1、专业八级-590 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 MINI-LECTU(总题数：1，分数：15.00)The Audience. 1 of audience 1) 2 of movies and TV shows 2) listeners of 1 3) 3 of written materials in discussions of writing activities . Analyze your audiences in terms of three factors 1)
2、your 4 to them Through writing, you are 5 with other members of the society. 2) their 6 about your subject This analysis is particularly valuable in 7 writing. 3) their 8 to the subject and your position in the writing This analysis is extremely important in 9 writing. . Three groups of audiences 1)
3、 to those who agree: 10 the importance of your position 2) to those who are 11 : address their doubts and concerns as directly and fully as possible 3) to those who disagree, try to find out why they disagree for a 12 of information: give them relevant information as accurately as possible for perso
4、nal, political and 13 reasons: show your understanding of them and address them accordingly . Conclusion Audience 14 is so important to the success of your writing. （分数：15.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_三、SECTION B INTERVIE
5、W(总题数：2，分数：10.00)Now, listen to Part One of the interview. Questions 1 to 5 are based on Part One of the interview. （分数：5.00）A.How to select universities in the UK.B.Students living in the UK.C.Immigrants living in the UK.D.How to find jobs in the UK.A.The university students“ own choice.B.The locat
6、ion of the university.C.The type of courses students take.D.The teaching facilities of the university.A.About 18 pounds per week.B.About 80 pounds per week.C.About 18 pounds per month.D.About 80 pounds per month.A.Food costs.B.Cloth costs.C.Book costs.D.Transport costs.A.Buying clothes at the airpor
7、t.B.Packing up your own clothes.C.Buying clothes in a super market.D.Buying clothes in a local market.Now, listen to Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview. （分数：5.00）A.The food is rather boring and uninteresting.B.The food without spices is very excellent
8、.C.Local pubs often serve the cheapest food.D.Coffee shops are much more common in the UK.A.London.B.Manchester.C.Birmingham.D.Southwest of England.A.London has the best nightlife.B.Manchester has more kinds of entertainment than London.C.The nightlife in London is cheaper than Manchester.D.Manchest
9、er can offer the best entertainment the country has to offer.A.People live a poor life here.B.People live an ordinary and peaceful life here.C.There are the most spectacular views.D.There are many modem towns and villages.A.The students in the university.B.The British Embassy.C.The British Council.D
10、.The university accommodation office.四、PART READING COMPR(总题数：0，分数：0.00)五、SECTION A MULTIPLE-C(总题数：0，分数：0.00)六、PASSAGE ONE(总题数：1，分数：4.00)Why should Native American students be allowed to have specially adapted educational programs, and what is so different about their learning motivation, compared t
11、o that of the Anglo majority? Native American students, whether young or old, learn by applying principles and skills to their daily lives. In order for these students to learn a skill, or subject, they must first understand how it relates to their everyday life, and how it can help them to stay upo
12、n a strong spiritual path. Learning for Native American students, is not motivated by better grades, or awards, but by the success that it will afford them in future, so when learning environments and curriculum do not address, or even take into consideration, the cultural, and spiritual differences
13、 of the Native American students, future success in life becomes an elusive and unattainable goal. Educational programs for Native American students need to be practical, applicable, and culturally based. The Native American population“s educational motivation, as a whole, is more focused on the fut
14、ure utilization of lessons and skills learned, and the benefit that will be given back to the Native American community. As each individual succeeds educationally, they become a model for others, and give hope that the Native American way of life will continue. Unlike the majority of Anglo children,
15、 for which our current academic models were forged, Native American children suffer from cultural exclusion and identity crises, racism, poverty and isolation, poor role models, familial instability and abuse, poor mental, physical, and emotional health, as well as anonymity. Native American student
16、s, primarily those in grades K-12, can be categorized as dangerously “at risk“. The cultural hurdles, compounded by those thrown at them educationally, cause many Native American students to drop out, abuse drugs and alcohol, and/or commit crimes to medicate and alleviate their inability to cope wit
17、h seemingly insurmountable obstacles. Native American youths have long been at a disadvantage, with regard to post-secondary education, primarily because if a youth does succeed in graduating high school, it is usually by attending a non-Native American program. This limits their ability to interact
18、 and succeed in an atmosphere whose predominant cultural alignment is white. While Tuba City High School, which addresses rural, reservation, and isolated students, has been quite successful in raising test scores, graduating more students, keeping substance abuse and teen pregnancy low, it has not
19、provided the Native American youth an opportunity to learn and interact with the white culture that surrounds them. But what of the urban Native American students? What can we do for them? We can make room for alternative programs specifically designed for the Native American studentsprograms that w
20、ill address the need to acclimate these students to urban life and white culture gradually, so that they can develop the skills and education necessary to succeed in a diverse and alien culture. It cannot be stressed enough, that the first, and most important, skill that we must impart to the Native
21、 American students is how to live and exist in a foreign culture, while maintaining a solid identity with their own. We must stop trying to fit the Native American youth into the cultural mold of white society, and allow them to live and learn according to their own culturally specific applications
