1、专业英语八级模拟试卷 869（无答案）SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fi
2、ll in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.0 Study Activities in UniversityIn order to help college and university students in the process of learning, four key study activities ha
3、ve been designed and used to encourage them to make knowledge their own.1. essay writing: central focus of university work esp. in thehumanities, e.g.【T1】_【T1】_Benefits: 1)helping to【T2】_ interesting content in books【T2 】_and to express understanding2)enabling teachers to know progress and to offer【
4、T3】_【T3】_3)【T4】_ students with exam forms【T4】_2. seminars and classroom discussion: another form to internalize knowledge in specialized contextsBenefits: 1)【T5】_ enables you to know the effectiveness of【T5】_and others response to your speech immediately2)Within the same period of time, more topics
5、can be dealtwith than in【T6 】_ 【T6】_3)The use of a broader range of knowledge is encouraged3. individual tutorials: a substitute for group discussionFormat: from teacher【T7】_ to flexible conversation【T7 】_Benefit: encouraging acceptance of【T8】_ and producing interaction【T8】_4. lectures: a most【T9】_
6、used study activity 【T9 】_Disadvantages: 1)less【T10】_ than discussions or tutorials【T10 】_2)more demanding in【T11】_【T11】_Advantages: 1)providing a general【T12】_ of a subject 【T12】_under discussion2)offering more easily【T13】_ versions of a theory【T13】_3)updating students on【T14 】_ developments 【T14 】
7、_4)allowing students to follow different【T15】_【T15】_1 【T1】2 【T2】3 【T3】4 【T4】5 【T5】6 【T6】7 【T7】8 【T8】9 【T9】10 【T10】11 【T11】12 【T12】13 【T13】14 【T14】15 【T15】SECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questi
8、ons will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to each question on ANSWER SHEET TWO.You have T
9、HIRTY seconds to preview the questions.（A）They have just revised an old report.（B） They have finished a report on old age.（C） They have just rewritten a report.（D）They have finished a report on the young.（A）To look into the mental health of old people.（B） To explain why people have negative views on
10、 old age.（C） To help correct some false beliefs about old age.（D）To identify the various problems of old age.（A）Help people change their feelings about old age.（B） Reveal that old people are poor, lonely and unhappy.（C） Lead people to find that old people are unattractive.（D）Lead people to help old
11、people deal with their sickness.（A）Because old people know when they should go to the hospital.（B） Because old people are healthy from their childhood to middle age.（C） Because old people reaching 65 or 70 are the strong among us.（D）Because old people have kept exercising all the time.（A）Family love
12、 is gradually disappearing.（B） It is hard to comment on family relationship.（C） More children are indifferent to their parents.（D）Family love remains as strong as before.（A）Because the children refuse to have parents living with them.（B） Because the children can afford to have their own homes.（C） Be
13、cause the parents prefer to live in nursing homes now.（D）Because the parents refuse to care for their children any more.（A）Negative.（B） Positive.（C） Ambiguous.（D）Neutral.（A）During the childhood.（B） In the middle age.（C） At the old stage.（D）Throughout life.（A）The group of old people did best in Engli
14、sh classes.（B） The old group did not perform as well as the young group.（C） The young group did not perform as well as the old group.（D）The group of old people did best in mathematics.（A）Old-age sickness.（B） Loose family ties.（C） Poor mental abilities.（D）Difficulties in maths.SECTION A MULTIPLE-CHOI
15、CE QUESTIONSIn this section there are several 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.25 (1)The Burmese sub-inspector and some Indian constable
16、s were waiting for me in the quarter where the elephant had been seen. We began questioning the people as to where the elephant had gone and, as usual, failed to get any definite information. I had almost made up my mind that the whole story was a pack of lies, when we heard yells a little distance
17、away. There was a loud cry of “Go away, child!Go away this instant! “ and an old woman with a switch in her hand came round the corner of a hut, violently driving away a crowd of naked children. I rounded the hut and saw a mans dead body sprawling in the mud. The people said that the elephant had co
18、me suddenly upon him round the corner of the hut, caught him with its trunk, put its foot on his back and ground him into the earth. As soon as I saw the dead man I sent an orderly to a friends house nearby to borrow an elephant rifle.(2)The orderly came back in a few minutes with a rifle and five c
19、artridges, and meanwhile some Burmans had arrived and told us that the elephant was in the paddy fields below, only a few hundred yards away. As I started forward practically the whole population of the quarter flocked out of the houses and followed me. They had seen the rifle and were all shouting
20、excitedly that I was going to shoot the elephant. It made me vaguely uneasy. I had no intention of shooting the elephant I had merely sent for the rifle to defend myself if necessary and it is always unnerving to have a crowd following you. I marched down the hill, looking and feeling a fool, with t
21、he rifle over my shoulder and an ever-growing army of people jostling at my heels. The elephant was standing eight yards from the road, his left side towards us. He took not the slightest notice of the crowds approach. He was tearing up bunches of grass, beating them against his knees to clean them
22、and stuffing them into his mouth.(3)I had halted on the road. As soon as I saw the elephant I knew with perfect certainty that I ought not to shoot him. It is a serious matter to shoot a working elephant it is comparable to destroying a huge and costly piece of machinery and obviously one ought not
