1、专业八级-464 及答案解析(总分：100.00，做题时间：90 分钟)一、PART LISTENING COM(总题数：0，分数：0.00)二、SECTION A(总题数：1，分数：10.00)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 fully 76 percent of Japans 119 million citizens
2、live in cities where community and the extended family have been abandoned in favor of isolated two-generation households. Urban Japanese have long endured lengthy com mutes (travels to and from work) and crowded living conditions, but as the old group and family values weaken, the discomfort is beg
3、inning to tell. In the past decade, the Japanese divorce rate, while still well below that of the United States, has increased by more than 50 percent, and suicides have increased by nearly one-quarter.（分数：5.00）(1).In the Westerners eyes, the postwar Japan was_.（分数：1.00）A.under aimless developmentB.
4、a positive exampleC.a rival to the WestD.on the decline(2).According to the author, what made the Japanese young people feel doubt about their personal sacrifices?（分数：1.00）A.The foreigners praise.B.The rapid development of Japanese economy.C.The coming of age of the postwar baby boom.D.The social pr
5、ogress.(3).According to the author, what may chiefly be responsible for the moral decline of Japanese society?（分数：1.00）A.Womens participation in social activities is limited.B.More workers are dissatisfied with their jobs.C.Excessive emphasis his been placed on the basics.D.The life-style has been i
6、nfluenced by Western values.(4).Which of the following is true according to the author?（分数：1.00）A.Japanese education is praised for helping the young climb the social ladder.B.Japanese education is characterized by mechanical learning as well as creativity.C.More stress should be placed on the culti
7、vation of creativity.D.Dropping out leads to frustration against test takin(5).The change in Japanese life-style is revealed in the fact that_.（分数：1.00）A.the young are less tolerant of discomforts in lifeB.the divorce rate in Japan exceeds that in the U.S.C.the Japanese endure more than ever beforeD
8、.the Japanese appreciate their present life八、TEXT C(总题数：1，分数：5.00)Between the eighth and eleventh centuries A.D., the Byzantine Empire staged an almost unparalleled economic and cultural revival, a recovery that is all the more striking because it followed a long period of severe internal decline. B
9、y the early eighth century, the empire had lost roughly two-thirds of the territory it had possessed in the year 600, and it, remaining area was being raided by Arabs and Bulgarians, who at times threatened to take Constantinople and extinguished the empire altogether. The wealth of the state and it
10、s subjects was greatly diminished , and artistic and literary production had virtually ceased. By the early eleventh century, however, the empire had regained almost half of its lost possessions, its new frontiers were secure, and its influence extended far beyond its borders. The economy had recove
11、red, the treasury was full, and art and scholarship had advanced.To consider the Byzantine military, cultural, and economic advances as differentiated aspects of a single phenomenon is reasonable. After all, these three forms of progress have gone together in a number of states and civilizations. Ro
12、me under Augustus and fifth century Athens provide the most obviously examples in antiquity. Moreover, an examination of the apparent sequential connections among military, economic, and cultural forms of programs might help explain the dynamics of historical change.The common explanation of these a
13、pparent connections in the case of Byzantium would run like this: when the empire had turned back enemy raids on its own territory and had begun to raid and conquer enemy territory, Byzantine resources naturally expanded and more money became available to patronize art and literature. Therefore, Byz
14、antine military achievements led to economic advances, which in turn led to cultural revival.No doubt this hypothetical pattern did apply at times during the course of recovery. Yet it is not clear that military advances invariably came first, economic second, and intellectual advances third. In the
15、 860s the Byzantine Empire began to recover from Arab incursions so that by 872 the military balance with the Abbasid Caliphate had been permanently altered in the empires favor. The beginning of the empires economic revival, however, can be placed between 810 and 830. Finally, the Byzantine revival
16、 of learning appears to have begun even earlier. A number of notable scholars and writers appeared by 788 and, by the last decade of the eighth century, a cultural revival was in full bloom, a revival that tasted until the fall of Constantinople in 1453. Thus the commonly expected order of military
17、revival followed by economic and then by cultural recovery was reversed in Byzantium. In fact, the revival of Byzantine learning may itself have influenced the subsequent economic and military expansion.（分数：5.00）(1).Which of the following best states the central idea of the passage?（分数：1.00）A.The By
