2006专八听力真题及答案
2006英语专业八级试题和答案
2006英语专业八级试题和答案阅读理解11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBABTEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writ ers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Y et the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, [color=#DC143C]instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?[/color] Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how to morrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learningfrom their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other o ptions. Students may be “enrolled” in courses offered at virtual campuses on the Internet, between –or even during – sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour ofB. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional onesB. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course contentD. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problemsD. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA, are required to conduct more independent research.B. are required to offer more course to their students..C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasiOND. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal build ings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where thetombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, something he hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father’s study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometow n?A. Lifeless.B. Religious.C. Traditional.D. Quiet18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s fat her was all EXCEPTA. considerateB. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. V alley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy" to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It w as too much to ask, and a whole series of quarrels took their origin from this source.20. The word debts in "very few debts are left unpaid" in the first paragraph meansA．loans.B．accountsC．killingsD．bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomedA. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would beA. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.听力填空1. the author(writer)2.some other works3.literary tradition(trends)4.grammar5.cultrual codes6.cultural7.the reader8.social9. reader competency10. cultural ,class,political-,social structure等PART I LISTENING COMPREHENSION(35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. Y ou. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Y our notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.听力第一题是she cherish her school days.第二题take the the psychology course.第三题性质不同第四题seeking more opportunity第五题willing and ready第六题纪念飞行员选D-第七题have talked to the radio control第八题underground mall and parking lot-扩建地下商场与停车场第九题can identify owner's voice第十题switch31-35BCADA 36-40 DBDBD人文知识31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure1.civil war 时期的林肯president Lincon2.New Zealand 的capital Wellington惠灵顿3.澳大利亚的最早的居民Aboriginals4.英国Prime minister 领导Cabinet5....14 lines sonnet 是十四行体6.main difference of semantics and pragmatics context 文章内容7Bell Tolls 的作者海明威。
2006年2015年专八听力mini-lecture真题及标准答案doc
2015英语专业八级听力第一部分MINI-LECTURELISTENING COMPREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students.Then, how can we comprehend a lecture efficiently?I.Understand all (1) ______________A.wordsB.(2) ______________-stress-intonation-(3) ______________II. Adding informationA.lecturers: sharing information with audienceB.listeners: (4) ______________C.sources of information-knowledge of (5) ______________-(6) ______________ of the worldD. listening involving three steps:-hearing-(7) ______________-addingIII. (8) ______________A.reasons:-overcome noise-save timeB. (9) ______________-content-organizationIV. Evaluating while listeningA.helps to decide the (10) ______________ of notesB.helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. experience 7. reinterpreting 8. prediction 9. what to listen 10. Importance20152014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.I. Definition of stress A. (1) reaction (1) physical i.e. force exerted between two touching bodies B. human reactioni.e. response to (2) on someone (2) a demand e.g. increase in breathing, heart rate, (3) (3) blood pressure or muscle tensionII. (4) (4) Category of stress A. positive stress—where it occurs: Christmas, wedding, (5) (5) a job B. negative stress—where it occurs: test-taking situations, friend’s death III. Ways to cope with stress A. recognition of stress signals—monitor for (6) of stress (6) signals —find ways to protect oneself B. attention to body demand—effect of (7) (7) exercise and nutrition C. planning and acting appropriately —reason for planning —(8) of planning (8) result D. learning to (9) (9) accept —e.g. delay caused by traffic E. pacing activities—manageable task —(10) (10) reasonable speed2013SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________II. (2) ______ and critical in thinkingi.e. information processing, e.g.-- connections between the known and the new information-- identification of (3) ______ concepts-- judgment on the value of (4) _____.III. active in listeningA. ways of note-taking: (5) _______.B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of (6) ______.B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______.VI. Last characteristicA. attitude toward responsibility-- active learners: accept-- passive learners: (8) _______B. attitude toward (9) ______-- active learners: evaluate and change behaviour-- passive learners: no change in approachRelationship between skill and will: will is more important in (10) ______.Lack of will leads to difficulty in college learning.参考答案：1. checking their understanding2. reflective on information3. incomprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture或者1、checking understanding。
2006专八真题及答案
2006年专业八级真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lectureSection B InterviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCAPART II READING COMPREHENSION(30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, s uch a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”3Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual cam puses on the Internet, between –or even during – sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people h ad been faithful to their downtown merchants, and there wasn’t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he’d never seen must have been buried in those graves. He parked and walked to his mother’s grave, something he hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.5Soon, in less than an hour, he would be sitting in his father’s study, s ipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.B. punctual.C. thrifty.D. dominant.Text CCampaigning on the Indian frontier is an experience by itself.Neither the landscape nor the people find their counterparts in any other portion of the globe.Valley walls rise steeply five or six thousand feet on every side.The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass.Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment.Except at harvest time,when self-preservation requires a temporary truce,the Pathan tribes are always engaged in private or public war.Every man is a warrior,a politician and a theologian.Every large house is a real feudal fortress made,it is true,only of sun-baked clay,but with battlements,turrets,loopholes,drawbridges,plete.Every village has its defence.Every family cultivates its vendetta; every clan,its feud.The numerous tribes and combinations of tribes all havetheir accounts to settle with one another.Nothing is ever forgotten,and very few debts are left unpaid.For the purposes of social life,in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed.A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another.The slightest technical slip would,however,be fatal.The life of the Pathan is thus full of interest; and his valleys,nourished alike by endless sunshine and abundant water,are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts:the rifle and the British Government.The first was an enormous luxury and blessing; the second,an unmitigated nuisance.The convenience of the rifle was nowhere more appreciated than in the Indian highlands.A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it.One could actually remain in one’s own house and fire at one’s neighbour nearly a mile away.One could lie in wait on some high crag,and at hitherto unheard of ranges hit a horseman far below.Even villages could fire at each other without the trouble of going far from home.Fabulous prices were therefore offered for these glorious products of science.Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler.A steady flow of the coveted weapons spread its genial influence throughout the frontier,and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory.The great organizing,advancing,absorbing power to the southward seemed to be little better than a monstrous spoil-sport.If the Pathan made forays into the plains,not only were they driven back (which after all was no more than fair),but a whole series of subsequent interferences took place,followed at intervals by expeditions which toiled laboriously through the valleys,scolding the tribesmen and exacting fines for any damage which they had done.No one would have minded these expeditions if they had simply come,had a fight and then gone away again.In many cases this was their practice under what was called the “butcher and bolt policy” to which the Government of India long adhered.But towards the end of the nineteenth century these intruders began to make roads through many of the valleys,and in particular the great road to Chitral.They sought to ensure the safety of these roads by threats,by forts and by subsidies.There was no objection to the last method so far as it went.But the whole of this tendency to road-making was regarded by the Pathans with profound distaste.All along the road people were expected to keep quiet,not to shoot one another,and above all not to shoot at travellers along the road.It was too much to ask,and a whole series of quarrels took their origin from this source.20. The word debts in“very few debts are left unpaid”in the first paragraph meansA loans.B accounts.C killings.D bargains.21. Which of the following is NOT one of the geographical facts about the Indian frontier?A Melting snows.B Large population.C Steep hillsides.D Fertile valleys.722. According to the passage,the Pathans welcomedA the introduction of the rifle.B the spread of British rule.C the extension of luxuries.D the spread of trade.23. Building roads by the BritishA put an end to a whole series of quarrels.B prevented the Pathans from carrying on feuds.C lessened the subsidies paid to the Pathans.D gave the Pathans a much quieter life.24. A suitable title for the passage would beA Campaigning on the Indian Frontier.B Why the Pathans Resented the British Rule.C The Popularity of Rifles among the Pathans.D The Pathans at WarText D“Museum”is a slippery word. It first meant (in Greek) anything consecrated to the Muses:a hill,a shrine,a garden,a festival or even a textbook.Both Platos Academy and Aristotles Lyceum had a mouseion, a muses shrine.Although the Greeks already collected detached works of art,many temples—notably that of Hera at Olympia (before which the Olympic flame is still lit)—had collections of objects,some of which were works of art by well known masters,while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples,as well as mineral specimens,exotic plants,animals; and they plundered sculptures and paintings (mostly Greek) for exhibition.Meanwhile,the Greek word had slipped into Latin by transliteration (though not to signify picture galleries,which were called pinacothecae) and museum still more or less meant“Muses- shrine”.The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries—which focused on the gold-enshrined,bejewelled relics of saints and martyrs.Princes,and later merchants,had similar collections,which became the deposits of natural curiosities:large lumps of amber or coral,irregular pearls,unicorn horns,ostrich eggs,fossil bones and so on.They also included coins and gems—often antique engraved ones—as well as,increasingly,paintings and sculptures.As they multiplied and expanded,to supplement them,the skill of the fakers grew increasingly refined.At the same time,visitors could admire the very grandest paintings and sculptures in the churches,palaces and castles; they were no t“collected”either,but“site-specific”,and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them—and most of the buildings were public ones.However,during the revival of antiquity in the fifteenth century,fragments of antique sculpture were given higher status than the work of any contemporary,so that displays of antiquities would inspire artists to imitation,or even better,toemulation; and so could be considered Muses- shrines in the former sense.The Medici garden near San Marco in Florence,the Belvedere and the Capitol in Rome were the most famous of such early“inspirational”collections.Soon they multiplied,and,gradually,exemplary “modern”works were also added to such galleries.In the seventeenth century,scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world.But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived:the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries,of which the Musee des Monuments Francais was the most famous.Then,in the first half of the nineteenth century,museum funding took off,allied to the rise of new wealth:London acquired the National Gallery and the British Museum,the Louvre was organized,the Museum-Insel was begun in Berlin,and the Munich galleries were built.In Vienna,the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure.Meanwhile,the decline of craftsmanship (and of public taste with it) inspired the creation of “improving”collections.The Victoria and Albert Museum in London was the most famous,as well as perhaps the largest of them.25. The sentence“Museum is a slippery word”in the first paragraph means thatA the meaning of the word didn’t change until after the 15th century.B the meaning of the word had changed over the years.C the Greeks held different concepts from the Romans.D princes and merchants added paintings to their collections.26. The idea that museum could mean a mountain or an object originates fromA the Romans.B Florence.C Olympia.D Greek.27. “...the skill of the fakers grew increasingly refined” in the third paragraph means thatA there was a great demand for fakers.B fakers grew rapidly in number.C fakers became more skillful.D fakers became more polite.28. Paintings and sculptures on display in churches in the 15th century wereA collected from elsewhere.B made part of the buildings.C donated by people.D bought by churches.29. Modern museums came into existence in order toA protect royal and church treasures.B improve existing collections.C stimulate public interest.D raise more funds.30. Which is the main idea of the passage?A Collection and collectors.9B The evolution of museums.C Modern museums and their functions.D The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBAB【人文知识】There are ten multiple-choice questions in this section.Choose the best answers to each question. Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell Tolls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O'NeilD.Ernest Hemingway37._____ is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words"kid,child,offspring" are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案: 31-35BCADA 36-40 DBDBD【改错】We use language primarily as a means of communication withother human beings. Each of us shares with the community in which we live a store of words and meanings as well as agreeing conventions as ___1 to the way in which words should be arranged to convey a particular ___2 message: the English speaker has iii his disposal at vocabulary and a ___3 set of grammatical rules which enables him to communicate his ___4 thoughts and feelings, ill a variety of styles, to the other English ___5 speakers. His vocabulary, in particular, both that which he uses active-[y and that which he recognises, increases ill size as he growsold as a result of education and experience. ___6But, whether the language store is relatively small or large, the system remains no more, than a psychological reality for tike inpidual, unlesshe has a means of expressing it in terms able to be seen by another ___7 member of his linguistic community; he bas to give tile system a concrete transmission form. We take it for granted rice’ two most ___8 common forms of transmission-by means of sounds produced by our vocal organs (speech) or by visual signs (writing). And these are ___9 among most striking of human achievements. _____1011改错参考答案PART IV1. agreeing-agreed2. in which 可有可无3. in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievements汉译英及参考译文中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。
2006-07年专八真题听力原文详析
