1、专业八级模拟598及答案解析 (总分：134.55，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：40.00)Cultural Characteristics & Websites. High and low context cultures A. High-context communication: depend on factors 1 : Asian, Indian and 2 Cultures B. Low-context communication: only use the
2、 spoken or written language: Western Europe and the US C. Websitedesigned for high-context cultures: With lots of 3 images D. Websitedesigned for low-context cultures: With 4 . High and low power distance A. High power distance: people in a powerful position are given special favors and highly respe
3、cted Example: A professor in 5 B. Low power distance: people in a powerful position wont be given special favors Example: A professor in the US C. Websitedesigned for high power distance: images and icons representing power 6 , finance, crests, shields or men in suits D. Websitedesigned for low powe
4、r distance: messages of 7 and equality Men and women, more 8 . Masculine and feminine cultures A. Masculine cultures: emphasize 9 , assertiveness, and ambition, and value wealth and material possessions. The most masculine culture: 10 11 goals are considered secondary B. Feminine cultures: relations
5、hips and the quality of life are more important. A better 12 balance The most feminine culture: Sweden C. Websitedesigned for feminine cultures: Display men and woman 13 Images of nature Colors associated with nature: 14 , browns D. Websitedesigned for masculine cultures: Power Images associated wit
6、h wealth or 15 Cool blues, silvers, grays, reds and blacks （分数：40.05）三、SECTION B INTERVIEW(总题数：2，分数：10.00)（分数：5.00）A.The food is rather boring and uninteresting.B.The food without spices is very excellent.C.Local pubs often serve the cheapest food.D.Coffee shops are much more common in the UK.A.Lond
7、on.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.Manchester can offer the best entertainment the country has to offer.A.People live a poor life here.B.Pe
8、ople 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.The university accommodation office.（分数：5.00）A.Bill Plante.B.Laura Bush.C.Donna Green.D.Jamie W
9、yeth.A.Its much prettier.B.Its more elegant.C.Its much simpler and everything is fresh and real.D.Its cheaper.A.He wants to enhance the morale of the troops in Iraq.B.He wants to prove he has a plan.C.He wants to prove his eloquence.D.He wants to apologize for starting the war.A.She felt indifferent
10、 toward those criticisms.B.She felt angry with those criticisms.C.She proved those criticisms prejudiced.D.She didnt want to see those criticisms.A.Criticizing President Bush.B.Fighting for freedom.C.Worrying about the troops in Iraq.D.Conquering Iraq.四、PART READING COMPR(总题数：1，分数：33.00)SECTION A MU
11、LTIPLE-CHOICE QUESTIONS In this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer. PASSAGE ONE (1) The Heart Is a Lonely Hunter im
12、pressed most reviewers as a remarkable first novel from so young a writer. Lorine Pruette wondered in Books how any young person could know so much about loneliness. In the Saturday Review of Literature , Ben Ray Redman went further, calling The Heart Is a Lonely Hunter an extraordinary novel in its
13、 own right, considerations of authorship apart. Writing for The New York Times , Rose Feld agreed that McCullers had proven herself a full-fledged novelist whatever her age. (2) The Heart Is a Lonely Hunter continues to be regarded as one of McCullerss strongest claims to lasting fame, generally ran
14、king in critical estimation just below The Ballad of the Sad Caf (1951) and The Member of the Wedding (1946) among her longer fictions. The Heart Is a Lonely Hunter is often cited as an ideal introduction to McCullerss work because it foreshadows nearly everything else she wrote, revealing her liter
15、ary strengths and limitations. In this first novel she started at length her master theme: spiritual isolation as the human condition in modern times. (3) To dramatize this isolation as a universal rather than idiosyncratic state, McCullers interwove the stories of five main characters who struggle
16、to overcome their loneliness and alienation. Her outline reveals her vision of the novel as a fugue (赋格曲) in which these characters voices are developed independently, yet enriched by their interplay. Each chapter centers on one of the five characters, for each of whom she created an individualized
17、third-person style of narration. (4) Critics disagree about how well the narrative works on different levels in McCullerss first novel and whether it is best approached as a realistic or symbolical book. Leslie Fiedler argues that The Heart Is a Lonely Hunter is the last of proletarian novels, a tru
