to come from a youthful generation of editors for whom journalism was a totally absorbing profession, an exacting vocational ideal rather than a mere offshoot of job printing.(3)By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life. These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley. Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun. Horace Greeley founded his Tribune in 1841. Bennett and Greeley were the most innovative editors in New York until after the Civil War. Their newspapers were the leading American papers of the day, although for completely different reasons. The two men despised each other, although not in the ways that newspaper editors had despised one another a few years before. Neither was a political hack bonded to a political party. Greeley fancied himself a public intellectual. He had strong political views, and he wanted to run for office himself, but party factotum he could never be; he bristled with ideals and causes of his own devising. Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party. Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics fully and he went after politicians with hammer and tongs, Bennett was a cynic, a distruster of all settled values. He did not regard himself as an intellectual, although in fact he was better educated than Greeley. He thought himself only a hard-boiled newspaperman. Greeley was interested in ideas and in what was happening to the country. Bennett was only interested in his newspaper. He wanted to find out what the news was, what people wanted to read. And when he found out he gave it to them.(4)As different as Bennett and Greeley were from each other they were also curiously alike. Both stood outside the circle of polite society, even when they became prosperous, and in Bennett’s case, wealthy. Both were incurable eccentrics. Neither was a gentleman. Neither conjured upthe picture of a successful editor. Greeley was unkempt, always looking like an unmade bed. Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper — marked-up proofs perhaps — hanging out of his pockets or stuck in his hat. He became fat, was always nearsighted, always peering over spectacles. He spoke in a high-pitched whine Not a few people suggested that he looked exactly like the illustrations of Charles Dickens’s Mr. Pickwick. Greeley provided a humorous description of himself, written under the pretense that it had been the work of his long-time adversary James Fenimore Cooper. The editor was, according to the description, a half-bald, long-legged, slouching individual “so rocking in gait that he walks down both sides of the street at once.”(5)The appearance of Bennett was somewhat different but hardly more reassuring. A shrewd, wiry Scotsman, who seemed to repel intimacy, Bennett looked around at the world with a squinty glare of suspicion. His eyes did not focus right. They seemed to fix themselves on nothing and everything at the same time. He was as solitary as an oyster, the classic loner. He seldom made close friendships and few people trusted him, although nobody who had dealings with him, however brief, doubted his abilities. He, too, could have come out of a book of Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr. Pickwick. Greeley was laughed at but admired; Bennett was seldom laughed at but never admired; on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms. All of this perfectly suited him for the journalism of this confusing age.(6)Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business. They took a long time getting to the top, the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and firmly set about getting it. When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had already had a short period of modest success as an editor. Bennett, older by sixteen years, found solid commercial success first, but he had no one behind him except himself when he started up the Herald in 1835 in a dingy cellar room at 20 Wall Street. Fortunately this turned out to be quite enough.16.Which of the following is NOT the author’s opinion on Ben Day and his Sun (Para. 2)7A.Sun had once been a popular newspaper.B.Sun failed to be a high-quality newspaper.C.Ben Day lacked innovation and imagination.D.Ben Day had striven for better coverage.17.Which of the following statements is CORRECT about Greeley’s or Bennett’s political stance (Para. 3)7A.Greeley and Bennett were both strong supporters of their party.B.Greeley, as a Whig member, believed in his party’s ideals.C.Bennett, as an independent, loathed established values.D.Greeley and Bennett possessed different political values.18.Which of the following figures of speech was used to describe Greeley’s manner of walking(Para. 4)?A.Exaggeration.B.Paradox.C.Analogy.D.Personification.19.In Para. 5 Bennett was depicted as a man whoA.had stronger capabilities than GreeleyB.possessed a great aptitude for journalismC.was in pursuit of idealism in journalismD.was knowledgeable about his home country20.How was Greeley different from Bennett according to Para. 6?A.He had achieved business success first.B.He started his career earlier than Bennett.C.He got initial support from a political party.D.He had a more humiliating apprenticeship.PASSAGE THREE(1)Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.(2) A bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to “justice”are afflicted with doubts about their role.(3)The bandits had a role to play as definite as that of the authorities who condemned them. These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly,a sense of loyalty and identity with the peasants they came from. They didn't steal the peasant’s harvest; they did steal the lord’s.(5)And certain characteristics seem to apply to “social bandits’’ whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant.(6)They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits prospered best where authority was merely local — over the next hill and they were free. Unlike the general run of peasantry they had a tastefor flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.(7)The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “takes from the rich and gives to the poor”in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as if invisible and invulnerable; he isa “loyalist”, never the enemy of the king but only of the local oppressors.(8)None of die bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.(9)Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.(10)Far from being defeated in death, bandits’reputation for invincibility was often strengthened by the manner of their dying. The “dirty little coward” who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else could have brought Jesse down. Even when the police claimed the credit, as they tried to do at first with Giuliano’s death, the local people refused to believe it. And not just the bandit’s vitality prompts the people to refuse to believe that their hero has died; his death would be in some way the death of hope.(11)For the traditional ‘‘noble robber” represents an extremely primitive form of social protest, perhaps the most primitive there is. He is an Individual who refuses to bend his back, that is all. Most protesters will eventually be bought over and persuaded to come to terms with the official power. That is why the few who do not, or who are believed to have remained uncontaminated, have so great and passionate a burden of admiration and longing laid upon them. They cannot abolish oppression. But they do prove that justice is possible, that poor men need not be humble, helpless and meek.(12)The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In someways the characters and deeds of the great bandits could so readily be the stuff of grand opera - Don Jose in “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.21.Which of the following words is NOT intended to suggest approval of bandits?A.Bold (Para. 1).B.Claimed (Para. 4).C.Legend (Para. 2).D.Loyalty (Para. 4).22. Of the following reasons which is the LEAST likely one for becoming bandits?A.They liked theatrical clothes and behavior.B.They wanted to help the poor country folk.C.They were unwilling to accept injustice.D.They had very few careers open to them.23. ....began their careers harshly victimized” (Para. 9) means that they .A.had received excessive ill-treatmentB.were severely punished for their crimesC.took to violence through a sense of injusticeD.were misunderstood by their parents and friends24. What has made bandits suitable as film heroes is that they .A.are sure they are invincibleB.possess a theatrical qualityC.retain the virtues of a peasant societyD.protest against injustice and inequalitySECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in Section A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO. PASSAGE ONE25.In and there was a certain amount of evidence to back him up (Para. 1)”, what does “evidence”refer to?26.What is Wilhelm’s characteristic that has never changed all those years according to Para. 6?PASSAGE TWO27.Summarize in your own words the meaning of the italicized part in the last sentence of Para.2.28.What does but he seldom gave comfort to his chosen party” mean according to the context (Para.3)?29.What is the similarity between Bennett and Greeley according to Paras. 4 and 5? PASSAGE THREE30.Write down TWO features of the idealist pattern. (Para 9)31.What does “hope” mean according to the context? (Para 10)32.What does “He is an individual who refuses to bend his back” mean? (Para 11)PART III LANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:PART IV TRANSLATIONTranslate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.⽩洋淀曾有 " 北国江南 " 的说法,但村舍的形制⾃具特⾊,与江南截然不同。
2019年专业英语八级考试真题
2019年专业英语八级考试真题PART 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now, listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWERSHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1. A. Environmental issues.B.Endangered species.C.Global warming.D.Conservation.2. A. It is thoroughly proved.B. it is definitely very serious.C. It is just a temporary variation.D. It is changing our ways of living.3. A. Protection of endangered animals* habitats.B. Negative human impact on the environment.C. Frequent abnormal phenomena on the earth.D. The woman’s indifferent attitude to the earth.4. A. Nature should take its course.B. People take things for granted.C. Humans are damaging the earth.D. Animals should stay away from zoos.5. A. Objective.B. Pessimistic.C. Skeptical.D. Subjective.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.6.A. Teachers’ resistance to change.B. Students’ inadequate ability to read.C. Teachers’ misunderstanding of such literacy.D. Students ’ indifference to the new method.7.A. Abilities to complete challenging tasks.B.Abilities to learn subject matter knowledge.C.Abilities to perform better in schoolwork.D.Abilities to perform disciplinary work.8.A. Recalling specific information.B. Understanding particular details.C. Examining sources of information.D. Retelling a historical event.9. A. Engaging literacy and disciplinary experts in the program.B. Helping teachers understand what disciplinary literacy is.C. Teaching disciplinary discourse practices by literacy teachers.D. Designing learning strategies with experts from both sides.10. A. To argue for a case.B. To discuss a dispute.C. To explain a problem.D. To present details.PART II READING COMPREHENSIONSECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1)When it came to concealing his troubles, Tommy Wilhelm was not less capable than die next fellow. So at least he thought, and there was a certain amount of evidence to back him up. He had once been an actor^ no, not quite, an extra — and he knew what acting should be. Also, he was smokinga cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels. He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed^ he hoped — that he looked passably well: doing all right. It was a matter of sheer hope, because there was not much that he could add to his present effort. On the fourteenth floor he looked for his father to enter the elevator; they often met at this hour, on the way to breakfast. If he worried about his appearance it was mainly for his old father’s sake. But there was no stop on the fourteenth, and the elevator sank and sank. Then the smooth door opened and the great dark-red uneven carpet that covered the lobby billowed toward Wilhelm’s feet. In the foreground the lobby was dark, sleepy. French drapes like sails kept out the sun, but three high, narrow windows were open, and in the blue air Wilhelm saw a pigeon about to light on the great chain that supported the marquee of the movie house directly underneath the lobby. For one moment he heard the wings beating strongly.(2)Most of the guests at the Hotel Gloriana were past the age of retirement. Along Broadway in the Seventies, Eighties, and Nineties, a great part of New York’s vast population of old men and women lives. Unless the weather is too cold or wet they fill the benches about the tiny railed parks and along the subway gratings from Verdi Square to Columbia University, they crowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms. Among these old people at the Gloriana, Wilhelm felt out ofplace. He was comparatively young, in his middle forties, large and blond, with big shoulders; his back was heavy and strong, if already a little stooped or thickened. After breakfast the old guests sat down on the green leather armchairs and sofas in the lobby and began to gossip and look into the.papers; they had nothing to do but wait out the day. But Wilhelm was used to an active life and liked to go out energetically in the morning. And for several months, because he had no position, he had kept up his morale by rising early; he was shaved and in the lobby by eight o'clock. He bought the paper and some cigars and drank a Coca-Cola or two before he went in tobreakfast with his father. After breakfast 一 out, out, out to attend to business. The getting out had in itselfbecome the chief business. But he had realized that he could not keep this up much longer, and today he was afraid. He was aware that his routine was about to break up and he sensed that a huge trouble long presaged (预感)but till now formless was due. Before evening, he'd know.(3)Nevertheless he followed his daily course and crossed the lobby.(4)Rubin, the man at the newsstand, had poor eyes. They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers. He dressed well. It didn't seem necessary 一 he was behind the counter most of the time — but he dressed very well. He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands. He wore a Countess Mara painted necktie. As Wilhelm approached, Rubin did not see him; he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away. The Ansonia, the neighborhood^ great landmark, was built by Stanford White. It looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons. Black television antennae are densely planted on its round summits. Under the changes of weather it may look like marble or like sea water, black as slate in the fog, white as tufa in sunlight. This morning it looked like the imageof itself reflected in deep water, white and cumulous above, with cavernous distortions underneath. Together, the two men gazed at it.(5)Then Rubin .said,“Your dad is in to breakfast already, the old gentleman.”“Oh,yes? Ahead of me today?”‘nat’s a real knocked-out shirt you got on,’’ said Rubin. “Where’s it from,Saks?”“No, it’s a Jack Fagman — Chicago.”(6)Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way. Some of the slow,silent movements of his face were very attractive. He went back a step, as if to stand away from himself and get a better look at his shirt. His glance was comic, a comment upon his untidiness. He liked to wear good clothes, but once he had put it on each article appeared to go its own way. Wilhelm, laughing,panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years. In the old days when he was a college freshman and wore a beanie (无檐小帽)on his large blonde head his father used to say that,big as he was,he could charm a bird out of a tree. Wilhelm had great charm still.(7)“I like this dove-gray color,” he said in his sociable,good-natured way. “It isn’t washable. Youhave to send it to the cleaner. It never smells as good as washed. But it,s a nice shirt. It cost sixteen, eighteen bucks.*'11.Wilhelm hoped he looked all right on his way to the lobby because he wanted to _ .A.leave a good impressionB.give his father a surpriseC.show his acting potentialD.disguise his low spirit12.Wilhelm had something in common with the old guests in that they all .A.lived a luxurious lifeB.liked to swap gossipsC.idled their time awayD.liked to get up early13.How did Wilhelm feel when he was crossing the lobby (Para. 2)?A.He felt something ominous was coming.B.He was worried that his father was late.C.He was feeling at ease among the old.D.He was excited about a possible job offer.14.Which part of Rubin’s clothes made him look particularly awkward (Para. 4)?A.The necktie.B.The cuffs.C.The suit.D.The shirt.15.What can we learn from the author’s description of Wilhelm’s clothes?A.His shirt made him look better.B.He cared much about his clothes.C.He looked like a comedian in his shirt.D.The clothes he wore never quite matched.PASSAGE TWO(1)By the 1840s New York was the leading commercial city of the United States. It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept up with the implications of the newly industrialized economy, of a diversified ethnic population, or of the rapidly rising middle class. New York was the place where the “new” America was coming into being, so it is hardly surprising that the modem newspaper had its birth there.(2)The penny paper had found its first success in New York. By the mid-1830s Ben Day s Sun was drawing readers from all walks of life. On the other hand, the Sun was a scanty sheet providing little more than minor diversions; few today would call it a newspaper at all. Day himself was an editor of limited vision, and he did not possess the ability or the imagination to climb the slopes to loftier heights. If real newspapers were to emerge from the public's demand for more and better coverage, it would have to come from a youthful generation of editors for whom journalism was a totally absorbing profession, an exacting vocational ideal rather than a mere offshoot of job printing.(3)By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life. These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley. Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun. Horace Greeley founded his Tribune in 1841. Bennett and Greeley were the most innovative editors in New York until after the Civil War. Their newspapers were the leading American papers of the day, although for completely different reasons. The two men despised each other, although not in the ways that newspaper editors had despised one another a few years before. Neither was a political hack bonded to a political party. Greeley fancied himself a public intellectual. He had strong political views, and he wanted to run for office himself, but party factotum he could never be; he bristled with ideals and causes of his own devising. Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party. Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics fully and he went after politicians with hammer and tongs, Bennett was a cynic, a distruster of all settled values. He did not regard himself as an intellectual, although in fact he was better educated than Greeley. He thought himself only a hard-boiled newspaperman. Greeley was interested in ideas and in what was happening to the country. Bennett was only interested in his newspaper. He wanted to find out what the news was, what people wanted to read. And when he found out he gave it to them.(4)As different as Bennett and Greeley were from each other they were also curiously alike. Both stood outside the circle of polite society, even when they became prosperous, and in Bennett’s case, wealthy. Both were incurable eccentrics. Neither was a gentleman. Neither conjured upthe picture of a successful editor. Greeley was unkempt, always looking like an unmade bed. Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper — marked-up proofs perhaps — hanging out of his pockets or stuck in his hat. He became fat, was always nearsighted, always peering over spectacles. He spoke in a high-pitched whine Not a few people suggested that he looked exactly like the illustrations of Charles Dickens’s Mr. Pickwick. Greeley provided a humorous description of himself, written under the pretense that it had been the work of his long-time adversary James Fenimore Cooper. The editor was, according to the description, a half-bald, long-legged, slouching individual “so rocking in gait that he walks down both sides of the street at once.”