大学专业英语八级考试模拟试题(带答案)

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大学专业英语八级考试模拟试卷(带答案)

大学专业英语八级考试模拟试卷PART ⅠLISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.LanguageDespite the fact that many definitions of language have been proposed, succinct definitions of language usually bring various questions. To understand the notion of language better, there are several aspects that should be taken into consideration.Ⅰ. Vocal communication in childhood●Composition of the system of vocal communication●Functions of the system of vocal communication:A. 1B. Express feelings and emotionsC. Influence the activities of othersD. 2 oneself with friendliness or hostilityⅡ. Different systems of vocal communication constitute different languages●Hard to define the 3 between languages●Different languages- people do not understand each other without 4 by both parties● 5-different systems of communication that may impede but do not prevent mutual comprehension●Idiolect- the 6 of a single personⅢ. Acquisition of languages●7 : spoken by one's parents or by those with whom they are brought up from infancy●Second Language: learned to different degrees of competence under various conditions●Bilingualism: Completely 8 two languagesA. Raised by parents speaking different languages at homeB. Raised within 9Ⅳ. Language is species-specific to human beings●Animals communicate through 10 or else●Human language is infinitely 11 and creativeⅤ. 12 of language●Facilitate communication●Express a national or local 13●14 function of language: puns, riddles, and crossword puzzles●Functions in imaginative or symbolic contexts: poetry, drama, and religionⅥ. Language and its relation to society●Language is a working system of communication in a certain 15●The product of history and source of its future developmentSECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.16、A. $20. B. $36.99. C. $4.99. D. $32.17、A. What the problem is. B. What correction she wants.C. A neutral tone.D. Showing her anger.18、A. Give them the cultural information about complaint.B. Give them a model letter and ask them to write one similar to that.C. Familiarize the students with necessary vocabularies.D. Show the students the necessary writing styles and formats.19、A. Face-to-face verbal complaint. B. Written complaint.C. Phone complaint.D. E-mail complaint.20、A. Creating a situation where students can complain.B. Providing model complaints for students to follow.C. Analyzing the languages and structures for complaints.D. Giving students practice on how to complain by role play.21、A. Food security is the ability of people in household.B. Food security at the national level to provide the food needs to live a healthy and productive life.C. Food security also deals with food and nutritional security.D. Food security only refers to amount of food.22、A. The quality of people's life.B. The ability to grow and develop intellectually and socially.C. The capabilities of the next generation.D. All the above.23、A. To arouse the attention of all leaders over the world.B. To increase food production.C. To make better use of food.D. To make more food available in the marketplace.24、A. Australia has been putting more resources in agriculture.B. Poor countries were not themselves putting sufficient resources into agriculture and food security issues.C. More recently, food prices has been very high.D. Experts have realized that there's a large portion of society in poor countries.25、A. They changed the main staple crops.B. They changed the technology of growing the main staple crops.C. They fertilized the land.D. They did more research.PART ⅡREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are four 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 ONETo keep the wheels of industry, we manufacture consumer goods in endless quantities, and, in the process, are rapidly exhausting our resources. But this is only half the problem. What do we do with manufactured products when they are worn out? They must be disposed of, but how and where?Unsightly junkyards full of rusting automobiles already surround every city in the nation. Americans throw away 80 billion bottles and cans each year, enough to build more than ten stacks to the moon. There isn't room for much more waste, and yet the factories grind on.They cannot stop because everyone wants a job. Our standard of living, one of the highest in the world, requires the consumption of manufactured products in ever-increasing amounts. Man, about to be buried in his own waste, is caught in a vicious cycle.Only 100 years ago man lived in harmony with nature. There weren't so many people then and their wants were fewer. Whatever wastes were produced could be absorbed by nature and were soon covered over. Today this harmonious relationship is threatened by man's lack of foresight and planning, and by his carelessness and greed, for man is slowly poisoning his environment.Pollution is a "dirty" word. To pollute means to contaminate—to spoil something by introducing impurities which make it unfit or unclear to use. Pollution comes in many forms. We see it, we smell it, taste it, drink it, and stumble through it. We literally live in and breathe pollution, and, not surprisingly, it is beginning to threaten our health, our happiness, and our very civilization. Once we thought of pollution as meaning simply smog—the choking, stinging, dirty air that hovers over cities. But air pollution, while it is still the most dangerous, is only one type of contamination among several which attack the most basic life function. Through the uncontrolled use of insecticides, man has polluted the land, killing the wildlife. By dumping sewage and chemical into rivers and lakes, we have contaminated our drinking water. We are polluting the oceans, too, killing the fish and thereby depriving ourselves of an invaluable food supply. Part of the problem is our exploding population.More and more people produce more wastes. But this problem is intensified by our "throw-away" technology. Each year American dispose of 7 million autos, 20 million tons of waste paper, 25 million pounds of toothpaste tubes and 48 million cans. We throw away gum wrappers, newspapers, and paper plates. It is no longer fashionable to reuse anything. Today almost everything is disposable. Instead of repairing a toaster or a radio, it is easier and cheaper to buy a new one and discard the old, even though 95 percent of its parts may still be functioning. Baby diapers, which used to be made of cloth and now have disposable substitutes: "Wear it once and throw it away," will be the slogan of the fashion conscious.Where is this all to end? Are we turning the world into a gigantic dump, or is there hope that we can solve the pollution problem? Fortunately, solutions are in sight. A few of them are positively ingenious. Take the problem of discarded automobiles, for instance. Each year over 40,000 of them are abandoned in New York City alone. Eventually the discards end up in a junkyard. But cars are too bulky to ship as scrap to a steel mill. They must first be flattened. This is done in a giant compressor which can reduce a Cadillac to the size of a television set in a matter of minutes. Any leftover scrap metal is mixed with concrete and made into exceptionally strong bricks that are used in buildings and bridges. Man's ingenuity has come to his rescue.What about water pollution? More and more cities are building sewage-treatment plants. Instead of being dumped into a nearby river or lake, sewage is sent through a system of underground pipes to a giant tank where the water is separated from the solid material called sludge. The sludge can be converted into fertilizer, and can also be made into bricks.Controlling air pollution is another crucial objective. Without food, man can live about five weeks; without water, about five days. Without air, he can only live five minutes, so pure air is a must. Here the wrongdoer is the automobile. Where there is a concentration of automobiles, as in our big cities, air pollution is severe. It is important to see that our cars are equipped with pollution-control devices. Such devices effectively reduce the harmful gases emitted from the engine. Power plants, factories, and apartment buildings can also avoid air pollution. When possible they should use clean fuels like gas and oil. And the smokestacks of these buildings should be equipped with filters and other smoke-reduction devices.Can we eliminate pollution altogether? Probably not. Modem man pollutes with everything he does, so total elimination would require drastic measures. Every power plant would have to shut down. Industries would have to close. We would have to leave all our automobiles in the garage. Every bus and truck and airplane would have to stop running. There would be no way to bring food to the cities. There would be no heat and light. Under these conditions, our population would die in a short time. Since such a drastic solution is impossible, we must employ determined public action. We can reduce pollution, even if we can't eliminate it altogether. But everyone must do his part. We can have a clean world; we can do something. The choice is up to you.PASSAGE TWO"When I direct Shakespeare," theatrical innovator Peter Sellars once said, "the first thing I do is go to the text for cuts. I go through to find the passages that are real heavy, that really are not needed, places where the language has become obscure, places where there is a bizarre detour. And then I take those moments, those elements, and I make them the centerpiece, the core of the production."In the sober matter of staging Shakespeare, such audaciousness is hard to resist—though a lot of Chicago theatre-goers have been able to. Typically, a third of the people who have been showing up at the Goodman Theatre to see Sellars' ingenious reworking of The Merchant of Venice have been walking out before the evening is over. It's no mystery, why? The evening isn't over for nearly four hours. Beyond that, the production pretty much upends everything the audience has come to expect from one of Shakespeare's most troubling but reliable entertaining comedies.The play has been transplanted from the teeming, multicultural world of 15th century Venice, Italy, to the teeming, multicultural world of 1994 Venice Beach, California, where Sellars lives when he isn't setting Don Giovanni in Spanish Harlem, putting King Lear in a Lincoln Continental or deconstructing other classic plays and operas. Shylock, along with the play's other Jews, is black. Antonio, the merchant of the title, and his kinsmen are Latinos. Portia, the wealthy maiden being wooed by Antonio's friend Bassanio, is Asian. But the racial shuffling is just one of Sellars' liberties. The stage is furnished with little but office furniture, while video screens simulcast the actors in close-up during their monologues, (and, in between, display seemingly unrelated Southern Califomia scene, from gardens and swimming pools to the L. A. riots). Cries of anguish come from the clowns, and the playfully romantic final scene, in which Portia teases Bassanio for giving away her ring to the lawyer she played in disguise, is re-imagined as the darkest, most poisonously unsettling passage in the play.Some of this seems to be sheer perversity, but the real shock of Sellars' production is how well it works both theatrically and thematically. The racial casting, for instance, is a brilliant way of defusing the play's anti- Semitism—turning it into a metaphor for prejudice and materialism in all its forms. Paul Butler is a hardhearted ghetto businessman who, even when he is humiliated at the end, never loses his cool or stoops for pity.Wrongheaded and tortuous as this Merchant sometimes is, the updating is witty and apt. The "news of the Rialto" becomes fodder for a pair of gossip reporters on a happy-talk TV newscast. Shylock's trial is presided over by a mumbling, superannuated judge who could have stepped fight out of Court TV. With a few exceptions—Elaine Tse's overwrought Portia, for instance—the actors strike a nice balance between Shakespeare's poetry and Sellars' stunt driving. For the rest of us, it's a wild ride.PASSAGE THREESince ancient times it has been known that your word is a cause set in motion. In fact, the universe itself is claimed to have emanated from a single primordial sound. In the science of yoga, it is believed that certain Sanskrit words, known asmantras, can bring about magical results, thus you can secure abundance with a certain mantra, peace with another, and so on. On a more practical level, your word still remains highly potent.With your words, you can wound someone, sending them into spirals of defeat, and with your words you can heal someone, raising them up from a dismal place to soaring hope and motivation. In fact, the entire field of self-improvement is the transmission of words that will assist others to get a firm perspective and move forward with their lives, fulfilling their dreams and desires.On a personal level, too, your words affect you. What you say to yourself about anyone or anything affects you, too. If you speak well of someone or something, you bring more of that harmony into your life. And if you speak ill of someone or something, you will bring more of that frustration and anger and conflict into your life.Psychological literature often speaks of numerous cases where a parent's words, spoken casually, can affect the destiny of a child. And the most potent words that a parent can use to affect a child are those spoken at the time of dying since these are the last words, and the moment is so highly-charged and the awareness so acute that these words become an imperative that the child now feels obligated to never disown.Words are further charged with the emotion behind them. The stronger the emotion, the more highly charged the words. Many a love affair has fallen by the wayside because of emotionally charged words, which are later regretted.Despite all this, people use words with the utmost casualness. People wreck their own lives and that of others through the careless use of words. They also accept the words of others as a given truth, when, in fact, all comments by others are merely opinion.The most marvelous aspect of words is how they can bend time. The brilliantly crafted words of Shakespeare or the eloquence of Martin Luther King still shape our lives. Words are so sacred that whole buildings are used to archive them and make them available for reading.A person can rise from poverty to wealth, from sickness to health, and from loneliness to loving companionship simply through exposing themselves to the most beneficial stream of words.Words not only steal hearts, but shape reality as well. The earth can be a better place because of your choice of words. You can fill lives with the miracles of your words. You can be an agent for positive change and bring out the best in yourself and others simply by how you use words. Words are psychic shape-shifters; use them wisely.PASSAGE FOURimagine a chart that begins when man first appeared on the planet and tracks the economic growth of societies from then forward. It would be a long, flat line until the late 16th or early 17th century, when it would start trending upward. For most of humankind life was as the English philosopher Thomas Hobbes famously described it in 1651—"solitary, poor, nasty, brutish, and short." But as Hobbes was writing thosewords, the world around him was changing. Put simply, human beings were getting smarter.People have always sought knowledge. The scientific revolution, followed by the Enlightenment, marked a fundamental shift. Humans were no longer searching for ways simply to fit into a natural or divine order; but they were seeking to change it. Once people found ways to harness energy—using steam engines—they were able to build machines that harnessed far more power than any human or horse could ever do. And people could work without ever getting tired. The rise of these machines drove the Industrial Revolution, and created a whole new system of life. Today the search for knowledge continues to produce an ongoing revolution in the health and wealth of humankind.If the rise of science marks the first great trend in this story, the second is its diffusion. What was happening in Britain during the Industrial Revolution was not an isolated phenomenon. A succession of visitors to Britain would go back to report to their countries on the technological and commercial innovations they saw there. Sometimes societies were able to learn extremely fast, as in the United States. Others, like Germany, was benefited from starting late, leapfrogging the long-drawn-out process that Britain went through.This diffusion of knowledge accelerated dramatically in recent decades. Over the last 30 years we have watched countries like Japan, Singapore, South Korea and now China grow at a pace that is three times that of Britain or the United States at the peak of the Industrial Revolution. They have been able to do this because of their energies and exertions, of course, but also because they cleverly and perhaps luckily adopted certain ideas about development that had worked inthe West—reasonably free markets, open trade, a focus on science and technology, among them.The diffusion of knowledge is the dominant trend of our time and goes well beyond the purely scientific. Consider the cases of Turkey and Brazil. If you had asked an economist 20 years ago how to think about these two countries, he would have explained that they were classic basket-case, Third World economies, with triple-digit inflation, soaring debt burdens, a weak private sector and snail's-pace growth. Today they are both remarkably well managed, with inflation in single digits and growth above 5 percent. And this shift is happening around the world. From Thailand to South Africa to Slovakia to Mexico, countries are far better managed economically than they have ever been. Even in cases where political constraints make it difficult to push far-reaching reforms, as in Brazil, Mexico or India, governments still manage their affairs sensibly, observing the Hippocratic oath not to do any harm.We are sometimes reluctant to believe in progress. But the evidence is unmistakable. The management of major economies has gotten markedly better in the last few years. Careful monetary policy has tempered the boom-and-bust economic cycles of the industrial world, producing milder recessions and fewer shocks. Every day one reads of a new study comparing nations in everything from Internet penetration to inflation. All these studies and lists are symbols of a learning process that is accelerating, reinforcing the lessons of success and failure. Call it a best-practice world.I realize that the world I am describing is the world of the winners. There are billions of people, locked outside global markets, whose lives are still accurately described by Hobbes's cruel phrase. But even here, there is change. The recognition of global inequalities is more marked today than ever before, and this learning is forcing action. There is more money being spent on vaccines and cures for diseases in Africa and Asia today than ever before in history. Foreign-aid programs face constant scrutiny and analysis. When things don't work, we learn that, too, and it puts a focus either on the aid program or on local governments to improve.This may sound overly optimistic. There are losers in every race, but let not the worries over who is winning and losing the knowledge race obscure the more powerful underlying dynamic: knowledge is liberating. It creates the possibility for change and improvement everywhere. It can create amazing devices and techniques, save lives, improve living standards and spread information. Some will do well on one measure, others on another. But on the whole, a knowledge-based world will be a healthier and richer world.The caveat I would make is not about one or another country's paucity of engineers or computers. These problems can be solved. But knowledge is not the same thing as wisdom. Knowledge can produce equally powerful ways to destroy life, intentionally and unintentionally. It can produce hate and seek destruction. Knowledge does not by itself bring any answer to the ancient Greek question "What is a Good Life?" It does not produce good sense, courage, generosity and tolerance. And most crucially, it does not produce the farsightedness that will allow us all to live together—and grow together—on this world without causing war, chaos and catastrophe. For that we need wisdom.26、Which of the following statement is NOT a cause of pollution mentioned in the passage?(PASSAGE ONE.A. Population explosion.B. Too much consumption.C. It is out-dated to reuse things.D. High unemployment rate.27、Which of the following statements is NOT a suggested solution to water pollution?(PASSAGE ONE.A. Building sewage-treatment plants.B. Strict restriction on the discharge of polluted water to rivers or lakes nearby.C. Using gigantic tanks to separate solid materials from water.D. Setting up underground sewage system to purify water.28、What does this passage mainly address?(PASSAGE ONE.A. The severity of pollution nowadays.B. Pollution and its solution.C. Universal concern over environment.D. Consumption and pollution.29、What's the main topic of the passage?(PASSAGE TWO)A. The Merchant of Venice adapted by Sellars.B. Success of the newly performed The Merchant of Venice.C. Peter Sellars's artistic style.D. The shooting of Shakespeare's The Merchant of Venice.30、When directing Shakespeare, Sellars usually ______ the original texts.(PASSAGE TWO)A. selects the key moments inB. abridgesC. completely changesD. keeps31、What can be inferred about Sellars's The Merchant of Venice?(PASSAGE TWO)A. The adaptation is awkward and meaningless.B. It is popular with Chicago theater-goers.C. It is not favored by the audience.D. It meets the audience's expectation.32、It can be concluded from the passage that Shakespeare's original text of The Merchant of Venice ______.(PASSAGE TWO)A. is much more difficult to understandB. is always clear in languageC. presents a negative viewpoint towards the SemiticsD. is not as popular as his tragedies33、According to the author, words can ______.(PASSAGE THREE.A. kill peopleB. show people's defeatC. give people hopeD. change the speaker himself34、Which is TRUE about the last words of parents?(PASSAGE THREE.A. They are often more influential on children than those spoken casually.B. They are full of sorrow and misery.C. Children's awareness of parents' words is always acute.D. These words are imperative for children with great sense of obligation.35、According to the fifth and sixth paragraph, the author implies that ______.(PASSAGE THREE.A. people's emotions are influenced by the words they sayB. people should use words with more carefulnessC. people should only accept words which are truths rather than opinionsD. what people experience directly decides what they speak36、Better choice of words can do all of the following EXCEPT ______.(PASSAGE THREE.A. shaping realityB. making life betterC. bringing about positive changeD. fulfilling dreams37、It can be inferred that during the Enlightenment, people in Western Europe ______.(PASSAGE FOUR)A. were looking for better ways of seeking knowledgeB. were not satisfied with their past achievementsC. were trying to fit into the natural environmentD. were tired of working38、Which of the following is NOT a result of scientific diffusion?(PASSAGE FOUR)A. Britain's leadership in the Industrial Revolution.B. The Industrial Revolution in countries like the U.S. and Germany.C. Great development of some Eastern Asian countries.D. The economic boom in Turkey and Brazil.39、A suitable title for the passage would be ______.(PASSAGE FOUR)A. Knowledge and World EconomyB. Diffusion of ScienceC. The Earth's Learning CurveD. Knowledge and Wisdom40、SECTION 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 10 words in the space provided on ANSWER SHEET TWO.What is the immediate problem caused by the consumption of manufactured products?(PASSAGE ONE.41、What does the phrase "wrongheaded and tortuous" mean in the last paragraph?(PASSAGE TWO)42、What does the author mean by saying "your word is a cause set in motion" in Paragraph 1?(PASSAGE THREE.43、What's the remarkable aspect of words according to the passage?(PASSAGE THREE.44、What conclusion can be drawn from the passage about the great words?(PASSAGE THREE.45、What does the word "unmistakable" mean in Paragraph 6?(PASSAGE FOUR)46、What does "it" refer to in Line 6 Paragraph 7?(PASSAGE FOUR)47、What's the author's attitude towards knowledge?(PASSAGE FOUR)PART ⅢLANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank provided atthe end of the line.For a missing word, mark the position of the missing word with a "∧" sign and write the wordyou believe to be missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "—" andput the word in the blankprovided at the end of the line.It is interesting to reflect for a moment upon the differences in the areas of moral feeling and standards in the peoples of Japan andthe United States. The Americans divide these areas somewhatrigidly into the spirit and flesh, the two being in opposition in the 48life of a human being. Ideally, spirit should prevail but all too oftenit is the flesh which does prevail. 49The Japanese make no this division, at least between one as 50good and the other as evil. They believe that a person has twosouls, each necessary. One is the "gentle" soul; other is the 51"rough" soul. Sometimes the person uses his gentle soul;sometimes he must use his rough soul. He does not favor his gentlesoul, neither he fight his rough soul. Japanese philosophers insist 52human nature in itself be good, and a human being does not need to 53fight any part of himself. He has only to learn how to use each soulproperly at the appropriate times. Virtue for the Japanese consists of 54fulfilling one's obligations to others. Happy endings, either in life orin fiction, are neither necessary nor expected, while the fulfillment 55of duty provides the satisfying end, whatever the tragedy it inflicts.And duty includes a person's obligations to these who have conferred 56benefits upon him and to himself as an individual of honor. Hedevelops through this double sense of duty, a self-discipline whichis at once permissive and rigid, depending upon the area which it is 57functioning.PART ⅣTRANSLATIONTranslate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.58、我仿佛看见这世间有一个极大、极复杂的网，大大小小的一切事物，都被牢结在这网中。