2006年真题听力原文详析SECTION A Mini-lecture重点词汇：1) the competent reader 有能力的读者词汇扩展：very /highly /extremely competent; competent to do sth.; Incompetent, competency=competence reader competency 下文中有acquire a good deal of competency2) invariably 不变地始终如一地词汇扩展：vary=change=alter/ varied=various(variously):各种各样的；同义词 =always =every time3)formal property of grammar 文法的形式特性词汇扩展：Property= real estate/ possessions4) cultural codes 文化准则词汇扩展：universal product code 通用商品条形码、 bar code条形码、binary code 二进码 coded message 用密码编写的信息反义词：decode 解码5) context 词汇扩展：contextual contextualize: contextualize the problem 了解问题的背景音近词 contestSECTION B Interview重点词汇：1）confirm our own ideas: 证实我们自己的想法词汇扩展：confirm /conform Conform to /with=obey 符合，遵守；conformist 墨守成规的人 conformity2）the practical orientation of the course 以实用为导向的课程词汇扩展：orientation course 导修课（情况说明）；competence-oriented education 素质教育（另一种说法education for all-round development） examination-oriented education 应试教育3) sophisticated=complicated 词汇扩展：世故的, 老练的（人) sophisticated tastes 高雅的口味: sophisticated modern weapons 精良的现代武器（物）4）advertising campaign 广告宣传活动（计划）词汇扩展: advertising [ˈædvətaizi ŋ]n.[总称]广告 a.广告的； advertising strategy 广告策略； advertising culture 广告文化 Advertising Business Permit 广告经营许可； permit n.许可证，执照5）cutback n.削减生产，削减人员词汇扩展:sharp cutbacks in the military budget；【电影】倒叙；6）secretarial [sekrə’teəriəl] a.秘书的，文书的7）handy: 1, 方便的；2. 在手边的词汇扩展：be handy with sth. 巧于某事/ to come in handy 迟早有用/ be handy for doing sth. 对做某事有用8）undergraduate 本科生词汇扩展：postgraduate 研究生 graduate 泛指毕业生nursery 托儿所kindergartenparental teaching 家长对孩子的教导elementary/primary schoolsecondary school 中学universitycollege 学院institute 学院研究所polytechnic school/college 理工学院vocational school/college 职业学院technical school 技术学校faculty 学部school/college/division 学院department 系major/major strand/subjectselective/elective/optional courses 选修课required/compulsory courses 必修课elementary 基础的intermediate 中级的advanced 高级的internship 实习qualification 资历certificate 证书执照diploma 文凭degree：bachelor’s degreemaster’s degreepostgraduate schoolgraduate 大学毕业生undergraduate 本科生postgraduateBA/Bachelor of ArtsBSc/Bachelor of ScienceMA/Master of ArtsMSc/Master of SciencePh.D./Doctor of Philosophy 博士MBA/Master of Business Administration工商管理硕士9）enroll in 登记入学SECTION C NEWS BROADCASTNews Item 1重点词汇Aircraft 飞机航空器（单复数同形）词汇扩展：aircraft-carrier 航空母舰Jet喷气式飞机 jet-lag时差综合症 space shuttle 航天飞机At a gunpoint 在枪口威胁下 The driver was robbed at gunpoint. Judith Arlene ResnikNASA astronautNationality AmericanStatus 状态Killed during missionBorn April 5, 1949 Akron, OhioDied January 28, 1986 (aged 36) Cape Canaveral, FloridaOther occupation EngineerTime in space 6d 00h 56mSelection 1978 NASA GroupMissions STS-41-D, STS-51-LMission insigniaAwardsEvacuate vt.转移，撤离，疏散Boltimore重点句子The former world heavy weight champion was released on Monday after 4 months behind bars from an assault in the wake of a traffic accident last August.因为去年八月的一次交通事故中人身攻击他人被投入监狱4个月后，前世界重量级拳击冠军在周一被释放。
2006年2015年专八听力mini-lecture真题及答案doc
2015英语专业八级听力第一部分MINI-LECTURELISTENING COMPREHENSIONSECTION A MINI-LECTUREUnderstanding Academic LecturesListening to academic lectures is an important task fro university students.Then, how can we comprehend a lecture efficiently?I.Understand all (1) ______________A.wordsB.(2) ______________-stress-intonation-(3) ______________II. Adding informationA.lecturers: sharing information with audienceB.listeners: (4) ______________C.sources of information-knowledge of (5) ______________-(6) ______________ of the worldD. listening involving three steps:-hearing-(7) ______________-addingIII. (8) ______________A.reasons:-overcome noise-save timeB. (9) ______________-content-organizationIV. Evaluating while listeningA.helps to decide the (10) ______________ of notesB.helps to remember information答案：1. parts of meanings 2. sound/vocal features 3. rhythm 4. absorbing 5. subject 6. experience 7. reinterpreting 8. prediction 9. what to listen 10. Importance20152014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it.I. Definition of stress A. (1) reaction (1) physical i.e. force exerted between two touching bodies B. human reactioni.e. response to (2) on someone (2) a demand e.g. increase in breathing, heart rate, (3) (3) blood pressure or muscle tensionII. (4) (4) Category of stress A. positive stress—where it occurs: Christmas, wedding, (5) (5) a job B. negative stress—where it occurs: test-taking situations, friend’s death III. Ways to cope with stress A. recognition of stress signals—monitor for (6) of stress (6) signals —find ways to protect oneself B. attention to body demand—effect of (7) (7) exercise and nutrition C. planning and acting appropriately —reason for planning —(8) of planning (8) result D. learning to (9) (9) accept —e.g. delay caused by traffic E. pacing activities—manageable task —(10) (10) reasonable speed2013SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________II. (2) ______ and critical in thinkingi.e. information processing, e.g.-- connections between the known and the new information-- identification of (3) ______ concepts-- judgment on the value of (4) _____.III. active in listeningA. ways of note-taking: (5) _______.B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of (6) ______.B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______.VI. Last characteristicA. attitude toward responsibility-- active learners: accept-- passive learners: (8) _______B. attitude toward (9) ______-- active learners: evaluate and change behaviour-- passive learners: no change in approachRelationship between skill and will: will is more important in (10) ______.Lack of will leads to difficulty in college learning.参考答案：1. checking their understanding2. reflective on information3. incomprehensible4. what you read5. organized6. monitoring their understanding7. differentiate8. blame9. performance10. active learningSection A Mini-lecture或者1、checking understanding。
2006专八听力真题及答案
2006专⼋听⼒真题及答案TEST FOR ENGLISH MAJORS (2006)2006年专业⼋级听⼒真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lectureSection B InterviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the fo llowing statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.听⼒原⽂Part 1, Listening ComprehensionSECTION A MINI-LECTUREGood morning! In today's lecture we shall discuss what meaning is in literary, works. When we read novels, poems, etc. , weinvariably ask ourselves a question—that is, what does the writer mean here? In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean or what its real meaning is? I'd like to discuss three ways to explain what meaning is. No. 1, meaning is what is intended by the author. ( Q1)No. 2, meaning is created by and contained in the text itself.And No. 3 , meaning is created by the reader.Now, let's take a look at the first approach—that is, meaning is what is intended by the author. Does a work of literature mean what the author intended to mean? And if so, how canwe tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author had according to our understanding of literature and world. In order to have a better idea of what one par?ticular author means in one of his works; I suggest that you do the following:First, go to the library and read other works by the same author. ( Q2)Second get to know something about what sort of meanings seem to be common in literary works in that particular tradition and .at that time. In other words, we need to find out what the literary trends were in those days. ( Q3)And last, get to know what were the cultural values and symbols of the time. I guess you can understand the author's meaning much more clearly after you do the related background research.Now, let's move on to the second approach to meaning—that is, meaning is created by and con?tained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal prop?erties of the text like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, ( Q4) so that any educated or competent reader will inevitably come to more or less the same interpretation as any other. As. far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conventions of meaning but also in the cultural codes which have been handed down from generation to generation. ( Q5) So when we and other readers, inclu?ding the author as well, are said to come up with similar interpretations. That kind of agreement could be created by common traditions and conventions of usage, practice and interpretation. In other words, we have some kind of shared bases for the same interpretation, but that does not mean that readers agree on the meaning all the time. In different time periods, with different cultural perspec?tives, including class, belief and world view, readers, I mean competent readers,can arrive at dif?ferent interpretations of tdxts: ( Q6) So meaning in the text is determined by how readers see it. It is not contained in the text in a fixed way.Now, the third approach to meaning—that is, meaning is created by the reader. ( Q7) Does the meaning then exist in the reader's response? In a sense, this is inescapable. Meaning exists only in so far as it means to someone , and literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues.The first is—meaning is social—( Q8) that is, language and conventions work only a shared meaning and our way of viewing the world can exist only a shared or sharable. Similarly, when we read a text, we are participating in social or cultural meaning, so a response to a piece of literary work is not merely an individual thing but is part of culture and history. Second, meaning is contextual. If you change the context, you often change the meaning. And last, meaning requires reader competency. ( Q9) Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text. Consequently, there is in regard to the question of meaning; the matter of reader competency as it is called the experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the context of the whole work. But you may have to learn other compe?tencies too. For instance, in reading Mulk Raj Anand's The Untouchables' you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and personal influences Mulk Raj Anand cameun?der when constructing the imaginative world of the short novel. ( Q10) Ok , you may see that this i?dea that meaning requires competency in reading in fact brings us back to the historically situated un?derstandings of an author and his works as we mentioned earlier inthis lecture, to different conven?tions and ways of reading and writing and to the point that meaning requires a negotiation between cultural meanings across time, culture, class, etc. As readers, you have in fact acquired a good deal of competency already but you should acquire more. The essential point of this lecture is that mean?ing in literature is a phenomenon that is not easily located, that meaning is historical, social and de?rived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention!SECTION B INTERVIEWInterviewer: Well, I see from your resume , Miss Green, that you studied at the university college. How did you find there? Miss Green: I had a great time. The teaching there was good and I made a lot of friends. The psy?chology department was a great place to be. ( Q1)Interviewer: How come you chose psychology?Miss Green: Well, at first I didn't have any clear idea of what I wanted to do after university.I guess I've just always been interested in people and the way they act. I wanted to know why people think and act the way they do. It's a fascinating area.Interviewer: And what was the course like? .Miss Green: Good. The teachers were all really nice and they had the special approach to teaching. You know they didn't just give us lectures and tell us to read books like they might do in some more traditional places. The whole course was based on the problem-solving ap?proach. You know they described a pai-ticular situation to us and we discuss what might happen. And after that we do some reading and see if it confirmed our own ideas. That's whatI liked best—the really practical orientation of the course. I learnt very well with that style. So for me, it was just great. ( Q1) Interviewer: I see from your resume that you graduated about four years ago and after that... let me see...Miss Green:I got a job with the Department of Employment. It was only a temporary thing for about five months. I was a researcher in the department. We design a survey, go out to the factories, and ask all the questions to the workers and the management , then go back to the office, analyze all the data and produce a report. ( Q2) It was quite interesting and I guessed the psychology course at college helped me a lot.Interviewer:And after that you worked for three years in an Advertising Agency. That must be a bit of change from the Department of Employment, wasn't it?Miss Green: Well, not really. I supposed the office furnishings were a bit more sophisticated, but the work was quite, similar. I was basically still doing the same thing—designingques?tionnaires, going out, asking questions and writing reports. The only difference was that this time I wasn't asking people about their work. I was asking them what kind of sham?poo they bought and if they preferred brand X to brand Y. (Q3) Then I make up a re?port and the agency would use the information in the advertising campaigns. I enjoyed my work a lot.Interviewer: So why did you decide to leave?Miss Green :.Three years is a long time to be asking people those sorts of questions about shampoo and drinks. No. Seriously , after two years I was in charge of the research department of the agency and .I had one assistant researcher. I guess after two years of doing that, I sup?pose I felt, you know, I can do this well. And now I want to do somethingelse that's a little different. And there was nowhere for me to go inside the company. It just wasn't challenging for me any more and because I needed a challenge, I decided to move on. ( Q4) When I heard about the position of senior researcher here, I thought that's exactly what I want—the chance to combine my management skills and my research interests working in a much larger department with more varied work.Interviewer: And you felt that the job description and our advertisement would offer you the kind of challenge you're looking for?Miss Green:Exactly. Yes. As I said, management in a larger organization and research combined. Also to be honest with you, I heard about the job before it was advertised. A friend of mine, who works here, Mark Austen, told me a few weeks ago that you were looking for someone to take over the job. He described the position to me in quite a bit of detail. And I thought, "Well, , that's exactly what I'm looking for. " So really I'd written my let?ter of application before the job was even advertised. Interviewer: I should tell you that with the present cutbacks, we've only got one full-time administer assistant in the section. How would you feel about doing your own word processing, photo copying, that sort of thing?Miss Green: Oh, I'm used to that. I've done all my own word processing for ages. It's the only way to write really , isn't it? I can type well about 60 words a minute. I did a secretarial course after I left school, so I learnt typing in short hand. Then a few years later, I bought a PC and I learnt how to do word processing, too. ( Q5 )Interviewer: Well , that's handy. Now in the position you've applied for , you'd have five to six assis?tant researchers responsible to you. That's considerably more responsibility than you've had before. So you're obviously ambitious. And asyou said, you like challenge. I was wondering what you see yourself doing in, say, five or ten years on the track.Miss Green:Oh, that is a difficult question. Let me try to answer your question in this way. I'm-par?ticularly interested in experimental design and also in teaching. I'd like to continue the organization and planning site of research, but do some teaching, too. I know that you have lecturers here who do just that sort of thing—some practical worker and someun?dergraduate and postgraduate teaching. So that's what I really be aiming for—to be a lec?turer here as well. ( Q5 )Interviewer: Well, that is certainly a career path that we'd encourage you to follow. But of course it might be necessary to upgrade your present qualifications first. I see from your resume that you've enrolled in an M. A. in experimental psychology. Could you tell me a bit about the courses you're planning to fake?SECTION C NEWS BROADCASTNews Item 1 (for questions 6 and 7)A man stole a small aircraft at gunpoint Sunday and flew it over downtown Frankfurt, circling skyscrapets and threatening tp crash into the European Central Bank. He landed safely after abouttwo hours and was arrested.,The man told a television station he wanted to call attention to Judith Resnik, a U. S. astronautkilled in the 1986 post-launch explosion of the space shuttle Challenger. ( Q6) Military jets chased the stolen , two-seat motorized glider as the man began circling slowly above Frankfurt's banking dis?trict. Thousands of people were evacuated from the main railwaystation, two opera houses and sever?al skyscrapers. Police identified the man as a31-year-old German student from Darmstadt, a city about 25 miles south of Frankfurt. In