1、专业英语八级模拟试卷 307及答案与解析 SECTION A MINI-LECTURE Directions: In 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.
2、 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. 0 How to Plan Your Future Career For a few months before graduation, university students are busy with job
3、hunting. Several points of concern from final year students in relation to your future career are summarized as follows. . Requirements from Employers 1. Ideal employees in employers eyes 1)have (1), display initiatives, excel in analysis and languages 【 1】 _ 2)show (2)and adaptability 【 2】 _ 2. Rec
4、ommendations for the students 1)read magazines and newspapers 2)take (3),hold discussion with teachers and classmates 【 3】 _ 3)take part in activities relevant to (4)【 4】 _ . Preparation by Students in Job Hunting 1. For those worrying about employment opportunities -pay attention to their qualities
5、 and abilities - (5)their competitiveness 【 5】 _ -keep on learning 2. For those (6)their career fields 【 6】 _ - (7)the fields that interests you most (pay attention to information 【 7】 _ about different areas, attend interviews of different companies) 3. For those who are not self-confident -turn to
6、 the experts of the Career Centre for help 4. For those who dont know how to write a/an (8)and a resume 【 8】 _ -attend the (9)arranged by the Career Centre 【 9】 _ 5. Recruitment talks 1)get to know the core business of an appealing company 2)attend its interviewp -familiarize yourselves with intervi
7、ew procedures in advance -arrive (10)【 10】 _ -bring your resume -prepare questions for the interview 1 【 1】 2 【 2】 3 【 3】 4 【 4】 5 【 5】 6 【 6】 7 【 7】 8 【 8】 9 【 9】 10 【 10】 SECTION B INTERVIEW Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questi
8、ons that follow. 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. 11 What did Mrs. Bruces attitude towards suffragette movement use to be? （ A） Supportive. （ B） Contradict
9、ory. （ C） Neutral. （ D） Ambiguous. 12 What did Mrs. Bruce think of the suffragettes efforts? （ A） They were useless. （ B） They were ridiculous. （ C） They were good in a lot of ways. （ D） They were somewhat limited. 13 Which of the following statements about the suffragette movement is TRUE according
10、 to Mrs. Brace? （ A） There would be much difference without the movement. （ B） The movement should be more peaceful. （ C） The movement actually did nothing good. （ D） The movement brought something harmful in the long term. 14 Which of the following about marching in the suffragette movement days is
11、 NOT true? （ A） The marching was violent. （ B） Nobody interfered. （ C） There were a few boos. （ D） There were a lot of clapping. 15 What does Mrs. Bruce think about politics? （ A） She thinks women shouldnt enter politics. （ B） She thinks beating men at politics is great. （ C） She thinks women someti
12、mes can be better at politics than men. （ D） She thinks politics is mens job. SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the
13、questions. 16 The IRA are fighting for （ A） a national security. （ B） a united Ireland. （ C） equal rights. （ D） political freedom. 17 What is the message delivered by the IRA in a statement at the end of July? （ A） To put a stop to violence. （ B） To take up arms. （ C） To be cautious. （ D） To give up
14、 their campaign. 18 The Democratic Unionists are _ the IRA decision. （ A） happy about （ B） unsatisfied with （ C） satisfied with （ D） skeptical of 19 Which of the following statements is NOT true about Ms. Tenberken, the founder of the school? （ A） She has a Masters degree. （ B） She is blind. （ C） Sh
15、e is a Dutch. （ D） She teaches Braille. 20 According to the news, the ordinary Ukrainians _ to express their disappointment with politicians. （ A） now have the freedom （ B） are now afraid （ C） have always had the freedom （ D） have no freedom 20 Although it is now possible to bring most high blood pr
16、essure under control, the causes of essential hypertension remain elusive. Understanding how hypertension begins is at least partly a problem of understanding when in life it begins, and this may be very early-perhaps within the first few months of life. Since the beginning of the century, physician
17、s have been aware that hypertension may run in families, but before the 1970s, studies of the familial aggregation of blood pressure treated only populations 15 years of age or older. Few studies were attempted in younger persons because of a prevailing notion that blood pressures in this age group
18、were difficult to measure and unreliable and because essential hypertension was widely regarded as a disease of adults. In 1971, a study of 700 children, ages 2 to 14, used a special blood pressure recorder which minimizes observer error and allows for standardization of blood pressure readings. Bef