18、e Depression book. Despite its strong particularization in time and place, however, McCullerss novel has endured while much social protest fiction of the era has faded because McCullers uses the topical to explore the timeless. She puts speeches in the excesses of capitalism and the horrors of racis
19、m into mouths of Blount and Copeland, but given their limitationsthey cannot be considered her spokesmen, and the novel never becomes a tract. The Heart Is a Lonely Hunter is stronger at dramatizing than solving social problems partly because these would-be leaders lack followers, but McCullerss str
20、ess on psychological rather than sociological sources of disaffection also precludes the search for collective answers. (5) Her intriguing reference to The Heart Is a Lonely Hunter as a parable on fascism has been interpreted by some to mean that she attacks economic exploitation and racial discrimi
21、nation as American equivalents of European fascism, which is preparing to envelop the West as the novel ends. Her likelier purpose, though, is to expose the psychology that makes fascism possiblein this case, the mystification of Singer by estranged souls searching for what they lack. This view coin
22、cides with Barbara Farrellys argument that the novel gives literary form to its musical inspiration, Ludwig van Beethovens Third Symphony, the Eroica, which so moves Mick. The composer wrote the Eroica to honor of his hero, Napoleon, but withdrew the dedication when Napoleon named himself emperor. L
23、ikewise, those who impute superhuman qualities to Singer learn that he too is merely mortal. PASSAGE TWO (1) In 1933, approximately 117,000 Jewish children and youth between the ages of six and twenty-five lived in Germany. Compared with their elders, whose loss of jobs and businesses proceeded erra
24、tically, the younger generation faced a more drastic deterioration in conditions at public schools and among non-Jewish friends, often finding then-first safe haven in a Jewish school. They also experienced a drastic reduction in their aspirations and lived in tense homes with families on edge. Gend
25、er played an important role in childrens and young peoples lives. Parents and Jewish communal organizations held different expectations for girls and boys, and gender framed the ways in which children envisioned their futures. But from 1933 on, both girls and boys had to make unprecedented adjustmen
26、ts in their lives while facing unrelenting assaults on their self-esteem. (2) Nazi legislation of April 1933, euphemistically entitled the Law Against the Overcrowding of German Schools, established a quota of 1.5 percent total enrollment for Jews. Where Jews made up more than 5 percent of the popul
27、ation, schools could allow up to 5 percent of their pupils to be Jewish. Exemptions included Jewish pupils whose fathers had served during World War , children of mixed marriages (with no more than two Jewish grandparents), and Jewish children with foreign citizenship. Elementary school (the Volkssc
28、hule) attendance remained, for the time being, required for all. Like the other April laws, the actual number of exemptions surprised the Nazis. But for Jews, the exemptions were, at best, a Pyrrhic victory. The massive hostility they faced and practical concerns with learning a vocation forced many
29、 to leave school. (3) Because children spent so much time in school, unprotected by family, Jewish children continually met with the blatant repercussions of Nazism there. Well before Jewish children were expelled from German public schools, the majority lost the rights of non-Jews. They often had t
30、o sit apart from classmates. The curriculum isolated them further. In German class, one Jewish teenager had to study literature on the need for German expansion. Titles varied, including the bestseller Volk without Space. In English class, the same girl read news articles from a British pro-Nazi tab
31、loid. Teachers often required essays on Nazi themes. Jews, however, were prohibited from addressing these topics and, instead, were given arbitrary topics that had never been discussed in class. No matter how well an essay was written, a Jewish child seldom received a top grade. (4) School administr
32、ators and teachers barred Jewish children from school events, whether inside or outside school. When Nazi movies were shown, Jewish children could not attend but afterward had to listen while other children discussed the film. Denied school subsidies, they were forbidden from going to swimming pools
33、 or sleeping in dormitories on class trips. A mother described her daughters unhappiness about missing special events: It was not because she was denied going to the show that my little girl was weeping. but because she had to stay apart, as if she were not good enough to associate with her comrades