专业英语八级模拟试卷及答案解析(3)

专业英语八级模拟试卷及答案解析（3）(1~16/共26题)Play00:0010:53Volume第1题Maslow´s Hierarchy of Needs Abraham Maslow has developed a famous theory of human needs, which can be arranged in order of【T1】______.【T1】______ Physiological needs: the most【T2】______ ones for survival. They【T2】______ include such needs as food, water, etc. And there is usually one way to【T3】______these needs.【T3】______ 【T4】______ needs: needs for a)physical security:【T4】______ b)【T5】______ security.【T5】______ The former means no【T6】______, while the latter is concerned with【T6】______ freedom from【T7】______, misfortunes, etc. These needs can be met【T7】______ through a variety of means, e.g. job security,【T8】______ plans, and【T8】______ safe working conditions. Social needs: human requirements for a)【T9】______:【T9】______ b)a sense of belonging. There are two ways to satisfy these needs: a)formation of relationships at workplace: b)formation of relationships outside workplace. Esteem needs: a)self-esteem i.e. one´s sense of achievement b)esteem of others, i.e. others´respect as a result of one´s【T10】______.【T10】______ These needs can be fulfilled by【T11】______, etc.【T11】______ Self-realization needs: needs to realize one´s potential. Ways to realize these needs are individually【T12】______.【T12】______ Features of the hierarchy of needs: a)Social, esteem and self-realization needs are exclusively 【T13】______needs.【T13】______ b)Needs are satisfied in a fixed order from the bottom up. c)【T14】______ for needs comes from the lowest un-met level.【T14】______ d)Different levels of needs may【T15】______ when they come【T15】______ into play.第2题【T1】第3题【T2】第4题【T3】第5题【T4】第6题【T5】第7题【T6】第8题【T7】第9题【T8】第10题【T9】第11题【T10】第12题【T11】第13题【T12】第14题【T13】第15题【T14】第16题【T15】下一题(17~21/共26题)Play00:0005:20Volume第17题16．A.She felt bored.B.She felt lonely.C.She cherished them.D.The subject was easy.第18题17．A.She just followed the crowd.B.Someone else gave her the advice.C.She was interested in that area.D.She conceded to her parents´ thoughts.第19题18．A.The teachers just gave lectures and asked students to read books.B.The teachers were excellent and they had a special teaching method.C.The teachers described a particular situation and told students what might happen.D.The teachers ask students to do some reading and confirm teachers´ ideas.第20题19．A.Doing surveys at workplace.B.Analyzing survey results.C.Designing questionnaires.D.Taking a psychology course.第21题20．A.The nature of work.B.Office decoration.C.Office location.D.Work procedures.上一题下一题(22~26/共26题)Play00:0005:12Volume第22题21．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.第23题22．A.She was willing and ready.B.She sounded mildly eager.C.She was a bit surprised.D.She sounded very reluctant.第24题23．A.She learned how to do word processing.B.She did a secretarial course.C.She taught others typing and shorthand.D.She got a job in an advertising agency.第25题24．A.She would do experimental design only.B.She would continue to be an administrative assistant.C.She would be a teacher.D.She aimed to be a lecturer.第26题25．A.A career path the company would encourage Miss Green to take.B.The salary and welfare the company would offer.C.An MA in Experimental Psychology.D.The courses Miss Green would take.上一题下一题(27~30/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1)Distant indeed seem the days when the two great rivals of commercial aviation, Boeing and Airbus, would use big air shows to trumpet hundreds of new orders. This year´s Paris Air Show was a much more sombre affair, even if the Boeing-Airbus feud still took centre stage.(2)There were one or two bright spots. Airbus was able to boast of a firm order for ten of its wide-body A350s from AirAsia X. John Leahy, its top salesman, expects deliveries in 2009 to match the record 483 in 2008. Boeing, which was hit by a prolonged strike last year, will probablydeliver more aircraft this year than last. Both firms built up huge backlogs in the fat years: each has orders for about 3,500 planes.(3)But many of those may soon evaporate. Giovanni Bisignani, the boss of IATA, the trade body that speaks for most airlines, gave warning earlier this month that his members might defer as many as 30% of aircraft deliveries next year. He also almost doubled his forecast for the industry´s cumulative losses in 2009, to $ 9 billion.(4)Both Mr. Leahy and Jim McNerney, the chief executive of Boeing, think that Mr. Bisignani is overdoing the gloom. But they concede that potential customers may find purchases hard to finance. Another issue is the cost of fuel. Mr. McNerney thinks the recent increase in the oil price should encourage carriers to replace elderly gas guzzlers with efficient new planes. But if the price "spikes over $ 100" all bets are off.(5)The two aviation giants agree on one other thing: the industry will not get a successor to its ubiquitous short-haul workhorses, the 737 and the A320, for more than a decade. That is partly because the 15 - 20% efficiency gain that airlines say they want from the next generation is, says Mr. McNerney, "a bar that keeps moving north" thanks to the continuous improvements of 1% -2%a year that the manufacturers are making to existing planes.(6)Moreover, both Boeing and Airbus are conserving cash for a long and bitter scrap to dominate the market for long-haul aircraft with up to 350 seats. Boeing´s troubled 787 Dreamliner will at last take to the air this month, two years late. The production problems that stemmed from both the revolutionary use of composites and an extended global supply chain appear to have been overcome. To speed up deliveries of the 787, for which Boeing has received more than 860 orders, Mr. McNerney is planning a second assembly line.(7)The delays to the 787 have been a godsend for Airbus. Its rival, the slightly bigger A350, is on track to fly in early 2012 after a painful gestation. With nearly 500 orders, Airbus claims that the A350 is selling even faster than the record-breaking 787 did at the same stage in its development. The biggest concern for Boeing, however, is not that the A350 will take sales from the 787, but that its largest variant, the A350-1000, will be a strong rival to its successful 777. Mr. McNerney says that Boeing can afford to wait and see how great a threat the biggest A350 is. But according to Airbus executives, Boeing will be faced with the dilemma of merely upgrading the 777 or taking the bigger and more costly step of building a replacement.(8)The A350 and the 787 are at the heart of the long-running and acrimonious dispute between Boeing and Airbus at the World Trade Organisation(WTO)over state subsidies for large commercial aircraft. This week European governments declared that they were ready to contribute 3.5 billion($ 4.9 billion)of reimbursable launch aid to the 11 billion cost of developing the A350. The announcement had Boeing executives scurrying to their BlackBerrys to condemn what they saw as a "provocative" move given that the WTO is expected to issue a ruling on Boeing´s complaint within weeks(a ruling on a counter-complaint by Airbus is due later in the year).(9)Louis Gallois, the chief executive of EADS, the parent company of Airbus, denied there was anything odd about the timing: "We do not plead guilty," he said. "Our support is much more transparent than Boeing´s. We have fully repaid with interest the support we received for the A320 and A330 and we are already paying back on the A380(super-jumbo). " Tom Enders, the chief executive of Airbus, added that the aid was aimed only at "levelling the playing field" and that the European Union had described the 787 as the most subsidised commercial aircraft inhistory.第27题It can be inferred from Para. 1 that Boeing and Airbus______.A.have not suffered from a reduction of new orders until this yearB.did not compete with each other intensely in the pasted to advertise their success in business at air showsD.would have to resolve their rivalry as early as possible第28题According to the passage, Airbus and Boeing shared the following challenges EXCEPT______.A.financial trouble of potential customersbour dispute with their employeesC.risk of oil price higher than $ 100D.difficulties in developing new aircrafts第29题Boeing executives found the announcement of Airbus "provocative" because______.A.Airbus received higher subsidies than BoeingB.Airbus received new subsidies while the old dispute remained unsolvedC.Airbus didn´t have to repay the newly announced subsidiesD.WTO ruling is expected to be in Airbus´s favour第30题Which type of the aircrafts mentioned in the passage will be the last to begin delivery?A.Boeing 787.B.Boeing 777.C.A380.D.A350.上一题下一题(31~34/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1)Scientist, engineer, musician and great artist, Leonardo da Vinci is the archetypal Renaissance man. This undisputed genius, who lived to be 67, was also one of history´s most accomplished underachievers. He started many projects he did not finish: he accepted commissions he never began: his many planned treatises remained just notes. Only 18 of his paintings survive. Half of them are included in a show that opened on November 9th at London´s National Gallery, making this the most important da Vinci display ever.(2)The artist was born near Florence in 1452 and went to Milan at the age of 30. Luke Syson, the show´s curator, has come to believe that the freedom da Vinci enjoyed there as court painter to Ludovico Sforza, Duke of Milan, was the key that unlocked his genius.(3)Mr. Syson´s contention that Leonardo´s great breakthrough came in Milan and not later in Florence, as has generally been accepted until now, has captivated curators, collectors and museum directors who have been generous in loaning works to the show: from the Vatican, Prague, Cracow, Paris and the Royal Collection.(4)All the pictures on show were painted during da Vinci´s 18 years in Milan. Never has it beenpossible to see so many of da Vinci´s paintings together. There are also some 50 drawings, including the monumental Virgin and Child with Saint Anne and Saint John the Baptist(sometimes called The Burlington House Cartoon).(5)The one picture missing from this period is The Last Supper, which is painted on a wall. This work, which is badly damaged, is represented here by a large photograph and a near-contemporary(though far inferior)copy. In pages from a notebook da Vinci´s slanted "mirror" writing describes the guests at a dinner. With a novelist´s interest in detail, he carefully observed the shrug of one man´s shoulders, the position of another´s hands, the scowl on one face and the frown on yet one more.(6)The exhibition is arranged thematically: in addition to "Beauty and Love" , there is also "Character and Emotion" and "Body and Soul". The visitor quickly comes face to face with The Portrait of Cecilia Gallerani, also known as The Lady with an Ermine. Although the image is familiar from reproductions, the radiance of the painting is surprising. Further along is an unfinished, yet searing, Saint Jerome. For the first time, both versions of The Virgin of the Rocks, one the National Gallery´s own and the other belonging to the Louvre, are shown together.(7)The two versions hang at opposite ends of the long exhibition space. The more one looks at the two pictures, the more visible are the differences between them: the strangely formed rocks in the Louvre´s version create a protective atmosphere, whereas in the National Gallery´s painting the rocks seem quite eerie, contributing to the overall sepulchral feel of the work.(8)As a philosopher and scientist, da Vinci strove to understand what he observed in his close studies of nature. Art was an expression of his thoughts. The Lady with an Ermine shows the Duke of Milan´s teenage mistress in a fashionable red gown, its slit sleeves revealing a pale underdress. Da Vinci, always fascinated by knots, carefully details the way the black ribbons are tied on Cecilia´s left sleeve. Her right arm is in shadow. The ties on that sleeve are sketchy. The artist has taken into account his observation that visual acuity declines in the dark. The brain fills in necessary information. The sketchiness of the right sleeve helps bring the portrait to life, creating what Walter Pater, a 19th-century British essayist and art critic, described as a " reality which almost amounts to illusion".(9)Da Vinci would sometimes spend years thinking about a single painting. Mr. Syson hopes visitors to the National Gallery will, in turn, look long and hard at these works. Advance tickets for entry to the end of the year had sold out by the opening day. The show does not close until February 5th 2012, but advance tickets for its final weeks are going fast. Meanwhile, the only way to get in now is to queue for one of the 500 tickets being held back for sale each morning. The security checks are elaborate, but the wait is well worth it.第31题The original The Last Supper is not displayed at the show because______.A.its replica looks betterB.it cannot be movedC.it is not kept in LondonD.it does not fit into the theme of the show第32题Which of the following words can BEST describe the style of Leonardo da Vinci´s paintings?A.Radiant.B.Exquisite.C.Exotic.D.Sketchy.第33题Which of the following statements contains a pun?A....the key that unlocked his genius.(Para.2)B.Mr. Syson´s contention...has captivated curators...(Para.3)C....the monumental Virgin and Child with Saint Anne and Saint John the Baptist...(Para. 4)D....an unfinished, yet searing, Saint Jerome.(Para. 6)第34题The author´s attitude towards Leonardo da Vince is______.A.criticalB.neutralC.curiousD.praising上一题下一题(35~37/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1)One of the paradoxes of human biology is that the rich world has fewer children than the poor world. In most species, improved circumstances are expected to increase reproductive effort, not reduce it, yet as economic development gets going, country after country has experienced what is known as the demographic transition: fertility(defined as the number of children borne by a woman over her lifetime)drops from around eight to near one and a half. That number is so small that even with the reduced child mortality which usually accompanies development it cannot possibly sustain the population.(2)This reproductive collapse is particularly worrying because it comes in combination with an increase in life expectancy which suggests that, by the middle of the century, not only will populations in the most developed countries have shrunk(unless they are propped up by historically huge levels of immigration)but also that the number of retired individuals supported by each person of working age will increase significantly. If Mikko Myrskyla of the University of Pennsylvania and his colleagues are correct, though, things might not be quite as bad as that. A study they have just published in Nature suggests that as development continues, the demographic transition goes into reverse.(3)Dr. Myrskyla compared two things. One was the total fertility rate(the number of children that would be born to a woman in a particular country over the course of her life if she experienced the age-specific fertility rates observed in that country during the calendar year in question). The other was the human development index for that country. The HDI, a measure used by the United Nations, has three components: life expectancy: average income per person: and level of education. Its maximum possible value is one.(4)Back in the 1970s, no country got anywhere near one. Of the 107 places the researchers looked at, the best was Canada, with an HDI of 0.89. By 2005, however, things had improved markedly. Two dozen of what were now 240 countries had HDIs above nine—and something else remarkable had happened. Back in 1975, a graph plotting fertility rate against the HDI fell as theHDI rose. By 2005, though, the line had a kink in it. Above an HDI of 0.9 or so, it turned up, producing what is known in the jargon as a " J-shaped" curve(even though it is the mirror image of a letter J). In many countries with really high levels of development(around 0.95)fertility rates are now approaching two children per woman. There are exceptions, notably Canada and Japan, but the trend is clear.(5)Why this change has come about, and why the demographic transition happens in the first place, are matters of debate. There are lots of social explanations of why fertility rates fall as countries become richer. The increasing ability of women in the developed world to control their own reproductive output is one, as is the related phenomenon of women entering the workplace in large numbers. The increasing cost of raising children in a society with more material abundance plays a part. So does the substitution of nationalised social-security systems for the support of offspring in old age. Falling rates of child mortality are also significant. Conversely, Dr. Myrskyla speculates that the introduction of female-friendly employment policies in the most developed countries allows women to have the best of both worlds, and that this may contribute to the uptick.(6)No doubt all these social explanations are true as far as they go, but they do not address the deeper question of why people´s psychology should have evolved in a way that makes them want fewer children when they can afford more. There is a possible biological explanation, though.第35题Which of the following does NOT contribute to the falling fertility rate in many developed countries?A.Higher cost of raising children.B.More material abundance.C.Better availability of birth control measures.D.Improved social-security systems.第36题The following statements are consistent with Dr. Myrskyla´s view about demographic transition EXCEPT that______.A.the fertility rate in Canada doesn´t rise because of the lack of female-friendly employment policiesB.some countries experience another transition: fertility rate rises as they become more developedC.the rising female employment does not always result in reduced reproductive outputD.HDI is an important indicator for a country´s level of development第37题What is the role of the 4th paragraph in the development of the topic?A.To illustrate that fertility rates in some highly developed countries began to rise.B.To show that countries like Canada and Japan remain low fertility rates.C.To explain how demographic transition occurred from 1975 to 2005.D.To indicate that the trend of HDI is unrelated to fertility rates.上一题下一题(38~40/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1)Detroit seems to be where Wall Street meets Main Street. Tight credit is reckoned to have cost the American carmakers 40,000 sales in August, worth about $ 1 billion in revenue. The impact has been felt most by America´s Big Three—General Motors, Ford and Chrysler—which have suffered this year as consumers shunned gas-guzzlers in favour of the smaller cars mostly made by Japanese firms in American factories. Overall light-vehicle sales hit a 15-year low in September, with a fall of 27% compared with a year earlier. The problem is finance. "We have plenty of customers—what we don´t have is financing available to meet their needs," Mike Jackson, chief executive of AutoNation, a leading car-dealer chain, told CNBC this week. He reckons that tighter credit and limits on finance for leases have cost his firm a fifth of its sales this year.(2)The Big Three have been hit by petrol prices pushing towards $ 4 a gallon, by more demanding federal fuel-economy rules and by the credit crunch wrecking consumer finance. But the federal government came to their aid this week when George Bush signed an energy bill that includes $ 25 billion in loan guarantees to ease their pain. Supposedly this is to allow the Big Three to retool their factories to produce more economical vehicles. David Cole, director of the Centre for Automotive Research, an industry body, estimates that such retooling could cost at least$ 100 billion. But money is money, so the infusion of cheap credit will help the carmakers pay their bills next year. " Given the market position of the Big Three, things will get sticky by mid-2009, because they have to keep spending on new programmes," says Joe Philippi of Auto Trends, a consultancy.(3)The rules are still being worked out, but the deal means that car companies—blessed with the government guarantee—should get loans with an interest rate of around 5% rather than the 15% they would face on the open market in today´s conditions. The stipulation that the loans are only for firms with factories at least 20 years old rules out nearly all the "transplant" factories that foreign carmakers built in America to get around tariff barriers. And even if some Japanese carmakers do qualify for loans, they are not expected to ask for them.(4)So a sum that seemed preposterous only a few months ago has won overwhelming approval from politicians. Compared with the demand for $ 700 billion to underpin the financial system, who can complain about a mere $ 25 billion for carmakers? And using government money to keep honest, hardworking car-industry workers in their jobs is easier for politicians to justify than handouts for greedy Wall Street bankers. The sales-pitch is even more compelling in an election year.(5)Once industrial subsidies like this begin to flow, it is difficult to stop them. A recent study by the Cato Institute, a right-wing think-tank, found that the federal government spent some $ 92 billion subsidising business in 2006 alone. Only $ 21 billion of that went to farmers: much of the rest went to firms such as Boeing, IBM and GE in the form of export-credit support and various research subsidies.(6)The Big Three are already complaining that it will take too long to dish out the money, and they want the process speeded up. They also want a further $ 25 billion, possibly attached to the second version of the Wall Street rescue bill. The logic of bailing out Wall Street is that finance underpins everything. Detroit cannot begin to make that claim. But, given its successful lobbying,can it be long before ailing airlines and failing retailers join the queue?第38题American carmakers, especially the Big Three, are in deep trouble because of the following factors EXCEPTA.the increasingly high petrol pricesB.the impact of imported cars from other countries like JapanC.the tighter credit which impairs customers´ finance capabilityD.the consumers´ preference to more fuel-efficient vehicles第39题The passage suggests that in fact______can receive the guaranteed loans.A.all carmakers in need of retoolingB.old U. S. carmakers and dealers caught in troubleC.factories of foreign carmakers in the U. S.D.major carmakers like the Big Three第40题Politicians approve the loan guarantee for carmakers because of the following reasons EXCEPT that______.A.the money needed just becomes availableB.the bankers receive a much larger sumC.they hope to win more votes by doing soD.the car industry needs help上一题下一题(15/22)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.第41题PASSAGE ONE上一题下一题(16/22)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.第42题PASSAGE TWO上一题下一题(43~45/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.PASSAGE THREE第43题Why is the reproductive collapse particularly worrying?第44题What does "the line had a kink in it"(Para.4)mean?第45题What does the word "uptick" at the end of the 5th paragraph refer to?上一题下一题(46~48/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.PASSAGE FOUR第46题What´s the author´s attitude towards the industrial subsidy policy of the government?第47题What is the function of the 5 th paragraph in the passage?第48题What does "that claim" in the last paragraph refer to?上一题下一题(49~58/共10题)PART III LANGUAGE USAGESchools throughout the world are experiencing a period ofrapid change and, in many cases, are finding that extremely【M1】______difficult to achieve a balance among a number of critical concerns.Some of the issues that educators and schools are facing includecertainty about what academic and cultural knowledge and skills【M2】______will be needed by students in the future, wholesale revisions ofcurricula, experimentation in teaching strategies, the need forteachers and students to become aware and competent in using【M3】______new technologies, dramatic changes in bureaucratic and legislating【M4】______policies and regulations, and increased demands on teachers.With the exception of the education system in the UnitedStates, perhaps no education system has been studied more【M5】______intensively than of Japan. In 2001, in a well-balanced presentation【M6】______of the Japanese model of schooling, including its similarities toand fro differences with that in the United States, Tsuneyoshi【M7】______characterized the American approach to education as one thatplaces an emphasis on competitiveness, individual attention fromteachers along with individual accomplishment on the part ofstudents, development of cognitive abilities, and separation ofteachers in terms of their disciplines. In contrary, the Japanese【M8】______approach(particularly at the elementary school level)focuses onthe "whole child"; close interactions between teachers and pupilsfor long periods of time in cooperative settings with attention tocollected goals, tasks, and rewards; and efforts to provide the same【M9】______or very similar treatment for all students. One advantage of theAmerican approach that is seriously missed in the Japanese【M10】______approach is the former´s attention to diversity and a sensitivity and。