22、and values, and prepare for academic and personal life beyond the reservation.（分数：4.00）(1).We can learn from Paragraph 2 that for Native American students _.（分数：1.00）A.everyone has to learn skills useful to their daily livesB.learning is motivated by scores and awardsC.success is the only motivation
23、 for their learningD.the current educational programs are quite practical and applicable(2).The word “hurdles“ (Line 5, Paragraph 3) most probably means _.（分数：1.00）A.handlesB.obstaclesC.gapsD.disadvantages(3).According to the text, what“s the problem of Native American youths in non-Native schools?（
24、分数：1.00）A.Difficulty in raising test scores.B.Being isolated by others.C.Lack of the ability to interact with the white culture.D.Being conservative.(4).What“s the author“s attitude toward Native American students?（分数：1.00）A.Indifferent.B.Sympathetic.C.Disappointed.D.Pessimistic.七、PASSAGE TWO(总题数：1，
25、分数：4.00)In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, p
26、olite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life. Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; an
27、d artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance. In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among
28、 the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents“ presence without asking permission. Practical rules are helpful in such ordinary occurrences of social life as making proper introduct
29、ions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub
30、the spit inconspicuously underfoot. Extremely refined behavior, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behavi
31、or in private life in accordance with a complicated code of etiquette was twelfth-century Provence, in France. Province had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and dem
32、anded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for m
33、any hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today. In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behavior of fashionabl
34、e society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or i
35、n his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name. Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies every
36、where and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.（分数：4.00）(1).One characteristic of the rich classes of a declining society is their tendency to _.（分数：1.00）A.preserve their su
37、periorityB.retreat from the awkward positionC.produce publications on mannersD.change the laws of etiquette(2).Which of the following is NOT mentioned as an element of the code of etiquette?（分数：1.00）A.Basic moral duties.B.Practical rules.C.Artificial and optional graces.D.Generosity and contribution
38、.(3).Etiquette as an art of gracious living is quoted as a feature of _.（分数：1.00）A.EgyptB.18th century FranceC.Renaissance ItalyD.England(4).Which of the following statements is INCORRECT?（分数：1.00）A.About a century ago, children in England could not sit beside their parents without permission.B.In R
39、enaissance Italy, complex code of manners had no effect on common people.C.In Renaissance Italy, common working men lived in poor conditions.D.Consideration for the old and weak is still one of the fundamental elements of all good manners.八、PASSAGE THREE(总题数：1，分数：3.00)Eliot“s interested in poetry in
40、 about 1902 with the discovery of Romantic. He had recalled how he was initiated into poetry by Edward Fitzgerald“s Omar Khayyam at the age of fourteen. “It was like a sudden conversion,“ he said, an “overwhelming introduction to a new world of feeling.“ From then on, till about his twentieth year o
41、f age (1908), he took intensive courses in Byron, Shelley, Keats, Tennyson, Rossetti and Swinburne. It is, no doubt, a period of keen enjoyment.At this period, the poem, or the poetry of a single poet, invades the youthful consciousness and assumes complete possession for a time.The frequent result
42、is an outburst of scribbling which we may call imitation.It is not deliberate choice of a poet to mimic, but writing under a kind of daemonic possession by one poet. Thus, the young Eliot started his career with a mind preoccupied by certain romantic poets. His imitative scribbling survives in the H
43、arvard Eliot Collection, a part of which is published as Poems Written in Early Youth. “A Lyric“ (1905), written at Smith Academy and Eliot“s first poem ever shown to another“s eye, is a straightforward and spontaneous overflow of a simple feeling. Modeled on Ben Johnson, the poem expresses a conven
44、tional theme, and can be summarized in a single sentence: since time and space are limited, let us love while we can. The hero is totally self-confident, with no Prufrockian self-consciousness. He never thinks of retreat, never recognizes his own limitations, and never experiences the kind of inner
45、struggle which will so blight the mind of Prufrock. “Song: When We Came Home across the Hill“ (1907), written after Eliot entered Harvard College, achieved about the same degree of success. The poem is a lover“s mourning of the loss of love, the passing of passion, and this is done through a simple
46、contrast. The flowers in the field are blooming and flourishing, but those in his lover“s wreath are fading and withering. The point is that, as flowers become waste then they have been plucked, so love passes when it has been consummated. The poem achieves an effect similar to that of Shelley“s “Wh
47、en the Lamp Is Shattered“. The form, the dictation and the images are all borrowed. So is the carpe diem theme. In “Song: The Moonflower Opens“ (1909), Eliot makes the flower-love comparison once more and complains that his love is too cold-hearted and does not have “tropical flowers with scarlet li
48、fe for me.“ In these poems, Eliot is not writing in his own right, but the poets who possessed him are writing through him. He is imitating in the usual sense of the word, having not yet developed his critical sense. It should not be strange to find him at this stage so interested in flowers: the fl
49、owers in the wreath, this morning“s flowers, flowers of yesterday, the moonflower which opens to the mothnot interested in them as symbols, but interested in them as beautiful objects. In these poems, the Romantics did not just work on his imagination; they compelled his imagination to work their way. T
