1、专业八级模拟599及答案解析 (总分：167.47，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)How to Use the Internet to Learn a Language?Internet has made communication and learning a language much more accessible. To make the best use of the resources on the Internet, we need to kno
2、w how we can use Internet to learn a language. . Preparation Review how 1 you are in the language Decide which aspect you want to 2 . Five Ways of using Internet to learn a language A. Look for lessons online For beginners, search lessons about 3 Lessons in some languages are more 4 than those in ot
3、her languages Stream an Internet radio station and 5 You may also listen to podcast B. Read an online newspaper Pick out new words and 6 Learn some slang and become 7 8 articles from or into the language you are learning C. Search for 9 in the language Look for 10 and read them with the translated v
4、ersion D. Watch 11 Find clips of TV shows and movies To train your listening skill, look for 12 E. Find a partner who speaks the language Go to 13 Three important factors in partnering up a) 14 b) Intermediate proficiency or greater c) Talking or writing to your partner 15 （分数：40.05）三、SECTION B INTE
5、RVIEW(总题数：2，分数：40.00)（分数：20.00）A.It doesnt necessarily bring happiness to people.B.Many people suppose that the millionaires are very happy.C.The more money you earn, the happier you will be.D.It brings comparatively more happiness to the low income class.A.The teacher.B.The social worker.C.The fire
6、 fighter.D.The manager.A.Indifferent.B.Critical.C.Supportive.D.Oppositive.A.Having someone who loves you.B.Being healthy mentally and psychologically.C.Having a successful marriage.D.Having filial children.A.Can money really bring happiness?B.How can people become millionaire?C.Why do rich people st
7、ill feel unhappy?D.What can make you the happiest?（分数：20.00）A.It is very adventurous.B.It is very sensual.C.It is very private.D.It is very interesting.A.She is an educator.B.She is a relationship expert.C.She is a web owner.D.She is a single woman.A.Because they are worthy of memorizing.B.Because t
8、hey are vivid.C.Because they are heart-breaking.D.Because they are educational.A.Losing weight.B.Preparing herself mentally.C.Going online.D.Accepting the rejection.A.She should be more cautious.B.She should be more open-minded.C.She should view it as a shame.D.She should view it as a chance to lear
9、n.四、PART READING COMPR(总题数：1，分数：30.00)SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are four passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer
10、 and mark your answers on ANSWER SHEET TWO. PASSAGE ONE My own sex, I hope, will excuse me, if I treat them like rational creatures, instead of flattering their fascinating graces, and viewing them as if they were in a state of perpetual childhood, unable to stand alone. I earnestly wish to point ou
11、t in what true dignity and human happiness consistsI wish to persuade women to endeavor to acquire strength, both of mind and body, and to convince them that the soft phrases, susceptibility of heart, delicacy of sentiment, and refinement of taste, are almost synonymous with epithets of weakness, an
12、d that those beings who are only the objects of pity and that kind of love, which has been termed its sister, will soon become objects of contempt. Animated by this important object, I shall disdain to cull my phrases or polish my style: I aim at being useful, and sincerity will render me unaffected
13、, for, wishing rather to persuade by the force of my arguments than dazzle by the elegance of my language, I shall not waste my time in rounding periods, nor in fabricating the turgid bombast of artificial feelings, which, coming from the head, never reach the heart. I shall be employed about things
14、, not word! And, anxious to render my sex more respectable members of society, I shall try to avoid that flowery diction which has slid from essays into novels, and from novels into familiar letters and conversation. The education of women has, of late, been more attended to than formerly, yet they
15、are still reckoned a frivolous sex, and ridiculed or pitied by the writers who endeavor by satire or instruction to improve them. It is acknowledged that they spend many of the first years of their lives in acquiring a smattering of accomplishments: meanwhile strength of body and mind are sacrificed
16、 to libertine notions of beauty, to the desire of establishing themselvesthe only way women can rise in the worldby marriage. And this desire making mere animals of them, when they marry they act as such children may be expected to actthey dress, they paint, and nickname Gods creatures. Surely these
17、 weak beings are only fit for a seraglio!Can they be expected to govern a family with judgment, or take care of the poor babes whom they bring into the world? If then it can be fairly deduced from the present conduct of the sex, from the prevalent fondness for pleasure which takes place of ambition