专业英语八级模拟试卷及答案解析(1)

专业英语八级模拟试卷及答案解析（1）(1~16/共26题)Play00:0010:52Volume第1题The American Two-party System I. Introduction A. the oldest political【T1】______ around the world【T1】______ B. the classical example of two-party system: the American political system —the dominant parties: the Democratic and the【T2】______ parties【T2】______ —the two-party system survived all attempts to assaults C. About dozen parties that nominate【T3】______【T3】______ D. Americans inevitably become one of the two parties because —there is usually no other place to go —most Americans know where they【T4】______ in the system【T4】______ II. Two-party system is so strongly【T5】______ because【T5】______ A The way【T6】______ are conducted: the Americans elect【T6】______ —【T7】______【T7】______ —about 800,000 of other【T8】______,【T8】______ —the congressman from single-member districts B. Organization of the House of Representatives ensures that —major party can maintain its【T9】______【T9】______ —major party is likely to win III. The consequences of the system A the 【T10】______ production of majorities【T10】______ —the competition between two parties —the【T11】______ of the victory of the winning party【T11】______ B. The peaceful【T12】______【T12】______ —the party in power can be overrun by the party out of power —two-party system cannot be destroyed —the【T13】______ can survive the defeat because of 【T13】______ a)the possibility of mamtaining a【T14】______ of the opposition【T14】______ b)the attraction of the support of those opposed to the party in power C. the tendency for the major parties to be【T15】______,【T15】______ e.g. business is conducted across party lines D. The work of the government carried on despite of divided party control第2题【T1】第3题【T2】第4题【T3】第5题【T4】第6题【T5】第7题【T6】第8题【T7】第9题【T8】第10题【T9】第11题【T10】第12题【T11】第13题【T12】第14题【T13】第15题【T14】第16题【T15】下一题(17~21/共26题)Play00:0004:56Volume第17题16．A.It includes all the compensation for loss.B.It includes a certificate of posting.C.It is perfect for sending documents of minor value.D.It is usually handled by very particular couriers.第18题17．A.All kinds of parcels.B.Airway letters.C.Railway letters.D.Inland postal packets.第19题18．A.It is signed by the recipient.B.It provides the recipient confirmation of delivery.C.It is free of charge.D.It will cost less at the time of posting.第20题19．A.The compensation for loss is limited.B.It will pay for valuable items.C.The compensation process is speedy.D.The compensation is inadmissible.第21题20．A.Recorded delivery is suitable for sending valuable things.B.Recorded delivery is a service with extra security.C.The packet is signed for by the addressee and a record is kept by the post office.D.The post office delivers recorded delivery to the addressee in person.上一题下一题(22~26/共26题)Play00:0004:23Volume第22题21．A.The packet should be fastened with adhesive substance.B.The packets should be posted in the mailbox.C.The packets needn´t be posted with relevant fee.D.The packets needn´t be wrapped in a strong cover.第23题22．A.Its contents can resist easy damage.B.Registered post provides a protection against damage.C.Registered post receives no special security treatmentD.There is special security treatment for registered post.第24题23．A.Partially included.B.Already covered.C.Partially stamped.D.Already excluded.第25题24．A.Coupons enclosed in the registered letter envelopes.B.Trading stamps sold by the post office.C.Bank notes and currency notes.D.All precious articles sold by the post office.第26题25．A.Neither of them accepts any airway letters.B.They both deliver mails to the addressee in person.C.Both require that the Advice of Delivery Form be signed by the post office official.D.Recorded delivery doesn´t compensate for bank notes, but registered post does.上一题下一题(27~30/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) When the Viaduct de Millau opened in the south of France in 2004, this tallest bridge in the world won worldwide compliments. German newspapers described how it "floated above the clouds" with" elegance and lightness"and"breathtaking" beauty. In France, papers praised the "immense concrete giant". Was it mere coincidence that the Germans saw beauty where the French saw heft and power? Lera Boroditsky thinks not.(2) A psychologist at Stanford University, she has long been intrigued by an age-old question whose modern form dates to 1956, when linguist Benjamin Lee Whorf asked whether the language we speak shapes the way we think and see the world. If so, then language is not merely a means of expressing thought, but a constraint on it, too. Although philosophers, anthropologists, and others have weighed in, with most concluding that language does not shape thought in any significant way, the field has been notable for a distressing lack of empiricism—as in testable hypotheses and actual data.(3) That´s where Boroditsky comes in. In a series of clever experiments guided by pointed questions, she is amassing evidence that, yes, language shapes thought. The effect is powerful enough, she says, that "the private mental lives of speakers of different languages may differ dramatically," not only when they are thinking in order to speak, "but in all manner of cognitive tasks," including basic sensory perception. "Even a small fluke of grammar"—the gender of nouns—"can have an effect on how people think about things in the world,"she says.(4) As in that bridge, in German, the noun for bridge, Briicke, is feminine. In French, pont is masculine. German speakers saw female features; French speakers, masculine ones. Similarly, Germans describe keys (Schluessel) with words such as hard, heavy, jagged, and metal, while to Spaniards keys (Ilaves) are golden, intricate, little, and lovely. Guess which language interprets key as masculine and which as feminine?(5) Language even shapes what we see. People have a better memory for colors if different shades have distinct names—not English´s light blue and dark blue, for instance, but Russian´s goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that that´s a trivial finding, showing only that people remember what they saw in both a visual form and a verbal one, but not proving that they actually see the hues differently. In an ingenious experiment, however, Boroditsky and colleagues showed volunteers three color swatches and asked them which of the bottom two was the same as the top one. Native Russian speakers were faster than English speakers when the colors had distinct names, suggesting that having a name for something allows you to perceive it more sharply. Similarly, Korean uses one word for "in" when one object is in another snugly (a letter in an envelope), and a different one when an object is in something loosely (an apple in a bowl). Sure enough, Korean adults are better than English speakers at distinguishing tight fit from loose fit.(6) In Australia, the Aboriginal Kuuk Thaayorre use compass directions for every spatial cue rather than right or left, leading to locutions such as "there is an ant on your southeast leg. " The Kuuk Thaayorre are also much more skillful than English speakers at dead reckoning, even in unfamiliar surroundings or strange buildings.Their language" equips them to perform navigational feats once thought beyond human capabilities," Boroditsky wrote on Edge. org.(7) Science has only scratched the surface of how language affects thought. In Russian, verb forms indicate whether the action was completed or not—as in " she ate (and finished) the pizza. " In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love to run an experiment testing whether native Russian speakers are better than others at noticing if an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay. Similarly, while English says " she broke the bowl," even if it smashed accidentally (she dropped something on it, say), Spanish and Japanese describe the same event more like "the bowl broke itself. " " When we show people video of the same event," says Boroditsky, " Englishspeakers remember who was to blame even in an accident, but Spanish and Japanese speakers remember it less well than they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality. "第27题In the first paragraph, the author introduces his topic by______.A.explaining a phenomenonB.justifying an assumptionC.posing a contrastD.making a comparison第28题Lera Boroditsky most probably holds the viewpoint that______.nguage expresses thoughtnguage constrains thoughtnguage determines thoughtnguage and thought interact with each other第29题Which of the following statements is TRUE about the languages mentioned in the passage?A.Both the nouns for bridge and key are feminine in German.B.The language of the Aboriginal Kuuk Thaayorre is really helpful for sailing.C.Korean has a larger vocabulary than English in describing colors.D.Whether an action is completed or not is best shown in Spanish.第30题The author uses the following ways to develop paragraphs EXCEPT______.A.cause and effectB.deduction and inductionC.explanationD.definition上一题下一题(31~34/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) What would the holidays be without lots of tiny twinkling lights? Less colorful and festive—but also a lot safer.(2) From living rooms to front porches across the country, homeowners are stringing millions of lights on Christmas trees or eaves and decorating their windowsills with electric, battery-operated or traditional candles. But according to the federal Consumer Product Safety Commission, too many are doing so with little regard to the hazards. Last holiday season there were about 200 Christmas tree fires in American homes, caused primarily by faulty lights and resulting in 10 deaths and more than $ 10 million in property loss, the Commission says. Another 14,000 house fires are started yearly by misplaced or mishandled flame candles, causing 170 deaths and$350 million in property loss. And about 10,000 people are treated at emergency rooms for injuries from falls, cuts or shocks while hanging lights or decorations.(3) The biggest causes of holiday fires are " candles and live trees" , said Kim Dulic, a Commission spokeswoman. The agency recommends battery-operated candles instead of real or electric, she said, along with fire-resistant artificial trees—or fresh well-watered trees.(4) A cut tree is fresh, she said, if the bottom of its trunk is sticky with resin and its needles are hard to pull and don´t break when bent. It is too dry if it sheds a shower of needles when bounced on the ground. A harvested tree should be cut about a half inch from the bottom and put in water within no more than three to six hours, said Rick Dungey, the public relations manager of the National Christmas Tree Association, in Chesterfield, Mo. " If you wait any longer, air molecules get in the trunk and they prevent the tree from siphoning water,"Mr. Dungey said, adding that people should water often and never let the water go below the cut end. Once a Christmas tree dries out, it is an accident waiting to happen, said Lorraine Carli, the communications vice president of the National Fire Protection Association, in Quincy, Mass. If ignited, it can be engulfed in seconds.(5) The most common cause is electrical—either an overused electrical system or faulty wiring. Brett Brenner, the president of the Electrical Safety Foundation International (ESFI), in Rosslyn, Va., said homeowners should make yearly inspections. " Cracked sockets, frayed or bare wires and loose connections can cause a serious shock or start a fire," he said. Use no more than one extension cord per socket, and string no more than three sets of lights together. Wires should not run under carpets or through windows or doors. He said outdoor outlets should be protected by a ground fault circuit interrupter—a breaker that trips with any interruption or problem with the ground wire. (An interrupter usually needs to be installed when an outlet is near or exposed to water; it generally costs less than $ 10.)(6) John Drengenberg, the consumer affairs director of Underwriters Laboratories, the testing group in Northbrook, 111., said that if lights are certified for indoors only, they must not be used outside; those certified for outdoors, however, can be used inside. No matter the kind, he said, if the bulbs are the screw-in type, there should be no more than 50 per outlet. Outdoor lights, he said, should be hung with plastic clip-on hangers, not metal nails or staples, which can pierce insulation and cause a short. And what about those who don´t take down their outdoor lights until the wisteria is in bloom in May? " You should never leave lights up all year round," Mr. Drengenberg said. "They´re not designed for year-round use. "第31题Which of the following is NOT mentioned in the passage as a cause of the holiday hazards?A.Accidents during decoration.B.Poor quality of bubbles.C.Careless handling of candles.D.Problematic management of lights.第32题According to the passage, what is the BEST choice of Christmas trees?A.A real tree that is soaked in water at the shop.B.A real tree whose needles don´t break when bent.C.An artificial tree with delicate craftsmanship.D.An artificial tree that won´t be engulfed immediately.第33题It can be inferred from Para. 5 that______.A.the ESFI inspects household electrical system annuallyB.electrical devices for outdoor use are not expensiveC.homeowners do not have the particular electrical knowledgeD.an overloaded electrical system or faulty wiring may lead to disasters第34题Which of the following is NOT in accordance with Mr. Drengenberg´s suggestion?A.Never use outdoor lights that are certified for indoor use.B.Put exactly 50 screw-in type bulbs to each outlet.C.Take off the outdoor lights after the Christmas season is over.D.Avoid metal nails or staples when putting on the outdoor lights.上一题下一题(35~37/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) We all know that emotions originate in the brain. But we usually talk about our emotions coming from our hearts. If someone you know doesn´t give up easily, you might say, "He´s got a lot of heart. " Not every culture would agree—for instance, when Italians want to say someone has heart, they say instead,"Ha fegato" : "He has liver. "(2) But what about bad emotions? When you feel so sad or so angry that your heart "aches" , could it actually be true? Two new studies add support to the theory that, yes, what goes on in your mind can break your heart.(3) In the first study, just published in the Journal of the American College of Cardiology (JACC),a team of eight researchers looking at more than 63,000 women who were participants in the ongoing Nurses´ Health Study, found that those who reported basic symptoms of depression (like feeling down and incapable of happiness) had a higher-than-normal risk of coronary heart disease. And women who were clinically depressed were more than twice as likely as other women to suffer sudden cardiac death. None of the participants had heart problems at the study´s outset, but nearly 8% had symptoms of depression.(4) The researchers theorize that depression might have some direct physiological impact on the heart—like causing it to work harder in the face of stress. The study also found that the more depressed women were, the more likely they were to smoke cigarettes or have high blood pressure and diabetes—not exactly heart-healthy conditions. Or it may be that the antidepressants prescribed to treat those with mood problems were associated with heart ailments; in the study, sudden cardiac death was linked more strongly with antidepressant use than with women´s symptoms of depression.(5) The antidepressant theory is just that—a theory. It could be that the antidepressant takers in the study were simply the most depressed. But if the theory is substantiated by further research, it would add to a growing body of evidence suggesting that antidepressants carry a high risk (particularly for teenagers) when weighed against the drugs´still uncertain benefits. Scientists have already shown that antidepressants are a bad idea for those about to undergo coronary artery bypass surgery.(6) No one is sure exacdy how depression hurts me heart, and one plausible explanation is that the train runs in the opposite direction—a damaged heart and its consequent stress on the bodymight activate, somehow, genes or other physiological changes that contribute to depression.(7) But another new paper, also published in the JACC, lends credit to the idea that it is our moods that work on our hearts and not the other way around. In this paper, researchers from University College London reviewed the findings of 39 previously published articles and found that men who are angry and hostile are significantly more likely to have a cardiac event man those who aren´t. That may sound unsurprising—we all know that anger can stress your heart. But it´s important to note the difference between aggression and just being aggressive. Previous studies have found that so-called type A´s—those who are driven, competitive and obsessed with deadlines—are not more likely to experience heart disease. In other words, your type A co-workers who are annoyingly ambitious and dutiful are no more likely to have a heart attack than you are. Rather, it´s the seething, angry types with underlying hostility who are the ticking time bombs. Anger, it turns out, is physiologically toxic.(8) The authors of the second paper offer the standard theories about how an angry emotion translates to a physical heart attack: angry people have a harder time sleeping; they take prescribed drugs less often; they eat worse, exercise less, smoke more and are fatter. These things add up: compared with the good-humored, those who were angry and hostile—but had no signs of heart problems at the outset—ended up with a 19% higher risk of developing coronary heart disease, according to the University College London paper.(9) The two studies reify gender stereotypes; women get their hearts broken through sadness; men "break" their hearts (via heart attack) through anger. But both studies suggest that men and women have a common interest in understanding that some causes of cardiac disease—poor diet or lack of exercise or bad sleep habits—may have a precipitating cause themselves. Whether male or female, letting yourself get overwhelmed by emotion can damage not only your mind but also that crucial organ, the heart.第35题The relationship between the first study and the second study is that______.A.each presents one side of the pictureB.each presents a different issueC.the second generalizes the firstD.the second proves the first第36题Which of the following has been proven both practically and theoretically?A.Depression has some direct physiological impact on the heart.B.Antidepressants are closely related to heart disease.C.Antidepressants´ disadvantages outweigh their advantages.D.Anger and hostility may contribute to a heart attack.第37题Which of the following expressions is used literally, NOT metaphorically?A.He´s got a lot of heart. (Para. 1)B... .break your heart. (Para. 2)C....the train runs in the opposite direction... (Para.6)D....who are the ticking time bombs. (Para. 7)上一题下一题(38~40/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.(1) A far cry from the pirates and princesses of today, costumes during Halloween´s precursor centuries ago included animal skins and heads, drag getups, and even mechanical horse heads, historians say.(2) Records of the precursor to Halloween—the Celtic new year celebration of Samhain—are extremely threadbare, said Ken Nilsen, professor of Celtic studies at Canada´s St. Francis Xavier University in Antigonish, Nova Scotia. "We don´t have actual records telling us what it was like in ancient times, so our knowledge is based principally on folk customs that continued until recent centuries,"Nilsen told National Geographic News.(3) Samhain, however, is known to date back at least 2,000 years, based on analysis of a Celtic bronze calendar discovered in the 1890s in Coligny, France, in what was then called Gaul. The festival marked the end of the Celtic year, when the harvest was gathered and animals were rounded up. It´s said the hides of cattle and other livestock slaughtered at this time were ritually worn during festivities that likely hark back to even earlier pagan beliefs.(4) Ancient Roman writers recorded that tribes in what is now Germany and France held riotous ceremonies where they donned the heads and skins of wild mammals to connect with animal spirits. The custom of wearing animal hides at bonfire-lighted Celtic feast ceremonies survived until recent times, Nilsen notes. " This was certainly done at Martinmas (the November 11 Christian feast of St. Martin) in Ireland and Scotland, which, in the old calendar, would be Halloween,"he said. "There might have been an excess of livestock, so it would make sense to slaughter an animal,"Nilsen said.(5) Samhain night was also a celebration of the dead—the one time the spirits were believed to walk among the living. Again, the earliest rituals aren´t known in detail, but in recent centuries families put out food and even set extra table places for their ancestors at Samhain. It was also a night when people dressed to create mischief and confusion, according to Bettina Arnold of the Center for Celtic Studies at the University of Wisconsin-Milwaukee. "The spirits of the dead were impersonated by young men dressed with masked, veiled or blackened faces," Arnold wrote in an essay titled Halloween Customs in the Celtic World. These disguises were intended both to protect revelers from any malevolent spirits and to fool households they visited. In Scotland and elsewhere, revelers masquerading as the dead would go around demanding food offerings—a forerunner to today´s trick-or-treating. Nilsen of St. Francis Xavier University added: "People put on costumes which frequently included blackened faces and so on, representing spooks, demons, or whatever. "(6) According to the University of Wisconsin´s Arnold, on Samhain the boundary between the living and the dead was obliterated—as was the boundary between the sexes. Male youths would dress up as girls and vice versa, she wrote. In Wales, for example, groups of mischievous young men in Halloween drag were referred to as hags. In parts of Ireland, a man dressed as a white horse known as Lair Bhan—an ancient Celtic fertility symbol—led noisy processions at Samhain.(7) Many Samhain ensembles were incomplete without the appropriate accessories; lanterns made with hollowed-out turnips and candles. Later transplanted to North America with Irish immigrants, the tradition would be replicated in the fatter form of the pumpkin, a fruit native tothe New World.第38题The knowledge about the ancient Halloween comes from the following EXCEPT______.A.historians´ introductionB.factual and detailed recordsC.today´s Halloween customsD.books written by ancient Roman writers第39题Which of the following statements about Samhain is TRUE?A.It is the forerunner of today´s Halloween.B.It was the celebration of the new year 2,000 years ago.C.It was celebrated first in Coligny, France.D.It is an occasion of family gatherings.第40题On Samhain the boundary between the living and the dead was obliterated by______.A.the dead walking among the livingB.the living masquerading as the deadC.boys dressing up as girlsD.men disguising as white horses上一题下一题(15/22)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.第41题PASSAGE ONE上一题下一题(16/22)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.第42题PASSAGE TWO上一题下一题(43~45/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.PASSAGE THREE第43题What does "He´s got a lot of heart. " mean according to the author?第44题What does the author aim to indicate by citing the two new studies?第45题What are the factors that may lead to a physical heart attack? (Please list no more than 3 factors.) 上一题下一题(46~48/共22题)PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.PASSAGE FOUR第46题What did people do at Martinmas according to the passage?第47题Which word is used metaphorically in Para. 6?第48题What´s the origin of pumpkin lantern according to the passage?上一题下一题(49~58/共10题)PART III LANGUAGE USAGELanguage is fantastically complex. Its built-in means ofcombining and recombining(nesting)of its various levels have【M1】______suggested to many leading linguists that language istheoretically infinite though not practical so in everyday usage.【M2】______It almost sounds too complex to be able to detect any significantleveling out of language any more than one could detect byobservation that the sun is burning itself out.As far as I am conscious no linguist seriously purports that【M3】______the restructuring process of language overrides the streamliningprocess resulted in a qualitative positive development of【M4】______language. If we decide that language did originally develop,possibly evolving animal communication, we can only do【M5】______so by assuming evolution to be a universally valid principle This type【M6】______of a priori reasoning was the basic fallacy of pre-NineteenthCentury "speculative grammar" which was pre-scientific in modern【M7】______sense of the word.However, the observable data neither indicate that such a【M8】______period of pre-historic development even existed, nor they【M9】______suggest a cause of the subsequent state of equilibrium or processof simplification that would have to have come into operation atsome time after such a pre-historic development. NoamChomsky, one of the most prominent linguists of the twentiethcentury, has indicated that human language and animalcommunication are not even comparative entities, they are so【M10】______different.第49题【M1】第50题【M2】。