radio contact with air traffic controllers , the man threatened to crash into the. European Central Bank headquarters unless he was allowed the TV interview as well as a call to Baltimore. ( Q7 ) He later said he wanted to commit suicide by plunging the plane into the Maine River. It was unclear if the man was forced to land or talked down. Air traffic controllers and a police psychologist had been in contact with him.News Item 2 (for question 8)Shanghai plans to build a vast underground network of malls , restaurants and parking lots to make up for a lack of space above ground according to a recent government report. ( Q8 ) The development will cover 600,000 square meters , the equivalent of 120 soccer fields, spread across four underground floors, the city government reported on its website. The city is accepting bids from builders. Shanghai has about 20 million people , plus factories , office towers and high-rise apartments , crowded into a small triangular territory near the mouth of the Yangtze River. The plans called for the project due to be finished by 2006 to expand existing facilities scattered along Shanghai subway system. The project will need advanced technology to supply fresh air and ensure safety.But the biggest concern is the stability off` the soil under the city. Shanghai is sinking by 1.5 centimeters a year. Lands subsidence has been aggravated by over-pumping of underground water and the construction of thousands of high-rise buildings. Shanghai's foundations are built on soft soil. So building multi-storey spaces underground would be like digging holes in the piece of bean curd, the government report says. The difficulties are easy to see.News Item 3 (for questions 9 and 10)A credit card that only works when it hears its owner's voice has been developed by US scien?tists. Researchers hope that the device, which comes with a built-in voice recognition chip and mi?crophone will be a weapon in the battle against credit card fraud. ( Q9) Even if thieves know a card's password and personal identification number, they will still have to copy the owner's voice accurate?ly. The trial card was created by scientists atB Card in California, US. The first version is 3 times as thick as a normal credit card, but researchers believe smaller chips will allow the card to slim down to a more conventional size. The card is apparently the first to put a voice recognition chip, 'a micro?phone speaker and battery into a credit card. ( Q10) To use the card, the owner first presses a but?ton and hears the prompt: say your password. If the password is correct and spoken by the right per?son, the card emits an identification signal which is processed by a computer connected to the Inter?net. Researchers hope to get the card to handle ten transactions per day for two years before its non- replaceable battery runs out.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc. Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCA。
2006至2014年英语专八听力mini-lecture真题及答案
2014ANSWER SHEET1 (TEM8)PART I LISTEN ING COMPRE HENSI ON SECTIO N A MINI-LECTUR EHow to Reduce StressLife is full of things that causeus stress. Though we may not like stress, we h ave to live with it. I. Defini tionof stress A. (1) reacti on (1) physic al i.e. forceexerte d betwee n two touchi ng bodies B. humanreacti oni.e. respon se to (2) on someon e (2) a demand e.g. increa se in breath ing, heartrate, (3) (3) bloodpressu re or muscle tensio n II. (4) (4) Catego ry of stress A. positi ve stress —whereit occurs: Christ mas, weddin g, (5) (5) a job B. negati ve stress —whereit occurs: test-taking situat ions, friend’s deathIII. Ways to cope with stress A. recogn ition of stress signal s—monito r for (6) of stress (6) signal s —find ways to protec t onesel f B. attent ion to body demand—effect of (7) (7) exerci se and nutrit ion C. planni ng and acting approp riate ly — reason for planni ng —(8) of planni ng (8) result D. lea rni ng to (9) (9) accept—e.g. delaycaused by traffi c E. pacing activi ties—manage abletask —(10) (10) reason ablespeed2013SECTIO N A MINI-LECTUR EWhat Do Active Learne rs Do?Thereare differ encebetwee n active learni ng and passiv e learni ng.Charac teris ticsof active learne rs:I. readin g with purpos esA. before readin g: settin g goalsB. whilereadin g: (1) ________II. (2) ______ and critic al in thinki ngi.e. inform ation proces sing, e.g.-- connec tions betwee n the knownand the new inform ation-- identi ficat ion of (3) ______ concep ts-- judgme nt on the valueof (4) _____.III. active in listen ingA. ways of note-taking: (5) _______.B. before note-taking: listen ing and thinki ngIV. beingable to get assist anceA. reason 1: knowin g compre hensi on proble ms becaus e of (6) ______.B. Reason 2: beingable to predic t studydiffic ultie sV. beingable to questi on inform ationA. questi on what they read or hearB. evalua te and (7) ______.VI. Last charac teris ticA. attitu de toward respon sibil ity-- active learne rs: accept-- passiv e learne rs: (8) _______B. attitu de toward (9) ______-- active learne rs: evalua te and change behavi our-- passiv e learne rs: no change in approa chRelati onshi p betwee n skilland will: will is more import ant in (10) ______.Lack of will leadsto diffic ultyin colleg e learni ng.参考答案：1. checki ng theirunders tandi ng2. reflec tiveon inform ation3. incomp rehen sible4. what you read5. organi zed6. monito ringtheirunders tandi ng7. differ entia te8. blame9. perfor mance10. active learni ngSectio n A Mini-lectur e或者1、checki n g unders tanding。
2006年英语专业八级真题及答案
PartⅠ. Listening Comprehension (Section A)1.(the)author(s)/ (the)writer(s)2.other works/ the other works/ othersworks/ other/ the other3.(the)literary trend(s)/ literature trend(s)/ literary tendency/ literature tendency/ literature tradition4. grammar/ image(s)/diction/ use of image(s)5. cultural code(s)/ culture code(s)Literary tradition/ cultural/ culture/ code(s)/ cultural tradition6. cultural/ culture7. (the) reader(s)8. social9. reader competency/ reader(’s) competencecompetency/ competence/ competentreader10. social system(s)/ social structure(s)/ literary traditions/ political influence(s)/ cult ural influence(s)/ personal influence(s)Part Ⅳ. Proofreading and Error Correction1.agreeing --------agreed2.∧words----------these/those words3.in the disposal --------at the disposal4.enables--------enable5.delete ―the‖ before ―other English speakers‖6.old------ older7.seen ------ perceived, understood, comprehended8.delete ―it‖ before ―for granted‖9.And ----- Yet; However10.∧most ------ the most strikingAmbition(写作用,影响类)Ambition is the decision one makes and the resolution with which he carries o ut that decision. It provides us with the required driving force to accomplish any un dertakings in our life. Just as Joseph Epstein, a famous American writer put it, ―And as we decide and choose, so are our lives formed.‖ Indeed, once we make up our minds to choose to do something, then our life becomes meaningful and specificall y orientated. This notion of life, as far as I observe, is closest to truth and does a pply to almost all aspects of life.First things first, ambition renders us a sense of mission. No matter what deci sion you make you have to be responsible for your choice. Your choice procures yo u a sense of orientation, or more specially a sense of mission. And only a strong m ission may enable one to accomplish greatness. Caesar of the ancient Roman Empir e was urged by his ambition ―I came, I saw, I conquered.‖ And became an unrival ed empire builder in the history of Rome. John Milton, stimulated always by his am bition that aimed at writ ing some ―mighty lines‖ which England would unwillingly forget, had in due time secured his position as the second Shakespeare in the history of English literature.In the second place, ambition can bring one’s potentials to the full. Ambition may well serve as a catalyst activating one’s dormant potentials. Without ambition o ne’s potentials will remain slumbering like a dormant volcano. A case in point is Ms Zhang Haidi, a Chinese Helen Keller. It was her ambition to be a useful person ha s turned the almost paralyzed Zhang Haidi into a well-accomplished figure whose ac hievements would dwarf those of some normal people aim at the sun, though, at w orst, they may probably land on the moon.Influential as it is upon us, however, ambition must be channeled in the right direction. If wrongly directed, one’s ambition may bring havoc on him and others. H itler, whose ambition was to conquer Europe by whatever evil means, finally turned him into a demon. It was this demon that almost cast Europe into an unfathomabl e abyss of anguish and suffering. Another case is Macbeth whose ambition was to become the king of Scotland. However, his ambition was materialized by the murder of King Duncan. Consequently, unbearable guilt and psychological agony drove him to his tragic doom.To sum up, ambition can benefit us tremendously if wisely and correctly chann eled, otherwise it may ruin others and ourselves. A poet says: life can be bad; life can be good; life can be dirty; life can be sad,; life can even be painful. In my mi nd’s ey e, a person can make his life beautiful, meaningful and rewarding and stand out as a respectable personage if he is motivated by a well-orientated ambition.作文原题Joseph epstein, a famous american writer,once said"we decide whatis important and what is trivial in life we decide that what makes ussignificant is either what we do or what we refuse todo but no matter how indifferent the universe may be to our choices and decisions, thesechoices and decisions are ours to make. we decide. we choose.and as we decide and choose, so are our lives formed. in the end, forming our own destiny is what ambition is aboutdo you agree or disagree with him? write an eassay of about 400 words entitled: AMBITIONin the first part of your essay you should state clearly your opinion in response to epstein'viewin the second give details ........in the end , give a conclusion...(略写)[size=4]阅读理解[/size]11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBAB11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBABTEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have ab out higher education today.The most widely discussed alternative to the traditional campus is the Internet Univ ersity –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized universit y could have many advantages, such as easy scheduling, efficient delivery of lecture s to thousands or even millions of students at once, and ready access for students everywhe re to the resources of all the world’s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised co urseware, produced by a few superstar teachers, marketed under the brand name o f a famous institution, and heavily advertised, might eventually come to dominate th e global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a ―co llege education in a box‖ could undersel l the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some signifi cant role in future higher education, that does not mean greater uniformity in cours e content –or other dangers –will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning th e fundamental mission of university education. What if, for instance, [color=#DC143 C]instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts o n existing problems in their local communities and the world?[/color] Feminist schola r Ivana Milojevic dares to dream what a university might become ―if we believed th at child-care workers and teachers in early childhood education should be one of th e highest (rather than lowest) paid professionals?‖Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individua l students by mixing and matching the best course offerings available from institutio ns all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside thei r own academic specialty. This would require them to constantly be learning from t heir students as well as instructing them.A third new role for faculty, and in Gidley’s view the most challenging and rewardin g of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as ration al and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university mus t necessarily drive out all other options. Students may be ―enrolled‖ in courses offer ed at virtual campuses on the Internet, between –or even during –sessions at a re al-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can dire ctly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enou gh to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour ofB. his view is balanced.--------------------------------------------okC. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet Unive rsity?A. Internet-based courses may be less costly than traditional ones.---------------------o kB. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course contentD. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional universit y education?A. Knowledge learning and career building.-------------------------------------okB. Learning how to solve existing social problems.C. Researching into solutions to current world problemsD. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA, are required to conduct more independent research.B. are required to offer more course to their students..C. are supposed to assume more demanding duties.---------------------------okD. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasiOND. Exposition.=---------------------------------okTEXT BEvery street had a story, every building a memory, Those blessed with wonderful c hildhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee h ad been in Clanton (his hometown) for fifteen minutes he was anxious to get out. The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner co uld build anything wiih no permit no inspect ion, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. Th e result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The l ong shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had pas sed on the new owners kept the lawns clipped and the shutters painted. Only a fe w were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and rel ax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until t he appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 w hen the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Secon d and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services. The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wipe d out so many small towns. But here the people had been faithful to their downto wn merchants, and there wasn’t s single empty or boarded-up building around the square –no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for t heir dead. Ray had always assumed that the family money he’d never seen must h ave been buried in those graves. He parked and walked to his mother’s grave, som ething he hadn’t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father’s study, sipping bad in stant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his fath er(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he’d climbed twice, the second time wit h the police waiting below. He grimaced at his old high school, a place he’d never visited since he’d left it. Behind it was the football field where his brother Forrest h ad romped over opponents and almost became famous before getting bounced off t he team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression thatA. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.------------------------okD. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray’s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.------------------------------------ok18. Form the passage we can infer that the relationship between Ray and his paren ts wasA. close.B. remote.---------------------------okC. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. considerate.----------------------------------okB. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley wal ls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of b rass. Amid these scenes of savage brilliancy there dwells a race whose qualities see m to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battleme nts, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Ev ery family cultivates its vendetta; every clan, its feud. The numerous tribes and co mbinations of tribes all have their accounts to settle with one another. Nothing is e ver forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour ha s been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and t he British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciat ed than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or c lan which could acquire it. One could actually remain in one's own house and fire at one's n eighbour nearly a mile away. One could lie in wait on some high crag, and at hithe rto unheard-of ranges hit a horseman far below. Even villages could fire at each ot her without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread i ts genial influence throughout the frontier, and the respect which the Pathan tribes men entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a wh ole series of subsequent interferences took place, followed at intervals by expedition s which toiled laboriously through the valleys, scolding the tribesmen and exacting fi nes for any damage which they had done. No one would have minded these expedi tions if they had simply come, had a fight and then gone away again. In many cas es this was their practice under what was called the "butcher and bolt policy" to w hich the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in p articular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by th e Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20. The word debts in "very few debts are left unpaid" in the first paragraph mean sA．