18、and those nobler passions that open and enlarge the soul: that the instruction which women have received has only tended, with the constitution of civil society, to render them insignificant objects of desiremere propagators of fools!If it can be proved that in aiming to accomplish them, without cul
19、tivating their understandings, they are taken out of their sphere of duties, and made ridiculous and useless when their short-lived bloom of beauty is over. I presume that rational men will excuse me for endeavoring to persuade them to become more masculine and respectable. Indeed the word masculine
20、 is only a bugbear: there is little reason to fear that women will acquire too much courage or fortitude, for their apparent inferiority with respect to bodily strength, must render them, in some degree, dependent on men in the various relations of life. But why should it be increased by prejudices
21、that give a sex to virtue, and confound simple truths with sensual reveries? Women are, in fact, so much degraded by mistaken notions of female excellence, that I do not mean to add a paradox when I assert, that this artificial weakness produces a propensity to tyrannize, and gives birth to cunning,
22、 the natural opponent of strength, which leads them to play off those contemptible infantile airs that undermine esteem ever whilst they excite desire. Let men become more chaste and modest, and if women do not grow wiser in the same ratio, it will be clear that they have weaker understandings. It s
23、eems scarcely necessary to say, that 1 now speak of the sex in general. Many individuals have more sense than their male relatives: and, as nothing preponderates where there is a constant struggle for an equilibrium, without it has naturally more gravity, some women govern their husbands without deg
24、rading themselves, because intellect will always govern. PASSAGE TWO Researchers investigating brain size and mental ability say their work offers evidence that education protects the mind from the brains physical deterioration. It is known that the brain shrinks as the body ages, but the effects on
25、 mental ability are different from person to person. Interestingly, in a study of elderly men and women, those who had more education actually had more brain shrinkage. That may seem like bad news, said study author Dr. Edward Coffey, a professor of psychiatry and of neurology at Henry Ford Health S
26、ystem in Detroit. However, he explained, the finding suggests that education allows people to withstand more brain-tissue loss before their mental functioning begins to break down. The study, published in the July issue of Neurology, is the first to provide biological evidence to support a concept c
27、alled the reserve hypothesis, according to the researchers. In recent years, investigators have developed the idea that people who are more educated have greater cognitive reserves to draw upon as the brain tissue to spare. Examining brain scans of 320 healthy men and women ages 66 to 90, researcher
28、s found that for each year of education the subjects had, there was greater shrinkage of the outer layer of the brain known as the cortex. Yet on tests of cognition and memory, all participants scored in the range indicating normal. Everyone has some degree of brain shrinkage, Coffey said. People lo
29、se (on average) 2.5 percent per decade starting in adulthood. There is, however, a remarkable range of shrinkage among people who show no signs of mental decline, Coffey noted. Overall health, he said, accounts for some differences in brain size. Alcohol or drug use, as well as medical conditions su
30、ch as diabetes and high blood pressure, contribute to brain-tissue loss throughout adulthood. In the absence of such medical conditions, Coffey said, education level helps explain the range of brain shrinkage exhibited among the mentally-fit elderly. The more-educated can withstand greater loss. Cof
31、fey and colleagues gauged shrinkage of the cortex by measuring the cerebrospinal fluid surrounding the brain. The greater the amount of fluid means the greater the cortical shrinkage. Controlling for the health factors that contribute to brain injury, the researchers found that education was related
32、 to the severity of brain shrinkage. For each year of education from first grade on, subjects had an average of 1.77 milliliters more cerebrospinal fluid around the brain. For example, Coffeys team reported, among subjects of the same sex and similar age and skull size, those with 16 years of educat
33、ion had 8 percent to 10 percent more cerebrospinal fluid compared with those who had four years of schooling. Of course, achieving a particular education level is not the definitive measure of someones mental capacity. And, said Coffey, education can be a proxy for many things. More-educated people,