专业英语八级(翻译)模拟试卷160(题后含答案及解析)

专业英语八级（翻译）模拟试卷160(题后含答案及解析)题型有： 4. TRANSLATIONPART IV TRANSLATION1．我喜爱湖。

湖是大地的眼睛，湖是一种流动的深情，湖是生活中没有被剥夺的一点奇妙。

早在幼年时候，一见到北海公园的太液池，我就眼睛一亮。

在贫穷和危险的旧社会，太液池是一个意外的惊喜，是一种奇异的温柔，是一种孩提式的敞露与清流。

我常常认为，大地与人之间有一种奇妙的契合。

山是沉重的责任与名节的矜持；海是浩渺的遐思与变易的丰富；沙漠是希望与失望交织的庄严的等待；河流是一种寻求、一种机智、一种被辖制的自由……正确答案：I love lakes. For they are the eyes of the mother earth: they are the flowing deep love: and they are the wonders surviving in our life. As early as I was still a kid, I was always lit up at the sight of Lake of Taiye in Beihai Park. In the society stricken by poverty and full of danger, Lake of Taiye was an unexpected surprise, a kind of fantastic tenderness as well as a kind of childlike openness and purity. I often think that the land bears a marvelously harmonious relationship with us people: mountains stand for the great responsibility and the reserved reputation and integrity: seas for the illimitable thoughts and inexhaustible changes: deserts for the solemn expectation interweaved with hope and despair: and rivers for the spirit of pursuit, wisdom and restricted freedom...解析：这段材料选自著名作家王蒙的散文《湖》。

英语专业八级考试模拟试题集

英语专业八级考试模拟试题集一、单选题1、The old man should be treated with____.A.kindB.kindnessC.kindlyD.kinder答案：B2、By local doctors and nurses,we hope more people.A.train,helpB.training,helpingC.training,to helpD.train,helping答案：C3、I don’t have as______money as before,but my life is more______.A.many,usefulB.more,niceC.most,goodD.much,meaningful答案：D4、I hope you will spend as much time as you can______your English.A.to practiceB.practiceC.practicingD.on practice答案：C5、It’s necessary______us all to______.A.for,keeping learningB.to,keeping learningC.of,keep to learnD.for,keep learning答案：D6、All we want to do______to find enough water______the horses.A.are,toB.is,forC.be,asD.is,to give答案：B7、The car is______expensive______he can’t buy it.A.too,toB.so,thatC.such,thatD.enough,that答案：B8、How I______I could live on the moon.A.thinkB.hopeC.wantD.wish答案：D9、I’ve never been out of China_______.What about you?A.alreadyB.overC.beforeD.just答案：C10、Mrs.White has______that she is not able to get a job.A.so little educationB.such little educationC.so a little educationD.such a little education答案：A二、阅读理解短文一Whenever you see an old film,even one made as little as ten years before,you can’t help being struck by the appearance of the women taking part.Their hair styles and make-up look dated;their skirts look either too long or too short;their general appearance is,in fact,slightly ludicrous.The men taking part,on the other hand,are clearly recognizable.There is nothing about their appearance to suggest that they belong to an entirely different age.This illusion is created entirely by changing fashions.问题What is the main reason for the difference in appearance between men and women in old films?答案：The main reason is the changing fashions.短文二The gorilla is something of a paradox in the African scene.For a hundred years or more he has been killed,captured,and imprisoned in zoos.His bones have been mounted in natural history museums everywhere,and he has always exerted a strong fascination upon scientists and romantics alike.Yet the fact is we know very little about gorillas.No really satisfactory photograph has ever been taken of one in a wild state.问题What is the paradox about gorillas mentioned in the passage?答案：The paradox is that despite being studied for over a hundred years, we still know very little about gorillas.三、完形填空Read the following passage and fill in the blanks with the most suitable options.The company has been__________for its innovative products.Despite the challenges,she remained__________throughout the project.Blank1:A)recognized B)criticized C)ignored D)forgotten答案：ABlank2:A)optimistic B)indifferent C)skeptical D)pessimistic答案：A四、翻译中文句子翻译成英文随着经济的发展，人们对生活质量的要求越来越高。

专业英语八级(听力)模拟试卷267(题后含答案及解析)

专业英语八级（听力）模拟试卷267(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to 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：Planning a Writing Lesson Good morning, everyone. Today we’ll talk about how to plan a writing lesson. Writing, unlike speaking, is not an ability we acquire naturally, even in our first language. It needs a process of learning and practicing. Unless the second language learners are explicitly taught how to write in the new language, their writing skills are likely to get left behind as their speaking skills progress. But teaching writing is not just about grammar, spelling, or the mechanics of the Roman alphabet. Learners also need to be aware of and use the conventions of the genre in the new language. First of all, we have to make it clear what a genre is. A genre can be anything from a menu to a wedding invitation, from a newspaper article to an estate agent’s description of a house. (1) Pieces of writing of the same genre share some features in terms of layout, the level of formality, and the usage of language. (2) However, a genre may vary considerably between cultures, and even adult learners familiar with a range of genres in their first language need to learn to use the conventions of those genres in English. In general, there are a couple of stages involved in the process of writing in accordance with a specific genre. I don’t necessarily include all these stages in every writing lesson, and the emphasis given to each stage may differ according to the genre of the writing and the time available. (3) As is often the case, generating ideas is the first stage of a process approach to writing. Even when producing a piece of writing of a highly conventional genre, such as a letter of complaint, using learners’ own ideas can make the writing more memorable and meaningful. Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service or have felt like complaining, and tell a partner. As the first stage of preparing to write an essay, I give learners the essay title and pieces of scrap paper. (4) They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class.(5) Then, there is another stage taken from a process approach, and it involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view. (6) As part of the essay-writing process, students in groups put the ideas generated in the previous stage into a mind map. Theteacher then draws a mind map on the board, using ideas from the different groups. At this stage he or she can also feed in some useful collocations. This gives the learners the tools to better express their own ideas. (7)I tell my students to write individually for about 10 minutes without stopping and without worrying about grammar or punctuation. If they don’t know a particular word, they write it in their first language. This often helps learners to further develop some of the ideas used during this stage. Once the students have got their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. (8) The examination of model texts is often prominent in product or genre approaches to writing, and will help raise awareness of the conventions of typical texts of different genres in English. (9)I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language “chunks” they can use in their own writing. (10) Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organization of the essay and the importance of topic sentences. (11) Once learners have seen how the ideas are organized in typical examples of the genre, they can go about organizing their own ideas in a similar way. Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. (12) When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements. In a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible.Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. (13) This stage affords learners a chance to become aware of an audience other than the teacher. (14) If students are to write a second draft, I ask other learners to comment on what they liked or didn’t like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft. (15) Finally, when writing a final draft, students should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organization in the previous stages. All right, today we’ve illustrated necessary stages to plan a writing lesson. By going through some or all of these stages, learners use their own ideas to produce a piece of writing that uses the conventions of a genre appropriately. And in so doing, they are asked to think about the audience’s expectations of a piece of writing of a particular genre, and the impact of their writing on the reader. In our next lecture, we will get started with a specific genre and talk about how to write an academic paper.Planning a Writing Lesson I. What is a genre—various in kind—common features of the same genre:—layout, the level of【T1】______ , the usage of language 【T1】______—a genre may vary between【T2】______【T2】______II. Stages of a writing lessonA.【T3】______【T3】______ —to make the writing more memorable and meaningful—e. g., a complaint letter—think about a situation and tell a partner—compare ideas in【T4】______【T4】______—present three best ideas to the classB. focusing ideas—select important or【T5】______ ideas【T5】______—put ideas into【T6】______【T6】______—students write continuously without worrying aboutgrammar, punctuation or【T7】______【T7】______C. focusing on a model text —function: raise awareness of the conventions of【T8】______ of【T8】______different genres in English —method: model text examination—identify【T9】______ and common language from examples of【T9】______a genre —replace【T10】______ according to the organization of the【T10】______essayD.【T11】______【T11】______—draft a plan —【T12】______【T12】______E. modifying the manuscript —be aware of【T13】______ other than the teacher【T13】______ —incorporate【T14】______ comments【T14】______ F. writing the final draft—check【T15】______【T15】______1．【T1】正确答案：formality解析：本篇讲座的主题是如何筹划一节写作课。

专业英语八级(听力)模拟试卷184(题后含答案及解析)

专业英语八级（听力）模拟试卷184(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to 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：Culture As a Barrier to CommunicationGood morning, everyone. In this lecture, I am going to lead you to the discussion of cultural barriers and their solutions. I am sure that each of us is exposed to people from other cultures on a regular basis, in the workplace, in our social activities, at school, or even within our families. Our culture hinders us from getting our message across as well as receiving the full message that others want to convey to us. This talk expounds on three aspects: what culture is, the main causes for cross-cultural misunderstandings, and the attitudes and skills that we need to communicate cross-culturally.First of all, let’s talk about what culture is. When we think about culture we first think about a country,[1]and particularly about its food, art, customs, and patterns of behavior. These are the outward manifestations of a system of values, assumptions, and deeply rooted beliefs. Culture emerges as a group of people meet and then react to the challenges of life. The responses to those challenges that are successful are taught and shared among members of the group and are passed on from the older to the younger members. Culture is then learned through experience.You can think of culture as having three levels: first, the top level is the outward manifestations, the artifacts:[1]visible behavior, art, clothing and so on;[2]second, in the middle level are the values. These are invisible rules that cause the artifacts; thirdly, the most powerful dimension of culture is the implicit cultural assumptions. These assumptions lie so deep that they are never questioned, stated or defended.[3]Culture also exists among Americans, but what are the implicit cultural assumptions of Americans? Some of the most distinctive characteristics of the American culture are: individualism, equality, competition, personal control of the environment, self-help concept, action orientation, informality, directness, practicality, materialism, and problem-solving orientation. These American values and deeply rooted beliefs are very different from other country’s values and beliefs. The implicit cultural assumptions of Americans are often opposed to those of other cultures. When individuals from different cultures run into each other’s values and beliefs, cross-cultural misunderstandings take place.Now, let’s talk about the main causes for cross-cultural misunderstandings. People constantly interact with people who have similar views and who reinforce their beliefs.[4]To beable to distinguish between the in-group and the out-group is of central importance for individuals because it allows them to find who they are and who they are not. In the book entitled Cross Cultural Encounters, Brislim states: “If individuals have out-groups whom they can blame for troubles, the in-group is then solidified since there is a common goal around which to rally.” Later on he says: “Individuals become accustomed to reacting in terms of in-group and out-group. They continue to use such distinctions when interacting with people from other cultures whom they do not know.”This in-group/out-group distinction provides us with the basis for ethnocentrism,[5]which is the tendency to interpret and to judge all other groups, their environment, and their communication according to the categories and values of our own culture. We are guilty of ethnocentrism when we hold that our view of the world is the right one, the correct one, and the only one.We are all familiar with stereotyping, which is one of the most serious problems in intercultural communication.[6]Our tendency to hold beliefs about groups of individuals based on previously formed opinions, perceptions, and attitudes is often a defense mechanism, a way of reducing anxiety.[7]There are many other causes of cross-cultural misunderstanding: lack of trust, lack of empathy, and the misuse of power. All of us know what they are about and the turmoil that they cause. But, how can we do a better job at communicating among cultures?This is actually the last part of my talk. The same skills that we need to communicate in general apply to cross-cultural communication. Let’s look at some of those skills:1.[8]Know yourself: Identify your attitudes, your opinions, and the biases that we all carry around. Identify your likes, your dislikes, your prejudices, and your degree of personal ethnocentrism.2.[9]Take time: Listen to the other person and allow him or her to accomplish their purpose. Don’t jump to conclusions. Sometimes we finish the thoughts and ideas of the other person before he or she has finished talking.[10]In some cultures, non-verbal styles call for periods of silence and long pauses.3. Encourage feedback: Feedback allows communicators to correct and adjust messages.[11]Without feedback we cannot have agreement. First we must create an atmosphere where others are encouraged to give us feedback.[12]Again, don’t be afraid of silence. It could be the appropriate feedback at times.4.[13]Develop empathy: The greater the difference between us and others, the harder it is to empathize. To develop empathy we must put ourselves in the other person’s place.[14]By becoming more sensitive to the needs, values, and goals of the other person, we overcome our ethnocentric tendencies.5.[15]Seek the commonalities among diverse cultures: Despite our cultural differences we are all alike in many ways.[15]We need to seek that common ground to establish a bond between ourselves and the rest of humanity.All right. I think I have covered the three main parts of my talk. Finally, I would like to reiterate that although our own ethnocentrism might have hindered us from getting to know people from other cultures, let us be more than ever committed to helping ourselves and others overcome the barrier that culture creates. Let us endeavor to minimize the occurrences of cross-cultural misunderstandings as we develop the attitudes and the skills that are needed to communicate cross-culturally.Culture As a Barrier to CommunicationOur culture will prevent us getting our message across and receiving the full message intended by others. That’s why weneed to overcome the cultural barriers in the communication.I. Three levels of cultureA. Outward manifestations—Examples: food, art,【T1】_____, etc.【T1】______B.【T2】_____【T2】______—Invisible rulesC.【T3】_____ cultural assumptions【T3】______—Characteristics of American culture: individualism, equality, competition, etc.II. Main causes for cross-cultural misunderstandingA. The in-group/out-group distinction—It allows individuals to find an【T4】_____【T4】______—Tendency to blame out-groups for troubles—Tendency to【T5】_____ other groups【T5】______B. Stereotyping—It is a(n)【T6】_____to reduce anxiety 【T6】______C. Other causes—Lack of trust—Lack of empathy—The【T7】_____【T7】______III. Skills for cross-cultural communicationA.【T8】_____【T8】______—Identify your attitudes, opinions, biases, etc.B.【T9】_____【T9】______—Listen to others—Don’t jump to conclusions—Periods of silence and【T10】_____ are allowed in some cultures【T10】______C. Encourage feedback—Feedback allows to correct and adjust messages—Feedback can help us reach【T11】_____【T11】______—【T12】_____ could be appropriate feedback【T12】______D.【T13】_____ empathy 【T13】______—Put ourselves in the other person’s shoes—Become more sensitive to others’ needs,【T14】_____【T14】______E. Seek the【T15】_____ among cultures【T15】______—Establish a bond despite cultural differences 1．【T1】正确答案：customs／／patterns of behaviors／／clothing／／visible behaviors 解析：本题考查文化第一层次外部表征的例子。

专业英语八级模拟试卷500(题后含答案及解析)

专业英语八级模拟试卷500(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：How Interpreters Work Good morning. Today I’d like to give you a brief introduction to an interpreter’s work. Generally speaking, an interpreter has to fulfill three stages during his work: the understanding of the speaker’s original message, the memorization of a speech and the re-expression of the same content in another language, with the help of some notes the interpreter writes down upon hearing the original message. The first stage is the understanding. The understanding we refer to here is not of words but of ideas, since an interpreter has to convey concepts. But what happens if an interpreter doesn’t know one word or an expression that he or she hears in a speech? First of all we can underline that an interpreter can understand a speaker’s meaning without actually understanding every single word and expression used. There are other occasions, however, where a word is too important to be left out. ff the interpreter does not know a key word, there can be problems. But after hearing the whole speech, he or she should be able to deduce the meaning of it from the context, given the numbers of clues they have. Moreover, interpreters cannot be expected to be encyclopaedic dictionaries, and they must accept that there are times when they do not know a word or an idiomatic expression. In a situation of direct contact with the delegates, the interpreter must admit his or her ignorance and, if necessary, clarify the question with the delegates. On the other hand, the interpreter does not have the right to guess at meanings in order to hide a normally possible, even if embarrassing, situation. Furthermore, in order to understand meaning without knowing all the lexical items, and to be able to deduce from context, interpreters must in any case have a thorough knowledge of their working languages in order to understand the ideas of a speech, an interpreter needs to get familiar with different kinds of texts. They can present logical arguments showing both points of view on a question before arriving at a synthetic conclusion,they can be a sequence of logical deductions leading to an obvious conclusion according to the speaker’s point of view, and they may simply be descriptive, focusing on an event, a scene or a situation. What follows is the identification of the main ideas. In order to understanda message, an interpreter has to identify the main ideas and give them their proper relevance in the interpretation. And, owing to the intrinsic difficulty of a speech or to the speaker’s speed, he or she might be forced to omit one or more elements of the original. It is clear that if the interpreter doesn’t translate some details, the interpretation will not be perfect but still adequate, whereas, if he or she misses out significant points of the discourse, the result will be a seriously flawed performance. Indeed, interpreters should be capable of providing a summary of a speech, since delegates often don’t want a detailed interpretation but only an exhaustive and precise summary of what has been said. What’s going on next in understanding phase is the analysis of links of the main ideas. A speech is not only a sequence of ideas, but also a series of ideas related to one another in a particular way. Ideas may be linked by logical consequences, logical causes, put together without cause-effect relations, and may also be expressed by a series of opposing concepts. The second stage of interpreting is the memorization of a speech. The objective is to create a telegraphic version of the discourse, and to link its different parts through its semantic-logical connections. We have different means to remember a speech. One possibility is that of internally visualizing the content of a speech and creating images in one’s mind. Specifically speaking, an interpreter needs to concentrate on ideas, not on single words,connect the main ideas to a series of numbers, and then concentrate on the links among the main ideas so as to reproduce the structure of the speech as a kind of skeleton. The third stage of interpreting is re-expression. After understanding, analyzing and memorizing, interpreters have to re-express the speech they have just heard. It must be clear that they are not required to give an academically perfect translation. Their role is to make sure the speaker is understood by the audience so real interpreters have to continue to work on their working languages, including their mother tongue, with the aim of keeping them rich, lively, effective and up-to-date. Therefore, they must be informed about the latest national or international events with the purpose of learning new terminology and also of grabbing the spirit of the era we’re living in. To this end, it is possible to suggest the following advice: First, constantly enrich one’s general vocabulary and style, through regular reading of a broad range of well-written publications in all working languages; Second, follow the press in one’s native language too, which is of particular importance for interpreters living abroad; Third,watch television, see movies, go to the theatre and listen to songs in their original language. To sum up, it’s tree that an interpreter’s work involves only three basic processes, i.e., understanding, memorization and re-expression. ‘Interpreting is a profession that is all about communication. In order to communicate well, interpreters have to “make their own speech”based on the speeches they interpret, and their speech must be faithful to the original and as accurate as possible in the above three processes.They should take advantage of all the possible resources available in their working languages in order to reach an effective, clear and elegant level of performance.How Interpreters Work? Ⅰ. Understanding A. About words and expressions —【1】______ words may be left out: 【1】______ —If not knowing a key word or expression,a)admit or clarify the question if necessary, with thedelegates.b)deduce from 【2】______ 【2】______ B. About ideas/concepts —【3】______ of different kinds of texts that 【3】______a)present logical argumentsb)present a sequence of 【4】______ 【4】______c)are descriptive, focusing on an event, a scene or a situation —identification of the main ideas —analysis of ideas linked by 【5】______ 【5】______ Ⅱ. Memorization of a speech A. Objective —to create a telegraphic version of the discourse —to link its different parts through its semantic-logical connections B. Means of memorization —concentrating on the ideas —connecting main ideas to a series of 【6】______ 【6】______ —focusing on the links among the main ideas Ⅲ. 【7】______ of the content in another language 【7】______ A. Goal: make sure the audience understand the speech. B. Suggestions: —enriching one’s general vocabulary and style —following the press in one’s native language —watching TV, see movies, etc. in the 【8】______ language 【8】______ Ⅳ. Conclusion A. Interpreting is a profession that is all about communication: —”make their own speech”【9】______ the speeches they interpret 【9】______ —be faithful to the original speech —as accurate as possible B. Interpreters should take advantage of all the possible 【10】______ available in their working languages. 【10】______1．【1】正确答案：Unimportant/Less important解析：讲座介绍口译工作的第一步理解阶段时，提到“a word is too important to be left out”，由此可推断，可以忽略的应是不重要的词语，故答案为Unimportant 或Less important。