(5)The appearance of Bennett was somewhat different but hardly more reassuring. A shrewd, wiry Scotsman, who seemed to repel intimacy, Bennett looked around at the world with a squinty glare of suspicion. His eyes did not focus right. They seemed to fix themselves on nothing and everything at the same time. He was as solitary as an oyster, the classic loner. He seldom made close friendships and few people trusted him, although nobody who had dealings with him, however brief, doubted his abilities. He, too, could have come out of a book of Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr. Pickwick. Greeley was laughed at but admired; Bennett was seldom laughed at but never admired; on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms. All of this perfectly suited him for the journalism of this confusing age.(6)Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business. They took a long time getting to the top, the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and firmly set about getting it. When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had already had a short period of modest success as an editor. Bennett, older by sixteen years, found solid commercial success first, but he had no one behind him except himself when he started up the Herald in 1835 in a dingy cellar room at 20 Wall Street. Fortunately this turned out to be quite enough.16.Which of the following is NOT the author’s opinion on Ben Day and his Sun (Para. 2)7A.Sun had once been a popular newspaper.B.Sun failed to be a high-quality newspaper.C.Ben Day lacked innovation and imagination.D.Ben Day had striven for better coverage.17.Which of the following statements is CORRECT about Greeley’s or Bennett’s political stance (Para. 3)7A.Greeley and Bennett were both strong supporters of their party.B.Greeley, as a Whig member, believed in his party’s ideals.C.Bennett, as an independent, loathed established values.D.Greeley and Bennett possessed different political values.18.Which of the following figures of speech was used to describe Greeley’s manner of walking(Para. 4)?A.Exaggeration.B.Paradox.C.Analogy.D.Personification.19.In Para. 5 Bennett was depicted as a man whoA.had stronger capabilities than GreeleyB.possessed a great aptitude for journalismC.was in pursuit of idealism in journalismD.was knowledgeable about his home country20.How was Greeley different from Bennett according to Para. 6?A.He had achieved business success first.B.He started his career earlier than Bennett.C.He got initial support from a political party.D.He had a more humiliating apprenticeship.PASSAGE THREE(1)Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.(2) A bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to “justice”are afflicted with doubts about their role.(3)The bandits had a role to play as definite as that of the authorities who condemned them. These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly,a sense of loyalty and identity with the peasants they came from. They didn't steal the peasant’s harvest; they did steal the lord’s.(5)And certain characteristics seem to apply to “social bandits’’ whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant.(6)They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits prospered best where authority was merely local — over the next hill and they were free. Unlike the general run of peasantry they had a tastefor flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.(7)The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “takes from the rich and gives to the poor”in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as if invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors.(8)None of die bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.(9)Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.(10)Far from being defeated in death, bandits’reputation for invincibility was often strengthened by the manner of their dying. The “dirty little coward” who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else could have brought Jesse down. Even when the police claimed the credit, as they tried to do at first with Giuliano’s death, the local people refused to believe it. And not just the bandit’s vitality prompts the people to refuse to believe that their hero has died; his death would be in some way the death of hope.(11)For the traditional ‘‘noble robber” represents an extremely primitive form of social protest, perhaps the most primitive there is. He is an Individual who refuses to bend his back, that is all. Most protesters will eventually be bought over and persuaded to come to terms with the official power. That is why the few who do not, or who are believed to have remained uncontaminated, have so great and passionate a burden of admiration and longing laid upon them. They cannot abolish oppression. But they do prove that justice is possible, that poor men need not be humble, helpless and meek.(12)The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera - Don Jose in “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.21.Which of the following words is NOT intended to suggest approval of bandits?A.Bold (Para. 1).B.Claimed (Para. 4).C.Legend (Para. 2).D.Loyalty (Para. 4).22. Of the following reasons which is the LEAST likely one for becoming bandits?A.They liked theatrical clothes and behavior.B.They wanted to help the poor country folk.C.They were unwilling to accept injustice.D.They had very few careers open to them.23. ....began their careers harshly victimized” (Para. 9) means that they .A.had received excessive ill-treatmentB.were severely punished for their crimesC.took to violence through a sense of injusticeD.were misunderstood by their parents and friends24. What has made bandits suitable as film heroes is that they .A.are sure they are invincibleB.possess a theatrical qualityC.retain the virtues of a peasant societyD.protest against injustice and inequalitySECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in Section A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO. PASSAGE ONE25.In and there was a certain amount of evidence to back him up (Para. 1)”, what does “evidence”refer to?26.What is Wilhelm’s characteristic that has never changed all those years according to Para. 6?PASSAGE TWO27.Summarize in your own words the meaning of the italicized part in the last sentence of Para.2.28.What does but he seldom gave comfort to his chosen party” mean according to the context (Para.3)?29.What is the similarity between Bennett and Greeley according to Paras. 4 and 5? PASSAGE THREE30.Write down TWO features of the idealist pattern. (Para 9)31.What does “hope” mean according to the context? (Para 10)32.What does “He is an individual who refuses to bend his back” mean? (Para 11)PART III LANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:PART IV TRANSLATIONTranslate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.白洋淀曾有 " 北国江南 " 的说法,但村舍的形制自具特色,与江南截然不同。
2019年专八真题完整版(包含MINI-LECTURE)word资料31页
TEM8-2012TEST FOR ENGLISH MAJORS (2012)-GRADE EIGHT-TIME LIMIT: 195 MINPART I LISTENING COMPREttENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will 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, 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.ObservationPeople do observation in daily life context for safety or for proper behaviour. However, there are differences in daily life observation and research observation.A.Differences---- daily life observation--casual--(1) ________--defendence on memory---- research observation-- (2) _________-- careful record keepingB. Ways to select samples in research---- time sampling-- systematic: e.g. fixed intervals every hour-- random: fixed intervals but (3) _______Systematic sampling and random sampling are often used in combination.---- (4) _______-- definition: selection of different locations-- reason: human s’or animals’behaviour (5) ______ across circumstances-- (6) ______: more objective observationsC. Ways to record behaviour (7) _______---- observation with intervention-- participant observation: researcher as observer and participant-- field experiment: research (8) ______ over conditions---- observation without intervention-- purpose: describing behaviour (9) ______-- (10) ______ : no intervention-- researcher: a passive recorderSECTION 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 be given 10seconds to answer each of the foliowing five questions. Now listen to the interview.1. Which of the following statements about creativity is INCORRECT?A. Creativity stems from human beings' novel thinking.B. The duration of the creative process varies from person to person.C. Creative people focus on novel thinking rather than on solutions.D. The outcome of human creativity comes in varied forms.2. The interviewee cites the Bach family to show that creativityA. appears to be the result of the environment.B. seems to be attributable to genetic makeup.C. appears to be more associated with great people.D. comes from both environment and genetic makeup.3. How many types of the creative process does the interviewee describe?A. One.B. Two.C. Three.D. Four.4. Which of the following features of a creative personality is NOT mentioned in the interview?A. Unconventional.B. Original.C. Resolute.D. Critical.5. The interviewee's suggestion for a creativity workout supports the view thatA. brain exercising will not make people creative.B. most people have diversified interests and hobbies.C. the environment is significant in the creative process.D. creativity can only be found in great people.SECTION 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 each question on ANSWER SHEET TWO. Question 6 is based on the following news. At the end of the news item, you will be given 10seconds to answer the question. Now listen to the news.6. What is the news item mainly about?A. U.S. astronauts made three space walks.B. An international space station was set up.C. A problem in the cooling system was solved.D. A 350-kilogram ammonia pump was removed.Questions 7 and 8 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.7. In which country would parents often threaten to punish children by leaving them outside?A. India.B. The Philippines.C. Egypt.D. Not mentioned.8. What is the main purpose of the study?A. To reveal cultural differences and similarities.B. To expose cases of child abuse and punishment.C. To analyze child behaviour across countries.D. To investigate ways of physical punishment.Questions 9 and 10 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.9. According to the news item, Japan's economic growth in the secondquarter was ____ less than the first quarter.A. 0.6 percentB. 3.4 percentC. 4 percentD. 3 percent10. How many reasons does the news item cite for Japan's slow economic growth?A. 2.B. 3.C. 4.D. 5.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 the best answer to each question on ANSWER SHEET TWO.TEXT AI used to look at my closet and see clothes. These days, whenever I cast my eyes upon the stacks of shoes and hangers of shirts, sweaters and jackets, I see water.It takes 569 gallons to manufacture a T-shirt, from its start in the cotton fields to its appearance on store shelves. A pair of running shoes? 1,247 gallons.Until last fall, I'd been oblivious to my "water footprint", which is defined as the total volume of freshwater that is used to produce goods and services, according to the Water Footprint Network. The Dutch nonprofit has been working to raise awareness of freshwater scarcity since 2008, but it was through the "Green BlueBook" by Thomas M. Kostigen that I was able to see how my own actions factored in.I've installed gray-water systems to reuse the wastewater from my laundry, machine and bathtub and reroute it to my landscape - systems that save, on average, 50 gallons of water per day. I've set up rain barrels and infiltration pits to collect thousands of gallons of storm water cascading from my roof. I've even entered the last bastion of greendom -installing a composting toilet.Suffice to say, I've been feeling pretty satisfied with myself for all the drinking water I've saved with these big-ticket projects.Now I realize that my daily consumption choices could have an even larger effect –not only on the local water supply but also globally: 1.1 billion people have no access to freshwater, and, in the future, those who do have access will have less of it.To see how much virtual water 1 was using, I logged on to the "Green Blue Book" website and used its water footprint calculator, entering my daily consumption habits. Tallying up the water footprint of my breakfast, lunch, dinner and snacks, as well as my daily dose of over-the-counter uppers and downers - coffee, wine and beer- I'm using 512 gallons of virtual water each day just to feed myself.In a word: alarming.Even more alarming was how much hidden water I was using to get dressed. I'm hardly a clotheshorse, but the few new items I buy once again trumped the amount of water flowing from my faucets each day. If I'm serious about saving water, I realized I could make some simple lifestyle shifts. Looking more closely at the areas in my life that use the most virtual water, it was food and clothes, specifically meat, coffee and, oddly, blue jeans and leather jackets.Being a motorcyclist, I own an unusually large amount of leather - boots and jackets in particular. All of it is enormously water intensive. It takes 7,996 gallons to make a leather.jacket, leather being a byproduct of beef. It takes 2,866 gallons of water to make a single pair of blue jeans, because they're made from water-hogging cotton.Crunching the numbers for the amount of clothes I buy every year, it looks a lot like my friend's swimming pool. My entire closet is borderline Olympic.Gulp.My late resolution is to buy some items used. Underwear and socks are, of course, exempt from this strategy, but 1 have no problem shopping less and also shopping at Goodwill. In fact, I'd been doingthat for the past year to save money. My clothes' outrageous water footprint just reintbrced it for me.More conscious living and substitution, rather than sacrifice, are the prevailing ideas with the water footprint. It's one I'm trying, and that's had an unusual upside. I had a hamburger recently, and I enjoyed it a lot more since it is now an occasional treat rather than a weekly habit.(One gallon =3.8 litres)11. According to the passage, the Water Footprint NetworkA. made the author aware of freshwater shortage.B. helped the author get to know the Green Blue Book.C. worked for freshwater conservation for nonprofit purposes.D. collaborated with the Green Blue Book in freshwater conservation.12. Which of the following reasons can best explain the author's feeling of self-satisfaction?A. He made contribution to drinking water conservation in his own way.B. Money spent on upgrading his household facilities was worthwhile.C. His house was equipped with advanced water-saving facilities.D. He could have made even greater contribution by changing hislifestyle.13. According to the context, "...how mv own actions factored in" meansA. how I could contribute to water conservation.B. what efforts I should make to save fresh water.C. what behaviour could be counted as freshwater-saving.D. how much of what I did contributed to freshwater shortage.14. According to the passage, the author was more alarmed by the fact thatA. he was having more meat and coffee.B. his clothes used even more virtual water.C. globally there will be less fresh water.D. his lifestyle was too extravagant.15. "My entire closet is borderline Olympic" is an example ofA. exaggeration.B. analogy.C. understatement.D. euphemism.16. What is the tone of the author in the last paragraph'?A. Sarcastic.B. Ironic.C. Critical.D. Humorous.TEXT BIn her novel of "Reunion, American Style", Rona Jaffe suggests that a class reunion "is more than a sentimental journey. It is also a way of answering the question that lies at the back of nearly allour minds. Did they do better than I?"Jaffe's observation may be misplaced but not completely lost. According to a study conducted by social psychologist Jack Sparacino, the overwhelming majority who attend reunions aren't there invidiously to compare their recent accomplishments with those of their former classmates. Instead, they hope, primarily, to relive their earlier successes.Certainly, a few return to show their former classmates how well they have done; others enjoy observing the changes that have occurred in their classmates (not always in themselves, of course). But the majority who attend their class reunions do so to relive the good times they remember having when they were younger. In his study, Sparacino found that, as high school students, attendees had been more popular, more often regarded as attractive, and more involved in extracurricular activities than those classmates who chose not to attend. For those who turned up at their reunions, then, the old times were also the good times!It would appear that Americans have a special fondness for reunions, judging by their prevalence. Major league baseball players, fraternity members, veterans groups, high school and college graduates, and former Boy Scouts all hold reunions on a regular basis. In addition, family reunions frequently attractblood relatives from faraway places who spend considerable money and time to reunite.Actually, in their affection for reuniting with friends, family or colleagues, Americans are probably no different from any other people, except that Americans have created a mind-boggling number and variety of institutionalized forms of gatherings to facilitate the satisfaction of this desire. Indeed, reunions have increasingly become formal events that are organized on a regular basis and, in the process, they have also become big business.Shell Norris of Class Reunion, Inc., says that Chicago alone has 1,500 high school reunions each year. A conservative estimate on the national level would be 10,000 annually. At one time, all high school reunions were organized by volunteers, usually female homemakers. In the last few years, however, as more and more women have entered the labour force, alumni reunions are increasingly being planned by specialized companies rather than by part-time volunteers.The first college reunion was held by the alumni of Yale University in 1792. Graduates of Pennsylvania, Princeton, Stanford, and Brown followed suit. And by the end of the 19th century, most 4-year institutions were holding alumni reunions.The variety of college reunions is impressive. At Princeton,alumni parade through the town wearing their class uniforms and singing their alma mater. At Marietta College, they gather for a dinner-dance on a steamship cruising the Ohio River.Clearly, the thought of cruising on a steamship or marching through the streets is usually not, by itself, sufficient reason for large numbers of alumni to return to campus. Alumni who decide to attend their reunions share a common identity based on the years they spent together as undergraduates. For this reason, universities that somehow establish a common bond – for example, because they are relatively small or especially prestigious - tend to draw substantial numbers of their alumni to reunions. In an effort to enhance this common identity, larger colleges and universities frequently build their class reunions on participation in smaller units, such as departments or schools. Or they encourage "affinity reunions" for groups of former cheerleaders, editors, fraternity members, musicians, members of military organizations on campus, and the like.Of course, not every alumnus is fond of his or her alma mater. Students who graduated during the late 1960s may be especially reluctant to get involved in alumni events. They were part of the generation that conducted sit-ins and teach-ins directed at university administrators, protested military recruitment oncampus and marched against "establishment politics." If this generation has a common identity, it may fall outside of their university ties - or even be hostile to them. Even as they enter their middle years, alumni who continue to hold unpleasant memories of college during this period may not wish to attend class reunions.17. According to the passage, Sparacino's studyA. provided strong evidence for Jaffe's statement.B. showed that attendees tended to excel in high school