loans.B．accountsC．killings -----------OKD．bargains.21. Which of the following is NOT one of the geographical facts about the Indian fr ontier?A. Melting snows.B. Large population. -------------OKC. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomedA. the introduction of the rifle. -------------OKB. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds. -----------------okC. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would beA. Campaigning on the Indian frontier. --------------OKB. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's Acade my and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks al ready collected detached works of art, many temples - notably that of Hera at Oly mpia (before which the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures i n the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mi neral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin bytransliteration (though not to signify picture galleries, which were called pinacothec ae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in large r churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, which became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostrich eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and s culptures. As they multiplied and expanded, to supplement them, the skill of the fak ers grew increasingly refined.25.The sentence "Museum is a slippery word" in the first paragraph means thatA. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates fromA. the Romans.B. Florence.C. Olympia.D. Greek.27. "... the skill of the fakers grew increasingly refined" in the third paragraph mea ns thatA. there was a great demand for fakers.B. fak ers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century wereA. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order toA. protect royal and church treasures.B. improve existing collections.C. stimulate public interest.D. raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.欢迎您进入本贴，本贴既有本人答案，还有众多同学结晶-------特此感谢!，为方便您查看此贴有上外同学，上海其他学校同学,吉大同学，湖南工业，大连外院同学,广西大学等给您提供最新参考答案,他们可能在其他论题,,,我把他们整理在一起,可能方便些.再一次感谢! 听力填空1. the author(writer) --------------------------OK2.some other works ----------------------------OK3.literary tradition(trends) -------------------------OK4.grammar ---------------------OK5.cultrual codes----------------OK6.cultural --------------------------OK7.the reader ------------OK8.social ---------------------OK9. reader competency ---------------OK10. cultural ,class,political-,social structure-------------答案不同了按oK算听力填空1. the author(writer) --------------------------OK2.some other works ----------------------------OK3.literary tradition(trends) -------------------------OK4.grammar ---------------------OK5.cultrual codes----------------OK6.cultural --------------------------OK7.the reader ------------OK8.social ---------------------OK9. reader competency ---------------OK10. cultural ,class,political-,social structure等------------OKPART I LISTENING COMPREHENSION(35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When t he 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 blan k sheet for note-taking.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answ er the questions that follow. Mark the correct answer to each question on your colo ured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will b e given 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employme nt?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employ ment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answ er the questions that follow. Mark the correct answer to each question on your colo ured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.9. According to the news, what makes this credit card different from conventional o nes isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEP TA. switch.B. battery.C. speaker.。
2006年专业英语八级考试试题(4)
2006年专业英语八级考试试题(4)TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which couldacquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back （which after all was no more than fair）, but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy" to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20. The word debts in "very few debts are left unpaid" in the first paragraph meansA．loans. B． accounts C．killings D．bargains.21. Which of the following is NOT one of the geographical facts about theIndian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomedA. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would beA. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.。
2006年英语专业八级考试真题及答案-中大网校
2006年英语专业八级考试真题及答案总分：100分及格：60分考试时间：190分PART I LISTENING COMPREHENSION (35 MIN) SECTION A MINI-LECTURE(1)<A href="javascript:;"></A><Ahref="javascript:;"></A>(2)根据材料，请在（2）处填上最佳答案。
(3)根据材料，请在（3）处填上最佳答案。
(4)根据材料，请在（4）处填上最佳答案。
(5)根据材料，请在（5）处填上最佳答案。
(6)根据材料，请在（6）处填上最佳答案。
(7)根据材料，请在（7）处填上最佳答案。
(8)根据材料，请在（8）处填上最佳答案。
(9)根据材料，请在（9）处填上最佳答案。
(10)根据材料，请在（10）处填上最佳答案。
SECTION B INTERVIEW & SECTION C NEWS BROADCAST(1)<Ahref="javascript:;"></A>(2)Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplacB. Analyzing survey resultC. Designing questionnaireD. Taking a psychology cours(3)According to Miss Green，the main difference between the Department of Employment and the advertising agency lies inA. the nature of worB. office decoratioC. office locatioD. work procedure(4)Why did Miss Green want to leave the advertising agency?A. She felt unhappy inside the companB. She felt work there too demandinC. She was denied promotion in the companD. She longed for new opportunitie(5)How did Miss Green react to a heavier workload in the new job?A. She was willing and readB. She sounded mildly eageC. She was a bit surpriseD. She sounded very reluctan(6)<A href="javascript:;"></A><Ahref="javascript:;"></A>(7)Which of the following statements about the man is TRUE?A. He was a 31－year－old student from FrankfurB. He was piloting a two－seat helicopter he had stoleC. He had talked to air traffic controllers by radiD. He threatened to land on the European Central Ban(8)<Ahref="javascript:;"></A>(9)According to the news，what makes this credit card different from conventional ones isA. that it can hear the owner’s voicB. that it can remember a passworC. that it can identify the owner’s voicD. that it can remember the owner's PI(10)The newly developed credit card is said to have all the following EXCEPTA. switcB. batterC. speakeD. built－in chiPART ⅡREADING COMPREHENSION (30 MIN)(1)<Ahref="javascript:;"></A>(2)Which of the following is NOT seen as a potential danger of the Internet University?A. Internet based courses may be less costly than traditional oneB. Teachers in traditional institutions may lose their jobC. Internet-based courseware may lack variety in course contenD. The Internet University may produce teachers with a lot of publicit(3)According to the review，what is the fundamental mission of traditional university education?A. Knowledge learning and career buildinB. Learning how to solve existing social problemC. Researching into solutions to current world problemD. Combining research efforts of teachers and students in learnin(4)Judging from the three new roles envisioned for tomorrow’s university faculty，university teachersA. are required to conduct more independent researcB. are required to offer more courses to their studentC. are supposed to assume more demanding dutieD. are supposed to supervise more students in their specialt(5)Which category of writing does the review belong to?A. NarratioB. DescriptioC. PersuasioD. Expositio(6)<Ahref="javascript:;"></A><Ahref="javascript:;"></A>(7)Which of the following adjectives does NOT describe Ray’s hometown?A. LifelesB. ReligiouC. TraditionaD. Quie(8)From the passage we can infer that the relationship between Ray and his parents wasA. closeB. remotC. tensD. impossible to tel(9)It can be inferred from the passage that Ray’s father was all EXCEPTA. consideratB. punctuaC. thriftD. dominan(10)<Ahref="javascript:;"></A><Ahref="javascript:;"></A>(11)Which of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snowB. Large populatioC. Steep hillsideD. Fertile valley(12)According to the passage，the Pathans welcomedA. the introduction of the riflB. the spread of British rulC. the extension of luxurieD. the spread of trad(13)Building roads by the BritishA. put an end to a whole series of quarrelB. prevented the Pathans from carrying on feudC. lessened the subsidies paid to the PathanD. gave the Pathans a much quieter lif(14)A suitable title for the passage would beA. Campaigning on the Indian frontieB. Why the Pathans resented the British rulC. The popularity of rifles among the PathanD. The Pathans at wa(15)<Ahref="javascript:;"></A>The sentence “Museum is a slippery word” in the first paragraph means thatA. the meaning of the word didn’t change until after the l5th centurB. the meaning of the word had changed over the yearC. the Greeks held different concepts from the RomanD. princes and merchants added paintings to their collection(16)The idea that museum could mean a mountain or an object originates fromA. the RomanB. FlorencC. OlympiD. Gree(17)“．．．the skill of the fakers grew increasingly refined”in the third paragraph means thatA. there was a great demand for fakerB. fakers grew rapidly in numbeC. fakers became more skillfuD. fakers became more polit(18)Painting and sculptures on display in churches in the l5th century wereA. collected from elsewherB. made part of the buildingC. donated by peoplD. bought by churche(19)Modern museums came into existence in order toA. protect royal and church treasureB. improve existing collectionC. stimulate public interesD. raise more fund(20)Which is the main idea of the passage?A. Collection and collectorB. The evolution of museumC. Modern museums and their functionD. The birth of museumPART ⅢGENERAL KNOWLEDGE (10 MIN)(1)<Ahref="javascript:;"></A>(2)The capital of New Zealand isA. ChristchurcB. AucklanC. WellingtoD. Hamilto(3)Who were the natives of Australia before the arrival of the British settlers?A. The AborigineB. The MaorC. The IndianD. The Eskimo(4)The Prime Minister in Britain is head ofA. the Shadow CabineB. the ParliamenC. the OppositioD. the Cabine(5)Which of the following writers is a poet of the 20th century?A. ElioB. LawrencC. Theodore DreiseD. James Joyc(6)The novel For Whom the Bell Tolls is written byA. Scott FitzgeralB. William FaulkneC. Eugene O’NeilD. Ernest Hemingwa(7)__________is defined as an expression of human emotion which is condensed into fourteen lines.A. Free verseB. SonnetC. OdeD. Epigram(8)What essentially distinguishes semantics and pragmatics is the notion ofA. referencB. meaninC. antonymD. contex(9)The words “kid，child，off spring”are examples ofA. dialectal synonymB. stylistic synonymC. emotive synonymD. collocational synonym(10)The distinction between parole and langue was made byA. HallidaB. ChomskC. BloomfielD. SaussurPART ⅣPROOFREADING & ERROR CORRECTION (15MIN)(1)<Ahref="javascript:;"></ A><Ahref="javascript:;"></A>(2)根据材料，请在（2）处填上最佳答案。
2018-2019年专八（TEM8）真题、答案及听力原文（整理打印版）.do..
TEST FOR ENGLISH MAJORS (2006)-GRADE EIGHT-TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.Complete the gap-filling task, some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes.Meaning in Literature (2006)In reading literary works, we are concerned with the ―meaning‖ of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.I. Meaning is what is intended by (1) _________. (1) _________Apart from reading an author‘s work in question, readers need to1) read (2) __________by the same author; (2) _________2) get familiar with (3) __________ at the time; (3) _________3) get to know cultural values and symbols of the time.II. Meaning exists ―in‖ the text itself.1) some people‘s vi ew: meaning is produced by the formal propertiesof the text like (4)_______, etc. (4) _________2) speaker‘s view: meaning is created by both conventions of meaning and (5)______. (5) _________ Therefore, agreement on meaning could be created by common traditionsand conventions of usage. But different time periods and different(6) _____ perspectives could lead to different interpretations of meaning in a text. (6) _________III. Meaning is created by (7) __________. (7) _________1) meaning is (8) ___________; (8) _________2) meaning is contextual;3) meaning requires (9) ___________; (9) _________----practicing competency in reading ----practicing other competencies----background research in (10) ___________, etc. (10) _________ 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 colored answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green‘s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in___.A. the nature of work.B. office decoration.C. offi ce location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant. SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted to ______.A. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffi c controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government‘s plan to ______.A. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes thi s credit card different from conventional ones is ______.A. that it can hear the owner‘s voice.B. that it can remember a password.C. that it can identify the owner‘s voi ce.D. that it can remember the owner‘s PIN.10. The newly developed credit card is said to said to have all the following EXCEPT ______.A. switch.B. battery.C. speaker.D. built-in chip.PART II READING COMPREHENSION (30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow‘s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, effi cient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world‘s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a ―college education in a box‖ could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become ―if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?‖Co-editor Jennifer Gidley shows how tomorrow‘s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would fu nction much like today‘s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for fa culty, and in Gidley‘s view the most challenging and rewarding of all, would be as meaning-makers: charismati c sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specifi c real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be ―enrolled‖ in courses offered at virtual campuses on the Internet, between–or even during –sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University, ______.A. he is in favor of it.B. his view is balanced.C. he i s slightly critical of it.D. he is strongly critical of it.12.Whi ch of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. Internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mi ssion of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachers ______.A. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15.Whi ch category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory. Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no noti ce to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned. This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbors, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening servi ces.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn‘t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he‘d never seen must have been buried in those graves. He parked and walked to his mot her‘s grave, something he hadn‘t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father‘s study, sipping bad instant tea and receivi ng instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, R ay passed the water tower he‘d climbed twi ce, the second time with the police waiting below. He grimaced at his old high school, a place he‘d never visited since he‘d left it. Behind it was the football field where his brother Forres t had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression that ______.A. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray‘s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents was ______.A. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray‘s father was all EXCEPT ______.A. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down whi ch fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are al ways engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might passunarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and hi s valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for thes e glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy"to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20.The word debts in "very few debts are left unpaid" in the first paragraph means ______.A. loans.B. accountsC. killingsD. bargains.21.Whi ch of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomed ______.A. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would be ______.A. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's A cademy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before whi ch the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, whi ch became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostri ch eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of thenineteenth century, museum funding took off, allied to the rise of new wealth:London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence "Museum is a slippery word" in the first paragraph means that ______.A. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates from ______.A. the Romans.B. Florence.C. Olympia.D. Greek.27. "... the skill of the fakers grew increasingly refined" in the third paragraph means that ______.A. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century were ______.A. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order to ______.A.protect royal and church treasures.B.improve existing collections.C.stimulate public interest.D.raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.PART III GENERAL KNOWLEDGE(10 MIN)There are ten multiple-choice questions in this section. Choose the best answers to each question. Mark your answers on your colored answer sheet.31.The Presidents during the American Civil War was______.A. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand is______.A. ChristchurchB. AucklandC. WellingtonD. Hamilton33. Who were the natives of Australia before the arrival of the British settlers?A. The AboriginesB. The MaoriC. The IndiansD. The Eskimos34. The Prime Minister in Britain is head of______.A. the Shadow CabinetB. the ParliamentC. the OppositionD. the Cabinet35. Which of the following writers is a poet of the 20th century?A. T. S. EliotB. D. H. LawrenceC. Theodore DreiserD. James Joyce36. The novel For Whom the Bell Tolls is written by______.A. Scott FitzgeraldB. William FaulknerC. Eugene O'NeilD. Ernest Hemingway37. _____ i s defined as an expression of human emotion which is condensed into fourteen linesA. Free verseB. SonnetC. OdeD. Epigram38. What essentially distinguishes semanti cs and pragmatics i s the notion of______.A. referenceB. meaningC. antonymyD. context39. The words "kid, child, offspring" are examples of______.A. dialectal synonymsB. stylistic synonymsC. emotive synonymsD. collocational synonyms40. The distinction between parole and langue was made by______.A. HallidayB. ChomskyC. BloomfieldD. SaussurePART IV PROOFREADING & ERROR CORRECTION (15 MIN)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE wor d is involved You should proof, read 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 pro-vided at the end of the line.For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be mi ssing 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 blank provided at the end of the line.EXAMPLEWhen ^ art museum wants a new exhibit, (1)________it never buys things in finished form and hangs (2)________them on the wall. When a natural history museumwants an exhibition, it must often build it. (3)________We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as (1)________。
专八听力真题及复习资料
TEST FOR ENGLISH MAJORS (2006)2006年专业八级听力真题及答案PARTI LISTENING COMPREHESIONSectio n A Mi ni-lectureMeaning ii I.ik nitnrcIn reading iitt?ran r wurk< e ai*e cone 已宦己山 with the '"meaning (ine litwrarv 卩叱ce ar another. Ikiwevec,finding nut what some thing really moans is u difiicuit issue.There ire ihnee ways to tsickle meaning in literature.L Mi'iining is lvtiat k intended by (1) _______ +Apart from reading an authors working m qucstioiu readers need to1) read (2) ____ by tfc samt author, 2) get familiar wnli (3) ____ 曲 rhe rime. 3) 岸et 讪 know culmr.J waluys. and symbok ufthe linuL IL Aleanin^ exists Hn r thv text itself.1) some people's view meaning is produced by the foimal propertiesof die text Iikje44) __ .etc. 2) speaker's 祈网 meaning 址 created by both converrioris of meaningmd(5> . I hereiorb, agreement i )n meaning COLE I d be created by CAJinnLimmiditions und conventions of usa^e. But dififerem timeperieds &iiiHeTent(6| _____ perspeclivtw could lent! toJiHerent interpreiatioi^ of meaninu in ccmkxt.1IL Meaning is created bv(7) , 1》meaning is(8) ____ - 2) meaning is conicstual3) meaning rei]iiires (9) ___ . —PriiuticiFi 吕 <xjni 卩弋ttjn 巧：in rcLidin^一jwatticiny oth?r cwnipctcnti^—l )tickgruimd re^dich in (ID] ____ ,etc. Sectio n B In terviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questi ons that follow. Mark the correct an swer to each questi on on your coloured an swer sheet.Questio ns 1 to 5 are based on an in terview. At the end of the in terview you will be give n 10 sec onds to an swer each of the followi ng five questi ons. Now liste n to the in terview.1. Which of the following statements is TRUE about Miss Green' s university days?A. She felt bored.B. She felt Ion ely.C. She cherished them.D. The subject was easy. 2. Which of the followi ng is NOT part of her job with the Departme nt of Employme nt?A. Doing surveys at workplace.B. Analyzing survey results.(1) ___________ (2) ___________ ⑶ ______________(4) _____________ ⑸ ⑹ _____________ ⑺ _____________ ⑻ _____________ ⑼ _____________ (10) _____________C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainlyabout the city government ' s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote adva need tech no logy.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner ' s voice.B. that it can remember a password.C. that it can identify the owner ' s voice.D. that it can remember the owner ' s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.听力原文Part 1, Listening ComprehensionSECTION A MINI-LECTUREGood morning! In today's lecture we shall discuss what meaning is in literary, works. Whenwe read no vels, poems, etc. , we in variably ask ourselves a questi on — that is, what does thewriter mean here? In other words, we are in terested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean or what its real meaning is? I'd like to discuss three ways to explain what meaning is.No. 1, meaning is what is inten ded by the author. ( Q1)No. 2, meaning is created by and contained in the text itself.And No. 3 , meaning is created by the reader.Now, let's take a look at the first approach —that is, meaning is what is inten ded by theauthor. Does a work of literature mean what the author intended to mean? And if so, how canwe tell? If all the evidenee we have is the text itself and nothing else, we can only guess whatideas the author had accord ing to our un dersta nding of literature and world. In order to havea better idea of what one par? ticular author means in one of his works; I suggest that you do the followi ng: First, go to the library and read other works by the same author. ( Q2)Second get to know someth ing about what sort of meanings seem to be com mon in literary works in that particular tradition and .at that time. In other words, we need to find out what the literary trends were in those days. ( Q3)And last, get to know what were the cultural values and symbols of the time. I guess you can un dersta nd the author's meaning much more clearly after you do the related backgro und research.Now, let's move on to the sec ond approach to meaning —that is, meaning is created by andcon? tained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal prop? erties of the text like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, ( Q4) so that any educated or compete nt reader will inevitably come to more or less the same interpretation as any other. As. far as I am concern ed, the meaning is not only to be found in the literary traditi ons and grammatical conven tio ns of meaning but also in the cultural codes which have bee n han ded dow n from gen erati on to gen erati on. ( Q5) So whe n we and other readers, in clu? ding the author as well,are said to come up with similar in terpretati ons. That ki nd of agreeme nt could be created by com mon traditi ons and conven ti ons of usage, practice and in terpretati on. In other words, we have some kind of shared bases for the same in terpretati on, but that does not mean that readers agree on the meaning all the time. In differe nt time periods, with differe nt cultural perspec? tives, in cludi ng class, belief and world view, readers, I mean compete nt readers, can arrive at dif? ferent in terpretati ons of tdxts: ( Q6) So meaning in the text is determ ined by how readers see it. It is not contained in the text in a fixed way.Now, the third approach to meaning —that is, meaning is created by the reader. ( Q7) Doesthe mea ning the n exist in the reader's resp on se? In a sen se, this is in escapable. Meaningexists only in so far as it means to some one , and literary works are writte n in order to evokesets of responses in the reader. This leads us to consider three essential issues.The first is ——meaning is social ——(Q8) that is, la nguage and conven ti ons work only a sharedmeaning and our way of viewing the world can exist only a shared or sharable. Similarly, when we read a text, we are participating in social or cultural meaning, so a response to a piece of literary work is not merely an in dividual thing but is part of culture and history.Second, meaning is con textual. If you cha nge the con text, you ofte n cha nge the meaning.And last, meaning requires reader compete ncy. ( Q9) Texts con structed as literature have their own ways of expressi ons or sometimes we say styles. And the more we know of them, the more we can un dersta nd the text. Con seque ntly, there is in regard to the questi on of meaning; the matter of reader competency as it is called the experience and knowledge of comprehe nding literary texts. Your professors might i nsist that you practice and improve compete ncy in read ing and they might also in sist that you in terpret meaning in the con text of the whole work. But you may have to lear n other compe? ten cies too. For in sta nce, inreading Mulk Raj Anand's The Untouchables' you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and pers onal in flue nces Mulk Raj Anand came un? der whe n con struct ing the imag in ative world of the short no vel. ( Q10) Ok , you may see that this i? dea that meaning requires compete ncy in readi ng in fact brings us back to the historically situated un?dersta ndings of an author and his works as we men ti oned earlier inthis lecture, to differe nt conven? tions and ways of readi ng and writi ng and to the point thatmeaning requires a negotiation between cultural meanings across time, culture, class, etc.As readers, you have in fact acquired a good deal of compete ncy already but you shouldacquire more. The esse ntial point of this lecture is that mean? ing in literature is aphe nomenon that is not easily located, that meaning is historical, social and de? rived fromthe traditi ons of readi ng and thinking and un dersta nding of the world that you are educated about. Thank you for your atte nti on!SECTION B INTERVIEWIn terviewer: Well, I see from your resume , Miss Gree n, that you studied at the uni versity college. How did you find there?Miss Gree n: I had a great time. The teach ing there was good and I made a lot of frien ds. The psy? chology department was a great place to be. ( Q1)In terviewer: How come you chose psychology?Miss Gree n: Well, at first I did n't have any clear idea of what I wan ted to do after uni versity.I guess I've just always bee n in terested in people and the way they act. I wan ted to know why people thi nk and act the way they do. It's a fasci nat ing area.In terviewer: And what was the course like?.Miss Gree n: Good. The teachers were all really nice and they had the special approach to teach ing. You know they did n't just give us lectures and tell us to read books like they might do in some more traditional places. The whole course was based on the problem-solving ap? proach. You know they described a pai-ticular situation to us and we discuss what might happe n. And after that we do some readi ng and see if it con firmed our own ideas. That's what I liked best —the really practical orie ntatio n of the course. I lear nt very wellwith that style.So for me, it was just great. ( Q1)In terviewer: I see from your resume that you graduated about four years ago and after that... let me see...Miss Gree n:l got a job with the Departme nt of Employme nt. It was only a temporary thi ng for about five mon ths. I was a researcher in the departme nt. We desig n a survey, go out to the factories, and ask all the questions to the workers and the management , then go back to theoffice, analyze all the data and produce a report. ( Q2) It was quite interesting and I guessed the psychology course atcollege helped me a lot.In terviewer:A nd after that you worked for three years in an Advertis ing Age ncy. That mustbe a bit of cha nge from the Departme nt of Employme nt, was n't it?Miss Gree n: Well, not really. I supposed the office furnishings were a bit more sophisticated,but the work was quite, similar. I was basically still doing the same thing — desig ningques? tionnaires, going out, asking questions and writing reports. The only differenee wasthat this time I was n't ask ing people about their work. I was ask ing them what kind ofsham? poo they bought and if they preferred brand X to brand Y. ( Q3) Then I make up are? port and the agency would use the information in the advertising campaigns. I enjoyed my work a lot.In terviewer: So why did you decide to leave?Miss Green :.Three years is a long time to be asking people those sorts of questions about shampoo and drinks. No. Seriously , after two years I was in charge of the research departme nt of the age ncy and」had one assista nt researcher.I guess after two years of doing that, I sup? pose I felt, you kno w, I can do this well. And now I want to do someth ing else that's a little differe nt. And there was no where for me to go in side the compa ny. It just was n't challe nging for me any more and because I n eeded a challe nge, I decided to move on.(Q4) When I heard about the positi on of senior researcher here, I thought that's exactlywhat I want —the cha nee to comb ine my man ageme nt skills and my research in terests working in a much larger department with more varied work.In terviewer: And you felt that the job descripti on and our advertiseme nt would offer you thekind of challe nge you're look ing for?Miss Gree n:Exactly. Yes. As I said, man ageme nt in a larger orga ni zati on and researchcomb in ed. Also to be hon est with you, I heard about the job before it was advertised. A friend of mine, who works here, Mark Austen, told me a few weeks ago that you were looking for some one to take over the job. He described the positi on to me in quite a bit of detail. And I thought, "Well, , that's exactly what I'm looking for. " So really I'd written my let?applicati on before the job was even advertised. In terviewer: I should tell you that with the prese nt cutbacks, we've only got one full-timeadm ini ster assista nt in the sect ion. How would you feel about doing your own word process ing, photocopy ing, that sort of thi ng?Miss Gree n: Oh, I'm used to that. I've done all my own word process ing for ages. It's the only way towrite really , is n't it? I can type well about 60 words a mi nute. I did a secretarial course after I leftschool, so I learnt typing in short hand. Then a few years later, I bought a PC and I lear nt how to doword process ing, too. ( Q5 )In terviewer: Well , that's han dy. Now in the positi on you've applied for , you'd have five to six assis?tant researchers responsible to you. That's considerably more responsibility than you've had before. Soyou're obviously ambitious. And as you said, you like challe nge. I was wondering what you see yourselfdoing in, say, five or ten years on the track.Miss Green:Oh, that is a difficult question. Let me try to answer your question in this way.I'm-par? ticularly interested in experimental design and also in teaching. I'd like to continuethe orga ni zati on and pla nning site of research, but do some teach ing, too. I know that you havelecturers here who do just that sort of thi ng — some practical worker and someun? dergraduate and postgraduate teaching. So that's what I really be aiming for lec? turer here as well.