专业英语八级考题试卷及答案

专业英语八级考题试卷及答案PART I LISTENING COMPREHENSION (30 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. Use the blank sheet for note-taking.Writing a Research PaperI. Research Papers and Ordinary EssayA. Similarity in (1) __________:e.g. —choosing a topic—asking questions—identifying the audienceB. Difference mainly in terms of (2) ___________1. research papers: printed sources2. ordinary essay: ideas in one's (3) ___________II. Types and Characteristics of Research PapersA. Number of basic types: twoB. Characteristics:1. survey-type paper:—to gather (4) ___________—to quote—to (5) _____________The writer should be (6) ___________.2. argumentative (research) paper:a. The writer should do more, e.g.—to interpret—to question, etc.b. (7) _________varies with the topic, e.g.—to recommend an action, etc.III. How to Choose a Topic for a Research PaperIn choosing a topic, it is important to (8) __________.Question No. 1: your familiarity with the topicQuestion No. 2: Availability of relevant information on the chosen topic Question No. 3: Narrowing the topic down to (9) _________Question No. 4: Asking questions about (10) ___________The questions help us to work out way into the topic and discover its possibilities. 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. What is the purpose of Professor McKay's report?A. To look into the mental health of old people.B. To explain why people have negative views on old age.C. To help correct some false beliefs about old age.D. To identify the various problems of old age2. Which of the following is NOT Professor McKay's view?A. People change in old age a lot more than at the age of 21.B. There are as many sick people in old age as in middle age.C. We should not expect more physical illness among old people.D. We should not expect to find old people unattractive as a group.3. According to Professor McKay's report,A. family love is gradually disappearing.B. it is hard to comment on family feeling.C. more children are indifferent to their parents.D. family love remains as strong as ever.4. Professor McKay is ________ towards the tendency of more parents living apart from their children.A. negativeB. positiveC. ambiguousD. neutral5. The only popular belief that Professor McKay is unable to provide evidence against isA. old-age sickness.B. loose family ties.C. poor mental abilities.D. difficulities in maths.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.Question 6 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.6. Scientists in Brazil have used frog skin toA. eliminate bacteria.B. treat burns.C. Speed up recovery.D. reduce treatment cost.Question 7 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.7. What is NOT a feature of the new karaoke machine?A. It is featured by high technology.B. It allows you to imitate famous singers.C. It can automatically alter the tempo and tone of a song.D. It can be placed in specially designed theme rooms.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. China's Internet users had reached _________ by the end of June.A. 68 millionB. 8.9 millionC. 10 millionD. 1.5 millionQuestion 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 question. Now listen to the news.9. According to the WTO, Chinese exports rose _________ last year.A. 21%B. 10%C. 22%D. 4.7310. According to the news, which trading nation in the top 10 has reported a 5 per cent fall in exports?A. The UK.B. The US.C. Japan.D. Germany.PART II READING COMPREHENSION (30 MIN)TEXT AI remember meeting him one evening with his pushcart. I had managed to sell all my papers and was coming home in the snow. It was that strange hour in downtown New York when the workers were pouring homeward in the twilight. I marched among thousands of tired men and women whom the factory whistles had unyoked. They flowed in rivers through the clothing factory districts, then down along the avenues to the East Side.I met my father near Cooper Union. I recognized him, a hunched, frozen figure in an old overcoat standing by a banana cart. He looked so lonely, the tears came to my eyes. Then he saw me, and his face lit with his sad, beautiful smile -Charlie Chaplin's smile."Arch, it's Mikey," he said. "So you have sold your papers! Come and eat a banana." He offered me one. I refused it. I felt it crucial that my father sell his bananas, not give them away. He thought I was shy, and coaxed and joked with me, and made me eat the banana. It smelled of wet straw and snow."You haven't sold many bananas today, pop," I said anxiously.He shrugged his shoulders."What can I do? No one seems to want them."It was true. The work crowds pushed home morosely over the pavements. The rusty skydarkened over New York building, the tall street lamps were lit, innumerable trucks, street cars and elevated trains clattered by. Nobody and nothing in the great city stopped for my father's bananas."I ought to yell," said my father dolefully. "I ought to make a big noise like other peddlers, but it makes my throat sore. Anyway, I'm ashamed of yelling, it makes me feel like a fool. "I had eaten one of his bananas. My sick conscience told me that I ought to pay for it somehow. I must remain here and help my father."I'll yell for you, pop," I volunteered."Arch, no," he said, "go home; you have worked enough today. Just tell momma I'll be late."But I yelled and yelled. My father, standing by, spoke occasional words of praise, and said I was a wonderful yeller. Nobody else paid attention. The workers drifted past us wearily, endlessly; a defeated army wrapped in dreams of home. Elevated trains crashed; the Cooper Union clock burned above us; the sky grew black, the wind poured, the slush burned through our shoes. There were thousands of strange, silent figures pouring over the sidewalks in snow. None of them stopped to buy bananas.I yelled and yelled, nobody listened.My father tried to stop me at last. "Nu," he said smiling to console me, "that was wonderful yelling. Mikey. But it's plain we are unlucky today! Let's go home."I was frantic, and almost in tears. I insisted on keeping up my desperate yells. But at last my father persuaded me to leave with him.11. "unyoked" in the first paragraph is closest in meaning toA. sent outB. releasedC. dispatchedD. removed12. Which of the following in the first paragraph does NOT indicated crowds of people?A.Thousands ofB. FlowedC. PouringD. Unyoked13. Which of the following is intended to be a pair of contrast in the passage?A. Huge crowds and lonely individuals.B. Weather conditions and street lamps.C. Clattering trains and peddlers' yells.D. Moving crowds and street traffic.14. Which of the following words is NOT suitable to describe the character of the son?A. CompassionateB. ResponsibleC. ShyD. Determined15. What is the theme of the story?A. The misery of the factory workers.B. How to survive in a harsh environment.C. Generation gap between the father and the son.D. Love between the father and the son.16. What is the author's attitude towards the father and the son?A. IndifferentB. SympatheticC. AppreciativeD. Difficult to tellTEXT B提示：原文出自美国时代杂志（TIME）日期Jan. 29, 2001文章标题No Fall Insurance 作者AN K. SMITH, M.D.When former President Ronald Reagan fell and broke his hip two weeks ago, he joined a group of more than 350,000 elderly Americans who fracture their hips each year. At 89 and suffering from advanced Alzheimer's disease, Reagan is in one of the highest-risk groups for this type of accident. The incidence of hip fractures not only increases after age 50 but doubles every five to six years as the risk of falling increases. Slipping and tumbling are not the only causes of hip fractures; weakened bones sometimes break spontaneously. But falling is the major cause, representing 90% of all hip fractures. These... ...17. The following are all specific measures to guard against injuries with the EXCEPTION ofA. removal of throw rugs.B. easy access to devicesC. installation of grab barsD. re-arrangement of furniture18. In which paragraph does the author state his purpose of writing?A. The third paragraphB. The first paragraphC. The last paragraphD. The last but one paragraph19. The main purpose of the passage is toA. offer advice on how to prevent hip fracturesB. emphasize the importance of health precautionsC. discuss the seriousness of hip fractures.D. identify the causes of hip fractures.TEXT C提示：原文同专八英译汉翻译试题相同In his classic novel, "The Pioneers", James Fenimore Cooper has his hero, a land developer, take his cousin on a tour of the city he is building. He describes the broad streets, rows of houses, a teeming metropolis. But his cousin looks around bewildered. All she sees is a forest. "Where are the beauties and improvements which you were to show me?" she asks. He's astonished she can't see them. "Where! Everywhere," he replies. For though they are not yet built on earth, he has builtthem in his mind, and they as concrete to him as if they were already constructed and finished.Cooper was illustrating a distinctly American trait, future-mindedness: the ability to see the present from the vantage point of the future; the freedom to feel unencumbered by the past and more emotionally attached to things to come. As Albert Einstein once said, "Life for the American is always becoming, never being."... ...20. The third paragraph examines America's future-mindedness from the _________ perspective.A. futureB. realisticC. historicalD. present21. According to the passage, which of the following is NOT brought about by future-mindedness?A. Economic stagnationB. Environmental destructionC. High divorce ratesD. Neglect of history22. The word "pooh-pooh" in the sixth paragraph meansA. appreciateB. praiseC. shunD. ridicule23. According to the passage, people at present can forecast ________ of a new round of future-mindedness.A. the natureB. the locationC. the varietyD. the features24. The author predicts in the last paragraph that the study of future-mindedness will focus onA. how it comes into beingB. how it functionsC. what it brings aboutD. what it is related to.TEXT D25. The phrase "men's sureness of their sex role" in the first paragraph suggests that theyA. are confident in their ability to charm women.B. take the initiative in courtship.C. have a clear idea of what is considered "manly".D. tend to be more immoral than women are.26. The third paragraph does NOT claim that menA. prevent women from taking up certain professions.B. secretly admire women's intellect and resolution.C. doubt whether women really mean to succeed in business.D. forbid women to join certain clubs and societies.27. The third paragraphA. generally agrees with the first paragraphB. has no connection with the first paragraphC. repeats the argument of the second paragraphD. contradicts the last paragraph28. At the end of the last paragraph the author uses humorous exaggeration in order toA. show that men are stronger than womenB. carry further the ideas of the earliest paragraphsC. support the first sentence of the same paragraphD. disown the ideas he is expressing29. The usual idea of the cave man in the last paragraphA. is based on the study of archaeologyB. illustrates how people expect men to behaveC. is dismissed by the author as an irrelevant jokeD. proves that the man, not woman, should be the wooer30. The opening quotation from Margaret Mead sums up a relationship between man and woman which the authorA. approves ofB. argues is naturalC. completely rejectsD. expects to go on changingPART III GENERAL KNOWLEDGE (10 MIN)31. ______ is the capital city of Canada.A. VancouverB. OttawaC. MontrealD. York32. U.S. presidents normally serves a (an) _________term.A. two-yearB. four-yearC. six-yearD. eight-year33. Which of the following cities is NOT located in the Northeast, U.S.?A. Huston.B. Boston.C. Baltimore.D. Philadelphia.34. ________ is the state church in England.A. The Roman Catholic Church.B. The Baptist ChurchC. The Protestant ChurchD. The Church of England注：The Church of England is the officially established Christian church in England and acts as the mother and senior branch of the worldwide Anglican Communion as well as a founding member of the Porvoo Communion.35. The novel Emma is written byA. Mary Shelley.B. Charlotte Brontë.C. Elizabeth C. Gaskell.D. Jane Austen.36. Which of following is NOT a romantic poet?A. William Wordsworth.B. George Elliot.C. George G. Byron.D. Percy B. Shelley.37. William Sidney Porter, known as O. Henry, is most famous forA. his poems.B. his plays.C. his short stories.D. his novels注：O. Henry was the pen name of William Sydney Porter (September 11, 1862 - June 5, 1910), He was famous for his short stories and a master of the surprise ending, O. Henry is remembered best for such enduring favorites as "The Gift of the Magi" and "The Ransom of Red Chief." The combination of humor and sentiment found in his stories is the basis of their universal appeal.38. Syntax is the study ofA. language functions.B. sentence structures.C. textual organization.D. word formation.注：Definition of Syntax:a. The study of the rules whereby words or other elements of sentence structure are combined to form grammatical sentences.b. A publication, such as a book, that presents such rules.c. The pattern of formation of sentences or phrases in a language.d. Such a pattern in a particular sentence or discourse.39. Which of the following is NOT a distinctive feature of human language?A. Arbitrariness. 任意性B. Productivity. 丰富性C. Cultural transmission. 文化传播性D. Finiteness. 局限性？注：design feature: features that define our human languages,such as arbitrariness,duality,creativity,displacement,cultural transmission,etc.相关内容请点击查看：胡壮麟《语言学教程》课后答案40. The speech act theory was first put forward byA. John Searle.B. John Austin.C. Noam Chomsky.D. M.A.K. Halliday.注：John Langshaw Austin (March 28, 1911 - February 8, 1960) was a philosopher of language, who developed much of the current theory of speech acts. He was born in Lancaster and educated at Balliol College, Oxford. After serving in MI6 during World War II, Austin became White's Professor of Moral Philosophy at Oxford. He occupies a place in the British philosophy of language alongside Wittgenstein in staunchly advocating the examination of the way words are used in order to elucidate meaning. 【改错】The University as BusinessA number of colleges and universities have announced steeptuition increases for next year much steeper than the current,very low, rate of inflation. They say the increases are needed becauseof a loss in value of university endowments' heavily investing in common ___1 stock. I am skeptical. A business firm chooses the price that maximizesits net revenues, irrespective fluctuations in income; and increasingly the ___2 outlook of universities in the United States is indistinguishable from those of ___3 business firms. The rise in tuitions mayreflect the fact economic uncertainty ___4 increases the demand for education. The biggest cost of beingin the school is foregoing income from a job (this isprimarily a factor in ___5 graduate and professional-school tuition); the poor one' s job prospects, ___6 the more sense it makes to reallocate time from the job market to education,in order to make oneself more marketable. The ways which universities make themselves attractive to students ___7include soft majors, student evaluations of teachers, giving studentsa governance role, and eliminate required courses. ___8Sky-high tuitions have caused universities to regard their students as customers. Just as business firms sometimes collude to shorten the ___9rigors of competition, universities collude to minimize the cost to them of the athletes whom they recruit in order to stimulate alumni donations, so the best athletes now often bypass higher education in order to obtain salaries earlier from professional teams. And until they were stopped by the antitrust authorities, the Ivy League schools colluded to limit competition for the best students, by agreeing not to award scholarships on the basis of merit rather than purelyof need-just like business firms agreeing not to give discounts on their best ___10 customer.PART V TRANSLATION （60 MIN）提示：今年专八翻译部分的选材均出自《散文佳作108篇(汉英•英汉对照)》作者：乔萍翟淑蓉宋洪玮，建议大家熟读此书。

专业英语八级(听力)模拟试卷40(题后含答案及解析)

专业英语八级（听力）模拟试卷40(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：How to Be an Expert Hi, everyone. I’ve been thinking lately, what makes someone an “expert” in his or her field, which is also the topic of today’s lecture. As far as I know, Lorelle has been thinking the same thing, because she recently wrote a post called What Gives You the Right to Tell Me? at the Blog Herald that explores the issue of expertise in some depth. For me, this question started to occur to me when I was invited to speak at an academic conference on anthropology recently. Apparently, I have become an expert on the topic, someone people look to when they want more information. How did that happen? This is not a topic I studied at school or the subject of my dissertation; in fact, it wasn’t even really a topic at all until the US Army released their new counterinsurgency field manual last year and started for operations in Iraq and Afghanistan. Thinking about how I came to be a “go-to” person on this topic has gotten me thinking about how anyone becomes the person to call when you need help, about how people become experts in their field. In fact, anyone who thinks they have learned everything there is to know about a topic probably isn’t an expert—I’d call them something closer to “rank amateur”. Let’s start with this question: What’s an expert? While knowledge is obviously an important quality of expertise, it’s only one of several factors that make someone an expert in their field. I’ve come up with five characteristics of real experts: knowledge, experience, communication ability, connectedness and curiosity. Now let’s come to them respectively in detail. Clearly being an expert requires an immense working knowledge of your subject. Part of this is memorized information, and part of it is knowing where to find information you haven’t memorized. In addition to knowledge, an expert needs to have significant experience working with that knowledge. He or she needs to be able to apply it in creative ways, to be able to solve problems that have no pre-existing solutions they can look up—and to identify problems that nobody else has noticed yet. Expertise without the ability to communicate it is practically pointless. Being the only person in the world who can solve a problem, time after time after time, doesn’t make you an expert, it makes you a slave to the problem. It might make you a living, but it’s not going to give you much time to develop your expertise—meaning sooner or later, someone with knowledgeand communication ability is going to figure out your secret, teach it to the world, and leave you to the dustbin of history. Expertise is, ultimately, social. Experts are embedded in a web of other exper|s who exchange new ideas and approaches to problems, and they are embedded in a wider social web that connects them to people who need their expertise. Experts are curious about their field and recognize the limitations of their own understanding of it. They are constantly seeking new answers, new approaches, and new ways of extending their field. Then, let’s move on to this topic: How to become an expert? Sometimes becoming an expert just kind of happens, which is how I became an expert in anthropology and counterinsurgency without really trying. But most of the time, we carefully pursue expertise, whether through schooling, self-education, on-the-job training, or some other avenue. There’s no “quick and easy” path to expertise. That said, people do become experts every day, in all sorts of fields. You become an expert by focusing on these things: Firstly, that is perpetual learning. Being an expert means being aware, sometimes painfully aware, of the limitations of your current level of knowledge. There simply is no point as which you’re “done”learning your field. Invest yourself in a lifelong learning process. Constantly be on the lookout for ideas and views both within and from outside your own field that can extend your own understanding. Then, build strong connections with other people in your field. Seek out mentors—and make yourself available to the less experienced. Also, learn to promote yourself to the people who need your skills—the only way you’ll gain experience is by getting out and doing, which is what’s we called networking. Furthermore, not just in the “gain experience”sense but in your the “practice what you preach”sense. You wouldn’t trust a personal organizer who always forgot your appointments, or a search engine optimization expert whose site was listed on the 438th results page in Google, right? Your daily practice needs to reflect your expertise, or people will not trust you as an expert. So, practice is necessary. The fourth thing is presentation skills: Learn to use whatever technologies you need to present your expertise in the best possible way. And by “technologies” I don’t just mean web design and PowerPoint, I mean writing, drawing, public speaking—even the way you dress will determine whether you’re taken for an expert or a know-it-all schmuck. Lastly, remember to share: 10 years ago, nobody knew they needed expert bloggers on their staff to promote themselves. 5 years ago, nobody knew they needed SEO experts to get attention for their websites. A handful of early experts—experts that, in some cases, didn’t even know what they were experts in—shared enough of what they knew to make people understand why they needed experts. Share your knowledge widely, so that people understand why they need an expert, and you don’t become a one-trick pony who is the only person who can fix a particular problem. To sum up briefly, we’ve discussed what an expert is and how to become one. Hope all of you have enjoyed this lecture. Thank you.How to Be an Expert I. Background information about the speakerA. Being an expert in anthropology himselfB. Starting considering the question when attending a(n)【B1】______【B1】______thinking about how to become the person to be neededand how to become experts in one’s fieldII. What’s an expert: five【B2】______of being real experts【B2】______A. Immense working knowledge of a specific field —【B3】______【B3】______—knowing where to find information not memorizedB. Significant experience working with that knowledge—applying it in creative ways—solving problems with【B4】______ solutions to refer【B4】______—identifying problems not noticedC.【B5】______【B5】______—making one a slave to the problem without such ability—having no time to develop your expertise without such abilityD.【B6】______【B6】______—embedded in a web of other experts—embedded in a wider social webE. Curiosity—curious about their fields—able to recognize their understanding limitations, etc.III. How to become an expertA. Through schooling,【B7】______, etc.【B7】______B. No “quick and easy” wayC. Things for you to focus on—perpetual learninga)being aware of one’s【B8】______ of current knowledge【B8】______b)lifelong learning process—networkinga)strong connections with people in the same fieldb)earning to promote oneself—practice:【B9】______ one’s expertise through daily practice【B9】______—presentation skillsa)web design and power pointb)writing, drawing, public speaking, the way you dress—【B10】______widely, so that【B10】______a)people understand why they need an expertb)you won’t be the only person to solve a problem1．【B1】正确答案：academic conference解析：讲座的主题是what makes someone an expert in his／her field?接着演讲者提到了他在一次受邀参加有关人类学的学术会议演讲时开始思考这个问题，因此答案为academic conference。

专业英语八级模拟试卷及答案解析(7)

(3)"I´m going down and get that kitty," the American wife said. "I´ll do it," her husband offered from the bed. "No, I´ll get it. The poor kitty out trying to keep dry under a table. "
(1)There were only two Americans stopping at the hotel. They did not know any of the people they passed on the stairs on their way to and from their room. Their room was on the second floor facing the sea. It also faced the public garden and the war monument. There were big palms and green benches in the public garden. In the good weather there was always an artist with his easel. Artists liked the way the palms grew and the bright colors of the hotels facing the gardens and the sea. Italians came from a long way off to look up at the war monument. It was made of bronze and glistened in the rain. It was raining. The rain dripped from the palm trees. The sea broke in a long line in the rain and slipped back down the beach to come up and break again in a long line in the rain. Across the square in the doorway of the cafe a waiter stood looking out of the empty square.