study.C. found that interest in reunions was linked with school experience.D. found evidence for attendees' intense desire for showing off success.18. Which of the following is NOT mentioned as a distinct feature of U.S. class reunions?A. U.S. class reunions are usually occasions to show off one's recent success.B. Reunions are regular and formal events organized by professional agencies.C. Class reunions have become a profitable business.D. Class reunions have brought about a variety of activities.19. What mainly attracts many people to return to campus for reunion?A. The variety of activities for class reunion.B. The special status their university enjoys.C. Shared experience beyond the campus.D. Shared undergraduate experience on campus.20. The rhetorical function of the first paragraph is toA. introduce Rona Jeffe's novel.B. present the author's counterargument.C. serve as prelude to the author's argument.D. bring into focus contrasting opinions.21. What is the passage mainly about?A. Reasons for popularity and (non)attendance for alumni reunions.B. A historical perspective for alumni reunions in the United States.C. Alumni reunions and American university traditions.D. Alumni reunion and its social and economic implications. TEXT COne time while on his walk George met Mr. Cattanzara coming home very late from work. He wondered if he was drunk but then could tell he wasn't. Mr. Cattanzara, a stocky, bald-headed man who worked in a change booth on an IRT station, lived on the next block after George's, above a shoe repair store. Nights, during the hot weather, he sat on his stoop in an undershirt, reading the New York Times in the light of the shoemaker's window. He read it from the firstpage to the last, then went up to sleep. And all the time he was reading the paper, his wife, a fat woman with a white face, leaned out of the window, gazing into the street, her thick white arms folded under her loose breast, on the window ledge.Once in a while Mr. Cattanzara came home drunk, but it was a quiet drunk. He never made any trouble, only walked stiffly up the street and slowly climbed the stairs into the hall. Though drunk he looked the same as always, except for his tight walk, the quietness, and that his eyes were wet. George liked Mr. Cattanzara because he remembered him giving him nickels to buy lemon ice with when he was a squirt. Mr. Cattanzara was a different type than those in the neighbourhood. He asked different questions than the others when he met you, and he seemed to know what went on in all the newspapers. He read them, as his fat sick wife watched from the window."What are you doing with yourself this summer, George?" Mr. Cattanzara asked. "l see you walkin' around at night."George felt embarrassed. "I like to walk.""What are you doin' in the day now?""Nothing much just now. I'm waiting for a job." Since it shamed him to admit that he wasn't working, George said, "I'm reading a lot to pick up my education.""What are you readin'?"George hesitated, then said, "I got a list of books in the library once and now I'm gonna read them this summer." He felt strange and a little unhappy saying this, but he wanted Mr. Cattanzara to respect him."How many books are there on it?""I never counted them. Maybe around a hundred."Mr. Cattanzara whistled through his teeth."I figure if l did that," George went on earnestly, "it would help me in my education. 1 don't mean the kind they give you in high school. I want to know different things than they learn there, if you know what I mean."The change maker nodded. "Still and all, one hundred books is a pretty big load for onesummer.""It might take longer.""After you're finished with some, maybe you and I can shoot the breeze about them?" said Mr. Cattanzara."When I'm finished," George answered.Mr. Cattanzara went home and George continued on his walk. After that, though he had the urge to, George did nothing different from usual. He still took his walks at night, ending up in the littlepark. But one evening the shoemaker on the next block stopped George to say he was a good boy, and George figured that Mr. Cattanzara had told him all about the books he was reading. From the shoemaker it must have gone down the street, because George saw a couple of people smiling kindly at him, though nobody spoke to him personally. He felt a little better around the neighbourhood and liked it more, though not so much he would want to live in it forever. He had never exactly disliked the people in it, yet he had never liked them very much either. It was the fault of the neighbourhood. To his surprise, George found out that his father and his sister Sophie knew about his reading too. His father was too shy to say anything about it - he was never much of a talker in his whole life -- but Sophie was softer to George, and she showed him in other ways she was proud of him.22. In the excerpt, Mr. Cattanzara was described as a man whoA. was fond of drinking.B. showed a wide interest.C. often worked overtime.D. liked to gossip after work.23. It can be inferred from the passage thatA. Mr. Cattanzara was surprised at George's reading plan.B. Mr. Cannazara was doubtful about George throughout.C. George was forced to tell a lie and then regretted.D. George lied at the beginning and then became serious.24. After the street conversation with Mr. Cattanzara, GeorgeA. remained the same as usual.B. became more friendly with Mr. Cattanzara.C. began to like his neighbours more than ever.D. continued to read the books from the list.25. We can tell from the excerpt that GeorgeA. had a neither close nor distant relationship with his father.B. was dissatisfied with his life and surroundings.C. found that his sister remained skeptical about him.D. found his neighbours liked to poke their nose into him.TEXT DAbraham Lincoln turns 200 this year, and he's beginning to show his age. When his birthday arrives, on February 12, Congress will hold a special joint session in the Capitol's National Statuary Hall, a wreath will be laid at the great memorial in Washington, and a webcast will link school classrooms for a "teach-in" honouring his memory.Admirable as they are, though, the events will strike many of us Lincoln fans as inadequate, even halfhearted -- and another sign that our appreciation for the 16th president and his towering achievements is slipping away. And you don't have to be a Lincoln enthusiast to believe that this is something we can't afford to lose.Compare this year's celebration with the Lincoln centennial, in 1909. That year, Lincoln's likeness made its debut on the penny, thanks to approval from the U.S. Secretary of the Treasury. Communities and civic associations in every comer of the country erupted in parades, concerts, balls, lectures, and military displays. We still feel the effects today: The momentum unloosed in 1909 led to the Lincoln Memorial, opened in 1922, and the Lincoln Highway, the first paved transcontinental thoroughfare.The celebrants in 1909 had a few inspirations we lack today. Lincoln's presidency was still a living memory for countless Americans. In 2009 we are farther in time from the end of the Second World War than they were from the Civil War; families still felt the loss of loved ones from that awful national trauma.But Americans in 1909 had something more: an unembarrassed appreciation for heroes and an acute sense of the way that even long-dead historical figures press in on the present and make us who we are.One story will illustrate what l'm talking about.In 2003 a group of local citizens arranged to place a statue of Lincoln in Richmond, Virginia, former capital of the Confederacy. The idea touched off a firestorm of controversy. The Sons of Confederate Veterans held a public conference of carefully selectedscholars to "reassess" the legacy of Lincoln. The verdict - no surprise - was negative: Lincoln was labeled everything from a racist totalitarian to a teller of dirty jokes.I covered the conference as a reporter, but what really unnerved me was a counter-conference of scholars to refute the earlier one. These scholars drew a picture of Lincoln that only our touchy-feely age could conjure up. The man who oversaw the most savage war in our history was described - by his admirers, remember - as "nonjudgmental," "unmoralistic," "comfortable with ambiguity."I felt the way a friend of mine felt as we later watched the unveiling of the Richmond statue in a subdued ceremony: "But he's so small!"The statue in Richmond was indeed small; like nearly every Lincoln statue put up in the past half century, it was life-size and was placed at ground level, a conscious rejection of the heroic - approachable and human, yes, but not something to look up to.The Richmond episode taught me that Americans have lost the language to explain Lincoln's greatness even to ourselves. Earlier generations said they wanted their children to be like Lincoln: principled, kind, compassionate, resolute. Today we want Lincoln to be like us.This helps to explain the long string of recent books in whichwriters have presented a Lincoln made after their own image. We've had Lincoln as humorist and Lincoln as manic-depressive, Lincoln the business sage, the conservative Lincoln and the liberal Lincoln, the emancipator and the racist, the stoic philosopher, the Christian, the atheist - Lincoln over easy and Lincoln scrambled.What's often missing, though, is the timeless Lincoln, the Lincoln whom all generations, our own no less than that of 1909, can lay claim to. Lucky for us, those memorializers from a century ago - and, through them, Lincoln himself- have left us a hint of where to find him. The Lincoln Memorial is the most visited of our presidential monuments. Here is where we find the Lincoln who endures: in the words he left us, defining the country we've inherited. Here is the Lincoln who can be endlessly renewed and who, 200 years after his birth, retains the power to renew us.26. The author thinks that this year's celebration is inadequate and even halfhearted becauseA. no Lincoln statue will be unveiled.B. no memorial coins will be issued.C. no similar appreciation of Lincoln will be seen.D. no activities can be compared to those in 1909.27. According to the passage, what really makes the 1909 celebrations different from this year's?A. Respect for great people and their influence.B. Variety and magnitude of celebration activities.C. Structures constructed in memory of Lincoln.D. Temporal proximity to Lincoln's presidency.28. In the author's opinion, the counter-conferenceA. rectified the judgment by those carefully selected scholars.B. offered a brand new reassessment perspective.C. came up with somewhat favourable conclusions.D. resulted in similar disparaging remarks on Lincoln.29. According to the author, the image of Lincoln conceived by contemporary peopleA. conforms to traditional images.B. reflects the present-day tendency of worship.C. shows the present-day desire to emulate Lincoln.D. reveals the variety of current opinions on heroes.30. Which of the following best explains the implication of the last paragraph?A. Lincoln's greatness remains despite the passage of time.B. The memorial is symbolic of the great man's achievements.C. Each generation has it own interpretation of Lincoln.D. People get to know Lincoln through memorializers.PART III GENERAL KNOWLEDGE (10 MIN)There are ten multiple-choice questions in this section. Mark the best answer to each question on ANSWER SHEET TWO.31. The Maori people are natives ofA. Australia.B. Canada.C. Ireland.D. New Zealand.32. The British monarch is the Head ofA. Parliament.B. State.C. Government.D. Cabinet.33. Americans celebrate Independence Day onA. July 4th.B. October 11th.C. May 31st.D. September 6th.34. Canada is bounded on the north byA. the Pacific Ocean.B. the Atlantic Ocean.C. the Arctic Ocean.D. the Great Lakes.35. Who is the author of The Waste Lana?A. George Bernard Shaw.B. W.B. Yeats.C. Dylan Thomas.D. T.S. Eliot.36. Which of the following novelists wrote The Sound and the Fury?A. William Faulkner.B. Ernest Hemingway.C. Scott Fitzgerald.D. John Steinbeck.37. "The lettuce was lonely without tomatoes and cucumbers for company" is an example ofA. exaggeration.B. understatement.C. personification.D. synecdoche.。
2019专八真题
TEST FOR ENGLISH MAJORS (2019)-GRADE EIGHT-TIME LIMIT: 150 MIN PART I LISTENING COMPREHENSION (25 MIN] SECTION A MINI-LECTUREIn this section you will hear a mini-lecture、 You will hear the mini-lecture ONCE ONLY、 While listening tothe mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap、 Make sure what you fill in is both grammatically and semantically acceptable、You may use the blank sheet for note-taking、You have THIRTY seconds to preview the gap-filling task、Now, listen to the mini-lecture、 When it is over, you will be given THREE minutes to check your work、SECTION B INTERVIEWIn this section you will hear TWO interviews、 At the end of each interview, five questions will be asked about what was said、 Both the interviews and the questions will be spoken ONCE ONLY、 After each question there will be a ten-second pause During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWERSHEET TWO、You have THIRTY seconds to preview the choices、Now, listen to the first interview、 Questions 1 to 5 are based on the first interview、1、A、Environmental issues、B、Endangered species、C、Global warming、D、Conservation、2、A、 It is thoroughly proved、B、it is definitely very serious、C、It is just a temporary variation、D、It is changing our ways of living、3、A、 Protection of endangered animals* habitats、B、Negative human impact on the environment、C、Frequent abnormal phenomena on the earth、D、The woman’s indifferent attitude to the earth、4、A、 Nature should take its course、B、People take things for granted、C、Humans are damaging the earth、D、Animals should stay away from zoos、5、A、 Objective、B、Pessimistic、C、Skeptical、D、Subjective、Now, listen to the second interview、 Questions 6 to 10 are based on the second interview、6、A、 Teachers’ resistance to change、B、Students’ inadequate ability to read、C、Teachers’ misunderstanding o f such literacy、D、Students ’ indifference to the new method、7、A、Abilities to complete challenging tasks、B.Abilities to learn subject matter knowledge、C.Abilities to perform better in schoolwork、D.Abilities to perform disciplinary work、8、A、 Recalling specific information、B、Understanding particular details、C、Examining sources of information、D、Retelling a historical event、9、A、 Engaging literacy and disciplinary experts in the program、B、Helping teachers understand what disciplinary literacy is、C、Teaching disciplinary discourse practices by literacy teachers、D、Designing learning strategies with experts from both sides、10、A、 To argue for a case、B、To discuss a dispute、C、To explain a problem、D、To present details、PART II READING COMPREHENSION [45 MIN] SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions、 For each multiple choice question, there are four suggested answers marked A, B, C and D、 Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO、PASSAGE ONE(1)When it came to concealing his troubles, Tommy Wilhelm was not less capable than die next fellow、 So at least he thought, and there was a certain amount of evidence to back him up、 He had once been an actor^ no, not quite, an extra — and he knew what acting should be、 Also, he was smoking a cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels、 He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed^ he hoped — that he looked passably well: doing all right、 It was a matter of sheer hope, because there was not much that he could add to his present effort、On the fourteenth floor he looked for his father to enter the elevator; they often met at this hour, on the way to breakfast、 If he worried about his appearance it was mainly for his old father’s sake、 But there was no stop on the fourteenth, and the elevator sank and sank、 Then the smooth door opened and the great dark-red uneven carpet that covered the lobby billowed toward Wilhelm’s feet、 In the foreground the lobby was dark, sleepy、 French drapes like sails kept out the sun, but three high, narrow windows were open, and in the blue air Wilhelm saw a pigeon about to light on the great chain that supported the marquee of the movie house directly underneath the lobby、 For one moment he heard the wings beating strongly、(2)Most of the guests at the Hotel Gloriana were past the age of retirement、 Along Broadway in the Seventies, Eighties, and Nineties, a great part of New York’s vast population of old men and women lives、 Unless the weather is too cold or wet they fill the benches about the tiny railed parks and alongthe subway gratings from Verdi Square to Columbia University, they crowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms、 Among these old people at the Gloriana, Wilhelm felt out ofplace、He was comparatively young, in his middle forties, large and blond, with big shoulders; his back was heavy and strong, if already a little stooped or thickened、After breakfast the old guests sat down on the green leather armchairs and sofas in the lobby and began to gossip and look into the、papers; they had nothing to do but wait out the day、But Wilhelm was used to an active life and liked to go out energetically in the morning、And for several months, because he had no position, he had kept up his morale by rising early; he was shaved and in the lobby by eight o'clock、He bought the paper and some cigars and drank a Coca-Cola or two before he went in tobreakfast with his father、 After breakfast 一 out, out, out to attend to business、 The getting out had in itselfbecome the chief business、 But he had realized that he could not keep this up much longer, and today he was afraid、 He was aware that his routine was about to break up and he sensed that a huge trouble long presaged (预感)but till now formless was due、 Before evening, he'd know、(3)Nevertheless he followed his daily course and crossed the lobby、(4)Rubin, the man at the newsstand, had poor eyes、 They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers、 He dressed well、 It didn't seem necessary 一he was behind the counter most of the time — but he dressed very well、 He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands、He wore a Countess Mara painted necktie、 As Wilhelm approached, Rubin did not see him; he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away、 The Ansonia, the neighborhood^ great landmark, was built by Stanford White、 It looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons、 Black television antennae are densely planted on its round summits、 Under the changes of weather it may look like marble or like sea water, black as slate in the fog, white as tufa in sunlight、 This morning it looked like the image of itself reflected in deep water, white and cumulous above, with cavernous distortions underneath、 Together, the two men gazed at it、(5)Then Rubin 、said,“Your dad is in to breakfast already, the old gentleman、”“Oh,yes? Ahead of me today?”‘nat’s a real knocked-out shirt you got on,’’ said Rubin、 “Where’s it from,Saks?”