34、 any longer. On Mothers Day, Jewish children had to take part in the school festivities but were not allowed to sing along. When they protested, their teacher responded haughtily: I know you have a mother. but she is only a Jewish mother. On the rare occasion when Jewish children could take part, th
35、e Aryan children would show up in their Nazi youth group outfits, making it clear who did not belong. (5) The extent of persecution depended on various factors: whether Jewish children attended urban or rural schools, whether they lived in areas where the Nazis were particularly popular, and what po
36、litical attitudes their teachers held. Children were more likely to be victimized in small town and village schools. There, non-Jewish children, even if they had wanted to, did not dare to be seen with Jews. Between 1933 and 1935, in a small town in the Mark Brandenburg, no one wanted to sit near a
37、Jewish boy or play with him during breaks. In a small town near Aachen, a Jewish child suffered the abrupt rupture of her closest friendshipthe other child even stopped greeting herand had to listen to her female teacher make nasty remarks about Jews in class. For many children, public events were n
38、ot nearly as upsetting as the situation at school, which grew worse and worse. (6) Even in cities, Jewish children experienced at least some animosity. At best, Jewish children retained some of their non-Jewish friends for a short time, while self-identified Aryan teachers or classmates were unfrien
39、dly. There were segregated Jewish classes in some schools, Jewish benches in mixed classrooms in others. In a Berlin elementary school, which was not known for antisemitism and in which almost half the pupils were Jewish, non-Jewish children brought pails full of soap and water . in order to wash th
40、e seats clean where the Jewish children had sat. In a notably rare situation, Aryans in a Berlin Gymnasium defended their Jewish friends, resisted singing the bloodthirsty Nazi anthem, and as late as 1936 refused to hail the reoccupation of the Rhineland. Nonetheless, some teachers there insulted Je
41、wish pupils or mumbled Nazi eugenics. (7)Helmut Kallmanns description of his Berlin high school between 1932 and 1938 manifests both his clear awareness of the political leanings of his teachers and the contradictions confronting Jews. The chemistry teacher, for example, was not an overt antisemite
42、but still told his classes not to purchase their supplies from a Jewish womans store. Some teachers simply wore their SA or SS uniforms to class, while others were ideologues who harassed the Jewish teenagers. The biology teacher taught racial education, insisting that the Jew is the Master of the L
43、ie, the King of Crime. This rhetoric backfired at first, embarrassing the non-Jewish pupils who could not imagine that these insults fit the fathers of their Jewish friends. Ultimately, however, such tirades intimidated Jews and non-Jews alike. By 1937, another Nazi teacher regularly alternated betw
44、een long-standing antisemitic stereotypes, such as, What kind of whispering and Yiddish-sounding dialect Gemauschele is going on? Were not in a Jew-school here, you know, and more novel approaches, such as Shut your non-Aryan trap. Strangely enough, there were teachers who missed no opportunity to m
45、ake sarcastic remarks about Jews but seemed to grade pupils impartially. The behavior of these teachers was replicated all over Germany: official hostility toward the Jew but personal tolerance or regard for a particular Jewish person. (8) Some children more directly resisted the indignities and abu
46、se foisted upon them in the early years. In 1934, Annemarie Scherman, a Berlin Mischling, confronted a teacher who continually gave her grades of unsatisfactory. Despite his animosity, she achieved her Abitur a year later. In 1934, in a small town in Ostwestfalen-Lippe, a thirteen-year-old girl atte
47、nding a school assembly found herself sitting through a Nazi song. When she heard its words, I was blind with rage and fear I got up and decided . Im not listennig to this. I was pretty certain that they would kill me, grab me and break my bones But no one touched me. Somehow, the teachers as well a
48、s the pupils must have respected . my courage. In a German school where discipline was stressed, to get up .in the midst of a ceremony and simply leave without permission, that was incredible. (9) This kind of opposition took a great deal of courage, because German teachers did not brook disobedience from pupils, especially Jewish pupils. Indeed, such protest was short-lived and was ultimately useless against the power of the state. PASSAGE THREE (1) Globally, it is found that adolescents represent 6