专业英语八级模拟试卷及答案解析(12)

C.They respond to science differently from the scientists.
D.They don´t have their particular personal and cultural values.
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A.The project was launched about five years ago.
专业英语八级模拟试卷及答案解析（12）
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Question and Answer Choice Order This lecture is a part of a series of lectures on survey designing. We tend to talk about the ways to determine the question and answer choice order, contributing to a successful questionnaire. I. Two Broad Issues A. How the order can encourage people to【T1】______the survey.【T1】______ B. How the order could affect the【T2】______of the survey.【T2】______ II. Solutions to the First Issue A. question order—listing the questions from easy to difficult can build【T3】______【T3】______—grouping together questions on the same topic—leaving difficult or【T4】______questions until near the end【T4】______ B. answer choice order—using the【T5】______order【T5】______—presenting agree-disagree choices—positive to negative and【T6】______to poor scales【T6】______—numeric rating scales:【T7】______should mean more agreeing answers【T7】______ III. Solutions to the Second Issue A. something【T8】______mentioned【T8】______—solutions: randomize the order of related questions or separating related questions with【T9】______ones【T9】______ B.【T10】______【T10】______—solutions: a. use good softwares to list questions in a random order b. ask a short series of【T11】______at a point【T11】______ c. change the "positive" answer by【T12】______some questions【T12】______ C. answer choice order—solutions: a. If answer choices have【T13】______, use that order.【T13】______ b. If questions are about【T14】______or recall or with long answer choices,【T14】______ use software to list them in a random order. IV. Conclusion—【T15】______: keep the questionnaire as short as possible【T15】______ If a question is not necessary, do not include it.

专八模拟试题及答案

专八模拟试题及答案一、听力理解1. 短对话理解听下面一段对话，回答以下问题：- 问题一：What is the man's major?答案：The man's major is Computer Science.- 问题二：Why does the woman suggest going to the library?答案：The woman suggests going to the library because it is quiet and conducive to studying.2. 长对话理解听下面一段较长的对话，回答以下问题：- 问题一：What is the main topic of the conversation?答案：The main topic of the conversation is about the upcoming job interview.- 问题二：What advice does the man give to the woman?答案：The man advises the woman to dress professionally and to arrive early for the interview.二、阅读理解1. 阅读理解A阅读下面的短文，回答以下问题：- 问题一：What is the author's opinion on the importance of a balanced diet?答案：The author believes that a balanced diet is crucial for maintaining good health.- 问题二：According to the passage, what are the benefits of eating vegetables?答案：Eating vegetables provides essential nutrients and helps prevent certain diseases.2. 阅读理解B阅读下面的短文，回答以下问题：- 问题一：What is the main purpose of the text?答案：The main purpose of the text is to discuss the impact of technology on education.- 问题二：How does the author view the role of technology in classrooms?答案：The author views the role of technology in classrooms as a tool that can enhance learning experiences.三、完形填空阅读下面的短文，从所给的选项中选出最佳选项填空：- 空格一：The company has been __________ for its innovative products.选项：A) recognized B) criticized C) ignored D) forgotten 答案：A) recognized- 空格二：Despite the challenges, she remained __________ throughout the project.选项：A) optimistic B) indifferent C) skeptical D) pessimistic答案：A) optimistic四、翻译将下列句子从中文翻译成英文：- 句子一：随着经济的发展，人们对生活质量的要求越来越高。

专业英语八级模拟试卷906(题后含答案及解析)

专业英语八级模拟试卷906(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITINGPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文：American Values Good morning, everybody. In today’s lecture, we shall start a new topic on American studies; that is American values. If you asked most Americans what the cultural values in the U.S. are, you might get some blank stares, or a statement of some basic beliefs. The question may seem simple, but the answer is quite complex. In a society as highly diverse as the United States, there is likely to be a multitude of answers. Since America is a country of immigrants, American culture has been enriched by the values and belief systems of virtually every part of the world. Consequently, it is impossible to be comprehensive. Nevertheless, a few selected values are at the core of the American value system. The first is definitely individual freedom. It’s the one value that nearly every American would agree upon. Whether you call it individual freedom, individualism, or independence, it is the cornerstone of American values. It permeates every aspect of our society. The concept of an individual’s having control over his or her own destiny influenced the type of government that was established here, and individual rights are guaranteed in the United States Constitution. These rights are so protected in our judicial system that, even though Americans may complain that criminals sometimes “get away with murder”, most people believe it is better to free a few guilty persons than to imprison one person who is innocent. While our economic system may be dominated by large corporations, the majority of American businesses are small, and many are owned by an individual or a family. It is part of the “American dream”to “be your own boss”, and being an entrepreneur is one of the most appealing ways to improve one’s economic future. The second American value I want to talk about is choice in education. Education is often regarded as the key to opportunity, including financial security. Americans take a pragmatic approach to learning, so what one learns outside the classroom through internships, extracurricular activities and the like is often considered as important as what is learned in the classroom. Consequently, lifelong learning is valued which results in many adult and continuing education programs. Americans have many choices. In school they decide their major field of study, perhaps with or without their parents’influence, and students even get to select some of their courses. These “elective”courses often confuse foreign students who may expect a more rigid curriculum. The belief that Americans should “be all that you can be”emanates from the heritage descended by early settlers. Since the majority of the early settlers were Protestant, they believed that they had a responsibility to improve themselves, to be the best they could be, to develop their talents, and to help their neighbors. That is to say, they believe that they have certain missions to fulfill in the world. These convictions have not only influenced our educational system, but are often reflected in U.S. foreign policy. Afterward, I’d like to say something about Americans’ concept of family. Another aspect of American society that may bewilder non-Americans is the family. The nuclear family structure is so alien to most cultures in the world that it is often misunderstood. The main purpose of the American family is to bring about the happiness of each individual family member. The traditional family values include love and respect for parents, as well as for all members of the family. However, the emphasis on the individual and his or her right to happiness can be confusing. It allows children to disagree, even argue with their parents. While in most other cultures such action would be a sign of disrespect and a lack of love, it is not the case in the United States. It is simply a part of developing one’s independence. Many foreign students and visitors are welcomed by host families, who invite them into their homes for dinner or to join in family activities. Frequently visitors are told to “make themselves at home” and, at times, may appear to be “left alone”. It certainly is nice to be treated as an honored guest in someone’s home, but one of the highest compliments that an American can give foreign guests is to treat them like members of the family, which means to give them the “freedom of the house” to do what they want, to “raid the refrigerator”on their own, or to have some quiet time alone. The last value I want to emphasize is privacy. Privacy is important to Americans. The notion of individual privacy may make it difficult to make friends. Because Americans respect one’s privacy, they may not go much beyond a friendly “hello”. Ironically, it is usually the foreigner who must be more assertive if a friendship is to develop. Finally, are you interested in the reasons that have shaped today’s American values? The rugged individualism valued by most Americans stems from our frontier heritage. For much of our country’s history, there was a frontier. That experience greatly influenced American attitudes. Early settlers had to be self-sufficient which forced them to be inventive. Their success gave them optimism about the future, a belief that problems could be solved. This positive spirit enables Americans to take risks in areas where others might only dream, resulting in tremendous advances in technology, health and science. The American frontier also created our heroes: the self-reliant, strong-willed, confident individual who preferred action to words and always tried to treat others fairly. Many of these characteristics are represented by the myth of the American cowboy, and the more modern versions personified in movies by John Wayne, Clint Eastwood, and Sylvester Stallone. We can even look to “future” centuries and admire similar qualities in the heroes of the Star Trek and Star Wars movie series. OK, in a nutshell, no matter what changes the next century brings or whether you agree with American values, the opportunity tovisit the United States and to observe Americans first-hand is an experience well worth the effort. Be careful not to be ethnocentric, but to evaluate a culture by its own standards. Be aware that you’ll help shape American attitudes, just as they will influence you.American Values I. Individual freedom A. The one value every American would agree upon B. The 【T1】______of American values 【T1】______ C. Individual rights are guaranteed in the 【T2】______ 【T2】______ D. 【T3】______are small, owned by an individual or a family 【T3】______ II. 【T4】______ 【T4】______ A. Education is regarded as the key to opportunity. B. Americans take 【T5】______to learning. 【T5】______ C. Internships, extracurricular activities are considered important. D. 【T6】______is valued. 【T6】______ E. Americans decide their major field of study and select courses.F. The belief “be all that you can be” emanates from 【T7】______. 【T7】______ III. Concept of family A. 【T8】______ —Alien to most cultures in the world 【T8】______ —To bring about the happiness of 【T9】______ —Children disagree, even argue with their parents 【T9】______ B. Host families —Foreign students are invited into Americans’ homes —Visitors can do 【T10】______in host families IV. Privacy 【T10】______ A. Privacy is important to Americans. B. Individual privacy may make it difficult to 【T11】______. V Reasons for American values 【T11】______ A. Individualism stems from American 【T12】______. B. Early settlers had to be self-sufficient and 【T13】______. 【T12】______ C. The positive spirit enables Americans to take risks. 【T13】______ D. American heroes are 【T14】______. VI. Suggested attitude toward values 【T14】______ A. Avoid 【T15】______ B. Evaluate a culture by its own standards 【T15】______1．【T1】正确答案：cornerstone解析：要点题。

专业英语八级(听力)模拟试卷149(题后含答案及解析)

专业英语八级（听力）模拟试卷149(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to 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：Communicative Approach Good morning, boys and girls, today I’ll talk about the Communicative Approach. The Communicative Approach is an approach to second or foreign language teaching which emphasizes that the goal of language learning is communicative competence. Teaching materials used with the Communicative Approach often teach the language needed to express and understand different kinds of functions such as requesting, describing, expressing likes and dislikes. The approach follows a national syllabus and emphasizes the processes of communication to get information, and using language for social interaction with other people. Here I’d like to introduce the development of the Communicative Approach, its features, advantages and disadvantages. First, let’s have a look at the development of the Communicative Approach. In 1971, a group of experts began to explore if it was possible to develop a system in which learning tasks are broken down into “portions or units, each of which corresponds to a component of a learner’s needs and is systematically related to all the other portions”(Richards and Rodgem, 1986). Among them, British linguist D. A. Wilkins’document proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. In 1976, he revised his document into a book titled Notional Syllabuses. Since then, the scope of Communicative Approach has expanded. During the process of taking Communicative Approach into action, some variants appear, such as the Natural Approach, Content-based Teaching and Task-based Teaching. The Natural Approach is a second or foreign language acquisition-based method. It emphasizes natural communication rather than formal grammar study.(1)The core of this approach is language acquisition which is considered to be a subconscious process. It aims to develop learners’communicative skills, enable students to use the target language adequately and make their meanings clear.(2)The teaching process of this approach is divided into four stages: Pre-production, Early Production, Speech Emergence, and Intermediate Fluency. (3)Content-based Teaching is a second or foreign language teaching method which teachers teach students language skills in a highly integrated fashion through the target language while learning content such as science,mathematics, and English business.(4)There are three general models of content-based teaching: theme-based, adjunct, and sheltered. Task-based Teaching is a further development of the Communicative Approach, focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves or jointly.(5)It aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities.(6)During the process of using the Task-based Teaching, there are three stages: pre-task, task cycle, language focus. Second, let’s move to the features of the Communicative Approach. The Communicative Approach has several features.(7)The most obvious characteristic is that almost everything that is done has a communicative intent during the process of using this method. Meaning is the paramount.(8)Another feature is that the activities in the Communicative Approach are always carried out by students in small groups. Students are encouraged to interact with each other in order to learn to negotiate meaning. Through these small group activities, students are engaged in meaningful and half-authentic language use rather than in the merely mechanical practice of language patterns. The last feature is that it is learner-centered second language teaching. In the Communicative Approach, classroom performance is managed not just by the teacher, but also by all participants. Teachers are not seen only as teachers, learners simply as learners, instead of being the dominating authority in the classroom,(9)one primary role for the teacher is to facilitate the communicative process between all participants in the classroom and between these participants and the various activities and texts. The second role is to act as an interdependent participant within the learning-teaching groups(David and Ann, 2001). Third, I’ll say something about the advantages and disadvantages of the Communicative Approach. The Communicative Approach is widely accepted today because it has many advantages.(10)Firstly, it develops students’ communicative competence much better. Students are required to use the target language appropriately and commonly.(11)Secondly, the four skills of listening, speaking, reading and writing can be taught integrally by using the Communicative Approach.(12)Thirdly, it pays much more attention to students’needs. The activities are based on the consideration of what the learners should most likely to communicate in the target language, so that students are likely to put more efforts into it and work more efficiently.(13)Finally, the Communicative Approach emphasizes the learner’s cognitive ability and operational capabilities, which allow the students themselves to think about and express their views, so that the ability of using the target language to communicate in real life is trained. Nevertheless, the Communicative Approach still has its limitations.(14)First of all, there is a problem of learners’ needs: how to identify the students’ needs in a short period executively, to what extent learners can be said to have a common need. All these questions still don’t have any clear answers. Secondly, the Communicative Approach does not solve the problems of grammatical teaching well.(15)Communicative Approach just emphasizes the use of the language, but not the usage of grammar. Although grammar is not regarded so important these years, it is still an essential factor for mastering a second or foreign language. Finally, studentsare expected to interact primarily with each other rather than with the teacher, correction of errors may be absent or infrequent. These will become obstacles when they are trying to get their language skills improved or further developed. OK, today we have briefly introduced the development of the Communicative Approach, its features, advantages and disadvantages. I hope that after today’s lecture, you’ll understand the Communicative Approach better. That’s all for today’s lecture. Thanks for your attention!Communicative Approach The Communicative Approach emphasizes that the goal of language learning is communicative competence. Here are three aspects of it.1. The Development of the Communicative Approach —In 1971, experts began to explore.—In 1976, D. A. Wilkins revised it in Notional Syllabuses.—Communicative Approach expanded and some variants appeared:The Natural Approach—the core:【T1】______【T1】______—four stages: Pre-Production, Early Production, Speech Emergence,and【T2】______【T2】______【T3】______【T3】______—to teach language skills in integrated fashion through target language—three general models:【T4】______, adjunct, and sheltered【T4】______Task-based Teaching—aiming at experimenting with and exploring spoken and writtenlanguage through【T5】______【T5】______—three stages: pre-task, task cycle,【T6】______【T6】______2. The Features of the Communicative Approach—everything being done with a(n)【T7】______【T7】______—the activities being implemented by students【T8】______【T8】______—learner-centered teaching method: the main role of the teacher being to 【T9】______the communicative process【T9】______3. The Advantages and Disadvantages of the Communicative Approach Advantages:—develop communicative competence: target language being used more【T10】______and commonly【T10】______—【T11】______being taught integrally【T11】______—more attention being paid to【T12】______【T12】______—emphasize【T13】______and operational capabilities【T13】______Disadvantages:—【T14】______being not clear【T14】______—the usage of【T15】______being ignored【T15】______—student’s errors being not corrected effectively1．【T1】正确答案：language acquisition解析：本题考查重要细节。

专业英语八级(听力)模拟试卷151(题后含答案及解析)

专业英语八级（听力）模拟试卷151(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to 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：Subfields of Linguistics Good morning, we’ll continue our talk on linguistics. Last time we have got a general concept about linguistics. The scientific study of language is concerned with as well as the two main branches of linguistics: descriptive linguistics and comparative linguistics. With these as workout, today’s focus is on the subfields of linguistics. As we know, the field of linguistics both borrows from and lends its own theories and methods to other disciplines. Many subfields of linguistics have expanded our understanding of languages. Linguistic theories and methods are also used in other fields of study.(1)These overlapping interests have led to the creation of several cross-disciplinary fields, namely sociolinguistics, psycholinguistics, computational linguistics, applied linguistics, anthropological linguistics, philosophical linguistics and neurolinguistics. Let’s start with sociolinguistics.(2)Sociolinguistics is the study of patterns and variations in language within a society or community. It focuses on the way people use language to express social class, group status, gender, or ethnicity, and it looks at how they make choices about the form of language they use.(3/4)It also examines the way people use language to negotiate their roles in society and to achieve positions of power. For example, sociolinguistic studies have found that the way a New Yorker pronounces the phoneme /r/ in an expression such as “fourth floor” can indicate the person’s social class. According to one study, people aspiring to move from the lower middle class to the upper middle class attach prestige to pronouncing the /r/. Sometimes they even overcorrect their speech, pronouncing an /r/ where those whom they wish to copy may not. Some sociolinguists believe that analyzing such variables as the use of a particular phoneme can predict the direction of language change. Change, they say, moves toward the variable associated with power, prestige, or other quality having high social value. Other sociolinguists focus on what happens when speakers of different languages interact. This approach to language change emphasizes the way languages mix rather than the direction of change within a community. The goal of sociolinguistics is to understand communicative competence—what people need to know to use the appropriate language for a given social setting. (5)Next comes psycholinguistics, whichmerges the fields of psychology and(6)linguistics to study how people process language and how language use is related to underlying mental processes. Studies of children’s language acquisition and of second-language acquisition are psycholinguistic in nature. Psycholinguists work to develop models for how language is processed and understood, using evidence from studies of what happens when these processes go awry. Thirdly, computational linguistics. Computational linguistics involves the use of computers to compile linguistic data, analyze languages, translate from one language to another, and develop and test models of language processing. Linguists use computers and large samples of actual language to analyze the relatedness and the structure of languages and to look for patterns and similarities.(7)Computers also aid in stylistic studies, information retrieval, various forms of textual analysis, and the construction of dictionaries and concordances.(8)Applying computers to language studies has resulted in machine translation systems and machines that recognize and produce speech and text. Such machines facilitate communication with humans, including those who are perceptually or linguistically impaired. (9)The fourth subfield is called applied linguistics.(10)Applied linguistics employs linguistic theory and methods to improve overall efficacy in teaching and learning a second language. Linguists look at the errors people make as they learn another language and at their strategies for communicating in the new language at different degrees of competence.(11)In seeking to understand what happens in the mind of the learner, applied linguists recognize that motivation, attitude, learning style, and personality affect how well a person learns another language. (12)The fifth is anthropological linguistics. It is also known as linguistic anthropology, which uses linguistic approaches to analyze culture.(13)Anthropological linguists examine the relationship between a culture and its language, the way cultures and languages have changed over time, and how different cultures and languages are related to one another. For example, the present English use of family and given names arose in the late 13 th and early 14 th centuries when the laws concerning registration, tenure, and inheritance of property were changed. Coming up next is philosophical linguistics. Philosophical linguistics examines the philosophy of language. Philosophers of language search for the grammatical principles and tendencies that all human languages share.(14)Among the concerns of linguistic philosophers is the range of possible word order combinations throughout the world. One finding is that 95 percent of the world’s languages use a subject-verb-object(SVO)order as English does(“She pushed the table. “). Only 5 percent use a subject-object-verb(SOV)order or verb-subject-object(VSO)order. Finally, let’s refer to the neurolinguistics.(15)Neurolinguistics is the study of how language is processed and represented in the brain. Neurolinguists seek to identify the parts of the brain involved with the production and understanding of language and to determine where the components of language(phonemes, morphemes, and structure or syntax)are stored. In doing so, they make use of techniques for analyzing the structure of the brain and the effects of brain damage on language. With that, we come to the end of today’s lecture. Hopefully you have all got a clear idea of these subfields of linguistics, including their different focuses and functions. Next time we’llspecifically target at applied linguistics and find out how this branch benefits SLA learners. Thank you for your attention.Subfields of Linguistics The overlapping interests between the field of linguistics and otherdisciplines create several【T1】______of linguistics.【T1】______I. Sociolinguistics Focusing on patterns and【T2】______in language within a society or【T2】______community Examining the way people use language to 【T3】______in society and to【T3】______achieve【T4】______【T4】______II.【T5】______【T5】______ Studying language processing and its interaction with 【T6】______mental【T6】______processes, for instance, studies of children’s language acquisition and SLAIII. Computational Linguistics Using computers in analyzing languages, stylistic studies and【T7】______,【T7】______bringing forth machine translation systems and machines that【T8】______and【T8】______produce speech and textIV.【T9】______【T9】______ Employing linguistic theory and methods to improve SLA【T10】______,【T10】______especially focusing on motivation,【T11】______, learning style and personality【T11】______V.【T12】______Linguistics【T12】______ Examining the relationship between a culture and its language, the way cultures and languages have【T13】______over time【T13】______VI. Philosophical Linguistics Examining the philosophy of language, with one major concern toanalyze the【T14】______of possible word order combinations【T14】______VII. Neurolinguistics Studying how language is【T15】______and represented in the brain【T15】______1．【T1】正确答案：cross-disciplinary fields解析：本题考查重要细节。