18、zantine Empire was a unique case in which the usual order of military and economic revival preceding cultural revival was reversed.B.After 810 Byzantine economic recovery spurred a military and, later, cultural expansion that lasted until 1453.C.The revival of Byzantine learning is an inexplicable p
19、henomenon, and its economic and military precursors have yet to be discovered.D.The revival of the Byzantine Empire shows cultural rebirth preceding economic and military revival, the reverse of the commonly accepted order of progress.(2).The primary purpose of the second paragraph is which of the f
20、ollowing?（分数：1.00）A.To show that Augustan Rome and fifth-century Athens are examples of cultural, economic, and military expansion against which all subsequent cases must be measured.B.To suggest that cultural, economic, and military advances have tended to be closely interrelated in different socie
21、ties.C.To argue that, while the revivals of Augustan Rome and fifth-century Athens were similar, they are unrelated to other historical examples.D.To indicate that, wherever possible, historians should seek to make comparisons with the earliest chronological examples of revival.(3).It can be inferre
22、d that by the eleventh century the Byzantine military forces_.（分数：1.00）A.had reached their peak and begun to declineB.had eliminated the Bulgarian armyC.were comparable in size to the army of Rome under AugustusD.were strong enough to withstand the Abbasid Caliphates military forces(4).It can be inf
23、erred that the Byzantine Empire sustained significant territorial losses_.（分数：1.00）A.in 600B.during the seventh centuryC.soon after the revival of Byzantine learningD.in the century after 873(5).Which of the following does the author mention as crucial evidence concerning the manner in which the Byz
24、antine revival began?（分数：1.00）A.By the early eleventh century the Byzantine Empire had regained much of its lost territory.B.The Byzantine cultural revival lasted until 1453.C.The Byzantine economic recovery began in the 900s.D.The revival of Byzantine learning began toward the end of the eighth cen
25、tury.九、TEXT D(总题数：1，分数：5.00)Researchers in many countries have observed that middle class children as a group are more successful in the educational system than working class children. More of the former, for example, reach college. Professor Basil Bernstein of the University of London has argued th
26、at there is a link between social class and educational failure and that this link is language. In a series of papers published from 1958 to 1973 Bernstein has developed a theory of the “structure and process of cultural transmission,“ or socialization, part of which may be summarized as follows.One
27、 characteristic of many (but not all) working class families is that the status of different members of the family is clearly defined; the authority of the father, tot instance, derives from the fact that he is the father. This type of family Bernstein calls positional, and he contrasts it with the
28、person-centered family type, more common (although not omni present) in the middle classes. In the latter; status, authority and interpersonal relationships are “negotiated“ according to the unique characteristics of each family member. This negotiation, or lack of it, is reflected linguistically. T
29、he following conversation might take place in a positional family:Child: Can I have an ice cream?Mother: No.Child: Why not?Mother: Because 1 said so.In order to justify her refusal of the childs request, the mother resorts to her authority as mother.The equivalent exchange in a “person-centered“ fam
30、ily might go like this:Child: Can I have an ice cream?Mother: No.Child: Why not?Mother: Because if you have an ice cream now, you wont want your lunch later on.This time an attempt is made to justify the decision in logical terms. In both cases a “ reason“ is given for denying the ice cream, but the
31、 “rational“ nature of the explanation given by the second mother leads her to the explicit expression of a statement of condition “if you have an ice cream now“ and result “you wont want your lunch later on.“Now Bernstein is not saying that middle class parents are more rational or articulate or int
32、elligent than working class parents. He notes, however, that if this sort of difference distinguishes a large proportion of the conversations these two children hear in their childhood, then it is reasonable to expect the middle class child to enter school, at age five or six, with the ability to un
33、derstand and produce a more varied linguistic repertoire, a more“ elaborated code“ than his working class school friend. The latter may be just as intelligent, but he will probably possess a more “restricted“ linguistic code.Bernstein also recognizes that not all middle class parents interactions wi