“No, it’s a Jack Fagman — Chicago、”(6)Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way、 Some of the slow,silent movements of his face were very attractive、 He went back a step, as if to stand away from himself and get a better look at his shirt、 His glance was comic, a comment upon his untidiness、 He liked to wear good clothes, but once he had put it on each article appeared to go its own way、 Wilhelm, laughing,panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years、 In the old days when he was a college freshman and wore a beanie (无檐小帽)on his large blonde head his father used to say that,big as he was,he could charm a bird out ofa tree、 Wilhelm had great charm still、(7)“I like this dove-gray color,” he said in his sociable,good-natured way、“It isn’t washable、 Youhave to send it to the cleaner、 It never smells as good as washed、 But it,s a nice shirt、 It cost sixteen, eighteen bucks、*'11、Wilhelm hoped he looked all right on his way to the lobby because he wanted to _ 、A.leave a good impressionB.give his father a surpriseC.show his acting potentialD.disguise his low spirit12、Wilhelm had something in common with the old guests in that they all 、A.lived a luxurious lifeB.liked to sC.idled their time awayD.liked to get up early13、How did Wilhelm feel when he was crossing the lobby (Para、 2)?A.He felt something ominous was coming、B.He was worried that his father was late、C.He was feeling at ease among the old、D.He was excited about a possible job offer、14、Which part of Rubin’s clothes made him look particularly awkward (Para、 4)?A.The necktie、B.The cuffs、C.The suit、D.The shirt、15、What can we learn from the author’s description of Wilhelm’s clothes?A.His shirt made him look better、B.He cared much about his clothes、C.He looked like a comedian in his shirt、D.The clothes he wore never quite matched、PASSAGE TWO(1)By the 1840s New York was the leading commercial city of the United States、 It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept upwith the implications of the newly industrialized economy, of a diversified ethnic population, or of the rapidly rising middle class、 New York was the place where the “new” Ame rica was coming into being, so it is hardly surprising that the modem newspaper had its birth there、(2)The penny paper had found its first success in New York、 By the mid-1830s Ben Day s Sun was drawing readers from all walks of life、 On the other hand, the Sun was a scanty sheet providing little more than minor diversions; few today would call it a newspaper at all、 Day himself was an editor of limited vision, and he did not possess the ability or the imagination to climb the slopes to loftier heights、 If real newspapers were to emerge from the public's demand for more and better coverage, it would have to come from a youthful generation of editors for whom journalism was a totally absorbing profession, an exacting vocational ideal rather than a mere offshoot of job printing、(3)By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life、 These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley、 Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun、Horace Greeley founded his Tribune in 1841、 Bennett and Greeley were the most innovative editors in New York until after the Civil War、 Their newspapers were the leading American papers of the day, although for completely different reasons、 The two men despised each other, although not in the ways that newspaper editors had despised one another a few years before、 Neither was a political hack bonded to a political party、Greeley fancied himself a public intellectual、He had strong political views, and he wanted to run for office himself, but party factotum he could never be; he bristled with ideals and causes of his own devising、 Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party、Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics fully and he went after politicians with hammer and tongs, Bennett was a cynic, a distruster of all settled values、 He did not regard himself as an intellectual, although in fact he was better educated than Greeley、He thought himself only a hard-boiled newspaperman、Greeley was interested in ideas and in what was happening to the country、Bennett was only interested in his newspaper、 He wanted to find out what the news was, what people wanted to read、 And when he found out he gave it to them、(4)As different as Bennett and Greeley were from each other they were also curiously alike、 Both stood outside the circle of polite society, even when they became prosperous, and in Bennett’s case, wealthy、 Both were incurable eccentrics、 Neither was a gentleman、 Neither conjured up the picture of a successful editor、Greeley was unkempt, always looking like an unmade bed、 Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper —marked-up proofs perhaps — hanging out of his pockets or stuck in his hat、 He became fat, was always nearsighted, always peering over spectacles、He spoke in a high-pitched whine Not a few people suggested that he looked exactly like the ill ustrations of Charles Dickens’s Mr、Pickwick、Greeley provided a humorous description of himself, written under the pretense that it had been the work of his long-time adversary James Fenimore Cooper、 The editor was, according to the description, a half-bald, long-legged, slouching individual “so rocking in gait that he walks down both sides of the street at once、”(5)The appearance of Bennett was somewhat different but hardly more reassuring、 A shrewd, wiry Scotsman, who seemed to repel intimacy, Bennett looked around at the world with a squinty glare of suspicion、 His eyes did not focus right、 They seemed to fix themselves on nothing and everything at the same time、 He was as solitary as an oyster, the classic loner、 He seldom made close friendships and few people trusted him, although nobody who had dealings with him, however brief, doubted his abilities、He, too, could have come out of a book of Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr、 Pickwick、 Greeley was laughed at but admired; Bennett was seldom laughed at but never admired; on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms、All of this perfectly suited him for the journalism of this confusing age、(6)Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business、 They took a long time getting to the top, the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and firmly set about getting it、 When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had already had a short period of modest success as an editor、 Bennett, older by sixteen years, found solid commercial success first, but he had no one behind him except himself when he started up the Herald in 1835 in a dingy cellar room at 20 Wall Street、 Fortunately this turned out to be quite enough、16、Which of the following is NOT the author’s opinion on Ben Day and his Sun (Para、 2)7A.Sun had once been a popular newspaper、B.Sun failed to be a high-quality newspaper、C.Ben Day lacked innovation and imagination、D.Ben Day had striven for better coverage、17、Which of the following statements is CORRECT about Greeley’s or Bennett’s political stance (Para、 3)7Greeley and Bennett were both strong supporters of their party、Greeley, as a Whig member, believed in his party’s ideals、Bennett, as an independent, loathed established values、Greeley and Bennett possessed different political values、18、Which of the following figures of speech was used to describe Greele y’s manner of walking (Para、 4)?A.Exaggeration、B.Paradox、C.Analogy、D.Personification、19、In Para、 5 Bennett was depicted as a man whoA.had stronger capabilities than GreeleyB.possessed a great aptitude for journalismC.was in pursuit of idealism in journalismD.was knowledgeable about his home country20、How was Greeley different from Bennett according to Para、 6?A.He had achieved business success first、B.He started his career earlier than Bennett、C.He got initial support from a political party、D.He had a more humiliating apprenticeship、PASSAGE THREE(1)Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day、 What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata、(2) A bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to “justice” are afflicted with doubts about their role、(3)The bandits had a role to play as definite as that of the authorities who condemned them、 These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills、 Even there, however, many of them obeyed certain unwritten rules(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from、They didn't steal the peasant’s harvest; they did steal the lord’s、(5)And certain characteristics seem to apply to “social bandits’’ whether they were in Sicily or Peru、They were generally young men under the age of marriage, predictably the best age for dissidence、Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant、(6)They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport、And bandits prospered best where authority was merely local — over the next hill and they were free、Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions、(7)The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when h e then set out to “right wrongs”, first his own and then other people’s、The classic bandit then “takes from the rich and gives to the poor” in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as if invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors、(8)None of die bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion、(9)Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern、Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized、Many of their charitable acts later became legends、(10)Far from being defeated in death, bandits’ reputation for invincibility was often strengthened by the manner of their dying、The “dirty little coward” who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else could have brought Jesse down、Even when the police claimed the credit, as they tried to do at first with Giuliano’s death, the local people refused to believe it、And not just the bandit’s vitality prompts the people to refuse to believe that their hero has died; his death would be in some way the death of hope、(11)For the traditional ‘‘noble robber” represents an extremely primitive form of social protest, perhaps the most primitive there is、He is an Individual who refuses to bend his back, that is all、 Most protesters will eventually be bought over and persuaded to come to terms with the official power、 That is why the few who do not, or who are believed to have remained uncontaminated, have so great and passionate a burden of admiration and longing laid upon them、 They cannot abolish oppression、 But they do prove that justice is possible, that poor men need not be humble, helpless and meek、(12)The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he、 But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit、 In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera - Don Jose in “Carmen” is based on the Andalusian bandit El Empranillo、 But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films、 When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten、 This sustains us nearly as much as it did the almost hopeless people from whom they sprang、21、Which of the following words is NOT intended to suggest approval of bandits?A.Bold (Para、 1)、B.Claimed (Para、 4)、C.Legend (Para、 2)、D.Loyalty (Para、 4)、22、Of the following reasons which is the LEAST likely one for becoming bandits?A.They liked theatrical clothes and behavior、B.They wanted to help the poor country folk、C.They were unwilling to accept injustice、D.They had very few careers open to them、23、、、、、began their careers harshly victimized” (Para、 9) means that they 、A.had received excessive ill-treatmentB.were severely punished for their crimesC.took to violence through a sense of injusticeD.were misunderstood by their parents and friends24、What has made bandits suitable as film heroes is that they 、A.are sure they are invincibleB.possess a theatrical qualityC.retain the virtues of a peasant societyD.protest against injustice and inequalitySECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in Section A、 Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO、PASSAGE ONEIn and there was a certain amount of evidence to back him up (Para、1)”, what does “evidence” refer to?What is Wilhelm’s characteristic that has never changed all those years a ccording to Para、 6? PASSAGE TWOSummarize in your own words the meaning of the italicized part in the last sentence of Para、 2、What does but he seldom gave comfort to his chosen party” mean according to the context (Para、 3)?What is the similarity between Bennett and Greeley according to Paras、 4 and 5?PASSAGE THREEWrite down TWO features of the idealist pattern、(Para 9)Wha t does “hope” mean according to the context? (Para 10)What does “He is an indivi dual who refuses to bend his back” mean? (Para 11)PART III LANGUAGE USAGE [15 MIN]The passage contains TEN errors、 Each indicated line contains a maximum of ONE error、 In each case, only ONE word is involved、 You should proof-read the passage and correct it in the following way:PART IV TRANSLATION [20 MIN]Translate the following text from Chinese into English、Write your translation on ANSWER SHEET THREE、白洋淀曾有" 北国江南" 得说法,但村舍得形制自具特色,与江南截然不同。
2019年英语专业八级真题听力 Interview(1)
M: Hey, Cathy, did you read this article in the magazine? I can't believe how much man is changing the planet.男:嘿,凯西,你看过杂志上的这篇文章了吗?我简直不敢相信人类改变了这个星球这么多。
W: Yeah, I had a look at it. Quite interesting I suppose if you believe that sort of thing.女:是的,我看了一眼。
我觉得很有趣,如果你相信那档子事的话。
M: What? What do you mean,"if you believe that sort of thing"? Are you saying you don't believe that we are damaging the planet?男:什么?你说的“如果你相信那档子事的话”是什么意思?你是说你不相信我们正在破坏这个星球吗?W: To be honest, Mark, not really.女:说实话,马克,不太相信。
M: What are you saying? Are you saying global warming isn't a fact, deforestation isn't a fact, the greenhouse effect isn't actually happening?男:你在说什么?你是说全球变暖不是事实,砍伐森林不是事实,温室效应也没有真的发生?W: Hey, calm down Mark. I just think too many people takethese things as being definitely true without knowing all the facts.女:嘿,马克,冷静点。
2019年专八真题完整版(包含MINI-LECTURE)word资料31页
2019年专八真题完整版(包含MINI-LECTURE)word资料31页TEM8-2012TEST FOR ENGLISH MAJORS (2012)-GRADE EIGHT-TIME LIMIT: 195 MINPART I LISTENING COMPREttENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will 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, 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.ObservationPeople do observation in daily life context for safety or for proper behaviour. However, there are differences in daily life observation and research observation.A.Differences---- daily life observation--casual--(1) ________--defendence on memory---- research observation-- (2) _________-- careful record keepingB. Ways to select samples in research---- time sampling-- systematic: e.g. fixed intervals every hour-- random: fixed intervals but (3) _______Systematic sampling and random sampling are often used in combination.---- (4) _______-- definition: selection of different locations-- reason: human s’or animals’behaviour (5) ______ across circumstances-- (6) ______: more objective observationsC. Ways to record behaviour (7) _______---- observation with intervention-- participant observation: researcher as observer and participant-- field experiment: research (8) ______ over conditions---- observation without intervention-- purpose: describing behaviour (9) ______-- (10) ______ : no intervention-- researcher: a passive recorderSECTION 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 be given 10seconds to answer each of the foliowing five questions. Nowlisten to the interview.1. Which of the following statements about creativity is INCORRECT?A. Creativity stems from human beings' novel thinking.B. The duration of the creative process varies from person to person.C. Creative people focus on novel thinking rather than on solutions.D. The outcome of human creativity comes in varied forms.2. The interviewee cites the Bach family to show that creativityA. appears to be the result of the environment.B. seems to be attributable to genetic makeup.C. appears to be more associated with great people.D. comes from both environment and genetic makeup.3. How many types of the creative process does the interviewee describe?A. One.B. Two.C. Three.D. Four.4. Which of the following features of a creative personality is NOT mentioned in the interview?A. Unconventional.B. Original.C. Resolute.D. Critical.5. The interviewee's suggestion for a creativity workout supports the view thatA. brain exercising will not make people creative.B. most people have diversified interests and hobbies.C. the environment is significant in the creative process.D. creativity can only be found in great people.SECTION 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 each question on ANSWER SHEET TWO. Question 6 is based on the following news. At the end of the news item, you will be given 10seconds to answer the question. Now listen to the news.6. What is the news item mainly about?A. U.S. astronauts made three space walks.B. An international space station was set up.C. A problem in the cooling system was solved.D. A 350-kilogram ammonia pump was removed.Questions 7 and 8 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.7. In which country would parents often threaten to punish children by leaving them outside?A. India.B. The Philippines.C. Egypt.D. Not mentioned.8. What is the main purpose of the study?A. To reveal cultural differences and similarities.B. To expose cases of child abuse and punishment.C. To analyze child behaviour across countries.D. To investigate ways of physical punishment.Questions 9 and 10 are based on the following news. At theend of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.9. According to the news item, Japan's economic growth in the secondquarter was ____ less than the first quarter.A. 0.6 percentB. 3.4 percentC. 4 percentD. 3 percent10. How many reasons does the news item cite for Japan's slow economic growth?A. 2.B. 3.C. 4.D. 5.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 the best answer to each question on ANSWER SHEET TWO.TEXT AI used to look at my closet and see clothes. These days, whenever I cast my eyes upon the stacks of shoes and hangers of shirts, sweaters and jackets, I see water.It takes 569 gallons to manufacture a T-shirt, from its start in the cotton fields to its appearance on store shelves. A pair of running shoes? 1,247 gallons.Until last fall, I'd been oblivious to my "water footprint", which is defined as the total volume of freshwater that is used to produce goods and services, according to the Water FootprintNetwork. The Dutch nonprofit has been working to raise awareness of freshwater scarcity since 2008, but it was through the "Green BlueBook" by Thomas M. Kostigen that I was able to see how my own actions factored in.I've installed gray-water systems to reuse the wastewater from my laundry, machine and bathtub and reroute it to my landscape - systems that save, on average, 50 gallons of water per day. I've set up rain barrels and infiltration pits to collect thousands of gallons of storm water cascading from my roof. I've even entered the last bastion of greendom -installing a composting toilet.Suffice to say, I've been feeling pretty satisfied with myself for all the drinking water I've saved with these big-ticket projects.Now I realize that my daily consumption choices could have an even larger effect –not only on the local water supply but also globally: 1.1 billion people have no access to freshwater, and, in the future, those who do have access will have less of it.To see how much virtual water 1 was using, I logged on to the "Green Blue Book" website and used its water footprint calculator, entering my daily consumption habits. Tallying up the water footprint of my breakfast, lunch, dinner and snacks, as well as my daily dose of over-the-counter uppers and downers - coffee, wine and beer- I'm using 512 gallons of virtual water each day just to feed myself.In a word: alarming.Even more alarming was how much hidden water I was using to get dressed. I'm hardly a clotheshorse, but the few new items I buy once again trumped the amount of water flowing from my faucets each day. If I'm serious about saving water, I realized Icould make some simple lifestyle shifts. Looking more closely at the areas in my life that use the most virtual water, it was food and clothes, specifically meat, coffee and, oddly, blue jeans and leather jackets.Being a motorcyclist, I own an unusually large amount of leather - boots and jackets in particular. All of it is enormously water intensive. It takes 7,996 gallons to make a leather.jacket, leather being a byproduct of beef. It takes 2,866 gallons of water to make a single pair of blue jeans, because they're made from water-hogging cotton.Crunching the numbers for the amount of clothes I buy every year, it looks a lot like my friend's swimming pool. My entire closet is borderline Olympic.Gulp.My late resolution is to buy some items used. Underwear and socks are, of course, exempt from this strategy, but 1 have no problem shopping less and also shopping at Goodwill. In fact, I'd been doingthat for the past year to save money. My clothes' outrageous water footprint just reintbrced it for me.More conscious living and substitution, rather than sacrifice, are the prevailing ideas with the water footprint. It's one I'm trying, and that's had an unusual upside. I had a hamburger recently, and I enjoyed it a lot more since it is now an occasional treat rather than a weekly habit.