( Q5 ) In terviewer: Well, that is certa inly a career path that we'd en courage you to follow. But of course it might be n ecessary to upgrade your prese nt qualificati ons first. I see from your resume that you've enrolled in an M. A. in experimental psychology. Could you tell me a bit about the courses you're pla nning to fake?ter of—to be aSECTION C NEWS BROADCASTNews Item 1 (for questions 6 and 7)A man stole a small aircraft at gunpoint Sun day and flew it over dow ntow n Fran kfurt, circli ng skyscrapets and threate ning tp crash into the Europea n Cen tral Bank. He Ian ded safely after abouttwo hours and was arrested.The man told a televisi on statio n he wan ted to call atte nti on to Judith Resnik, a U. S. astr on autkilled in the 1986 post-lau nch explosi on of the space shuttle Challe nger. ( Q6) Military jets chased the stolen , two-seat motorized glider as the man began circling slowly aboveFran kfurt's banking dis? trict. Thousa nds of people were evacuated from the mai n railwaystatio n, two opera houses and sever? al skyscrapers. Police ide ntified the man as a31-year-old Germa n stude nt from Darmstadt, a city about 25 miles south of Fran kfurt. In radio con tact with air traffic con trollers , the man threate ned to crash into the. Europea n Cen tral Bank headquarters uni ess he was allowed the TV in terview as well as a call to Baltimore. ( Q7 ) He later said he wan ted to commit suicide by plunging the pla ne into the Maine River. It was unclear if the man was forced to land or talked down. Air trafficcon trollers and a police psychologist had bee n in con tact with him.News Item 2 (for questio n 8)Shan ghai pla ns to build a vast un dergro und n etwork of malls , restaura nts and park ing lots to make up for a lack of space above ground accord ing to a recent gover nment report. ( Q8 )The developme nt will cover 600,000 square meters , the equivale nt of 120 soccer fields, spread across four un dergr ound floors, the city gover nment reported on its website. The city is accepting bids from builders. Shanghai has about 20 million people , plus factories , office towers and high-rise apartments , crowded into a small triangular territory near the mouth of the Yan gtze River. The pla ns called for the project due to be fini shed by 2006 to expa nd exist ing facilities scattered along Shan ghai subway system. The project will n eed adva need tech no logy to supply fresh air and en sure safety.But the biggest concern is the stability off the soil un der the city. Shan ghai is sinking by 1.5 cen timeters a year. Lands subside nee has bee n aggravated by over-pump ing ofun dergro und water and the con struct ion of thousa nds of high-rise buildi ngs. Shan ghai's foundations are built on soft soil. So building multi-storey spaces underground would be like diggi ng holes in the piece of bea n curd, the gover nment report says. The difficulties are easy to see.News Item 3 (for questi ons 9 and 10)A credit card that only works whe n it hears its own er's voice has bee n developed by USscien? tists. Researchers hope that the device, which comes with a built-in voice recognition chip and mi? croph one will be a weap on in the battle aga inst credit card fraud. ( Q9) Even ifthieves know a card's password and personal identification number, they will still have to copy the own er's voice accurate? ly. The trial card was created by scie ntists at B Card inCalifornia, US. The first vers ion is 3 times as thick as a no rmal credit card, but researchers believe smaller chips will allow the card to slim dow n to a more conven ti onal size. The card is appare ntly the first to put a voice recog niti on chip, 'a micro? phone speaker and battery into a creditcard. ( Q10) To use the card, the owner first presses a but?prompt: say your password. If the password is correct and spoke n by the right per? card emits an identification signal which is processed by a computer connected to the ton and hears theson, theIn ter? n et. Researchers hope to get the card to han dle ten tran sact ions per day for two years before its non- replaceable battery runs out.参考答案：Sectio n A Mi ni-lecture1.the author2.other works3.literary trends4. grammar,diction or uses of image5. cultural codes6. cultural7. the reader8. social9. reader compete ncy10. social sructure,traditi ons of writi ng or political cultural in flue nces,etc.Sectio n B In terview1-5 CDDDASectio n C News Broadcast6-10 DCBCA。
2006-2009年英语专业八级考试真题与参考答案
2009年英语专业八级考试真题与参考答案PARTI LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the lecture ONCE ONL Y Whilelistening, take notes on the important points. Your notes will not be marked, but you will needthem to complete a gap-filling task after the mini-lecture. When the lecture is over, you will begiven two minutes to check your notes, and another ten minutes to complete the gap-fillingtask on ANSWER SHEET ONE. Use the blank sheet for note-taking.Writing Experimental ReportsI.Content of an experimental report, e.g.--- study subject/ area--- study purpose--- ____1____II.Presentation of an experimental report--- providing details--- regarding readers as _____2_____III.Structure of an experimental report--- feature: highly structured and ____3____--- sections and their content:INTRODUCTION ____4____; why you did itMETHOD how you did itRESULT what you found out____5____ what you think it showsIV. Sense of readership--- ____6____: reader is the marker--- ____7____: reader is an idealized, hypothetical, intelligent person with little knowledge of your study --- tasks to fulfill in an experimental report:⏹introduction to relevant area⏹necessary background information⏹development of clear arguments⏹definition of technical terms⏹precise description of data ____8____V. Demands and expectations in report writing--- early stage:⏹understanding of study subject/area and its implications⏹basic grasp of the report’s format--- later stage:⏹____9____ on research significance--- things to avoid in writing INTRODUCTION:⏹inadequate material⏹____10____ of research justification for the studySECTION B INTERVIEWIn this section you will hear everything ONCE ONL Y. Listen carefully and then answer thequestions 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 10seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is CORRECT?A. Toastmasters was originally set up to train speaking skills.B. Toastmasters only accepts prospective professional speakers.C. Toastmasters accepts members from the general public.D. Toastmasters is an exclusive club for professional speakers.2. The following are job benefits by joining Toastmasters EXCEPTA. becoming familiar with various means of communication.B. learning how to deliver messages in an organized way.C. becoming aware of audience expectations.D. learning how to get along with friends.3. Toastmasters' general approach to training can be summarized asA. practice plus overall training.B. practice plus lectures.C. practice plus voice training.D. practice plus speech writing.4. Toastmasters aims to train people to be all the following EXCEPTA. public speakers.B. grammar teachers.C. masters of ceremonies.D. evaluators.5. The interview mainly focuses onA. the background information.B. the description of training courses.C. the requirements of public speaking.D. the overall personal growth.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONL Y. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 are'based on the foUowing news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.6. Which of the following is the main cause of global warming?A. Fossil fuel.B. Greenhouse gases.C. Increased dryness.D. Violent storm patterns.7. The news item implies that ______ in the last report.A. there were fewer studies doneB. there were fewer policy proposalsC. there was less agreementD. there were fewer objectivesQuestions 8 and 9 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.8. The cause of the Indian train accident wasA. terrorist sabotage.B. yet to be determined.C. lack of communications.D. bad weather.9. Which of the following statements is CORRECT?A. The accident occurred on a bridge.B. The accident occurred in New Delhi.C. There were about 600 casualties.D. Victims were rescued immediately.Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.10. What is the main message of the news item?A. Young people should seek careers advice.B. Careers service needs to be improved.C. Businesses are not getting talented people.D. Careers advice is not offered on the Intemet.PART II READING COMPREHENSION (30 MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AWe had been wanting to expand our children's horizons by taking them to a place that was unlike anything we'd been exposed to during our travels in Europe and the United States. In thinking about what was possible from Geneva, where we are based, we decided on a trip to Istanbul, a two-hour plane ride from Zurich.We envisioned the trip as a prelude to more exotic ones, perhaps to New Delhi or Bangkok later this year, but thought our 11- and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.What we didn't foresee was the reaction of friends, who warned that we were putting our children "in danger," referring vaguely, and most incorrectly, to disease, terrorism or just the unknown. To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose what they were particularly interested in seeing, we bought an excellent guidebook and read it thoroughly before leaving.Friendly warnings didn't change our planning, although we might have more prudently checked with the U.S. State Department's list of troublespots. We didn't see a lot of children among the foreign visitors during our six-day stay in Istanbul, but we found the tourist areas quite safe, very interesting and varied enough even to suit our son, whose oft-repeated request is that we not see "every single" church and museum in a given city.V accinations weren't needed for the city, but we were concemed about adapting to the water for a short stay. So we used bottled water for drinking and brushing our teeth, a precaution that may seem excessive, but we all stayed healthy.Taking the advice of a friend, we booked a hotel a 20-minute walk from most of Istanbul's major tourist sites. This not only got us some morning exercise, strolling over the Karakoy Bridge, but took us past a colorful assortment of fishermen, vendors and shoe shiners.From a teenager and pre-teen's view, Istanbul street life is fascinating since almost everything can be bought outdoors. They were at a good age to spend time wandering the labyrinth of the Spice Bazaar, where shops display mounds of pungent herbs in sacks. Doing this with younger children would be harder simply because the streets are so packed with people; it would be easy to get lost.For our two, whose buying experience consisted of department stores and shopping mall boutiques, it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one. They also learned to figure out the relative value of the Turkish lira, not a small matter with its many zeros.Being exposed to Islam was an important part of our trip. Visiting the mosques, especially the enormous Blue Mosque, was our first glimpse into how this major religion is practiced. Our children's curiosity already had been piqued by the five daily calls to prayer over loudspeakersin every corner of the city, and the scarves covering the heads of many women.Navigating meals can be troublesome with children, but a kebab, bought on the street or in restaurants, was unfailingly popular. Since we had decided this trip was not for gourmets, kebabs spared us the agony of trying to find a restaurant each day that would suit the adults' desire to trysomething new amid children's insistence that the food be served immediately. Gradually, we branched out to try some other Turkish specialties.Although our son had studied Islam briefly, it is impossible to be prepared for every awkward question that might come up, such as during our visits to the Topkapi Sarayi, the Ottoman Sultans' palace. No guides were available so it was do-it-yourself, using our guidebook, which cheated us of a lot of interesting history and anecdotes that a professional guide could provide. Next time, we resolved to make such arrangements in advance.On this trip, we wandered through the magnificent complex, with its imperial treasures, its courtyards and its harem. The last required a bit of explanation that we would have happily lef~ to a learned third party.11. The couple chose Istanbul as their holiday destination mainly becauseA. the city is not too far away from where they lived.B. the city is not on the list of the U.S. State Department.C. the city is between the familiar and the exotic.D. the city is more familiar than exotic.12. Which of the following statements is INCORRECT?A. The family found the city was exactly what they had expected.B. Their friends were opposed to their holiday plan.C. They could have been more cautious about bringing kids along.D. They were a bit cautious about the quality of water in the city.13. We learn from the couple's shopping experience back home thatA. they were used to bargaining over price.B. they preferred to buy things outdoors.C. street markets were their favourite.D. they preferred fashion and brand names.14. The last two paragraphs suggest that to visit places of interest in IstanbulA. guidebooks are very useful.B. a professional guide is a must.C. one has to be prepared for questions.D. one has to make arrangements in advance.15. The family have seen or visited all the following in Istanbul EXCEPTA. religious prayers.B. historical buildings.C. local-style markets.D. shopping mall boutiques.TEXT BLast month the first baby-boomers turned 60. The bulky generation born between 1946 and 1964 is heading towards retirement. The looming "demographic cliff" will see vast numbers of skilled workers dispatched from the labour force.The workforce is ageing across the rich world. Within the EU the number of workers aged between 50 and 64 will increase by 25% over the next two decades, while those aged 20-29 will decrease by 20%. In Japan almost 20% of the population is already over 65, the highest share in the world. And in the United States the number of workers aged 55-64 will have increased by more than half in this decade, at the same time as the 35- to 44-year-olds decline by 10%.Given that most societies are geared to retirement at around 65, companies have a looming problem of knowledge management, of making sure that the boomers do not leave before they have handed over their expertise along with the office keys and their e-mail address. A survey of human-resources directors by IBM last year concluded: "When the baby-boomer generation retires, many companies will find out too late that a career's worth of experience has walked out the door, leaving insufficient talent to fill in the void."Some also face a shortage of expertise. In aerospace and defence, for example, as much as40% of the workforce in some companies will be eligible to retire within the next five years. At the same time, the number of engineering graduates in developed countries is in steep decline.A few companies are so squeezed that they are already taking exceptional measures. Earlier this year the Los Angeles Times interviewed an enterprising Australian who was staying in Beverly Hills while he tried to persuade locals to emigrate to Toowoomba, Queensland, to work for his engineering company there. Toowoomba today; the rest of the developed world tomorrow?If you look hard enough, you can find companies that have begun to adapt the workplace to older workers. The AARP, an American association for the over-50s, produces an annual list of the best employers of its members. Health-care firms invariably come near the top because they are one of the industries most in need of skilled labour. Other sectors similarly affected, says the Conference Board, include oil, gas, energy and government.Near the top of the AARP's latest list comes Deere & Company, a no-nonsenseindustrial-equipment manufacturer based in Illinois; about 35% of Deere's 46,000 employees are over 50 and a number of them are in their 70s. The tools it uses to achieve that - flexible working, telecommuting, and so forth - also coincidentaUy help older workers to extend their working lives. The company spends "a lot of time" on the ergonomics of its factories, making jobs there less tiring, which enables older workers to stay at them for longer.Likewise, for more than a decade, Toyota, arguably the world's most advanced manufacturer, has adapted its workstations to older workers. The shortage of skilled labour available to the automotive industry has made it unusually keen to recruit older workers. BMW recently set up a factory in Leipzig that expressly set out to employ people over the age of 45. Needs must when the devil drives.Other firms are polishing their alumni networks. IBM uses its network to recruit retired people for particular projects. Ernst & Young, a professional-services firm, has about 30,000 registered alumni, and about 25% of its "experienced" new recruits are former employees who return after an absence.But such examples are unusual. A survey in America last month by Ernst & Young found that "although corporate America foresees a significant workforce shortage as boomers retire, it is not dealing with the issue." Almost three-quarters of the 1,400 global companies questioned by Deloitte last year said they expected a shortage of salaried staff over the next three to five years. Yet few of them are looking to older workers to fill that shortage; and even fewer are looking to them to fill another gap that has already