19、ore then, it had been well established that the blood pressure of adults aggregates familially, that is, the similarities between the blood pressure of an individual and his siblings are generally too great to be explained by chance. The 1971 study showed that familial clustering was measurable in c
20、hildren as well, suggesting that factors responsible for essential hypertension are acquired in childhood. Additional epidemiological studies demonstrated a clear tendency for the children to retain the same blood pressure patterns, relative to their peers, four years later. Thus, a child with blood
21、 pressure higher or lower than the norm would tend to remain higher or lower with increasing age. Meanwhile, other investigators uncovered a complex of physiologic roles-including blood pressure-for a vasoactive (作用于血管的 ) system called the kallikrein-kinin (血管舒缓酶 -激酞原 ) system. Kallikreins are enzym
22、es in the kidney and blood plasma which act on precursors (先兆 ) called kininogens to produce vasoactive peptides(酞 )called kinins. Several different kinins are produced, at least three of which are powerful blood vessel dilators. Apparently, the kallikrein-kinin system normally tends to offset the e
23、levations in arterial pressure that result from the secretion of salt-conserving hormones such as aldosterone(醛固酮 ) on the one hand and from activation of the sympathetic nervous system (which tends to constrict blood vessels) on the other hand. It is also known that urinary kallikrein excretion is
24、abnormally low in subjects with essential hypertension. Levels of urinary kallikrein in children are inversely related to the diastolic blood pressures of both children and their mothers. Children with the lowest kallikrein levels are found in the families with the highest blood pressure. In additio
25、n, black children tend to show somewhat lower urinary kallikrein levels than white children, and blacks are more likely to have high blood pressure. There is a great deal to be learned about the biochemistry and physiologic roles of the kallikrein-kinin system. But there is the possibility that esse
26、ntial hypertension will prove to have biochemical precursors. 21 The author is primarily concerned with _. （ A） questioning the assumption behind certain experiments involving children under the age of 15 （ B） describing the new scientific findings about high blood pressure and suggesting some impli
27、cations （ C） describing two different methods for studying the causes of high blood pressure （ D） revealing a discrepancy between the findings of epidemiological studies and laboratory studies on essential hypertension 22 The argument in the passage leads most naturally to which of the following con
28、clusions? （ A） A low output of urinary kallikrein is a likely cause of high blood pressure in children. （ B） The kallikrein-kinin system plays an important role in the regulation of blood pressure. （ C） Essential hypertension may have biochemical precursors which may be useful predictors in children
29、. （ D） The failure of the body to produce sufficient amounts of kinins is the cause of essential hypertension. 23 The author refers to the somewhat lower urinary kallikrein levels in black children in order to _. （ A） support the thesis that kallikrein levels are inversely related to blood pressure
30、（ B） highlight the special health problems involved in treating populations with high concentrations of black children （ C） offer a causal explanation for the difference in urinary kallikrein levels between black and white children （ D） suggest that further study needs to be done on the problem of h
31、igh blood pressure among black adults 24 The evidence that a child with blood pressure higher or lower than the norm would tend to retain the same blood pressure pattern with increasing age is introduced by the author in order to _. （ A） suggest that essential hypertension may have biochemical cause
32、s （ B） show that high blood pressure can be detected in children under the age of 15 （ C） provide evidence that factors affecting blood pressure are already present in children （ D） propose that increased screening of children for high blood pressure should be undertaken 24 The Aleuts, residing on s
33、everal islands of the Aleutian Chain, the Pribilof Islands, and the Alaskan Peninsula, have possessed a written language since 1825, when the Russian missionary Ivan Veniaminov selected appropriate characters of the Cyrillic alphabet to represent Aleut speech sounds, recorded the main body of Aleut
34、vocabulary, and formulated grammatical rules. The Czarist Russian conquest of the proud, independent sea hunters was so devastatingly thorough that tribal traditions, even tribal memories, were almost obliterated. The slaughter of the majority of an adult generation was sufficient to destroy the con