(One gallon =3.8 litres)11. According to the passage, the Water Footprint NetworkA. made the author aware of freshwater shortage.B. helped the author get to know the Green Blue Book.C. worked for freshwater conservation for nonprofitpurposes.D. collaborated with the Green Blue Book in freshwater conservation.12. Which of the following reasons can best explain the author's feeling of self-satisfaction?A. He made contribution to drinking water conservation in his own way.B. Money spent on upgrading his household facilities was worthwhile.C. His house was equipped with advanced water-saving facilities.D. He could have made even greater contribution by changing hislifestyle.13. According to the context, "...how mv own actions factored in" meansA. how I could contribute to water conservation.B. what efforts I should make to save fresh water.C. what behaviour could be counted as freshwater-saving.D. how much of what I did contributed to freshwater shortage.14. According to the passage, the author was more alarmed by the fact thatA. he was having more meat and coffee.B. his clothes used even more virtual water.C. globally there will be less fresh water.D. his lifestyle was too extravagant.15. "My entire closet is borderline Olympic" is an example ofA. exaggeration.B. analogy.C. understatement.D. euphemism.16. What is the tone of the author in the last paragraph'?A. Sarcastic.B. Ironic.C. Critical.D. Humorous.TEXT BIn her novel of "Reunion, American Style", Rona Jaffe suggests that a class reunion "is more than a sentimental journey. It is also a way of answering the question that lies at the back of nearly allour minds. Did they do better than I?"Jaffe's observation may be misplaced but not completely lost. According to a study conducted by social psychologist Jack Sparacino, the overwhelming majority who attend reunions aren't there invidiously to compare their recent accomplishments with those of their former classmates. Instead, they hope, primarily, to relive their earlier successes.Certainly, a few return to show their former classmates how well they have done; others enjoy observing the changes that have occurred in their classmates (not always in themselves, of course). But the majority who attend their class reunions do so to relive the good times they remember having when they were younger. In his study, Sparacino found that, as high school students, attendees had been more popular, more often regarded as attractive, and more involved in extracurricular activities than those classmates who chose not to attend. For those who turned up at their reunions, then, the old times were also the good times!It would appear that Americans have a special fondness for reunions, judging by their prevalence. Major league baseball players, fraternity members, veterans groups, high school and college graduates, and former Boy Scouts all hold reunions on a regular basis. In addition, family reunions frequently attract blood relatives from faraway places who spend considerable money and time to reunite.Actually, in their affection for reuniting with friends, family or colleagues, Americans are probably no different from any other people, except that Americans have created a mind-boggling number and variety of institutionalized forms of gatherings to facilitate the satisfaction of this desire. Indeed, reunions have increasingly become formal events that are organized on a regular basis and, in the process, they have also become big business.Shell Norris of Class Reunion, Inc., says that Chicago alone has 1,500 high school reunions each year. A conservative estimate on the national level would be 10,000 annually. At one time, all high school reunions were organized by volunteers, usually female homemakers. In the last few years, however, as more and more women have entered the labour force, alumni reunions are increasingly being planned by specialized companies rather than by part-time volunteers.The first college reunion was held by the alumni of Yale University in 1792. Graduates of Pennsylvania, Princeton, Stanford, and Brown followed suit. And by the end of the 19th century, most 4-year institutions were holding alumni reunions.The variety of college reunions is impressive. At Princeton, alumni parade through the town wearing their class uniforms and singing their alma mater. At Marietta College, they gather fora dinner-dance on a steamship cruising the Ohio River.Clearly, the thought of cruising on a steamship or marching through the streets is usually not, by itself, sufficient reason for large numbers of alumni to return to campus. Alumni who decide to attend their reunions share a common identity based on the years they spent together as undergraduates. For this reason, universities that somehow establish a common bond –for example, because they are relatively small or especially prestigious - tend to draw substantial numbers of their alumni to reunions. In an effort to enhance this common identity, larger colleges and universities frequently build their class reunions on participation in smaller units, such as departments or schools. Or they encourage "affinity reunions" for groups of former cheerleaders, editors, fraternity members, musicians, members of military organizations on campus, and the like.Of course, not every alumnus is fond of his or her alma mater. Students who graduated during the late 1960s may be especially reluctant to get involved in alumni events. They were part of the generation that conducted sit-ins and teach-ins directed at university administrators, protested military recruitment on campus and marched against "establishment politics." If this generation has a common identity, it may fall outside of their university ties - or even be hostile to them. Even as they enter their middle years, alumni who continue to hold unpleasant memories of college during this period may not wish to attend class reunions.17. According to the passage, Sparacino's studyA. provided strong evidence for Jaffe's statement.B. showed that attendees tended to excel in high school study.C. found that interest in reunions was linked with school experience.D. found evidence for attendees' intense desire for showing off success.18. Which of the following is NOT mentioned as a distinct feature of U.S. class reunions?A. U.S. class reunions are usually occasions to show off one's recent success.B. Reunions are regular and formal events organized by professional agencies.C. Class reunions have become a profitable business.D. Class reunions have brought about a variety of activities.19. What mainly attracts many people to return to campus for reunion?A. The variety of activities for class reunion.B. The special status their university enjoys.C. Shared experience beyond the campus.D. Shared undergraduate experience on campus.20. The rhetorical function of the first paragraph is toA. introduce Rona Jeffe's novel.B. present the author's counterargument.C. serve as prelude to the author's argument.D. bring into focus contrasting opinions.21. What is the passage mainly about?A. Reasons for popularity and (non)attendance for alumni reunions.B. A historical perspective for alumni reunions in the United States.C. Alumni reunions and American university traditions.D. Alumni reunion and its social and economic implications.TEXT COne time while on his walk George met Mr. Cattanzara coming home very late from work. He wondered if he was drunk but then could tell he wasn't. Mr. Cattanzara, a stocky, bald-headed man who worked in a change booth on an IRT station, lived on the next block after George's, above a shoe repair store. Nights, during the hot weather, he sat on his stoop in an undershirt, reading the New York Times in the light of the shoemaker's window. He read it from the firstpage to the last, then went up to sleep. And all the time he was reading the paper, his wife, a fat woman with a white face, leaned out of the window, gazing into the street, her thick white arms folded under her loose breast, on the window ledge.Once in a while Mr. Cattanzara came home drunk, but it was a quiet drunk. He never made any trouble, only walked stiffly up the street and slowly climbed the stairs into the hall. Though drunk he looked the same as always, except for his tight walk, the quietness, and that his eyes were wet. George liked Mr. Cattanzara because he remembered him giving him nickels to buy lemon ice with when he was a squirt. Mr. Cattanzara was a different type than those in the neighbourhood. He asked different questions than the others when he met you, and he seemed to know what went on in all the newspapers. He read them, as his fat sick wife watched from the window."What are you doing with yourself this summer, George?" Mr. Cattanzara asked. "l see you walkin' around at night."George felt embarrassed. "I like to walk.""What are you doin' in the day now?""Nothing much just now. I'm waiting for a job." Since it shamed him to admit that he wasn't working, George said, "I'mreading a lot to pick up my education."。
2019专八真题讲座听力文本
2019专八真题听力练习Body language and mindGood morning, everyone. In today’s lecture, I ‘d like to focus on how our body language reveals who we are. We’re really fascinated with body language, and particularly interested in other people’s body language. You know, we’re sometimes interested in an awkward interaction, or a smile, or a contemptuous glance, or maybe very awkward wink, or handshake.So what kind of body language am I talking about? I am interested in 1___________________—that is the nonverbal expressions of power and dominance. And what are nonverbal expressions of power and dominance? Well, this is what they are. In the animal kingdom, nonverbal expressions of power and dominance are about 2________. So you make yourself big, you stretch out, you take up space and you are basically o pening up. And… and humans do the same thing. So they do this when they’re feeling powerful in the moment. And this one is especially interesting because it really shows us how universal and old these expressions of power are. For example, when athletes cr oss the finish line and they’ve won, it doesn’t matter if they’ve never seen anyone do it. They do this. So the arms are up in the V sign, the chin is slightly lifted. But what do we do when we feel powerless? We do exactly the opposite. 3_________________________. We make ou rselves small. We don’t want to bump into the person next to us. And this is what happens when you put together high and low power. So what we tend to do when it comes to power is that we complement the other’s nonverbals. What I mea n is if someone is being really powerful with us, we tend to 4__________________________________. We don’t 5________________. We do the opposite.I’m watching this behavior in the classroom, and guess what I have noticed. I notice that MBA students really exhibit the full range of power nonverbals. They get right into the middle of the room before class even starts, like they really want to 6________________. When they sit down, they’re sort of 7________________. They raise their hands high. You have other people who are virtually collapsing when they come in. as soon as they, I mean other people, come in, you see it. You see it on their faces and their bodies, and they sit in their chair and they make themselves 8________, and they will not fully stretch their arms when they raise their hands. I also notice another interesting thing about his. It seems women are much more likely to do this kind of thing than men. I mean women are more likely to make themselves small. Women feel chronically 习惯性地_9_______________ than men, so this is not surprising.The second question concerns our minds. We know that our minds change our bodies. But is it also true that 10___________________________________________? And when I say minds, in the case of the powerful, what do I mean? I’m talking about thoughts and feelings and the sort of physiological生理学上的things that make up our thoughts and feelings, and in my case, that’s hormones. I look at hormones. So what do the minds of the powerful versus the powerless look like? Powerful people tend to be, not surprisingly, 11____________________________________________. They actually feel that they’re going to win even at games of chance. They also tend to be able to think more abstractly. They take more risks. So there are a lot ofdifferences between powerful and powerless people. Physiologically, there also are differences on two key hormones: one is dominance hormone, and the other is stress hormone. What we find is that powerful and effective leaders have high dominance hormone and low stress hormone. What does that mean? That means power is also about 12________________.Once we did an experiment. We decided to bring people into the lab and run that little experiment. These people adopted, for two minutes, either 13______________________ or 14__________________________________. We, for two minutes, say, “You need to do this or this.” And we also want them to be feeling power. So after two minutes we will ask them “Ho w powerful do you feel?” on a series of items, and then we 15________________________________________. Before and after the experiment, we take their sample of saliva for a hormone test. That’s the whole experiment.And this is what we have found—16___________________________, which is 17________. What we find is t hat when you’re 18_________________________________________, 86 percent of you will gamble. When you’re 19_________________________________________, it’s down to only 60 percent, and that’s a pretty significant difference. Here’s what we find on 20___________________________. From their baseline when they come in, high-power people experience about a 20 percent increase, and low-power people experience about a 10-percent decrease. So again, two minutes, and you get these changes. Concerning 21___________________________, high-power people experience about a 25-percent decrease, and the low power people experience about a 15 percent increase. Once again, two minutes lead to these hormonal changes that configure your brain to basically be either assertive, confident or -really stress-reactive, and, you know, feeling sort of shut down. And we’ve all had that feeling, right? So it seems that our nonverbals do govern how we think and feel about ourselves. Also, our bodies change our minds. So, power posing for a few minutes really changes your life in meaningful ways.When I tell people about this, that that our bodies change our minds, and our minds can change our behavior, and 22_____________________________________, they say to me, “I don’t believe that. It feels fake. Right?” so I said, “fake it till you make it.” I ‘m going to live you with this. Before you go into the next stressful evaluative situation, for example, a job interview, for two minutes, try doing this, in the elevator, o r at your desk behind closed doors and say to yourself “that’s what I want to do.” Configure your brain to_23_______________ in that situation. Get your dominance hormone up, and get your stress hormone down. Don’t leave that situation feeling like, oh, I didn’t show them who I am. Leave that situation feeling like, oh, I really managed to say who I am and show who I am.To sum up, today, we talk about the “nonverbal expressions of power and dominance” and the strong effects of the change of behavior. I suggest you try power posing, which is simple but will significantly change the outcomes of your life. Ok, next time we are going to discuss the social functions of body language.2019专八真题听力练习Body language and mindGood morning, everyone. In today’s lecture, I ‘d like to focus on how our body language reveals who we are. We’re really fascinated with body language, and particularly interested in other people’s body language. You know, we’re sometimes interested in an awkward interaction, or a smile, or a contemptuous glance, or maybe very awkward wink, or handshake.So what kind of body language am I talking about? I am interested in power dynamics—that is the nonverbal expressions of power and dominance. And what are nonverbal expressions of power and dominance? Well, this is what they are. In the animal kingdom, nonverbal expressions of power and dominance are about expanding. So you make yourself big, you stretch out, you take up space and you are basically opening up. And… and humans do the same thing. So they do this when they’re feeling powerful in the moment. And this one is especially interesting because it really shows us how universal and old these expressions of power are. For example, when athletes cross the finish line and they’ve won, it doesn’t matter if they’ve never seen anyone do it. They do this. So the arms are up in the V sign, the chin is slightly lifted. But what do we do when we feel powerless? We do exactly the opposite. We close up. We make ours elves small. We don’t want to bump into the person next to us. And this is what happens when you put together high and low power. So what we tend to do when it comes to power is that we complement the other’s nonverbals. What I mean is if someone is being really powerful with us, we tend to make ourselves smaller. We don’t mirror them. We do the opposite.I’m watching this behavior in the classroom, and guess what I have noticed. I notice that MBA students really exhibit the full range of power nonverbals. They get right into the middle of the room before class even starts, like they really want to occupy space. When they sit down, they’re sort of spread out. They raise their hands high. You have other people who are virtually collapsing when they come in. as soon as they, I mean other people, come in, you see it. You see it on their faces and their bodies, and they sit in their chair and they make themselves tiny, and they will not fully stretch their arms when they raise their hands. I also notice another interesting thing about his. It seems women are much more likely to do this kind of thing than men. I mean women are more likely to make themselves small. Women fell chronically 习惯性地less powerful than men, so this is not surprising.The second question concerns our minds. We know that our minds change our bodies. But is it also true that our bodies change our minds? And when I say minds, in the case of the powerful, what do I mean? I’m talking about thoughts and feelings and the sort of physiological生理学上的things that make up our thoughts and feelings, and in my case, that’s hormones. I look at hormones. So what do the minds of the powerful versus the powerless look like? Powerful people tend to be, not surprisingly, more assertive and more confident, more optimistic. They actually feel that they’re going to win even at games of chance. They also tend to be able to think more abstractly. They take more risks. So there are a lot of differences between powerful and powerless people. Physiologically, there also are differences on two keyhormones: one is dominance hormone, and the other is dominance hormone. What we find is that powerful and effective leaders have high dominance hormone and low stress hormone. What does that mean? That means power is also about how you react to stress.Once we did an experiment. We decided to bring people into the lab and run that little experiment. These people adopted, for two minutes, either high-power poses or low-power poses. We, for two minutes, say, “You need to do this or this.” And we also want them to be feeling power. So after two minutes we will ask them “Ho w powerful do you feel?” on a series of items, and then we give them an opportunity to gamble. Before and after the experiment, we take their sample of saliva for a hormone test. That’s the whole experiment.And this is what we have found—risk tolerance, which is gambling. What we find is that when you’re in the high-power pose condition, 86 percent of you will gamble. When you’re in the low-power pose condition, it’s down to only 60 percent, and that’s a pretty significant difference. Here’s what we find on dominance hormone. From their baseline when they come in, high-power people experience about a 20 percent increase, and low-power people experience about a 10-percent decrease. So again, two minutes, and you get these changes. Concerning stress hormone, high-power people experience about a 25-percent decrease, and the low power people experience about a 15 percent increase. Once again, two minutes lead to these hormonal changes that configure your brain to basically be either assertive, confident or -really stress-reactive, and, you know, feeling sort of shut down. And we’ve all had that feeling, right? So it seems that our nonverbals do govern how we think and feel about ourselves. Also, our bodies change our minds. So, power posing for a few minutes really changes your life in meaningful ways.When I tell people about this, that our bodies change our minds and our minds can change our behavior, and our behavior can change our outcomes, they say to me, “I don’t believe that. It feels fake. Right?” so I said, “fake it till you make it.” I ‘m going to live you with this. Before you go into the next stressful evaluative situation, for example, a job interview, for two minutes, try doing this, in the elevator, or at your desk behind closed doors and say to yourself “that’s what I want to do.” Configure your brain to do the best in that situation. Get your dominance hormone up, and get your stress hormone down. Don’t leave that situation feeling like, oh, I didn’t show them who I am. Leave that situation feeling like, oh, I really managed to say who I am and show who I am.To sum up, today, we talk about the “nonverbal expressions of power and dominance” and the strong ef fects of the change of behavior. I suggest you try power posing, which is simple but will significantly change the outcomes of your life. Ok, next time we are going to discuss the social functions of body language.。