专业英语八级模拟试卷及答案解析(7)

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(6)"II piove," the wife said. She liked the hotel-keeper.
(7)"Si, si, Signora, brutto tempo. It is very bad weather. "
(8)He stood behind his desk in the far end of the dim room. The wife liked him. She liked the deadly serious way he received any complaints. She liked his dignity. She liked the way he wanted to serve her. She liked the way he felt about being a hotel-keeper. She liked his old, heavy face and big hands.
D.The driver lives the city for a long time.

专业英语八级模拟试卷473(题后含答案及解析)

专业英语八级模拟试卷473(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Going Underground Hello, everybody! Today’s lecture is about a bold new idea—going underground to live a life in the future. At first thought, it may not seem a pleasant suggestion. We have so many evil associations with the underground. In our myths and legends, the underground is the realm of evil spirits and of the dead, because dead bodies are always buried underground. And the volcanic eruptions make the underground appear to be a hellish place of fire and noxious gases. It seems to be the place of an after life of torment. However, after we explore all the advantages of living underground, it may seem to be a rather appealing idea. The first advantage to an underground life is that weather would no longer be important. Rain, snow, fog, hurricane, all these things are only phenomena of the atmosphere, they would not trouble the underground world. Even temperature variations are limited to the aboveground world and would not exist underground. Whether day or night, summer or winter, temperatures in the underground world would remain nearly constant. The vast amounts of energy now expended in warming our surface surroundings when they are too cold, and cooling them when they are too warm, could be saved. And also the damage done to man-made structures and to human beings by weather would be gone. Second, local time would no longer be important. On the surface, there is always the natural and unavoidable shift between day and night. It could not be avoided that when it is morning in one place, it is noon, evening or even midnight in other places. The rhythm of human life therefore varies from place to place. While in underground, there is no externally produced day. It is artificial lighting that produces the day and this could be adjusted to suit man’s convenience. The whole world could be on an 8-hour shift, starting and ending at the same time. This is quite significant for businesses and public institutions. In a highly mobile world, the universal time shift would save travelers lots of troubles. Air transportation over long distances would no longer have to bring about “jet lag.”Travelers landing on another coast or another continent would find the time of the place they reach exactly the same as at home. Third, the ecological structure couldbe stabilized. To a certain extent, it is mankind that makes the earth overcrowded. It is not only his enormous numbers that take up room; more so, it is all the structures he builds to house himself and his machines, to make possible his transportation and communication, to offer him rest and recreation. All these things distort the wild, depriving many species of plants and animals of their natural habitat. If the works of man were removed below ground, man would still occupy the surface with his farms, his forest, his observation towers, his air terminals and so on, but the extent of that occupation would be enormously decreased. Indeed, as the underground world becomes increasingly elaborate, even food could be supplied through hydroponic growth in artificially illuminated areas underground. The Earth’s surface might be increasingly turned over to park and to wilderness, maintained at ecological stability. Fourth, nature would be closer. It might seem that to go underground is to withdraw from the natural world, but would that be so? Would the withdrawal be more complete than it is now? Look at what we have now: We are working in crowded buildings that are often windowless and artificially conditioned; even where there are windows, and if one bothers to look up from his work and look out of the window, what is there to see? Mostly man-made buildings spread all the way to the horizon. And to get away from the city, to reach the real countryside, one must travel horizontally for miles, first across downtown city and its terrible traffic, then across suburban sprawls. In an underground culture, the countryside would be right there, a few hundred yards above the city. Underground city dweller would surely be able to see more greenery—the ecologically healthier greenery—than dwellers of surface cities do today. You see, although underground living may seem at first thought odd and repulsive, there are things to be said for it and I haven’t said them all.Going Underground Because of the【1】______associations with the dark 【1】______underground, living underground in the future may not seem agood idea. But there are advantages to an underground living. First, the【2】______would cease to be a trouble. There 【2】______is no problem of keeping a 【3】______temperature. So it can 【3】______save much energy. We are also safe from the【4】______ 【4】______caused by bad weather. Second, there would be no【5】______time. As the daylight【5】______is man-made, it could be【6】______to meet our needs. 【6】______ Third, the【7】______stability could be ensured. Human 【7】______habitation damages the wild and【8】______many species of 【8】______their natural habitat. Moving underground would turn theEarth’s surface back to wilderness and greenery. Fourth, nature would be【9】______Instead of a【9】______withdrawal from the natural world, living underground wouldmake us easier to reach countryside than living above ground.The countryside is just a few hundred yards【10】______the 【10】______1．【1】正确答案：evil2．【2】正确答案：weather3．【3】正确答案：constant4．【4】正确答案：damage5．【5】正确答案：local6．【6】正确答案：adjusted7．【7】正确答案：ecological8．【8】正确答案：deprives9．【9】正确答案：closer10．【10】正确答案：aboveSECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.听力原文：W: Mr. Anderson, thank you for joining us today. M: My pleasure, thank you. W: What is, in your organization’s view, the single largest problem facingthe healthcare system today?M: (1)It is the uncertainty for individuals as to whether or not they will be able to maintain their highchair coverage. W: And when you describe all of those people you are putting in there,I presume the uninsured’?M: Yes, the people who do not have coverage now absolutely need it. The nation should commit to a proposition that all individuals in our country ought to have highchair coverage. We proposed a strategy to do that, other organizations have adopted strategies to do it, and many of us have worked together to promote strategies. W: We will, but let us first go to your organization’s remedy. It was rolled out in 2006; (2) it was a plan for broader coverage than what currently exists,mixture of private and public. Why don’t you explain more of it?M: There are two aspects fundamentally to it. One is a commitment that the nation must make to repair the safety net, to address consistently across the country with respect to Medicaid eligibility. W: From one state to the next would be the same?M: At a minimum we need consistency and we do not have that now. So pure and simple in our view, anyone under 100-percent of federal poverty should have Medicaid eligibility. W: Why do you put the threshold at 100-percent, below 100 percent of the federal poverty level? That is a fairly low threshold. M: We could definitely talk about going a little higher, but some states are so far from that 100-percent now. So we are trying to propose something that would repair the safety net which would provide a foundation that could be consistent across the country. If there are resources to do more, we are certainly prepared to talk about that. This leads right into our second proposal that is to have refundable tax credits for working families so that from 100- percent to 400-percent of poverty on a sliding scale going up to $ 80,000, providing a helping hand for working families, to be able to afford highchair coverage. W: This would capture many of the currently uninsured?M: Yes. There are several ways to look at the uninsured. First, (3)we know there are 11 million people who are eligible for public programs that are not on the rolls, 11 million is a considerable number. Second, we know that 12 million people are offered coverage on the job and cannot afford to take it. So just the 11 million plus the 12 million, the combination of the safety net strategies plus addressing the problems of working families we think immediately would take care of that. (4) Middle income people who work generally for small employers are feeling the problems of losing insurance for employers not being able to provide it. If employers provide subsidies, that could go into the fund. If there are any other government programs that they are eligible for, that could go as well. W: What do they use the fund for?M: Any coverage they care to. It is not restricted to a particular type of program. SO we are going to spend a little more time talking about this with advocacy organizations (5) because the issue of portability is one that has been very frustrating for individuals who find themselves working for a number of employers and they don’t have that consistency of coverage. W: Thank you very much for talking with us. M: Thank you.11．What is the single largest problem facing the healthcare system today?A．It is difficult for individuals to maintain their healthcare coverage.B．It is uncertain for individuals to maintain their healthcare coverage.C．The individuals can’t afford the healthcare cost.D．Whether or not the individuals can acquire the healthcare coverage.正确答案：B12．According to the woman, what is the man’s organization’s remedy plan basically?A．It is a plan to help the poor family.B．It is a plan to decrease the healthcare coverage.C．It is a plan for broader coverage than what currently exists, mixture of private and public.D．It is a plan to increase the threshold for the healthcare coverage.正确答案：C13．How many people who are eligible for public programs are NOT on the rolls?A．33 million.B．10 million.C．11 million.D．12 million.正确答案：C14．What’s the problem of the middle income people working generally for small employers?A．Losing insurance.B．Getting disease.C．Losing jobs.D．Decreasing incomes.正确答案：A15．Individuals who find themselves working for a number of employers have been very frustrated becauseA．they don’t have the coverage.B．they don’t have that consistency of coverage.C．they don’t have the eligibility of coverage.D．they don’t understand why they lose the coverage.正确答案：BSECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.听力原文：Officials in northern Brazil say a four-day riot at a notoriously violent prison has ended peacefully.More than a thousand inmates of the jail in the Amazonian state of Rondonia used their own relatives as hostages in a protest against the transfer of a gang leader and against poor living conditions. After 4 days inside one of Brazil’s most dangerous jails, all the hostages left unharmed. It seems the group, many of whom were children of inmates, were successfully and perhaps willingly used as a bargaining chip for the prisoners to get what they wanted. The inmates’ key demand was that the notorious convicted murderer Edinildo de Souza be allowed to complete his 30-year sentence with them in the Urso Braneo prison rather than anywhere else. Only once a handcuffed Mr. de Souza was returned to the jail were the hostages released.16．Who was taken hostage in one of Brazil’s most dangerous jails?A．The prisoners’ relatives.B．The prisoners’ friends.C．The officials of the jail.D．The guards of the jail.正确答案：A17．According to the news, the incident happened mainly because ofA．the maltreatment of the inmates.B．the poor living conditions.C．the transfer of a gang leader.D．the sentence of a murderer.正确答案：CPART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.Suppose you go into a fruiter’s shop, wanting an apple--you take up one, and on biting it you find it is sour; you look at it, and see that it is hard and green. You take up another one, and that, too, is hard, green, and sour. The shopman offers you a third; but before biting it, you examine it, and you find that it is hard and green, and you immediately say that you will not have it, as it must be sour, like those that you have already tried. Nothing can be simpler than that, you think; but if you will take the trouble to analyze and trace out into its logical elements what has been done by the mind, you will be greatly surprised. In the first place you have performed thatoperation of induction. You find that, in two experiences, hardness and greenness in apples went together with sourness. It was so in the first ease, and it was confirmed by the second. True, it is a very small basis, but still it is enough from which to make the induction; you generalize the facts, and you expect to find sourness in apples where you get hardness and greenness. You found upon that a general law, that all hard and green apples are sour; and that, so far as it goes, is a perfect induction. Well, having got your natural law in this way, when you are offered another apple which you find is hard and green, you say, “All hard and green apples are sour; this apple is hard and green; therefore, this apple is sour. “That train of reasoning is what logicians call a syllogism, and has all its various parts and terra--its major premises, its minor premises, and its conclusion. And, by the help of further reasoning, which, if drawn out, would have to be exhibited in two or three other syllogisms, you arrive at your final determination. “I will not have that apple.” So that, you see, you have, in the first place, established a law by induction, and reasoned out the special particular case Well now, suppose, having got your conclusion of the law, that at sometime afterwards, you are discus- sing the qualities of apple with a friend; you will say to him, “It is a very curious thing, but I find that all hard and green apples are sour!”Your friend says to you, “But how do you know that?”You at once reply, “Oh, because I have tried them over and over again, and have always found them to be so,”Well, if we were talking science instead of common sense, we should call that an experimental verification. And, if still opposed, you go further, and say, “I have heard from people in Somersetshire and Devonshire, where a large number of apples are grown, and in London, where many apples are sold and eaten, that they have observed the same thing. It is also found to be the case in Normandy, and in North America. In short, I find the universal experience of mankind wherever attention had been directed to the subject.”Whereon your friend, unless he is a very unreasonable man, agrees with you, and is convinced that you are quite fight in the conclusion you have drawn. He believes, although perhaps he does not know he believes it, that the more extensive verifications have been made, the more results of the same kind are arrived at--that the more varied the conditions under which the same re-suits are attained, the more certain is the ultimate conclusion, and he disputes the question no further. He sees that the experiment has been tried under all sorts of conditions, as to time, place, and people, with the same result; and he says to you, therefore, that the law you. have laid down must be a good one, and he must believe it. (654)18．The writer is probably ______.A．FrenchB．EnglishC．AmericanD．Italian正确答案：B解析：推理判断题。

专业英语八级(听力)模拟试卷54(题后含答案及解析)

专业英语八级（听力）模拟试卷54(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：How to Build Your V ocabulary Effectively Good morning. In today’s lecture, we shall discuss the strategies of learning English vocabulary. When we talk about learning English, we usually mention the four basic skills—listening, reading, speaking and writing. However, all of these skills can not be sharpened without vocabulary. While there are not any magic shortcuts to learn words, the larger your vocabulary becomes, the easier it will be to connect a new word with words you already know, and thus remember its meaning. So your learning speed, or pace, should increase as your vocabulary grows. There are some basic steps to build your vocabulary effectively. (1)First of all, we need to be aware of words. Many people are surprised when they are told they have small vocabularies. They protest that they read all the time. This shows that reading alone may not be enough to make you learn new words. When we read a novel, for instance, there is usually a strong urge to get on with the story and skip over unfamiliar or perhaps vaguely known words. But it is obvious that when a word is totally unknown to you, you have to be especially aware of words that seem familiar to you but whose precise meanings you may not really know. Instead of avoiding these words, you need to take a closer look at them.(2)First, try to guess a word’s meaning from its context—that is, the sense of the passage in which it appears: if you focus on learning words in the context where you’re most likely to find them, you’re more likely to recognize them when you encounter them or need to use them again. Second,(3)if you have a dictionary with you, look up the word immediately. This may slow down your reading somewhat, but your improved understanding of each new word will eventually speed your learning of other words, making reading easier. Third, make a daily practice of noting words of interest to you for further study whenever you are reading, listening to the radio, talking to friends, or watching television. Second, it is easy to gain vocabulary through reading. When you have become more aware of words, reading is the next important step to increase your knowledge of words,(4)because that is how you will find most of the words you should be learning. It is also the best way to check on words you have already learned. When you come across a word you have recently studied, and you understand it, which proves you have learned its meaning.Then what should you read? Whatever interests you—whatever makes you want to read. If you like sports, read the sports page of the newspapers: read magazines like Sports Illustrated: read books about your favorite athletes. If you are interested in interior decorating, read a magazine like House Beautiful—read it, don’t just look at the photographs. Often people with very small vocabularies don’t enjoy reading at all. It’s more of a chore for them than a pleasure because they don’t understand many of the words. If this is the way you feel about reading, try reading easier things. Newspapers are usually easier than magazines: a magazine like Reader’s Digest is easier to read than The Atlantic Monthly.(5)There is no point in trying to read something you simply are not able to understand or are not interested in. The important idea is to find things to read you can enjoy, and to read as often and as much as possible, with the idea of learning new words always in mind. (6)Third, dictionary is a necessity to build your vocabulary. Keep it where you usually do your reading at home. You are more likely to use it if you do not have to get it from another room. At work, there may be a good dictionary available for your use. At home, most people do not have a big, unabridged dictionary: however, one of the smaller academic dictionaries would be fine to start with. Remember, words can have more than one meaning, and the meaning you need for the word you are looking up may not be the first one given in your dictionary. Even if it is so, the other meanings of the word will help you understand the different ways the word is used.(7)Also, the word’s history, usually given near the beginning of the entry, can often give a fascinating picture of the way the word has developed its current meaning. This will add to the pleasure of learning the word as well as help you remember it. Fourth, you should review the words regularly until you fix them in your memory.(8)This is best done by setting aside a specific amount of time each day for vocabulary study. During that time you can look up new words you have noted during the day and review old words you are in the process of learning.(9)Set a goal for the number of words you would like to learn and by what date, and arrange your schedule accordingly. In order to review words effectively, all the information on a word should be kept in one place—in a notebook, for example, or on an index card. Index cards are convenient because the words can be placed in alphabetical order, which makes them easy to find when reviewing: and the cards can be carried around with you, so you can study them anywhere. We have already discussed some external factors to assist us in vocabulary-building process.(10)Perhaps the most important factor in a successful vocabulary-building program is motivation. It will be very difficult for you to study words month after month without a strong feeling that it is worth doing, that a larger vocabulary will help you in school and on the job, and that it can well lead to a more exciting and fulfilling life. OK, this brings us to the end of our lecture. I hope after today’s lecture, you’ll understand better the strategies of learning vocabulary. Thanks for your attention.How to Build Your V ocabulary Effectively V ocabulary is the foundation of learning a language. Without it, none of the skills could be learned well. Here are some methods to build your vocabulary effectively:I. Be aware of【B1】______【B1】______—guess a word’s meaning from its【B2】______【B2】______—look up the word【B3】______【B3】______—write down words of interest to youII. Gain vocabulary through readingA. Reason:—【B4】______what to learn【B4】______—check on what you have learnedB. What to read:—what attract you—what are【B5】______for you【B5】______III. Use dictionary as a(n)【B6】______【B6】______—keep it at hand—use a good dictionary in your workplace—check up the various meanings of one word—get a(n)【B7】______of the way the word has developed from the word’s【B7】______historyIV. Review the words regularly—set aside a specific amount of【B8】______【B8】______—look up new words and review old words —set a goal for the【B9】______of words and by what date【B9】______—keep the information on a word in one placeV. The internal factor—【B10】______being the most vital factor【B10】______1．【B1】正确答案：words解析：本题设题点在分论点处。