appeared. Many firms in Europe and America complain that they struggle to find qualified directors for their boards - this when the pool of retired talent from those very same firms is growing by leaps and bounds.Why are firms not working harder to keep old employees? Part of the reason is that the crunch has been beyond the horizon of most managers. Nor is hanging on to older workers the only way to cope with a falling supply of labour. The participation of developing countries in the world economy has increased the overall supply - whatever the local effect of demographics in the rich countries. A vast amount of work is being sent offshore to such places as China and India and more will go in future. Some countries, such as Australia, are relaxing their immigration policies to allow much needed skills to come in from abroad. Others will avoid the need for workers by spending money on machinery and automation.16. According to the passage, the most serious consequence of baby-boomers approachingretirement would beA. a loss of knowledge and experience to many companies.B. a decrease in the number of 35- to 44- year-olds.C. a continuous increase in the number of 50-to 64-year-olds.D. its impact on the developed world whose workforce is ageing.17. The following are all the measures that companies have adopted to cope with the ageingworkforce EXCEPTA. making places of work accommodate the needs of older workers.B. using alumni networks to hire retired former employees.C. encouraging former employees to work overseas.D. granting more convenience in working hours to older workers.18. "The company spends 'a lot of time' on the ergonomics of its factories" (Paragraph Seven)means thatA. the company attaches great importance to the layout of its factories.B. the company improves the working conditions in its factories.C. the company attempts to reduce production costs of its factories.D. the company intends to renovate its factories and update equipment.19. In the author's opinion American firms are not doing anything to deal with the issue of theageing workforce mainly becauseA. they have not been aware of the problem.B. they are reluctant to hire older workers.C. they are not sure of what they should do.D. they have other options to consider.20. Which of the following best describes the author's development of argument?A. introducing the issue---citing ways to deal with the issue---~describing the actualstatus---offering reasons.B. describing the actual status--- introducing the issue---citing ways to deal with theissue---offering reasons.C. citing ways to deal with the issue---introducing the issue----describing the actualstatus---offering reasons.D. describing the actual status--offering reasons---introducing the issue---citing ways todeal with the issue.TEXT C(1) The other problem that arises from the employment of women is that of the working wife.It has two aspects: that of the wife who is more of a success than her husband and that of the wifewho must rely heavily on her husband for help with domestic tasks. There are various ways inwhich the impact of the first difficulty can be reduced. Provided that husband and wife are not in thesame or directly comparable lines of work, the harsh fact of her greater success can be obscured by agenial conspiracy to reject a purely monetary measure of achievement as intolerably crude. Wherethere are ranks, it is best if the couple work in different fields so that the husband can find somespecial reason for the superiority of the lowest figure in his to the most elevated in his wife's.(2) A problem that affects a much larger number of working wives is the need to re-allocatedomestic tasks if there are children. In The Road to Wigan Pier George Orwell wrote of theunemployed of the Lancashire coalfields: "Practically never ... in a working-class home, will yousee the man doing a stroke of the housework. Unemployment has not changed this convention,which on the face of it seems a little unfair. The man is idle from morning to night but the woman isas busy as ever - more so, indeed, because she has to manage with less money. Yet so far as myexperience goes the women do not protest. They feel that a man would lose his manhood if, merelybecause he was out of work, he developed in a 'Mary Ann'."(3) It is over the care of young children that this re-allocation of duties becomes reallysignificant. For this, unlike the cooking of fish fingers or the making of beds, is an inescapablytime-consuming occupation, and time is what the fully employed wife has no more to spare of thanher husband.(4) The male initiative in courtship is a pretty indiscriminate affair, something that is tried onwith any remotely plausible woman who comes within range and, of course, with all degrees oftentativeness. What decides the issue of whether a genuine courtship is going to get under way is thewoman's response. If she shows interest the engines of persuasion are set in movement. The truth isthat in courtship society gives women the real power while pretending to give it to men.(5) What does seem clear is that the more men and women are together, at work and awayfrom it, the more the comprehensive amorousness of men towards women will have to go, despiteall its past evolutionary services. For it is this that makes inferiority at work abrasive and, moreindirectly, makes domestic work seem unmanly, if there is to be an equalizing redistribution ofeconomic and domestic tasks between men and women there must be a compensating redistributionof the erotic initiative. If women will no longer let us beat them they must allow us to join them asthe blushing recipients of flowers and chocolates.21. Paragraph One advises the working wife who is more successful than her husband toA. work in the same sort of job as her husband.B. play down her success, making it sound unimportant.C. stress how much the family gains from her high salary.D. introduce more labour-saving machinery into the home.22. Orwell's picture of relations between man and wife in Wigan Pier (Paragraph Two) describes arelationship which the author of the passageA. thinks is the natural one.B. wishes to see preserved.C. believes is fair.D. is sure must change.23. Which of the following words is used literally, NOT metaphorically?A. Abrasive (Paragraph Five).B. Engines (Paragraph Four).C. Convention (Paragraph Two).D. Heavily (Paragraph One).24. The last paragraph stresses that if women are to hold important jobs, then they mustA. sometimes make the first advances in love.B. allow men to flirt with many women.C. stop accepting presents of flowers and chocolates.D. avoid making their husbands look like "Mary Anns".25. Which of the following statements is INCORRECT about the present form of courtship?A. Men are equally serious about courtship.B. Each man "makes passes" at many women.C. The woman's reaction decides the fate of courtship.D. The man leaves himself the opportunity to give up the chase quickly.TEXT DFrom Namche Bazaar, the Sherpa capital at 12,000 feet, the long line threaded south, dropping 2,000 feet to the valley floor, then trudged down the huge Sola-Khumbu canyon until it opened out to the lush but still daunting foothills of Central Nepal.It was here at Namche that one man broke rank and leaned north, slowly and arduously climbing the steep walls of the natural amphitheater behind the scatter of stone huts, then past Kunde and Khumjong.Despite wearing a balaclava on his head, he had been frequently recognized by the Tibetans, and treated with the gravest deference and respect. Even among those who knew nothing about him, expressions of surprise lit up their dark, liquid eyes. He was a man not expected to be there.Not only was his stature substantially greater than that of the diminutive Tibetans, but it was also obvious from his bearing - and his new broadcloak, which covered a much-too-tight army uniform - that he came from a markedly loftier station in life than did the average Tibetan. Among a people virtually bereft of possessions, he had fewer still, consisting solely of a rounded bundle about a foot in diameter slung securely by a cord over his shoulder. The material the bundle was wrapped in was of a rough Tibetan weave, which did not augur that the content was of any greater value - except for the importance he seemed to ascribe to it, never for a moment releasing his grip.His objective was a tiny huddle of buildings perched halfway up an enormous valley wall across from him, atop a great wooded spur jutting out from the lower lap of the 22,493-foot Ama Dablum, one of the most majestic mountains on earth. There was situated Tengboche, the most famous Buddhist monastery in the Himalayas, its setting unsurpassed for magnificence anywhere on the planet.From the top of the spur, one's eyes sweep 12 miles up the stupendous Dudh Kosi canyonto the six-mile-long granite wall of cliff of Nuptse at its head. If Ama Dablum is the Gatekeeper,then the sheer cliff of Nuptse, never less than four miles high, is the Final Protector of the highest and mightiest of them all: Chomolongma, the Mother Goddess of the World, to the Tibetans; Sagarmatha, the Head of the Seas, to the Nepalese; and Everest to the rest of us. And over the great barrier of Nuptse She demurely peaks.It was late in the afternoon - when the great shadows cast by the colossal mountains were descending into the deep valley floors - before he reached the crest of the spur and shuffled to a stop just past Tengboche's entrance gompa. His chest heaving in the rarefied air, he removed his hand from the bundle--the first time he had done so - and wiped grimy rivulets of sweat from around his eyes with the fingers of his mitted hand.His narrowed eyes took in the open sweep of the quiet grounds, the pagoda-like monastery itself, and the stone buildings that tumbled down around it like a protective skirt. In the distance the magic light of the magic hour lit up the plume flying off Chomolongma's 29,029-foot-high crest like a bright, welcoming banner.His breathing calmed, he slowly, stiffly struggled forward and up the rough stone steps to the monastery entrance. There he was greeted with a respectful nameste -"I recognize the divine in you" - from a tall, slim monk of about 35 years, who hastily set aside a twig broom he had been using to sweep the flagstones of the inner courtyard. While he did so, the visitor noticed that the monk was missing the small finger on his left hand. The stranger spoke a few formal words in Tibetan, and then the two disappeared inside.Early the next morning the emissary - lightened of his load - appeared at the monastery entrance, accompanied by the same monk and the elderly abbot. After a bow of his head, which was returned much more deeply by the two ocher-robed residents, he took his leave. The two solemn monks watched, motionless, until he dipped over the ridge on which the monastery sat, and out of sight.Then, without a word, they turned and went back inside the monastery.26. Which of the following words in Paragraph One implies difficulty in walking?A. "threaded".B. "dropping".C. "trudged".D. "daunting".27. In the passage the contrast between the Tibetans and the man is indicated in all the followingaspects EXCEPTA. clothing.B. height.C. social status.D. personal belongings.28. It can be inferred from the passage that one can get ______ of the region from themonastery.A. a narrow viewB. a hazy viewC. a distant viewD. a panoramic view29. Which of the following details shows that the man became relaxed after he reached themonastery?A. "...he reached the crest of the spur and shuffled to a stop..."B. "...he removed his hand from the bundle..."C. "His narrowed eyes took in the open sweep of the quiet grounds..."D. "...he slowly, stiffly struggled forward and up the rough stone steps..."30. From how it is described in the passage the monastery seems to evokeA. a sense of awe.B. a sense of piety.C. a sense of fear.D. a sense of mystery.PART III GENERAL KNOWLEDGE (10 MIN)There are ten multiple-choice questions in this section. Choose the best answer to each question. Mark your answers on your coloured answer sheet.31. The Head of State of New Zealand isA. the governor-general.B. the Prime Minister.C. the high commissioner.D. the monarch of the United Kingdom.32. The capital of Scotland isA. Glasgow.B. Edinburgh.C. Manchester.D. London.33. Who wrote the Declaration of Independence and later became the U.S. President?A. Thomas Jefferson.B. George Washington.C. Thomas Paine.D. John Adams.34. Which of the following cities is located on the eastern coast of Australia?A. Perth.B. Adelaide.C. Sydney.D. Melbourne.35. Ode to the West Windwas written byA. William Blake.B. William Wordsworth.C. Samuel Taylor Coleridge.D. Percy B. Shelley.36. Who among the following is a poet of free verse?A. Ralph Waldo Emerson.B. Walt Whitman.C. Herman MelvilleD. Theodore Dreiser.37. The novel Sons andLovers was written byA. Thomas Hardy.B. John Galsworthy.C. D.H. Lawrence.D. James Joyce.38. The study of the mental processes of language comprehension and production isA. corpus linguistics.B. sociolinguistics.C. theoretical linguistics.D. psycholinguistics.39. A special language variety that mixes languages and is used by speakers of different languagesfor purposes of trading is calledA. dialect.B. idiolect.。
2006年专业英语八级考试试题与答案（4）
TEXT C Campaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might pass unarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and his valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population. Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for these glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced. The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back （which after all was no more than fair）, but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy" to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source. 20. The word debts in "very few debts are left unpaid" in the first paragraph means A．loans. B． accounts C．killings D．bargains. 21. Which of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys. 22. According to the passage, the Pathans welcomed A. the introduction of the rifle. B. the spread of British rule. C. the extension of luxuries D. the spread of trade. 23. Building roads by the British A. put an end to a whole series of quarrels. B. prevented the Pathans from earning on feuds. C. lessened the subsidies paid to the Pathans. D. gave the Pathans a much quieter life. 24. A suitable title for the passage would be A. Campaigning on the Indian frontier. B. Why the Pathans resented the British rule. C. The popularity of rifles among the Pathans. D. The Pathans at war.。
2006至英语专八听力minilecture真题及答案.docx
2014ANSWER SHEET 1 (TEM8)PART I LISTENING COMPREHENSION SECTION A MINI-LECTUREHow to Reduce StressLife is full of things that cause us stress. Though we may not like stress, we have to live with it. I. Definition of stress A. (1)reaction(1)physicali.e. force exerted between two touching bodies B. human reactioni.e. response to (2)on someone (2) a demand e.g. increasein breathing, heart rate, (3)(3) blood pressure or muscle tension II. (4)(4) Category of stress A. positive stress—where it occurs: Christmas, wedding, (5)(5) a job B. negative stress —where it occurs: test-taking situations,friend’s death III. Ways to cope with stress A. recognition of stress signals—monitor for (6)of stress(6) signals—find ways to protect oneself B. attention to body demand—effect of (7)(7) exercise and nutrition C. planning and acting appropriateD. lea ly—reason for planning—(8)of planning(8) resultrning to (9)(9) accept—e.g. delay caused by traffic E. pacing activities—manageable task—(10)(10) reasonable speed2013SECTION A MINI-LECTUREWhat Do Active Learners Do?There are difference between active learning and passive learning.Characteristics of active learners:I. reading with purposesA. before reading: setting goalsB. while reading: (1) ________II. (2) ______ and critical in thinkingi.e. information processing, e.g.--connections between the known and the new information--identification of (3) ______ concepts--judgment on the value of (4) _____.III. active in listeningA. ways of note-taking: (5) _______.B. before note-taking: listening and thinkingIV. being able to get assistanceA. reason 1: knowing comprehension problems because of (6) ______.B. Reason 2: being able to predict study difficultiesV. being able to question informationA. question what they read or hearB. evaluate and (7) ______.VI. Last characteristicA. attitude toward responsibility--active learners: accept--passive learners: (8) _______B. attitude toward (9) ______--active learners: evaluate and change behaviour--passive learners: no change in approachRelationship between skill and will: will is more important in (10) ______.Lack of will leads to difficulty in college learning.参考答案：1.checking their understanding2.reflective on information3.incomprehensible4.what you readanized6.monitoring their understanding7.differentiate8.blame9.performance10.active learningSection A Mini-lecture或者1、 checking understanding。
2017-2018年专八（TEM8）真题、答案及听力原文（整理打印版）.do..