34、th their children will be like the (imaginary) example quoted, nor all working class parents conversations with their children like the second (imaginary) ex ample. He argues that the middle class child, however, is more likely to reach school age with mastery of both codes, restricted and elaborate
35、d. Many (but not all) working class children, on the other hand, will possess the “restricted code“ only. This may be just as rich and powerful linguistically, just as complex, just as adequate as a means of expression, but it is not the language of the (often middle class) teacher, of books, of sch
36、ools, or, more generally, of educational success.There are several problems with Bernsteins theory, even in its complete form. In common with other critics, Labov has noted the vagueness of the notion of “code“ and, with another population, shown how differences in the speech elicited from working c
37、lass and middle class subjects are sometimes the product of the elicitation procedures themselves. Rosen has attacked what he sees as the confused political definitions of several of Bernsteins central concepts, including social class, and the lack of linguistic data with which to support his theore
38、tical claims. Trudgill suggests that the linguistic differences found by Bernstein and his associates (such as more of less frequent use of prepositions, impersonal pronouns, varied adjectives and adverbs, and passives) do not reflect two linguistic codes but simply differences in style.（分数：5.00）(1)
39、.The difference between middle class and working class children in educational achievements results from their_.（分数：1.00）A.backgroundB.language useC.statusD.intelligence(2).The two conversations quoted here imply that_.（分数：1.00）A.both working class mothers and middle class ones can refuse a request
40、reasonablyB.neither working class mothers nor middle class ones want their children to eat very often the ice creamC.working class mothers often speak more authoritativelyD.middle class mothers often speak with elaborated code(3).Working class childrens “restricted code“ of speech usually does NOT c
41、oincide with_.（分数：1.00）A.their parents speechB.textbooksC.part of middle class childrens speechD.educational failure(4).People disagree with Bernsteins theory due to reasons except that_.（分数：1.00）A.his criteria according to which examples are cited are not consistentB.there is no clear cut between m
42、iddle class and working class in his theoryC.his linguistic data are not closely relevant to his theoretical suppositionD.his two linguistic codes are interwoven as one set of language, only stylistically different(5).What is the authors attitude towards Bernsteins theory?（分数：1.00）A.He is in favour
43、of it.B.His is objective.C.He is slightly critical of it.D.He is strongly critical of it.十、PART GENERAL KNOWL(总题数：10，分数：10.00)2._is often associated with the American War of Independence. A. New York B. James Town C. Philadelphia D. Chicago（分数：1.00）A.B.C.D.3._is Britains established Church. A. Roman
44、 Catholic Church B. Protestant Church C. Orthodox Eastern Church D. The Church of England（分数：1.00）A.B.C.D.4._is regarded by American as “the father of the country“ . A. Jefferson B. Franklin C. Adams D. Washington（分数：1.00）A.B.C.D.5.The hero who has fallen a victim to his own ambition must be_. A. Ha
45、mlet B. Othello C. King Lear D. Macbeth（分数：1.00）A.B.C.D.6.The quotation “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested“ must come from the work by_. A. Bacon B. Lamb C. Pope D. Emerson（分数：1.00）A.B.C.D.7._refers to the extensive sound changes affecting vo
46、wels between 1400 and 1600. A. Meaning Shift B. Grimms Law C. Sound Change D. Great Vowel Shift（分数：1.00）A.B.C.D.8.The avenger in the novel The Scarlet Letter is_. A. Dimmesdale B. Chillingworth C. Gatsby D. Captain Ahab（分数：1.00）A.B.C.D.9.The following languages belong to Indo-European Language Famil
47、y EXCEPT_. A. English B. French C. Japanese D. Russian（分数：1.00）A.B.C.D.10._is considered to be the very beginning of the American War of Independence. A. Lexington Gunshot B. Boston Tea Party C. The Stamp Act D. The Gunpowder Plot（分数：1.00）A.B.C.D.11._is a mild, indirect or less offensive word or exp
48、ressive one, so it is usually the substitution for taboo. A. Pun B. Slang C. Euphemism D. Metaphor（分数：1.00）A.B.C.D.十一、PART PROOFREADDING(总题数：1，分数：10.00)How we look and how we appear to others probably worries us morewhen we are in our teens or early twenties than at any time in our life. (1)_Few of
49、us are discontent to accept ourselves as we are, and few are brave (2)_enough to ignore the trends of fashion.Most fashion magazines or TV advertisements try to persuade usthat we should dress in a certain way or behave in a certain manner. If w e do, they tell us, we will be able to meet new people with confidenceand deal with every situation confidently ,and with embarrassment. (3)_Changing fashion, of course, doe