34、 he noted, are often less likely to have habits, such as smoking, that harm overall health. But Coffey said that his teams findings suggest that like the body, the brain benefits from exercise. The question is whether by continuing to exercise the brain we can forestall the effects of (brain shrinka
35、ge), he said. My hunch is that we can. According to Coffey, people should strive throughout life to keep their brains alert by exposing themselves to new experiences. Traveling is one way to stimulate the brain, he said, a less adventuresome way is to do crossword puzzles. A hot topic down the road,
36、 Coffey said, will be whether education even late in life has a protective effect against mental decline. Just how education might affect brain cells is unknown. In their report, the researchers speculated that in people with more education, certain brain structures deeper than the cortex may stay i
37、ntact to compensate for cortical shrinkage. PASSAGE THREE Scotland Yards top fingerprint expert, Detective Chief Superintendent Gerald Lambourne had a request from the British Museums Prehistoric Department to focus his magnifying glass on a mystery. Somewhat outside my usual beat, he said. This was
38、 not a question of Who Did It, but Who Was It. The blunt instruments he pored over were the antlers of red deer, dated by a radio-carbon examination as being up to 5,000 years old. They were used as mining picks by Neolithic man to hack flints and chalk, and the fingerprints he was looking for were
39、of our remote ancestors who had last wielded them. The antlers were unearthed in July during the British Museums five-year-long excavation at Grimes Graves, near Thetford, Norfolk, a 93-acre site containing more than 600 vertical shafts in the chalk some 40 feet deep. From artifacts found in many pa
40、rts of Britain it is evident that flint was extensively used by Neolithic man as he slowly learned how to farm land in the period from 3,000 to 1,500 B.C. Flint was especially used for axe heads to clear forests for agriculture, and the quality of the flint on the Norfolk site suggests that the mine
41、rs there were kept busy with many orders. What excited Mr. G. de G. Sieveking, the museums deputy director of the excavations, was the dried mud still sticking to some of them. Our deduction is that the miners coated the base of the antlers with mud so that they could get a better grip, he says. The
42、 exciting possibility was that fingerprints left in this mud might at last identify as individuals a people who have left few relics, who could not read or write, but who may have had much more intelligence than has been supposed in the past. Chief Superintendent Lambourne, who four years ago had as
43、sisted the British Museum by taking the fingerprints of a 4,000-year-old Egyptian mummy, spent two hours last week examining about 50 antlers. On some he found minute marks indicating a human grip in the mud. Then on one he found the full imprint of the ridge structure of a human handthat part of th
44、e hand just below the fingers where most pressure would be brought to bear in wielding a pick. Chief Superintendent Lambourne has agreed to visit the Norfolk site during further excavations next summer, when it is hoped that further hand-marked antlers will come to light. But he is cautious about th
45、e historic significance of his findings. Fingerprints and handprints are unique to each individual but they can tell us nothing about the age, physical characteristics, even sex of the person who left them, he says. Even the fingerprints of a gorilla could be mistaken for those of a man. But if a nu
46、mber of imprinted antlers are recovered from given shafts on this site I could at least determine which antlers were handled by the same man, and from there might be deduced the number of miners employed in a team. As an indication of intelligence I might determine which way up the miners held the a
47、ntlers and how they wielded them. To Mr. Sieveking and his museum colleagues any such findings will be added to their dossier of what might appear to the layman as trivial and unrelated facts but from which might emerge one day an impressive new image of our remote ancestors. PASSAGE FOUR The first
48、performance of Tchaikovskys The Nutcracker, in St. Petersburg in 1892, was a flop. Wrote one critic the next day: For dancers there is rather little in it; for art absolutely nothing, and for the artistic fate of our ballet, one more step downward. Two decades passed before another production was attempted. A century later, the ballet constitutes the single biggest fine-arts moneymaker in the United States, which has claimed the ballet as its own. In 1996, box-office receipts for some 2,400 American performances of the work by more t