专业英语八级(INTERVIEW)强化练习试卷2(题后含答案及解析)
专业英语八级(INTERVIEW)强化练习试卷2(题后含答案及解析) 题型有:1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.听力原文:Mr. Fitch (M) Mary Jane (W)M: Yes? Come in.W: Excuse me, are you Mr. Fitch? Dr Addlestone’s assistant?M: Hi. Yes. Can I help you?W: Yes, please, if you have time. I’m Mary Jane Turner and I’m signed up for Literature Two-twenty?(1)1 just wanted to get clear on the grading system. I’m still not sure how it works. M: Hi, Mary Jane. Sure. It’s pretty straightforward, really. After each lecture, we prepare a short quiz on that material, and you take it at the beginning of the next lecture period. It only takes about ten minutes and it’s pretty simple—if you’ve taken good notes and studied them a bit beforehand, that is, there are fifteen lectures, so that’s fifteen quizzes. W: And they’re part of our final grade, right?M: Right. One percent each or fifteen percent for all fifteen of them. W: Each one’s only one percent of my grade? That doesn’t seem like much. Missing one or two of them wouldn’t make much difference, would it? M: Not really, no—but the whole is greater than the sum of its parts. They’re not worth much individually because they’re very short and sweet—just to check that you’ve been coming to class, really. (2 - 1) But students who pass all fifteen quizzes earn a five percent, um, bonus for effort.W: Don’t our individual quiz scores count?M: No, sorry. They’re just pass-fail quizzes.W: So, (2-2) pass them all and it’s twenty percent of my final grade?M: That’s right.W: That sounds good.M: And sixty percent are your mid-term and final exams.W: Are they short and sweet, too?M: (laughs) No, I’m afraid not. They’re not like the quizzes. (3) They’re ninety-minute tests and require a good bit of writing in addition to the objective questions. The mid-term covers the first eight lectures, the Founding Fathers to Mark Twain. The final mainly covers World War I to the present, from Lecture Nine on.W: So first-half authors won’t be on the final?M: That’s not what I said. I said it’s MAINLY on the second half of the course. Professor Addlestone will be keeping you honest with a few questions about American literature before the first World War, too.W: I see. And they’re thirty-thirty?M: Yes, thirty percent for the mid-term, thirty percent for the final, and up to twenty percent for the weekly quizzes. And then up to ten percent for each of your essays. You’ll need at least ninety percent for an A, eighty percent for a B, and seventy percent for a C.W: Well, I see. Could you tell me something about what is expected with our essays? There’re two of them, right?M: Yes. (4-1) You’re required to write two short critical essays on American authors ofyour choice. from anywhere in American literary history, and we’ll be looking carefully at your writing style and ability as much as at the content of your essays. The Professor’s a real stickler for overall literacy.W: So I can choose any author in the syllabus?M: Yes, (4-2) but I can tell you that we often like it when a student picks an author out of the mainstream—perhaps a lesser writer that we haven’t been able to include in the lectures. or a contemporary author who hasn’t found a place in literary history yet.W: Someone really obscure?M: Not a good idea. (4-3) The author you choose should have some relevance to the course of American literature. And if you can demonstrate that relevance clearly in four to five typewritten pages, then you’ll have a good essay. W: For each essay? Ooh. M: This is a university, Mary Jane, not a high school. Now, you’ve got almost four months to write eight to ten pages. You should be able to manage that. W: Yes, OK. You’re right. When are they due? M: Your first essay’s due in late October. It must be handed in by Lecture Eight, but we’d be happy to see it anytime before that. And the second is due at the last lecture in December. It must be turned in before the winter break. W: Oh—should the first essay be about somebody in the first halfs material then, and the same for the second? M: No, not at all. Any author you like. It would be smart to choose ones that interest you, though. Papers that reflect some enthusiasm always turn out better. W: (5) Oh, I’ve got that I I’m really looking forward to this course—I love reading!M: That’s good, because you’ll be doing a lot of that. W: Thanks for your help, Mr. Fitch—I really appreciate it. M: And don’t be shy if you have any more concerns, Mary Jane. My door’s always open. Goodbye.1.What is the woman’s main purpose to see the man?A.To get information about the literature lectures.B.To make clear how the grading system works.C.To inquire how she prepares for the quizzes.D.To find out about the American authors to be taught.正确答案:B解析:根据句(1)可知,Mary来见Mr.Fitch是要弄清楚该课程的评分体系,因此[B]为答案。
2019年英语专业八级考试参考答案.doc
2019 年英语专业八级考试参考答案Part Ⅰ LISTENING COMPREHENSIONSECTION A MINI-LECTURE1. signing2. primary3. literacy4. different but complementary5. avoiding6. many other contexts7. characteristics/features8. reaction9. distance10. emotion11. deliberate12. intimacy and immediacy13. continuum14. types of language15. the usageSECTION B INTERVIEW1. What is international leaders ’assessment of the current battle against Ebola?答案: B. Disheartening.2.How many people are now working in the treatment unit in Liberia?答案: A. 200.3.According to Mary, what is the challenge in the battle against Ebola?答案: D. Insufficient operational efforts on the ground.4.Why do health workers need case management protocol training?答案: B. They can open up more treatment units.5.What does this interview mainly talk about?答案: C. Ebola outpacing operational efforts.6.What is Tom ’s main role in his new position?答案: C. Using media information to inspire new ideas.7.According to Tom, what does innovation require of people?答案: B. Being brave and willing to take a risk8.What does Tom see as game-changing chances inthe future?答案: B. Aiming at a consumer level.9.What does Tom do first to deal with the toughestpart of his work?答案: D. Examining the future carefully.10.Which of the following might Tom work for?答案: A. A media agency.Part Ⅱ READING COMPREHENSIONSECTION A MULTIPLE CHOICE QUESTIONSPASSAGE ONE11. The first part of Para. 4 refers to the fact that .答案: [A] life there is quiet and slow12. “The lack of awareness” in Para. 5 refers to .答案:[ C]little knowledge of the beauty of the beach13. The author uses “gloriously ” in Para. 6 to.答案:[ C]contrast greenery with isolation14. The sentence “We never ate the same thing twice ” in Para. 10 reflects the of the seafood there.答案:[ D]variety15.Which of the following themes is repeated in bothParas.1 and 11?答案:[ A]Publicity.PASSAGE TWO16.It can be inferred from Paras.1 and 2 thatteachers used to .答案:[ D]teach extended reading in a perfunctory way17. The sentence“we all understand and instinctivelyfeel narrative structure” in Para.4 indicates that.答案:[ C]we are born story-tellers18.Samuel Johnson regards the relationship betweena writer and a reader as (Para.5).答案:[B]collaborative19. In Para.7, the author sees “pre - reading ”as the most important part of reading because .答案:[C]it can attract students ’attention20.“Textual Intervention ” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functionsEXCEPT.答案:[ C]stretching the imaginationPASSAGE THREE21. According to the author, comparable to“military training cultivate youngsters’“national service”” be cause they bothis答案:[B]self discipline22.The author cites the example of his father inorder to show .答案:[ A]the importance of discipline23. According to the author, a national service programcan bring the following benefit s to America’s youngsters EXCEPT.答案:[A]increase in income24. According to the context, what does “the fire ”refer to (Para. 14)?答案:[ B]Anger.SECTION B SHORT ANSWER QUESTIONS( 说明:简答题答案不,意思对即可。
2019年专业英语八级真题试卷(题后含答案及解析)
2019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:Body Language and Mind Good morning, everyone. In today’s lecture, I’d like to focus on how our body language reveals who we are. We’re really fascinated with body language and particularly interested in other people’s body language. You know, we’re sometimes interested in an awkward interaction, or a smile, or a contemptuous glance, or maybe a very awkward wink or handshake. So what kind of body language am I talking about? [1] I’m interested in power dynamics, that is, the nonverbal expressions of power and dominance. And what are nonverbal expressions of power and dominance? Well, this is what they are.[2] In the animal kingdom, nonverbal expressions of power and dominance are about expanding. So you make yourself big, you stretch out, you take up space, and you’re basically opening up. And, and humans do the same thing. So they do this when they’re feeling powerful in the moment. And this one is especially interesting because it really shows us how universal and old these expressions of power are. For example, when athletes cross the finish line and they’ve won, it doesn’t matter if they’ve never seen anyone do it. They do this. So the arms are up in the V sign, the chin is slightly lifted. [3] But what do we do when we feel powerless? We do exactly the opposite. We close up. We make ourselves small. We don’t want to bump into the person next to us. And this is what happens when you put together high and low power. [4] So what we tend to do when it comes to power is that we complement the other’s nonverbals. What I mean is if someone is being really powerful with us, we tend to make ourselves smaller. We don’t mirror them. We do the opposite. I’m watching this behavior in the classroom, and guess what I have noticed? [5] I noticed that MBA students really exhibit the full range of power non verbals. They get right into the middle of the room before class even starts, like they really want to occupy space. When they sit down, they’re sort of spread out. They raise their hands high. You have other people who are virtually collapsing when they come in. As soon as they, I mean other people, come in, you see it. You see it on their faces and their bodies, and they sit with their chairs and they make themselves tiny, and they will not fully stretch their arms when they raise their hands. I also noticed another interesting thing about this. [6]It seems women are much more likely to do this kind of thing than men. I mean, women are more likely to make themselves small. Women feel chronically less powerful than men, so this is not surprising. The second question concerns our minds. [7] We know that our minds change our bodies, but is it also true that our bodies change our minds? And when I say minds, in the case of the powerful, what do I mean? I’m talking about thoughts and feelings and the sort of physiological things that make up our thoughts and feelings, and in my case, that’s hormones. I look at hormones. So what do the minds of the powerful versus the powerless look like? [8] Powerful people tend to be, not surprisingly, more assertive and more confident, more optimistic. They actually feel that they’re going to win even at games of chance. They also tend to be able to think more abstractly. They take more risks. [9] So there are a lot of differences between powerful and powerless people. Physiologically, there are also differences on two key hormones: one is dominance hormone, and the other is stress hormone. What we find is that powerful and effective leaders have high dominance hormone and low stress hormone. What does that mean? That means power is also about how you react to stress. Once, we did an experiment. We decided to bring people into the lab and run that little experiment. These people adopted, for two minutes, either high-power poses or low-power poses. We for two minutes say, “You need to do this or this. “And we also want them to be feeling power. [10] So after two minutes, we will ask them, “How powerful do you feel?” on a series of items, and then we give them an opportunity to gamble. Before and after the experiment, we take their samples of saliva for a hormone test. That’s the whole experiment. And this is what we have found. Risk tolerance, which is gambling, what we find is that when you’re in the high-power pose condition, 86% of you will gamble. When you’re in the low-power pose condition, it’s down to only 60% , and that’s a pretty significant difference. [11] Here’s what we find on dominance hormone. From their baseline when they come in, high-power people experience about a 20% increase, and low-power people experience about a 10% decrease. So again, two minutes, and you get these changes. [12] Concerning stress hormone, high-power people experience about a 25% decrease, and the low-power people experience about a 15% increase. [13] Once again, two minutes lead to these hormonal changes that configure your brain to basically be either assertive, confident, or really stress-reactive, and, you know, feeling sort of shut down. And we’ve all had that feeling, right? So it seems that our nonverbals do govern how we think and feel about ourselves. Also, our bodies change our minds. So, power posing for a few minutes really changes your life in meaningful ways. [14] When I tell people about this, that our bodies change our minds and our minds can change our behavior, and our behavior can change our outcomes, they say to me, “I don’t believe that. It feels fake. “ Right? So I said, “Fake it till you make it. “ I’m going to leave you with this. Before you go into the next stressful evaluative situation, for example, a job interview, for two minutes, try doing this, in the elevator, or at your desk behind closed doors, and say to yourself, “That’s what I want to do. “ [15] Configure your brain to do the best in that situation. Get your dominance hormone up and get your stress hormone down. Don’t leave that situation feeling like, oh, I didn’t show them who I am. Leave thatsituation feeling like, oh, I really managed to say who I am and show who I am. To sum up, today, we talked about the nonverbal expressions of power and dominance and the strong effects of the change of behavior. I suggest you try power posing which is simple but will significantly change the outcomes of your life. OK. Next time, we are going to discuss the social functions of body language.Body Language and Mind Introduction Body language reveals who we are. Nonverbal expressions of 【T1】______ 【T1】______ - feeling powerful: 【T2】______ 【T2】______ —e. g. athletes with arms up in a V sign - feeling powerless: 【T3】______ 【T3】______ —e. g. refusing to bump into the person nearby - people’s behavior tends to become 【T4】______ 【T4】______ in a high- and low-power situation. —people don’t mirror each other. - MBA students exhibit the full range of power nonverbals. —e. g. students with power have strong desire for 【T5】______. 【T5】______ - power nonverbals are also related to 【T6】______. 【T6】______ Relationship between 【T7】______ 【T7】______ - the powerful are more 【T8】______. 【T8】______ - hormones differ with 【T9】______. 【T9】______ - an experiment: —procedure: —adopting high- or low-power poses and completing items —being given 【T10】______ 【T10】______ —having saliva tested —results: —【T11】______: much higher with high-power people 【T11】______ —an increase in 【T12】______in low-power people 【T12】______ —hormonal changes: making brain 【T13】______ 【T13】______ Conclusion - Behavior can 【T14】______. 【T14】______ - Before getting into stressful situations —get your brain ready to 【T15】______ 【T15】______1.【T1】正确答案:power and dominance解析:细节辨认题。
最新2019专八真题
TEST FOR ENGLISH MAJORS (2019)-GRADE EIGHT-TIME LIMIT: 150 MIN PART I LISTENING COMPREHENSION (25 MIN]SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and writeNO MORE THAN THREE WORDS for each gap. Make sure what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now, listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWERSHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1. A. Environmental issues.B.Endangered species.C.Global warming.D.Conservation.2. A. It is thoroughly proved.B. it is definitely very serious.C. It is just a temporary variation.D. It is changing our ways of living.3. A. Protection of endangered animals* habitats.B. Negative human impact on the environment.C. Frequent abnormal phenomena on the earth.D. The woman’s indifferent attitude to the earth.4. A. Nature should take its course.B. People take things for granted.C. Humans are damaging the earth.D. Animals should stay away from zoos.5. A. Objective.B. Pessimistic.C. Skeptical.D. Subjective.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.6.A. Teachers’ resistance to change.B. Students’ inadequate ability to read.C. Teachers’ misunderstanding of such literacy.D. Students ’ indifference to the new method.7.A. Abilities to complete challenging tasks.B.Abilities to learn subject matter knowledge.C.Abilities to perform better in schoolwork.D.Abilities to perform disciplinary work.8.A. Recalling specific information.B. Understanding particular details.C. Examining sources of information.D. Retelling a historical event.9. A. Engaging literacy and disciplinary experts in the program.B. Helping teachers understand what disciplinary literacy is.C. Teaching disciplinary discourse practices by literacy teachers.D. Designing learning strategies with experts from both sides.10. A. To argue for a case.B. To discuss a dispute.C. To explain a problem.D. To present details.PART II READING COMPREHENSION [45 MIN]SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1)When it came to concealing his troubles, Tommy Wilhelm was not less capable than die next fellow. So at least he thought, and there was a certain amount of evidence to back him up. He had once been an actor^ no, not quite, an extra —and he knew what acting should be. Also, he was smoking a cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels. He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed^ he hoped — that he looked passably well: doing all right. It was a matter of sheer hope, because there was not much that he could add to his present effort. On the fourteenth floor he looked for his father to enter the elevator; they often met at this hour, on the way to breakfast. If he worried about his appearance it was mainlyfor his old father’s sake. But there was no stop on the fourteenth, and the elevator sank and sank. Then the smooth door opened and the great dark-red uneven carpet that covered the lobby billowed toward Wilhelm’s feet. In the foreground the lobby was dark, sleepy. French drapes like sails kept out the sun, but three high, narrow windows were open, and in the blue air Wilhelm saw a pigeon about to light on the great chain that supported the marquee of the movie house directly underneath the lobby. For one moment he heard the wings beating strongly.(2)Most of the guests at the Hotel Gloriana were past the age of retirement. Along Broadway in the Seventies, Eighties, and Nineties, a great part of New York’s vast population of old men and women lives. Unless the weather is too cold or wet they fill the benches about the tiny railed parks and along the subway gratings from Verdi Square to Columbia University, they crowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms. Among these old people at the Gloriana, Wilhelm felt out ofplace. He was comparatively young, in his middle forties, large and blond, with big shoulders; his back was heavy and strong, if already a little stooped or thickened. After breakfast the old guests sat down on the green leather armchairs and sofas in the lobby and began to gossip and look into the.papers; they had nothing to do but wait out the day. But Wilhelm was used to an active life and liked to go out energetically in the morning. And for several months, because he had no position, he had kept up his morale by rising early; he was shaved and in the lobby by eight o'clock. He bought the paper and some cigars and drank a Coca-Cola or two before he went in tobreakfast with his father. After breakfast 一out, out, out to attend to business. The getting out had in itselfbecome the chief business. But he had realized that he could not keep this up much longer, and today he was afraid. He was aware that his routine was about to break up and he sensed that a huge trouble long presaged (预感)but till now formless was due. Before evening, he'd know.