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大学专业英语八级考试模拟试题PART ⅠLISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.Non-Verbal Communications Across CulturesNon-verbal communications can affirm, complement or even contradict what is being verbally transmitted. In addition to this, non-verbal communications vary from country to country.Ⅰ. Gesture—Pointinga) Pointing with a single finger is considered 1 in Asiab) American people use 2 fingers to pointc) German people use pinky to pointd) In UK, flashing a peace sign with the back of one's hand is an3 of flipping someone the bird—Greetinga)USA: 4b) Somewhere else: a kissⅡ. Eye Contact—West: direct eye contact is 5—African-Americans: more eye contact when speaking, less when listening—Anglo-Americans: 6 African-Americans—Northern Europe: more flirtatious facets—Middle East: prolonged eye contact means to show 7—Some Asian countries: avoiding eye contact means to show 8Ⅲ. Physical Contact—Americans will shake hands, 9 , upon encountering someone—Islamic cultures: 10 is not allowed—Asian cultures: touching the head is considered 11 the soulⅣ. 12—Some cultures think Americans do not bathe 13—Some think Americans over-bathe themselvesⅤ. Time—14 is highly valued in Switzerland, Germany and Sweden—Europeans: 15 of vacation is the norm—Americans: 2 weeks is the normSECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.16、A. He never feels road rage when he is out driving.B. He sometimes is aggressive when he is out driving.C. He manages to stay in the car when he feels road rage.D. He always tries to keep away from minor accidents.17、A. 68%. B. 23%. C. 40%. D. 50%.18、A. Around 13,333-20,000. B. Around 13,333-26,666.C. Around 20,000-26,666.D. Around 26,666-40,000.19、A. Drivers lose their cool and change lanes carelessly.B. Drivers lock their vehicle and refuse to leave the highways.C. Drivers get angry at other motorists and move into physical confrontation.D. Drivers aggressively pursue other cars with their own and smash into them.20、A. It involved a father of two. B. The father was shot.C. The father changed lanes carelessly.D. The father refused to get out of the car.21、A. A super flexible body.B. A tremendously strong body.C. An independent personality with strong will power.D. A peaceful mind.22、A. Because we feel healthy enough.B. Because they are less important than making money.C. Because they cause no visible impact on our daily routine.D. Because we are feeling tired and have no time to exercise.23、A. It was caused by yoga exercise. B. Yoga helped alleviate it.C. It was caused by cardio exercise.D. Yoga helped exacerbate it.24、A. Because yoga provides stress relief. B. Because yoga is easy.C. Because yoga is fashionable.D. Because yoga is cool.25、A. They are good for all people. B. They are as good as yoga.C. They may not be suitable for old people.D. They help lose weight.PART ⅡREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE26When I was 10 years old one of my father's customers had caught a bigcatfish on a weekend trip to the Colorado River. It weighed 86 pounds, a swollen, gasping, grotesque netherworld creature pulled writhing and fighting up into the bright, hot, dusty world above.27The man had brought the fish, wrapped in wet burlap, all the way out to my father's service station in the back of his car. We were to have a big barbecue that weekend, and I was given the job of keeping the fish watered and alive until the time came to kill and cook it.28All day long that Friday—in late August, school had not yet started—I knelt beside the gasping fish and kept it hosed down with a trickle of cool water, giving the fish life one silver gasp at a time, keeping its gills and its slick gray skin wet: the steady trickling of that hose, and nothing else, helping it stay alive. We had no tub large enough to hold the fish, and so I squatted beside it in the dust, resting on my heels, and studied it as I moved the silver stream of water up and down its back.29The fish, in turn, studied me with its eyes, which had a gold lining to their perimeter, like pyrite. The fish panted and watched me while the heat built all around us, rising steadily through the day from the fields, giving birth in the summer-blue sky to towering white clouds. I grew dizzy in the heat, and from the strange combination of the unblinking monotony and utter fascination of my task, until the trickling from my hose seemed to be inflating those clouds—I seemed to be watering those clouds as one would water a garden. Do you ever think that those days were different—that we had more time for such thoughts, that time had not yet been corrupted? I am speaking less of childhood than of the general nature of the world we are living in. If you are the age I am now—mid-50s—then maybe you know what I mean.30The water pooled and spread across the gravel parking lot before running in wandering rivulets out into the field beyond, where bright butterflies swarmed and fluttered, dabbing at the mud I was making.31Throughout the afternoon, some of the adults who were showing up wandered over to examine the monstrosity. Among them was an older boy, Jack, a 15-year-old who had been kicked out of school the year before for fighting. Jack waited until no adults were around and then came by and said that he wanted the fish, that it was his father's—that his father had been the one who had caught it—and that he would give me five dollars if I would let him have it.32"No," I said, "my father told me to take care of it."33Jack had me figured straightaway for a Goody Two-Shoes. "They're just going to kill it," he said. "It's mine. Give it to me and I'll let it go. I swear I will," he said. "Give it to me or I'll beat you up."34As if intuiting or otherwise discerning trouble—though trouble followed Jack, and realizing that did not require much foresight—my father appeared from around the corner, and asked us how everything was going. Jack, scowling but saying nothing, tipped his cap at the fish but not at my father or me, and walked away.35"What did he want?" my father asked.36"Nothing," I said. "He was just looking at the fish." I knew that if I told on Jack and he got in trouble, I would get beaten.37"Did he say it was his fish?" my father asked. "Was he trying to claim it?"38"I think he said his father caught it."39"His father owes us $67," my father said. "He gave me the fish instead. Don't let Jack take that fish back."40"I won't," I said.41I can't remember if I've mentioned that, while not poor, we were right at the edge of poor.42The dusty orange sky faded to the cool purple-blue of dusk. Stars appeared and fireflies emerged from the grass. I watched them, and listened to the drum and groan of the bullfrogs in the stock tank in the field below, and to the bellowing of the cattle. I kept watering the fish, and the fish kept watching me, with its gasps coming harder. From time to time I saw Jack loitering, but he didn't come back over to where I was.43Later in the evening, before dark, but only barely, a woman I thought was probably Jack's mother—I had seen her talking to him—came walking over and crouched beside me. She was dressed as if for a party of far greater celebration than ours, with sequins on her dress, and fiat leather sandals. Her toenails were painted bright red, but her pale feet were speckled with dust, as if she had been walking a long time. I could smell the whiskey on her breath, and on her clothes, I thought, and I hoped she would not try to engage me in conversation, though such was not to be my fortune.44"This's a big fish," she said.45"Yes, ma'am," I said, quietly. I dreaded that she was going to ask for the fish back.46"My boy and my old man caught that fish," she said. "You'll see. Gonna have their pictures in the newspaper." She paused and stared at the fish as if in labored communication with it. "That fish is worth a lot of money, you know?" she said.47I didn't say anything. Her diction and odor were such that I would not take my first sip of alcohol until I was 22.PASSAGE TWO26Improving the balance between the working part of the day and the rest of it is a goal of a growing number of workers in rich Western countries. Some are turning away from the ideals of their parents, for whom work always came first; others with scarce skills are demanding more because they know they can get it. Employers, caught between a falling population of workers and tight controls on immigration, are eager to identify extra perks that will lure more "talent" their way. Just now they are focusing on benefits (especially flexible working) that offer employees more than just pay.27Some companies saw the change of mood some time ago. IBM has more than 50 different programmes promoting work-life balance and Bank of America over 30. But plenty of other firms remain unconvinced and many lack the capacity to cater to such ideas even if they wanted to. Helen Murlis, with Hay Group, a human-resources consultancy, sees a widening gap between firms at the creative endof employment and those that are not.28The chief component of almost all schemes to promote work-life balance is flexible working. This allows people to escape rigid nine-to-five schedules and work away from a formal office. IBM says that 40% of its employees today work off the company premises. For many businesses, flexible working is a necessity. Globalization has spread the hours in which workers need to communicate with each other and increased the call for flexible shifts.29Nella Barkley, an American who advises companies on work-life balance, says that large firms are beginning to understand the value of such schemes, "but only slowly". For most of them, they still mean little more than child care, health care and flexible working.30Yet some schemes go well beyond these first steps. American Century Investments, an investment manager in Kansas City, pays adoption expenses and the cost of home-fitness equipment for its employees. Rob Marcolina, a consultant with Bain & Company based in Los Angeles, was allowed time off to marry his partner in Canada. Mr Marcolina, who has an MBA from the high-ranked Kellogg business school, says his employer's understanding makes him want to be "part of Bain for some time".31Businesses have other good reasons for improving employees' work-life balance. Wegmans Food Markets, a grocery chain based in Rochester, New York, frequently appears near the top of lists of the best employers in America. It has a broad range of flexible-work programmes, which gives it one of the lowest rates of employment turnover in its industry—8% a year for full-tinge workers, compared with 19% across the industry.32Simple programmes can be surprisingly cost-effective. IBM, for instance, is spending $50m over five years on "dependant-care" facilities for its employees. Although that sounds generous, it is the equivalent of little more than $30 for each IBM employee every year. That is far cheaper than a pay rise and probably a better way to retrain talented mothers and fathers. Ernst & Young, a global accounting firm, has a low-cost range of initiatives called "People First". It provides breaks for people to provide care and has over 2,300 flexi-time employees in the United States. James Freer, a senior executive, says he is "absolutely convinced" the initiatives help produce better financial results.33DeAnne Aguirre, a mother of four and a senior partner in San Francisco with Booz Allen Hamilton (BAH), says "it is easy to make the business case" for work-life balance programmes at the consultancy by looking at attrition rates. BAH calculated that it was investing more than $2m in turning a raw recruit into a partner, an investment it should be reluctant to write off. Coming, an American glass company, reckons that it costs 1.5 times a worker's salary and benefits to replace him. If it can retain just 20 workers a year who would otherwise have left, Corning reckons it would produce annual savings of $2.6m.34The spread of flexible work has come about at least partly as a result of initiatives to keep women workers. Companies have had to offer extended periods of leave for them to look after dependants (young and old), and flexible working inbetween. At BAH, women partners take an average of eight-and-a-half extended breaks during their careers. Men take an average of one-and-a-half. Ernst & Young, keen to show that part-time workers can also become partners, recently made the first such appointment in Houston, Texas.35Some of these initiatives are spreading even to the castles of binge working, such as investment banks. Business schools are now climbing on the bandwagon, too. In October Tuck School at Dartmouth, New Hampshire, will start a course on returning to corporate life after an extended absence. Called "Back in Business", the 16-day, $12,000 re-entry programme is open only to students with "'work experience in a high-potential career".36The majority will inevitably be mothers wanting to rejoin the workforce. But fathers are also asking for sabbaticals (公休假). Work-life balance "is not just a women's issue" any more, says Ted Childs, who is in charge of workforce diversity at IBM. "Men, too, are very concerned about it."37The demand is being stoked by the "Generation Y", the tmder-28s. They look sceptically at the idea of lifetime employment within a single organisation and they are wary of the commitment they believe too often drove their parents to the divorce courts. Hay's Ms Murlis says that today's business-school graduates are "looking for a workstyle to go with their lifestyle", not the other way round. They are happy to binge-work for a while, but in return want extended sabbaticals.38Many of the more imaginative schemes come from organisations that are not under pressure to report quarterly to Wall Street. Wegmans and American Century Investments are family-controlled businesses and the big accounting firms and consultancies, such as Ernst & Young, KPMG, Bain and BAH, are partnerships. This allows them to take a longer-term view of growth and costs.39To some extent, the proliferation of work-life-balance schemes is a function of today's labour market. Companies in knowledge-based industries worry about the shortage of skills and how they are going to persuade talented people to work for them. Although white-collar workers are more likely to be laid off nowadays, they are also likely to get rehired. Unemployment among college graduates in America is just over 2%. The same competition for scarce talent is evident in Britain.40For some time to come, talented people in the West will demand more from employers, and clever employers will create new gewgaws to entice them to join. Those employers should note that for a growing number of these workers the most appealing gewgaw of all is the freedom to work as and when they please.PASSAGE THREE26The blind, overweight patient in the wheelchair has terrible pain in her back and burning pain in her legs. She also has advanced arthritis in her knees and end-stage circulatory disease, which have left her with two useless legs that are red, swollen and infected. Now her shoulder has started to hurt. She can't raise her arm to comb her hair. Five or six other things are wrong with her—she tells me about each. Some we can help; most we can't. I tell her as much.27In my office, she listens carefully. I hardly ever have to repeat myself with Doris (not her real name). She asks questions—mostly good ones. She needs lots oftests, various therapies. I ultimately recommend an operation on her shoulder. Sick, weakened by multiple symptoms and with lousy insurance, Doris is—surprise—a really good patient. She communicates efficiently with her doctors and treats us with respect and trust. She has reasonable expectations. I can tell she looks things up, but her knowledge is helpful—never challenging. I've talked about her with other doctors, and we agree on this: when you see Doris' name on your day's list, you know you're going to work hard. But you're usually glad her name is there.28Few patients realize how deeply they can affect their doctors. That is a big secret in medicine—one doctors hate to admit. We think about, talk about, dream about our patients. We went into clinical medicine because we like dealing on a personal, even intimate level with people who have chosen to put their bodies in our hands. Our patients make or break our days.29Take the compliment. Our career choice means we really do think that you —with your aches and pains—are more interesting than trading hot securities, more fun than a courtroom full of lawyers. Massaging the ego is the key to manipulating responsible types like doctors. When we feel your trust, you have us.30The most compelling reasons to be a good patient are selfish ones. You will get more than free drug samples if your doctor is comfortable and communicates easily with you. You'll get more of the mind that you came for, a mind working better because it's relaxed—recalling and associating freely, more receptive to small, even unconscious clues. That means better medical care. But you should try to be a good patient for unselfish reasons too. We worry about you 60 hours a week. We gave up our 20s for you. Why not show us some love? It's not hard.31The medical relationship is intrinsically one-sided. It's about you and your problem. I am going to find out more about you in the next 20 minutes than you will find out about me. Don't fret about that. We don't expect you to ask much about us. Good patients answer questions accurately and completely. They ask questions too.32But many patients talk too much. You might notice that we are writing when we see you—we are creating your chart. We need specific facts but not every fact in your life. Here's a classic exchange:33How long has your shoulder hurt, Beatrice? "Oh, for quite some time now." But for how long? How many months? "Oh, at least since the wedding—well, then again it did act up a bit when Margaret came back from Ireland..."34All I want to do is write something like "Right shoulder, 6 months, no trauma" on my chart. Although I lack the heart to tell her, Beatrice would be a better patient if she tried to be a bit more concise. There are lots of Beatrices.35Here's another classic:36"Well, I don't need to have good mariners—I'm sick—and I'm not going to be a patsy for some smooth talker in a white coat. The squeaky wheel gets the grease, you know."37That is the mind-set of many patients who abuse their doctors; my bet is they abuse other people as well. Any good doctor knows when you're too sick to be polite and will let it roll off his back. The squeaky wheel we don't like is the one playing a dominance game. That big wheel is likely to get a shorter, less sensitiveexamination and more tests, and then still more tests to follow up the abnormalities in the first tests, followed by extra consultations with specialists—anything to relieve the doctor's responsibility for a bad patient.38Are doctors good patients? Others may disagree, but I think they are. Medical terms don't faze them, so communication is easier, and their expectations tend to be more reasonable. Anyone in medicine is painfully aware that there are plenty of problems for which we have no good answer. Nurses tend to be even better patients, being adept at following doctors' orders—a virtue lacking in doctors.39Doctors and nurses also know when to respect an educated opinion. When the MRI says one thing and I want to do another, they are more likely to be on my side. But you need not be a medical professional, or educated at all, to be a great patient. It's pretty much the same strain of human decency— a truthful consideration of who the people around you are and of what they are trying to do—that infects a good patient and any good person.26、The author's behavior of guarding the fish showed (PASSAGE ONE.A. bravery and serf-control.B. wisdom and responsibility.C. devotion and romance.D. chivalry and charity.27、From the fourth paragraph, we get the impression that (PASSAGE ONE.A. the author cherished his childhood memories.B. the author spent much time in daydreaming.C. the author may not have a happy childhood.D. the author can't remember his childhood days.28、"Jack had me figured straightaway for a Goody Two-Shoes." (Paragraph Eight) means that (PASSAGE ONE.A. I was not the boy as Jack supposed to be.B. I was much stingier than Jack thought.C. I was viewed as virtuous and righteous.D. I was irritating and foolish in Jack's eyes.29、It can be inferred from the passage that Jack was all EXCEPT (PASSAGE ONE.A. cunning.B. bad-tempered.C. rude.D. considerate.30、Employees tend to demand more from their employers because (PASSAGE TWO)A. they always give priority to their work.B. they are pursuing a more balanced lifestyle.C. they are equipped with special skills.D. they focus on benefits rather than salary.31、The current situation about the work-life balance problem is that (PASSAGE TWO)A. many companies launch varying programmes for the problem.B. most companies are ready to take effective solutions.C. companies are at two extremes in solving the problem.D. most companies are indifferent to the problem.32、IBM is cited as an example in the third paragraph to show that (PASSAGE TWO)A. IBM has many different programmes enhancing work-life balance.B. the tendency of large firms to improve employee's work-life balance.C. flexible working includes allowing employees to work outside offices.D. flexible working is adopted to meet the new demand of communication.33、Which of the following is NOT the cause for the spread of flexible work? (PASSAGE TWO)A. Low turnover rate.B. Initiatives to stabilise workforce.C. General thirst for talents.D. Labour force competition.34、The word gewgaws in the last paragraph probably means (PASSAGE TWO)A. jewelry.B. positions.C. strategies.D. payment.35、The first two paragraphs in the passage (PASSAGE THREE.A. cite an example as a hook to start the issue.B. bring out the theme with strong argument.C. provide ways to deal with the issue.D. introduce the issue with an extreme case.36、The expression "massaging the ego" in Paragraph Four most probably means (PASSAGE THREE.A. affecting doctors deeply.B. praising doctors sincerely.C. showing interest in doctors.D. staying in touch with doctors.37、The benefit for one to be a good patient is that (PASSAGE THREE.A. his doctor will be receptive to all clues.B. his doctor will undercharge him for medicine and operation.C. he can get free drug samples and better care.D. he can get more time to talk with his doctor.38、If one intends to become a good patient, he should learn (PASSAGE THREE.A. to find out more about his doctor.B. to respect both doctors and nurses.C. to become as unselfish as possible.D. to accurately follow his doctor's orders.39、The text is mainly about (PASSAGE THREE.A. what makes a good patient.B. how deeply patients can affect their doctors.C. the relationship between patients and doctors.D. the most significant reasons to be a good patient.40、SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on tire passages in SECTION A. Answer each question in NO more than 10 words in the space provided on ANSWER SHEET TWO.Why did the author water the fish? (PASSAGE ONE.41、What created the towering clouds? (PASSAGE ONE.42、Why did the author hope Jack's mother not to engage him in conversation? (PASSAGE ONE.43、What do the examples of American Century Investments and Bain & Company in Para.5 show? (PASSAGE TWO)44、Why does IBM invest money for employees? (PASSAGE TWO)45、What are the characteristics of today's business-school graduates? (PASSAGE TWO)46、What does the first classic exchange show? (PASSAGE THREE.47、What might happen to the big wheel style patients? (PASSAGE THREE.PART ⅢLANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank provided atthe end of the line.For a missing word, mark the position of the missing word with a "∧" sign and write the wordyou believe to be missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "—" and put the word in the blankprovided at the end of the line.For centuries, immigrants have come to America seeking thepromise of life, liberty, and the pursuit of happiness. Some camefleeting religions persecution. Others came for the possibility of a 48better life. But all were inspired by the freedoms that exist in theUnited States because of the rule of law.Throughout our history, immigrants have contributed toAmerican society and help build the American dream. But today 49 we face with an immigration crisis. Lax enforcement of our 50immigration laws threatens the promise of life, liberty, and thepursuit of happiness that has made America that it is today. In 51order to protect the American dream, we must enforce ourimmigration laws.According to a report by the Government AccountabilityOffice, only 44 percent of the U.S.-Mexico border is under the"operational control" of the U.S. Border Patrol. Forty-four percentis a failure grade. Holes in the security of our borders threaten 52American lives. The first promise of the American dream is "life."In order to protect that promise, we must secure the U.S.-Mexicoborder.We must also do more to prohibit Americans from criminal 53illegal immigrants. Despite the Obama administration has 54increased the deportation of criminal immigrants, two SupremeCourt rulings created a safe haven for dangerous criminalimmigrants who can be removed. Because these rulings prohibit 55 criminal immigrants from detained longer than six months 56when they cannot be deported, federal officials have been forced to 57。