35、tinuity of tribal knowledge, which was dependent upon oral transmission. As a consequence, the Aleuts developed a fanatical devotion to their language as their only cultural heritage. The Russian occupation placed a heavy linguistic burden on the Aleuts. Not only were they compelled to learn Russian
36、 to converse with their overseers and governors, but they had to learn Old Slavonic to take an active part in church services as well as to master the skill of reading and writing their own tongue. In 1867, when the United States purchased Alaska, the Aleuts were unable to break sharply with their i
37、mmediate past and substitute English for any one of their three languages. To communicants of the Russian Orthodox Church a knowledge of Slavonic remained vital, as did Russian, the language in which one conversed with the clergy. The Aleuts came to regard English education as a device to wean them
38、from their religious faith. The introduction of compulsory English schooling caused a minor renascence of Russian culture as the Aleut parents sought to counteract the influence of the schoolroom. The harsh life of the Russian colonial rule began to appear more happy and beautiful in retrospect. Reg
39、ulations forbidding instruction in any language other than English increased its unpopularity. The superficial alphabetical resemblance of Russian and Aleut linked the two tongues so closely that every restriction against teaching Russian was interpreted as an attempt to eradicate the Aleut tongue.
40、From the wording of many regulations, it appears the American administrators often had not the slightest idea that the Aleuts were clandestinely reading and writing their own tongue or even had a written language of their own. To too many officials, anything in Cyrillic letters was Russian and somet
41、hing to be stamped out. Bitterness bred by abuses and the exploitations the Aleuts suffered from predatory American traders and adventurers kept alive the Aleut resentment against the language spoken by Americans. Gradually, despite the failure to emancipate the Aleuts from a sterile past by relatin
42、g the Aleut and English languages more closely, the passage of years has assuaged the bitter misunderstandings and caused an orientation away from Russian toward English as their second language, but Aleut continues to be the language that molds their thought and expression. 25 The author is primari
43、ly concerned with describing _. （ A） the Aleuts loyalty to their language and American failure to understand it （ B） Russian and United States treatment of Alaskan inhabitants both before and after 1867 （ C） how the Czarist Russian occupation of Alaska created a written language for the Aleuts （ D）
44、United States government attempts to persuade the Aleuts to use English as a second language 26 According to the passage, which of the following was the most important reason for the Aleuts devotion to their language? （ A） Invention of a written version of their language. （ B） Introduction of Old Sl
45、avonic for worship. （ C） Disruption of oral transmission of tribal knowledge. （ D） Institution of compulsory English education. 27 The passage is developed primarily by _. （ A） testing the evidence supporting a theory （ B） describing causes and effects of events （ C） weighing the pros and cons of a
46、plan （ D） projecting the future consequences of a decision 28 Which of the following statements about the religious beliefs of the Aleuts can be inferred from the passage? （ A） Prior to the Russian occupation they had no religious beliefs. （ B） American traders and adventurers forced them to abandon
47、 all religious beliefs. （ C） At no time in their history have the Aleuts had an organized religion. （ D） The Russians forced Aleuts to become members of the Russian Orthodox Church. 28 The beginning of what was to become the United States was characterized by inconsistencies in the values and behavi
48、or of its population, inconsistencies that were reflected by its spokesmen, who took conflicting stances in many areas; but on the subject of race, the conflicts were particularly vivid. The idea that the Caucasian (白种人 ) race and European civilization were superior was well entrenched in the cultur
49、e of the colonists at the very time that the “egalitarian“ (主张平等的 ) republic was founded. Voluminous historical evidence indicates that, in the mind of the average colonist, the African was a heathen, he was black, and he was different in crucial philosophical ways. As time progressed, he was also increasingly captive, adding to the conception of deviance. The African, therefore, could be justifiably (and even philanthropically) treated as property according to the reaso