(3)Nevertheless he followed his daily course and crossed the lobby.(4)Rubin, the man at the newsstand, had poor eyes. They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers. He dressed well. It didn't seem necessary 一 he was behind the counter most of the time —but he dressed very well. He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands. He wore a Countess Mara painted necktie. As Wilhelm approached, Rubin did not see him; he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away. The Ansonia, the neighborhood^ great landmark, was built by Stanford White. It looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons. Black television antennae are densely planted on its round summits. Under the changes of weather it may look like marble or like sea water, black as slate in the fog, white as tufa in sunlight. This morning it looked like the image of itself reflectedin deep water, white and cumulous above, with cavernous distortions underneath. Together, the two men gazed at it.(5)Then Rubin .said,“Your dad is in to breakfast already, the old gentleman.”“Oh,yes? Ahead of me today?”‘nat’s a real knocked-out shirt you got on,’’ said Rubin. “Where’sit from,Saks?” “No, it’s a Jack Fagman —Chicago.”(6)Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way. Some of the slow,silent movements of his face were very attractive. He went back astep, as if to stand away from himself and get a better look at his shirt. His glance was comic, a comment upon his untidiness. He liked to wear good clothes, but once he had put it on each article appeared to go its own way. Wilhelm, laughing,panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years. In the old days when he was a college freshman and wore a beanie (无檐小帽)on his large blonde head his father used to say that,big as he was,he could charm a bird out of a tree. Wilhelm had great charm still.(7)“I like this dove-gray color,”he said in his sociable,good-natured way. “It isn’t washable. Youhave to send it to the cleaner. It never smells as good as washed. But it,s a nice shirt. It cost sixteen, eighteen bucks.*'11.Wilhelm hoped he looked all right on his way to the lobby because he wanted to _ .A.leave a good impressionB.give his father a surpriseC.show his acting potentialD.disguise his low spirit12.Wilhelm had something in common with the old guests in that they all .A.lived a luxurious lifeB.liked to swap gossipsC.idled their time awayD.liked to get up early13.How did Wilhelm feel when he was crossing the lobby (Para. 2)?A.He felt something ominous was coming.B.He was worried that his father was late.C.He was feeling at ease among the old.D.He was excited about a possible job offer.14.Which part of Rubin’s clothes made him look particularly awkward (Para. 4)?A.The necktie.B.The cuffs.C.The suit.D.The shirt.15.What can we learn from the author’s description of Wilhelm’s clothes?A.His shirt made him look better.B.He cared much about his clothes.C.He looked like a comedian in his shirt.D.The clothes he wore never quite matched.PASSAGE TWO(1)By the 1840s New York was the leading commercial city of the United States. It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept up with the implications of the newly industrialized economy, of a diversified ethnic population, or of the rapidly rising middle class. New York was the place where the “new” America was coming into being, so it is hardly surprising that the modem newspaper had its birth there.(2)The penny paper had found its first success in New York. By the mid-1830s Ben Day s Sun was drawing readers from all walks of life. On the other hand, the Sun was a scanty sheet providing little more than minor diversions; few today would call it a newspaper at all. Day himself was an editor of limited vision, and he did not possess the ability or the imagination to climb the slopes to loftier heights. If real newspapers were to emerge from the public's demand for more and better coverage, it would have to come from a youthful generation of editors for whom journalism was a totally absorbing profession, an exacting vocational ideal rather than a mere offshoot of job printing.(3)By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life. These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley. Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun. Horace Greeley founded his Tribune in 1841. Bennett and Greeley were the most innovative editors in New York until after the Civil War. Their newspapers were the leading American papers of the day, although for completely different reasons. The two men despised each other, although not in the ways that newspaper editors had despised one another a few years before. Neither was a political hack bonded to a political party. Greeley fancied himself a public intellectual. He had strong political views, and he wanted to run for office himself, but party factotum he could never be; he bristled with ideals and causes of his own devising. Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party. Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics fully and he went after politicians with hammer and tongs, Bennett was a cynic, a distruster of all settled values. He did not regard himself as an intellectual, although in fact he was better educated than Greeley. He thought himself only a hard-boiled newspaperman. Greeley was interested in ideas and in what was happening to the country. Bennett was only interested in his newspaper. He wanted to find out what the news was, what people wanted to read. And when he found out he gave it to them.(4)As different as Bennett and Greeley were from each other they were also curiously alike. Both stood outside the circle of polite society, even when they became prosperous, and in Bennett’s case, wealthy. Both were incurable eccentrics. Neither was a gentleman. Neither conjured up the picture of a successful editor. Greeley was unkempt, always looking like an unmade bed. Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper —marked-up proofs perhaps —hanging out of his pockets or stuck in his hat. He became fat, was always nearsighted, always peeringover spectacles. He spoke in a high-pitched whine Not a few people suggested that he looked e xactly like the illustrations of Charles Dickens’s Mr. Pickwick. Greeley provided a humorous description of himself, written under the pretense that it had been the work of his long-time adversary James Fenimore Cooper. The editor was, according to the description, a half-bald, long-legged, slouching individual “so rocking in gait that he walks down both sides of the street at once.”(5)The appearance of Bennett was somewhat different but hardly more reassuring.A shrewd, wiry Scotsman, who seemed to repel intimacy, Bennett looked around at theworld with a squinty glare of suspicion. His eyes did not focus right. They seemedto fix themselves on nothing and everything at the same time. He was as solitary asan oyster, the classic loner. He seldom made close friendships and few people trustedhim, although nobody who had dealings with him, however brief, doubted his abilities.He, too, could have come out of a book of Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr. Pickwick. Greeley was laughed at but admired; Bennett was seldom laughed at but never admired; on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms.All of this perfectly suited him for the journalism of this confusing age.(6)Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business. They took a long time getting to the top,the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and firmly set about getting it. When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had alreadyhad a short period of modest success as an editor. Bennett, older by sixteen years,found solid commercial success first, but he had no one behind him except himselfwhen he started up the Herald in 1835 in a dingy cellar room at 20 Wall Street. Fortunately this turned out to be quite enough.16.Which of the following is NOT the author’s opinion on Ben Day and his Sun (Para. 2)7A.Sun had once been a popular newspaper.B.Sun failed to be a high-quality newspaper.C.Ben Day lacked innovation and imagination.D.Ben Day had striven for better coverage.17.Which of the following statements is CORRECT about Greeley’s or Bennett’spolitical stance (Para. 3)7A.Greeley and Bennett were both strong supporters of their party.B.Greeley, as a Whig member, believed in his party’s ideals.C.Bennett, as an independent, loathed established values.D.Greeley and Bennett possessed different political values.18.Which of the following figures of speech was used to describe Greeley’s manner of walking (Para. 4)?A.Exaggeration.B.Paradox.C.Analogy.D.Personification.19.In Para. 5 Bennett was depicted as a man whoA.had stronger capabilities than GreeleyB.possessed a great aptitude for journalismC.was in pursuit of idealism in journalismD.was knowledgeable about his home country20.How was Greeley different from Bennett according to Para. 6?A.He had achieved business success first.B.He started his career earlier than Bennett.C.He got initial support from a political party.D.He had a more humiliating apprenticeship.PASSAGE THREE(1)Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.(2) A bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to “justice” are afflicted with doubts about their role.(3)The bandits had a role to play as definite as that of the authorities who condemned them. These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from. They didn't steal the peasant’s harvest; they did steal the lord’s.(5)And certain characteristics seem to apply to “social bandits’’ whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant.(6)They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits prospered best where authority was merely local —over the next hill and they were free. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.(7)The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “takes from the rich and gives to the poor” in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as if invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors.(8)None of die bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.(9)Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.(10)Far from being defeated in de ath, bandits’ reputation for invincibility was often strengthened by the manner of their dying. The “dirty little coward” who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else couldhave brought Jesse down. Even when the police claimed the credit, as they tried to do at first with Giuliano’s death, the local people refused to believe it. And not just the bandit’s vitality prompts the people to refuse to believe that their hero has died; his death would be in some way the death of hope.(11)For the traditional ‘‘noble robber” represents an extremely primitive form of social protest, perhaps the most primitive there is. He is an Individual who refuses to bend his back, that is all. Most protesters will eventually be bought over and persuaded to come to terms with the official power. That is why the few who do not, or who are believed to have remained uncontaminated, have so great and passionate a burden of admiration and longing laid upon them. They cannot abolish oppression. But they do prove that justice is possible, that poor men need not be humble, helpless and meek.(12)The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera - Don Jose in “Carmen”is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.21.Which of the following words is NOT intended to suggest approval of bandits?A.Bold (Para. 1).B.Claimed (Para. 4).C.Legend (Para. 2).D.Loyalty (Para. 4).22. Of the following reasons which is the LEAST likely one for becoming bandits?A.They liked theatrical clothes and behavior.B.They wanted to help the poor country folk.C.They were unwilling to accept injustice.D.They had very few careers open to them.23. ....began their careers harshly victimized” (Para. 9) means that they .A.had received excessive ill-treatmentB.were severely punished for their crimesC.took to violence through a sense of injusticeD.were misunderstood by their parents and friends24. What has made bandits suitable as film heroes is that they .A.are sure they are invincibleB.possess a theatrical qualityC.retain the virtues of a peasant societyD.protest against injustice and inequalitySECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in Section A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO. PASSAGE ONE25.In and there was a certain amount of evidence to back him up (Para. 1)”, what does“evidence” refer to?26.What is Wilhelm’s characteristic that has never changed all those years accordingto Para. 6?PASSAGE TWO27.Summarize in your own words the meaning of the italicized part in the last sentenceof Para. 2.28.What does but he seldom gave comfort to his chosen party”mean according to the context(Para. 3)?29.What is the similarity between Bennett and Greeley according to Paras. 4 and 5?PASSAGE THREE30.Write down TWO features of the idealist pattern. (Para 9)31.Wha t does “hope” mean according to the context? (Para 10)32.What does “He is an individual who refuses to bend his back” mean? (Para 11)PART III LANGUAGE USAGE [15 MIN]The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:PART IV TRANSLATION [20 MIN]Translate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.白洋淀曾有 " 北国江南 " 的说法,但村舍的形制自具特色,与江南截然不同。
2019年全国商务英语专业八级考试听力答案
18、Why did the man decide to leave the college in his second term?
A.He didn’t like the big lecture classes.
B.He couldn’t afford further education.
A.At a bookshop.
B.At a kitchen.
C.At a bank.
4、Who was injured wife.
C.George’s wife’s father.
5、What do we learn from the conversation?
A.Angry.B.Surprised.C.Sad.
15、What size bag does the woman want?
A.A 24?inch bag.
B.A 29?inch bag.
C.A 32?inch bag.
16、When will the woman leave for Mexico?
一、 听力第一节(共5小题,每小题1分)
听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的'相应位置。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1、Who is the man talking about now?
A.On August 17.
B.On August 20.
C.On August 25.
9、What do we know about the two speakers?
A.They will both enter the competition.
2019英语专业八级真题及答案
2019英语专业八级真题及答案PART I LISTENING COMPREHENSION(35MIN)SECTION A MINI-LECTUREIn 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.SECTION 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 given 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.D. She sounded very reluctant.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 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 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.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案:Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCAPART II READING COMPREHENSION(30MIN)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 AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University - a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business andthrowing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content - or other dangers - will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more studentsoutside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, between -or even during - sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow’s university faculty, university teachersA, are required to conduct more independent research.B. are required to offer more course to their students……C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn’t. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the townthat little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he’d swum in every summer except 1969 when the city cl osed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square - no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the familymoney he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, something he hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father’s study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT desc ribe Ray’shometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down whichfierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience ofthe rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one’s own house and fire at one’s neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the“butcher and bolt policy” to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20. The word debts in “very few debts are left unpaid” in the first paragraph meansA.loans. B.accounts C.killings D.bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomedA. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would beA. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D“Museum” is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato’s Academy and Aristotle’s Lyceum had a mouseion, a muses’ shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before which the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, theGreek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant “Muses’ shrine”.The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, which became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostrich eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not “collected” either, but “site-specific”, and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulati on; and so could be considered Muses’ shrines in the former sense. The Medici garden near San Marco inFlorence, the Belvedere and the Capitol in Rome were the most famous of such early “inspirational” collections. Soon they multiplied, and, gradually, exe mplary “modern” works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of the nineteenth century, museum funding took off, allied to the rise of new wealth: London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of “improving” collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence “Museum is a slippery word” in the first paragraph means thatA. the meaning of the word didn’t change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates fromA. the Romans.B. Florence.C. Olympia.D. Greek.27. “…… the skill of the fakers grew increasingly refined” in the third paragraph means thatA. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century wereA. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order toA. protect royal and church treasures.B. improve existing collections.C. stimulate public interest.D. raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBABPART III. 人文知识There are ten multiple-choice questions in this section.Choose the best answers to each question.Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the Britishsettlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O’NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words”kid,child,offspring” are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案: 31-35BCADA 36-40 DBDBDPART IV 改错参考答案1. agreeing-agreed2. in which 可有可无3. in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievementsV. 汉译英及参考译文中国民族自古以来从不把人看作高于一切,在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位,而非绝对统治万物的主宰。
19年专八真题答案及解析
19年专八真题答案及解析作为一项全国范围内的英语水平测试,专八考试对于广大学习英语的人来说具有重要意义。
而每年的考试真题和解析对于备考的学生来说尤为重要。
因此,本文将为大家详细解析19年专八真题,帮助大家更好地了解考试形式和答题技巧。
第一部分:听力(共20小题)专八听力部分是整个考试的第一部分,也是考生们要冲刺的重点之一。
19年的考试中,听力部分延续了以往的传统题型,包括听对话、短文和长对话等。
而本次考试共有20个小题,要求考生根据听到的内容选择正确的答案。
在备考听力时,重点是提高对听力文本的理解能力和抓住关键信息的能力。
对于这些题型,可以多听一些英语广播或者录音,培养对口语的听感,提高听力的适应性。
同时,还要注意听力的速度和节奏,提高自己的反应速度。
第二部分:阅读(共20小题)阅读部分是专八考试的第二大部分,同样也是备考过程中的重点之一。
19年专八的阅读部分分为3个不同的篇章,考察的内容涵盖了国内外热点话题,如教育、科技、文化等。
这对于考生来说既是一次对自己英文阅读能力的检测,也是对时事热点的了解。
在备考阅读时,可以多阅读一些英文报纸、杂志和文章,提高自己的英文阅读理解能力。
同时,还要注意积累一些常见的词汇和短语,以便更好地理解文章的含义。
此外,还可以做一些相关的题目练习,提高解题的速度和准确率。
第三部分:写作(共2题)写作部分是专八考试的最后一部分,也是考生最需要发挥自己英文写作能力的地方。
19年的专八写作题目非常贴近生活,第一题要求写一篇关于环境保护的短文,第二题则要求对社交网络的影响进行评述。
在备考写作时,重点是提高自己的英文写作能力和逻辑思维能力。
要多写一些英文短文和文章,提高自己的表达能力。
同时,还要注意提升自己的逻辑思维能力,培养构思和组织文章的能力。
此外,掌握一些常用的句型和词汇也是很重要的。
综上所述,19年的专八考试既有传统的听力和阅读部分,也增加了写作部分。
备考时要注重提高听力和阅读的理解能力,扩大词汇量和阅读频率。
专业英语八级听力模拟题2019年(2)_真题无答案