TEST FOR ENGLISH MAJORS (2006)-GRADE EIGHT-TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.Complete the gap-filling task, some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes.Meaning in Literature (2006)In reading literary works, we are concerned with the ―meaning‖ of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.I. Meaning is what is intended by (1) _________. (1) _________Apart from reading an author‘s work in question, readers need to1) read (2) __________by the same author; (2) _________2) get familiar with (3) __________ at the time; (3) _________3) get to know cultural values and symbols of the time.II. Meaning exists ―in‖ the text itself.1) some people‘s vi ew: meaning is produced by the formal propertiesof the text like (4)_______, etc. (4) _________2) speaker‘s view: meaning is created by both conventions of meaning and (5)______. (5) _________ Therefore, agreement on meaning could be created by common traditionsand conventions of usage. But different time periods and different(6) _____ perspectives could lead to different interpretations of meaning in a text. (6) _________III. Meaning is created by (7) __________. (7) _________1) meaning is (8) ___________; (8) _________2) meaning is contextual;3) meaning requires (9) ___________; (9) _________----practicing competency in reading ----practicing other competencies----background research in (10) ___________, etc. (10) _________ 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 colored answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green‘s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in___.A. the nature of work.B. office decoration.C. offi ce location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant. SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted to ______.A. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffi c controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government‘s plan to ______.A. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes thi s credit card different from conventional ones is ______.A. that it can hear the owner‘s voice.B. that it can remember a password.C. that it can identify the owner‘s voi ce.D. that it can remember the owner‘s PIN.10. The newly developed credit card is said to said to have all the following EXCEPT ______.A. switch.B. battery.C. speaker.D. built-in chip.PART II READING COMPREHENSION (30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow‘s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, effi cient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world‘s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a ―college education in a box‖ could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become ―if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?‖Co-editor Jennifer Gidley shows how tomorrow‘s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would fu nction much like today‘s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for fa culty, and in Gidley‘s view the most challenging and rewarding of all, would be as meaning-makers: charismati c sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specifi c real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be ―enrolled‖ in courses offered at virtual campuses on the Internet, between–or even during –sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University, ______.A. he is in favor of it.B. his view is balanced.C. he i s slightly critical of it.D. he is strongly critical of it.12.Whi ch of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. Internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mi ssion of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachers ______.A. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15.Whi ch category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory. Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no noti ce to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned. This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbors, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening servi ces.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn‘t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he‘d never seen must have been buried in those graves. He parked and walked to his mot her‘s grave, something he hadn‘t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father‘s study, sipping bad instant tea and receivi ng instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, R ay passed the water tower he‘d climbed twi ce, the second time with the police waiting below. He grimaced at his old high school, a place he‘d never visited since he‘d left it. Behind it was the football field where his brother Forres t had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression that ______.A. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray‘s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents was ______.A. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray‘s father was all EXCEPT ______.A. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down whi ch fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are al ways engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might passunarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and hi s valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for thes e glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy"to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20.The word debts in "very few debts are left unpaid" in the first paragraph means ______.A. loans.B. accountsC. killingsD. bargains.21.Whi ch of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomed ______.A. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would be ______.A. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's A cademy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before whi ch the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, whi ch became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostri ch eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of thenineteenth century, museum funding took off, allied to the rise of new wealth:London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence "Museum is a slippery word" in the first paragraph means that ______.A. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates from ______.A. the Romans.B. Florence.C. Olympia.D. Greek.27. "... the skill of the fakers grew increasingly refined" in the third paragraph means that ______.A. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century were ______.A. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order to ______.A.protect royal and church treasures.B.improve existing collections.C.stimulate public interest.D.raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.PART III GENERAL KNOWLEDGE(10 MIN)There are ten multiple-choice questions in this section. Choose the best answers to each question. Mark your answers on your colored answer sheet.31.The Presidents during the American Civil War was______.A. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand is______.A. ChristchurchB. AucklandC. WellingtonD. Hamilton33. Who were the natives of Australia before the arrival of the British settlers?A. The AboriginesB. The MaoriC. The IndiansD. The Eskimos34. The Prime Minister in Britain is head of______.A. the Shadow CabinetB. the ParliamentC. the OppositionD. the Cabinet35. Which of the following writers is a poet of the 20th century?A. T. S. EliotB. D. H. LawrenceC. Theodore DreiserD. James Joyce36. The novel For Whom the Bell Tolls is written by______.A. Scott FitzgeraldB. William FaulknerC. Eugene O'NeilD. Ernest Hemingway37. _____ i s defined as an expression of human emotion which is condensed into fourteen linesA. Free verseB. SonnetC. OdeD. Epigram38. What essentially distinguishes semanti cs and pragmatics i s the notion of______.A. referenceB. meaningC. antonymyD. context39. The words "kid, child, offspring" are examples of______.A. dialectal synonymsB. stylistic synonymsC. emotive synonymsD. collocational synonyms40. The distinction between parole and langue was made by______.A. HallidayB. ChomskyC. BloomfieldD. SaussurePART IV PROOFREADING & ERROR CORRECTION (15 MIN)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE wor d is involved You should proof, read 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 pro-vided at the end of the line.For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be mi ssing 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 blank provided at the end of the line.EXAMPLEWhen ^ art museum wants a new exhibit, (1)________it never buys things in finished form and hangs (2)________them on the wall. When a natural history museumwants an exhibition, it must often build it. (3)________We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as (1)________。
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TEST FOR ENGLISH MAJORS (2006)2006年专业八级听力真题及答案PARTI LISTENING COMPREHESIONSection A Mini-lectureSection B InterviewIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the fo llowing statements is TRUE about Miss Green’s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet. Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government’s plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner’s voice.B. that it can remember a password.C. that it can identify the owner’s voice.D. that it can remember the owner’s PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.听力原文Part 1, Listening ComprehensionSECTION A MINI-LECTUREGood morning! In today's lecture we shall discuss what meaning is in literary, works. When we read novels, poems, etc. , we invariably ask ourselves a question—that is, what does the writer mean here? In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean or what its real meaning is? I'd like to discuss three ways to explain what meaning is. No. 1, meaning is what is intended by the author. ( Q1)No. 2, meaning is created by and contained in the text itself.And No. 3 , meaning is created by the reader.Now, let's take a look at the first approach—that is, meaning is what is intended by the author. Does a work of literature mean what the author intended to mean? And if so, how can we tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author had according to our understanding of literature and world. In order to havea better idea of what one par¬ticular author means in one of his works; I suggest that you do the following:First, go to the library and read other works by the same author. ( Q2)Second get to know something about what sort of meanings seem to be common in literary works in that particular tradition and .at that time. In other words, we need to find out what the literary trends were in those days. ( Q3)And last, get to know what were the cultural values and symbols of the time. I guess you can understand the author's meaning much more clearly after you do the related background research.Now, let's move on to the second approach to meaning—that is, meaning is created by and con¬tained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal prop¬erties of the text like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, ( Q4) so that any educated or competent reader will inevitably come to more or less the same interpretation as any other. As. far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conventions of meaning but also in the cultural codes which have been handed down from generation to generation. ( Q5) So when we and other readers, inclu¬ding the author as well, are said to come up with similar interpretations. That kind of agreement could be created by common traditions and conventions of usage, practice and interpretation. In other words, we have some kind of shared bases for the same interpretation, but that does not mean that readers agree on the meaning all the time. In different time periods, with different cultural perspec¬tives, including class, belief and world view, readers, I mean competent readers, can arrive at dif¬ferent interpretations of tdxts: ( Q6) So meaning in the text is determined by how readers see it. It is not contained in the text in a fixed way.Now, the third approach to meaning—that is, meaning is created by the reader. ( Q7) Does the meaning then exist in the reader's response? In a sense, this is inescapable. Meaning exists only in so far as it means to someone , and literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues.The first is—meaning is social—( Q8) that is, language and conventions work only a shared meaning and our way of viewing the world can exist only a shared or sharable. Similarly, when we read a text, we are participating in social or cultural meaning, so a response to a piece of literary work is not merely an individual thing but is part of culture and history. Second, meaning is contextual. If you change the context, you often change the meaning. And last, meaning requires reader competency. ( Q9) Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text. Consequently, there is in regard to the question of meaning; the matter of reader competency as it is called the experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the context of the whole work. But you may have to learn other compe¬tencies too. For instance, in reading Mulk Raj Anand's The Untouchables' you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and personal influences Mulk Raj Anand cameun¬der when constructing the imaginative world of the short novel. ( Q10) Ok , you may see that this i¬dea that meaning requires competency in reading in fact brings us back to the historically situated un¬derstandings of an author and his works as we mentioned earlier in this lecture, to different conven¬tions and ways of reading and writing and to the point that meaning requires a negotiation between cultural meanings across time, culture, class, etc. As readers, you have in fact acquired a good deal of competency already but you shouldacquire more. The essential point of this lecture is that mean¬ing in literature is a phenomenon that is not easily located, that meaning is historical, social and de¬rived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention!SECTION B INTERVIEWInterviewer: Well, I see from your resume , Miss Green, that you studied at the university college. How did you find there?Miss Green: I had a great time. The teaching there was good and I made a lot of friends. The psy¬chology department was a great place to be. ( Q1)Interviewer: How come you chose psychology?Miss Green: Well, at first I didn't have any clear idea of what I wanted to do after university.I guess I've just always been interested in people and the way they act. I wanted to know why people think and act the way they do. It's a fascinating area.Interviewer: And what was the course like? .Miss Green: Good. The teachers were all really nice and they had the special approach to teaching. You know they didn't just give us lectures and tell us to read books like they might do in some more traditional places. The whole course was based on the problem-solvingap¬proach. You know they described a pai-ticular situation to us and we discuss what might happen. And after that we do some reading and see if it confirmed our own ideas. That's what I liked best—the really practical orientation of the course. I learnt very well with that style. So for me, it was just great. ( Q1)Interviewer: I see from your resume that you graduated about four years ago and after that... let me see...Miss Green:I got a job with the Department of Employment. It was only a temporary thing for about five months. I was a researcher in the department. We design a survey, go out to the factories, and ask all the questions to the workers and the management , then go back to the office, analyze all the data and produce a report. ( Q2) It was quite interesting and I guessed the psychology course at college helped me a lot.Interviewer:And after that you worked for three years in an Advertising Agency. That must be a bit of change from the Department of Employment, wasn't it?Miss Green: Well, not really. I supposed the office furnishings were a bit more sophisticated, but the work was quite, similar. I was basically still doing the same thing—designingques¬tionnaires, going out, asking questions and writing reports. The only difference was that this time I wasn't asking people about their work. I was asking them what kind of sham¬poo they bought and if they preferred brand X to brand Y. ( Q3) Then I make up a re¬port and the agency would use the information in the advertising campaigns. I enjoyed my work a lot.Interviewer: So why did you decide to leave?Miss Green :.Three years is a long time to be asking people those sorts of questions about shampoo and drinks. No. Seriously , after two years I was in charge of the research department of the agency and .I had one assistant researcher. I guess after two years of doing that, I sup¬pose I felt, you know, I can do this well. And now I want to do something else that's a little different. And there was nowhere for me to go inside the company. It just wasn't challenging for me any more and because I needed a challenge, I decided to move on. ( Q4) When I heard about the position of senior researcher here, I thought that's exactly what I want—the chance to combine my management skills and my research interests working in a much larger department with more varied work.Interviewer: And you felt that the job description and our advertisement would offer you the kind of challenge you're looking for?Miss Green:Exactly. Yes. As I said, management in a larger organization and research combined. Also to be honest with you, I heard about the job before it was advertised. A friend of mine, who works here, Mark Austen, told me a few weeks ago that you were looking for someone to take over the job. He described the position to me in quite a bit of detail. And I thought, "Well, , that's exactly what I'm looking for. " So really I'd written my let¬ter of application before the job was even advertised.Interviewer: I should tell you that with the present cutbacks, we've only got one full-time administer assistant in the section. How would you feel about doing your own word processing, photo copying, that sort of thing?Miss Green: Oh, I'm used to that. I've done all my own word processing for ages. It's the only way to write really , isn't it? I can type well about 60 words a minute. I did a secretarial course after I left school, so I learnt typing in short hand. Then a few years later, I bought a PC and I learnt how to do word processing, too. ( Q5 )Interviewer: Well , that's handy. Now in the position you've applied for , you'd have five to six assis¬tant researchers responsible to you. That's considerably more responsibility than you've had before. So you're obviously ambitious. And as you said, you like challenge. I was wondering what you see yourself doing in, say, five or ten years on the track.Miss Green:Oh, that is a difficult question. Let me try to answer your question in this way. I'm-par¬ticularly interested in experimental design and also in teaching. I'd like to continue the organization and planning site of research, but do some teaching, too. I know that you have lecturers here who do just that sort of thing—some practical worker and someun¬dergraduate and postgraduate teaching. So that's what I really be aiming for—to be a lec¬turer here as well. ( Q5 )Interviewer: Well, that is certainly a career path that we'd encourage you to follow. But of course it might be necessary to upgrade your present qualifications first. I see from your resume that you've enrolled in an M. A. in experimental psychology. Could you tell me a bit about the courses you're planning to fake?SECTION C NEWS BROADCASTNews Item 1 (for questions 6 and 7)A man stole a small aircraft at gunpoint Sunday and flew it over downtown Frankfurt, circling skyscrapets and threatening tp crash into the European Central Bank. He landed safely after abouttwo hours and was arrested.,The man told a television station he wanted to call attention to Judith Resnik, a U. S. astronautkilled in the 1986 post-launch explosion of the space shuttle Challenger. ( Q6) Military jets chased the stolen , two-seat motorized glider as the man began circling slowly above Frankfurt's banking dis¬trict. Thousands of people were evacuated from the main railway station, two opera houses and sever¬al skyscrapers. Police identified the man as a31-year-old German student from Darmstadt, a city about 25 miles south of Frankfurt. In radio contact with air traffic controllers , the man threatened to crash into the. European Central Bank headquarters unless he was allowed the TV interview as well as a call to Baltimore. ( Q7 ) He later said he wanted to commit suicide by plunging the plane into theMaine River. It was unclear if the man was forced to land or talked down. Air traffic controllers and a police psychologist had been in contact with him.News Item 2 (for question 8)Shanghai plans to build a vast underground network of malls , restaurants and parking lots to make up for a lack of space above ground according to a recent government report. ( Q8 ) The development will cover 600,000 square meters , the equivalent of 120 soccer fields, spread across four underground floors, the city government reported on its website. The city is accepting bids from builders. Shanghai has about 20 million people , plus factories , office towers and high-rise apartments , crowded into a small triangular territory near the mouth of the Yangtze River. The plans called for the project due to be finished by 2006 to expand existing facilities scattered along Shanghai subway system. The project will need advanced technology to supply fresh air and ensure safety.But the biggest concern is the stability off` the soil under the city. Shanghai is sinking by 1.5 centimeters a year. Lands subsidence has been aggravated by over-pumping of underground water and the construction of thousands of high-rise buildings. Shanghai's foundations are built on soft soil. So building multi-storey spaces underground would be like digging holes in the piece of bean curd, the government report says. The difficulties are easy to see.News Item 3 (for questions 9 and 10)A credit card that only works when it hears its owner's voice has been developed by US scien¬tists. Researchers hope that the device, which comes with a built-in voice recognition chip and mi¬crophone will be a weapon in the battle against credit card fraud. ( Q9) Even if thieves know a card's password and personal identification number, they will still have to copy the owner's voice accurate¬ly. The trial card was created by scientists atB Card in。