专业英语八级(听力)模拟题2019年(2)(总分100, 做题时间155分钟)PART 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, **plete 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.How to Write a DissertationI. Two necessary preparationsA. Planning【T1】______【T1】______B. The【T2】______ of balanced life【T2】______all you have to do: devote time to physical, social,intellectual,【T3】______ well-being【T3】______II. The general ideaA. A thesis is a hypothesis or conjectureB. A dissertation is a lengthy,【T4】______【T4】______1. Scientific methodThe scientific method needs a【T5】______ of evidence【T5】______ — to support a hypothesis— to deny a hypothesis2.【T6】______【T6】______— the essence of a dissertation— a dissertation【T7】______ principles【T7】______3. Supporting materialsA dissertation must【T8】______ every statement with a【T8】______ reference or original work— It does not repeat details of published materials— It uses the results as factIII. Learning from the exerciseA Getting trained to【T9】______ with other scientists【T9】______B. Learning to think deeplyIV. Definitions and terminologyA Each technical term must be defined— by a reference to a definition【T10】______【T10】______— by a precise, unambiguous definition beforea)the term is used for a new termb)a standard term used in an unusual wayB. Each term should be used in one and only one waythroughout the dissertationV. Language pointsA. Good writing is【T11】______ in a dissertation【T11】______B. Using active constructionsC. Writing in the【T12】______tense【T12】______D.【T13】______negation early【T13】______E. Paying attention to【T14】______【T14】______VI. Key to success:【T15】______【T15】______SSS_FILL【T1】SSS_FILL【T2】SSS_FILL【T3】SSS_FILL【T4】SSS_FILL【T5】SSS_FILL【T6】SSS_FILL【T7】SSS_FILL【T8】SSS_FILL【T9】SSS_FILL【T10】SSS_FILL【T11】SSS_FILL【T12】SSS_FILL【T13】SSS_FILL【T14】SSS_FILL【T15】SECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A] , [B] , [C] and [D] , and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.SSS_SINGLE_SELATo make a special plea for future cooperation.BTo seek advice on her son's major in college.CTo show her regret at the school's education.DTo guarantee William's security in school.SSS_SINGLE_SELAAn acting career.BA sporting career.CBecoming a teacher.DBecoming an architect.SSS_SINGLE_SELAThey recruit students from technical colleges.BMost students graduated there would be cartoonists.CThe **petition is awfully fierce.DThe students must take a foundation course there.SSS_SINGLE_SELAThey don't prefer to choose hobbies as their majors.BThey accept the fact that parents make decisions for them.CThey know what their passions are before entering colleges.DThey are unconcerned about security when choosing majors.SSS_SINGLE_SELAChoosing art as a major takes a risk.BMrs. Harris thinks art schools are hard to enter for.CThe entry qualifications of colleges are tough.DGoing to art schools requires 3 A's and 2 O's.SSS_SINGLE_SELABecause William is interested in it.BBecause William is good at this field.CBecause it promises a well-paid job.DBecause her firm is in want of scientists.SSS_SINGLE_SELAWilliam has no enthusiasm of painting now.BMrs. Harris is happy about Williams' decision.CWilliam's mother runs her own business.DA science degree guarantees one outstanding.SSS_SINGLE_SELAWilliam can make a comfortable living as an artist.BMrs. Harris should persuade William to come down to earth.CIt's unwise to force William to choose an art major.DWilliam won't make a change of his decision easily.SSS_SINGLE_SELAIt's highly appreciated by Mr. Simms.BHe's good at painting pictures on the wall.CIt made him easily choose art for a living.DIt helps him to apply for a science major.SSS_SINGLE_SELAPersuade her son into making a more realistic decision.BPrepare her son for an art course at a technical college.CWait until the headmaster discusses with Mr. Simms.DTalk with Mr. Simms about William's chance of acceptance.1。
2019专八真题讲座听力文本
2019 专八真题听力练习Body language and mindGood morning, everyone. In today’ s lecture, I‘ d like to focus on how our body language reveals who we are. We’ re really fascinated with body language, andparticularly interested in other people’ s body language. You know, we’ re someti interested in an awkward interaction, or a smile, or a contemptuous glance, or maybevery awkward wink, or handshake.So what kind of body language am I talking about? I am interested in1___________________— that is the nonverbal expressions of power and dominance.And what are nonverbal expressions of power and dominance? Well, this is what theyare. In the animal kingdom, nonverbal expressions of power and dominance are about2________. So you make yourself big, you stretch out, you take up space and you arebasically opening up. And⋯ and humans do the same thing. So they do this whenthey ’ re feeling powerful in the moment. And this one is especially interesting becauseit really shows us how universal and old these expressions of power are. For example,when athletes cross the finish line and they’ ve won, it doesn’ t matter if they’ v seen anyone do it. They do this. So the arms are up in the V sign, the chin is slightlylifted. But what do we do when we feel powerless? We do exactly the opposite.3_________________________. We make ourselves small. We don want’ tto bumpinto the person next to us. And this is what happens when you put together high andlow power. So what we tend to do when it comes to power is that we complement theother ’ s nonverbals. What I mean is if someone is being really powerful with us, wetend to 4__________________________________.We don’5t________________.We do the opposite.I ’ mwatching this behavior in the classroom, and guess what I have noticed. Inotice that MBA students really exhibit the full range of power nonverbals. They getright into the middle of the room before class even starts, like they really want to6________________. When they sit down, they’7re sort of. Theyraise their hands high. You have other people who are virtually collapsing when theycome in. as soon as they, I mean other people, come in, you see it. You see it on theirfaces and their bodies, and they sit in their chair and they make themselves8________, and they will not fully stretch their arms when they raise their hands. Ialso notice another interesting thing about his. It seems women are much more likelyto do this kind of thing than men. I mean women are more likely to make themselvessmall. Women feel chronically习惯性地 _9_______________ than men, so this isnot surprising.The second question concerns our minds. We know that our minds change ourbodies. But is it also true that 10___________________________________________?And when I say minds, in the case of the powerful, what doI mean? I’ m talking aboutthoughts and feelings and the sort of physiological 生理学上的 things that make upour thoughts and feelings, and in my case, that’ s hormones. I look at hormones. So what do the minds of the powerful versus the powerless look like? Powerful peopletend to be, not surprisingly, 11____________________________________________.They actually feel that they’ re going to win even at games of chance. They also tendto be able to think more abstractly. They take more risks. So there are a lot ofdifferences between powerful and powerless people. Physiologically, there also aredifferences on two key hormones: one is dominance hormone, and the other is stresshormone. What we find is that powerful and effective leaders have high dominancehormone and low stress hormone. What does that mean? That means power is alsoabout 12________________.Once we did an experiment. We decided to bring people into the lab and run thatlittle experiment.These people adopted,for two minutes,either13______________________ or14__________________________________. We,for two minutes, say, “ Youneed to do this or this.And” we also want them to befeeling power. So after two minutes we will ask them “ How powerful do you feel?”on a series of items, and then we 15________________________________________.Before and after the experiment, we take their sample of saliva for a hormone test.That ’ s the whole experiment.And this is what we have found —16___________________________, which is17________.What we find is that when you’ re18_________________________________________, 86 percent of you will gamble.When you’ re19_________________________________________, it’ s down to only60 percent, and that ’as pretty significant difference. Here’ swhat we find on20___________________________. From their baseline when they come in,high-power people experience about a 20 percent increase, and low-power peopleexperience about a 10-percent decrease. So again, two minutes, and you get thesechanges. Concerning21___________________________, high-power peopleexperience about a 25-percent decrease, and the low power people experience about a15percent increase. Once again, two minutes lead to these hormonal changes thatconfigure your brain to basically be either assertive, confident or -really stress-reactive, and, you know, feeling sort of shut down. And we’ veall had that feeling,right? So it seems that our nonverbals do govern how we think and feel aboutourselves. Also, our bodies change our minds. So, power posing for a few minutesreally changes your life in meaningful ways.When I tell people about this, that that our bodies change our minds, and our mindscan change our behavior, and 22_____________________________________,they say to me,“ I don’ t believe that. It feels fake. Right?” so I said,“ fak make it. ”I‘ mgoing to live you with this. Before you go into the next stressfulevaluative situation, for example, a job interview, for two minutes, try doing this, inthe elevator, or at your desk behind closed doors and say to yourself“ that’ sI whatwant to do. ”Configure your brain to_23_______________ in that situation. Getyour dominance hormone up, and get your stress hormone down. Don’ tleave thatsituation feeling like, oh , I didn ’ t show them who I am. Leave that situation feelinglike, oh, I really managed to say who I am and show who I am.To sum up, today, we talk about the “ nonverbalexpressions of power anddominance ” and the strong effects of the change of behaviorsuggest.I you try powerposing, which is simple but will significantly change the outcomes of your life. Ok,next time we are going to discuss the social functions of body language.2019 专八真题听力练习 Body language and mindGood morning, everyone. In today’ s lecture, I‘ d like to focus on how our body language reveals who we are. We’ re really fascinated with body language, andparticularly interested in other people’ s body language. You know, we’ re someti interested in an awkward interaction, or a smile, or a contemptuous glance, or maybevery awkward wink, or handshake.So what kind of body language am I talking about? I am interested in powerdynamics— that is the nonverbal expressions of power and dominance. And what arenonverbal expressions of power and dominance? Well, this is what they are. In theanimal kingdom, nonverbal expressions of power and dominance are about expanding.So you make yourself big, you stretch out, you take up space and you are basicallyopening up. And⋯ and humans do the same thing. So they do this when they ’ refeeling powerful in the moment. And this one is especially interesting because it reallyshows us how universal and old these expressions of power are. For example, whenathletes cross thefinish line and they’ ve won, it doesn’ t matter if they’ ve never s anyone do it. They do this. So the arms are up in the V sign, the chin is slightly lifted.But what do we do when we feel powerless? We do exactly the opposite. We close up.We make ourselves small. We don’ t want to bump into the person next to us. And thisis what happens when you put together high and low power. So what we tend to dowhen it comes to power is that we complement the other’ s nonverbals. What I mean is if someone is being really powerful with us, we tend to make ourselves smaller. Wedon’ t mirror them. We do the opposite.I ’ mwatching this behavior in the classroom, and guess what I have noticed. Inotice that MBA students really exhibit the full range of power nonverbals. They getright into the middle of the room before class even starts, like they really want tooccupy space. When they sit down, they’ re sort of spread out. They raise their hands high. You have other people who are virtually collapsing when they come in. as soonas they, I mean other people, come in, you see it. You see it on their faces and theirbodies, and they sit in their chair and they make themselves tiny, and they will notfully stretch their arms when they raise their hands. I also notice another interestingthing about his. It seems women are much more likely to do this kind of thing thanmen. I mean women are more likely to make themselves small. Women fellchronically 习惯性地 less powerful than men, so this is not surprising.The second question concerns our minds. We know that our minds change ourbodies. But is it also true that our bodies change our minds? And when I say minds, inthe case of the powerful, what do I mean? I’ m talking about thoughts and feelings and the sort of physiological 生理学上的 things that make up our thoughts and feelings,and in my case, that ’hormones. I look at hormones. So what do the minds of thepowerful versus the powerless look like? Powerful people tend to be, not surprisingly,more assertive and more confident, more optimistic. They actually feel that they ’ regoing to win even at games of chance. They also tend to be able to think moreabstractly. They take more risks. So there are a lot of differences between powerfuland powerless people. Physiologically,there also are differences on two keyhormones: one is dominance hormone, and the other is dominance hormone. What wefind is that powerful and effective leaders have high dominance hormone and lowstress hormone. What does that mean? That means power is also about how you reactto stress.Once we did an experiment. We decided to bring people into the lab and run thatlittle experiment. These people adopted, for two minutes, either high-power poses orlow- power poses. We, for two minutes, say,“ You need to do this or this.” And w want them to be feeling power. So after two minutes we will askthem “ How powerfuldo you feel?” on a series of items, and then we give them an opportunity to gamble.Before and after the experiment, we take their sample of saliva for a hormone test.That ’ s the whole experiment.And this is what we have found— risk tolerance, which is gambling. What wefind is that when you’ rein the high-power pose condition, 86 percent of you willgamble. When you ’ re in the low-power pose condition, it own’tos onlyd 60 percent,and that ’ s a pretty significant difference. Here’ s what we find on dominance hormon From their baseline when they come in, high-power people experience about a 20percent increase, and low-power people experience about a 10-percent decrease. Soagain, two minutes, and you get these changes. Concerning stress hormone,high-power people experience about a 25-percent decrease, and the low power peopleexperience about a 15 percent increase. Once again, two minutes lead to thesehormonal changes that configure your brain to basically be either assertive, confidentor -really stress-reactive, and, you know, feeling sort of shut down. And we’ ve all had that feeling, right? So it seems that our nonverbals do govern how we think and feelabout ourselves. Also, our bodies change our minds. So, power posing for a fewminutes really changes your life in meaningful ways.When I tell people about this, that our bodies change our minds and our mindscan change our behavior, and our behavior can change our outcomes, they say to me,“ I don’ t believe that. It feels fake. Right?” so I said,“ fake it till you make it. going to live you with this. Before you go into the next stressful evaluative situation,for example, a job interview, for two minutes, try doing this, in the elevator, or at yourdesk behind closed doors and say to yourself “ that ’ sI w anthat to do.Configure”your brain to do the best in that situation. Get your dominance hormone up, and getyour stress hormone down. Don’ t leave that situation feeling like, oh, I didn’them who I am. Leave that situation feeling like, oh, I really managed to say who I amand show who I am.To sum up, today, we talk about the “ nonverbalexpressions of power anddominance ” and the strong effects of the change of behavior. I suggest you try powerposing, which is simple but will significantly change the outcomes of your life. Ok, nexttime we are going to discuss the social functions of body language.。
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M:Cyndie,you've been doing research on disciplinary lit eracy for about20years now.男:辛蒂,到现在为止,你已经研究学科素养大概20年了。
In that time,you've probably been asked just about every thing possible.在这段时间里,你可能被问到各种可能问到的问题。
What question comes up most often these days?这些天里,哪个问题是最常问的?W:That's easy.We're doing better convincing teachers t hat disciplinary literacy is worthteaching,女:这很容易。
我们在说服老师“学科素养是很值得教的”这一点上做得更好了,but they still are hesitant about their students'reactions. 但他们依然对学生的反应持犹豫的态度。
A teacher said to me recently,"I have enough trouble getting my kids to read a textboo kchapter.How would I ever motivate them to read in a di sciplinary way?"最近,有一个老师和我说:“我很难让我的学生们阅读教材的一个章节。
我怎么用学科的方式来激励他们呢?”M:Is that a real question or is it just a mask for teacher r esistance?男:这是一个真实的问题还是教师抗拒的掩饰?W:I think it's a real question,and in fact,it's also our big gest problem,because many teachersstill don't understa nd the distinctions between content area reading and dis ciplinary literacy.女:我认为这是一个真实的问题,事实上,这也是我们最大的问题所在,因为许多老师仍然不明白内容区域阅读和学科素养的区别。
M:What is disciplinary literacy anyway?You said that's d ifferent.男:那什么是学科素养?你说那是不同的。
W:Disciplinary literacy doesn't promise to make someon e a better student.女:学科素养不会保证让一个人成为更好的学生。
It invites students to join the disciplinary field itself.它邀请学生加入学科领域。
It's a kind of invitation to join a club.它是一种加入俱乐部的邀请函。
M:Does it mean it invites students to join the"history clu b"by reading like a historian or the"science club"by read ing like a scientist.男:这是否意味着通过像历史学家一样阅读来邀请学生加入“历史俱乐部”,或是通过像科学家一样阅读来邀请学生加入“科学俱乐部”。
W:Right,but it goes beyond that.It says,"We want you to join us.We want to share withyou our c ognitive secrets,our way of thinking about the world,and how we solve problems.女:是的,但它不止这些。
它表示:“我们想让你加入我们。
我们想与你分享我们的认知秘密、我们是如何看待这个世界以及如何解决问题的。
We want to count you as one of us."In doing that,it bot h holds out the promise of affiliation,connecting with oth ers is a big motivator,我们想把你算作我们的一员。
”这样做的话,它会遵守入会的承诺,与别人联系正是一个很大的动力,and the promise of greater competency with challenging t asks--not competency in being akid or a student,而且会遵守承诺,让你拥有更强的能力来应对具有挑战性的任务——不是作为一个孩子或学生的能力,but competency in being successful with the kinds of thin gs that adults do.而是能够成功应对成年人所做事情的能力。
M:What about assessment?How do we test disciplinary literacy?男:那评估呢?我们如何测试学科素养呢?W:There aren't any standardized disciplinary reading or writing tests yet,女:目前还没有任何学科阅读或写作的标准化测试,but one can easily imagine how classroom assessments could change in the future as instruction becomes more di sciplinary in focus.但你很容易就能想象得到,随着教学更加关注学科,课堂评估在未来会发生怎样的改变。
M:Past assessments in history,literature,or science hav e aimed to find out if students hadmastered particular inf ormation.男:过去对历史、文学或科学的评估都致力于了解学生是否掌握了某个具体的信息。
Questions about content would certainly still have a plac e in disciplinary literacy sinceknowledge matters in discipl inary literacy too.关于内容的问题一定依然在学科素养里留有一席之地,因为知识在学科素养里也很重要。
But what would a more disciplinary assessment look like ?但一个更侧重于学科的评估是什么样子的?W:I think a more disciplinary assessment would seek to find out whether students areinterpreting such informatio n in a sophisticated way according to the traditions of tha t discipline.女:我认为一个更侧重于学科的评估会考查学生是否能根据该学科的传统,用更深刻的方法解释这些信息。
For example,a disciplinary test in history might ask not o nly what we know about a historicalevent,比如,一个历史学科测试可能不单单会问“我们知道一个历史事件的哪些知识”,but how we know about it--students would be questione d about the source of theinformation,the reliability of thesource,and how the information matches with informatio nfrom other sources.还会问我们是怎么知道的——学生会被问到信息的来源和可靠性,以及这个信息是如何与其他来源的信息相匹配的。
In cases where the information is contradictory,the asse ssment might ask students to determine whose account w as more credible,requiring students to weigh evidence u sing thesame kinds of criteria that historians use.如果信息是矛盾的,评估会让学生判断哪个描述是更为可信的,这要求学生用历史学家使用的判断标准来权衡证据。
M:Uhmm.That sounds interesting.男:嗯。
听起来很有趣。
W:Or a literature assessment might ask students to eng age in deeper interpretation than inthe past.女:一个文学评估可能会让学生做出比过去更为深刻的解读。
Instead of asking about the theme of a story,for exampl e,an assessment might ask studentsto determine alterna tive themes and to decide--例如,评估不会问故事的主题,而会让学生从中选择一个主题——based on text evidence--which one the author seemed most sympathetic to.基于文章中的证据——哪一个是作者最为赞同的。
In other words,it would ask the student to participate in t he reading more as a literary critic than a student.换句话说,它会让学生从文学评论家的角度来参与阅读,而不是从学生的角度。