23、to do it if it can possibly be avoided. And at that distance peacefully eating, the elephant looked no more dangerous than a cow. I thought then and I think now that his attack of “must“ was already passing off: in which case he would merely wander harmlessly about until his owner came back and caug
24、ht him. Moreover, I did not in the least want to shoot him. I decided that I would watch him for a little while to make sure that he did not turn savage again, and then go home.(4)But at that moment, I glanced round at the crowd that had followed me. It was an immense crowd, two thousand at the leas
25、t and growing every minute. It blocked the road for a long distance on either side. I looked at the sea of yellow faces above the garish clothes faces all happy and excited over this bit of fun, all certain that the elephant was going to be shot. They were watching me as they would watch a conjuror
26、about to perform a trick. And suddenly I realized that I should have to shoot the elephant after all: The people expected it of me and I had got to do it: I would feel their two thousand wills pressing me forward, irresistibly. And it was at this moment, as I stood there with the rifle in my hands t
27、hat I first grasped the hollowness, the futility of the White mans dominion in the East. Here was I, the white man with his gun, standing in front of the unarmed native crowd seemingly the leading actor of the piece: but in reality I was only an absurd puppet pushed to and fro by the will of those y
28、ellow faces behind. I perceived in this moment that when the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall spend his life in trying to impress the “na
29、tives“, and so in every crisis he has got to do what the “natives“ expect of him. He wears a mask, and his face grows to fit it. I had got to shoot the elephant. I had committed myself to doing it when I sent for the rifle. A sahib has got to act like a sahib: he has got to appear resolute, to know
30、his own mind and do definite things. To come all that way, rifle in hand, with two thousand people marching at my heels, and then to trail feebly away, having done nothing no, that was impossible. The crowd would laugh at me. And my whole life, every white mans life in the East, was one long struggl
31、e not to be laughed at.(5)But I did not want to shoot the elephant. I watched him beating his bunch of grass against his knees, with that preoccupied grandmotherly air that elephants have. It seemed to me that it would be murder to shoot him. At that age I was not squeamish about killing animals, bu
32、t I had never shot an elephant and never wanted to.(Somehow it always seems worse to kill a large animal.)Besides, there was the beasts owner to be considered. Alive, the elephant was worth at least a hundred pounds: dead, he would only be worth the value of his tusks, five pounds, possibly. But I h
33、ad got to act quickly. I turned to some experienced-looking Burmans who had been there when we arrived, and asked them how the elephant had been behaving. They all said the same thing: he took no notice of you if you left him alone, but he might charge if you went too close to him.26 Which of the fo
34、llowing arguments against shooting the elephant is not mentioned by the author?（A）It was worth a great deal of money.（B） It deliberately avoided eating the growing rice.（C） It was domesticated and his owner hadnt come back.（D）Its attack of temporary frenzy was passing away.27 The following words are
35、 used literally EXCEPT（A）perfect in “As soon as I saw the elephant I knew with perfect certainty that. “(Para. 3)（B） blocked in “It blocked the road for a long distance on either side.“(Para. 4)（C） sea in “I looked at the sea of yellow faces above the garish clothes.“(Para. 4)（D）futility in “. the f
36、utility of the White mans dominion in the East.“(Para. 4)28 “A sahib has got to act like a sahib“(Para. 4)means that the civil servant in Asia（A）had to do what his own class expected his mind to do.（B） could never appear to change his mind in public.（C） had to put a bold face on events.（D）always nee
37、ded to act cruelly in public.29 The essential point of the story is that（A）the author regretted the streak of cruelty that had led him to shoot the elephant.（B） the author had to defend the Burmese crow by shooting the elephant.（C） circumstances can lead men to do more extreme actions than were nece
38、ssary.（D）the ruling class has to behave in the way the conquered expect them to behave.29 (1)Criminology has treated womens role in crime with a large measure of indifference. The intellectual tradition from which criminology derives its conception of these sexes maintains esteem for mens autonomy,
39、intelligence and force of character while disdaining women for their weaknesses of compliance and passivity. Women who conform as pure, obedient daughters, wives and mothers benefit men and society. Those women who dont, that is, are non-conforming, may simply be one who questions established belief
40、s or practices, or one who engages in activities associated with men, or one who commits a crime. These women are doubly damned and doubly deviant. They are seen as “mad“ not “bad“. These behaviors frequently lead to interpretations of being mentally abnormal and unstable. Those doing the defining,
41、by the very act, are never defined as “other“, but are the norm. As “men“ are the norm, women are deviant. Women are defined in reference to men. In the words of Young, “sexual difference is one of the ways in which normal is marked out from deviant“. So why do these differences exist within the cri
42、minal justice system and society as a whole? In order to understand why offending and punishment differs between genders it is important to acknowledge and analyze past perceptions, theories and perspectives from predominant sociologists and criminologists of that time towards women in society.(2)Up
43、 until the turn of the century, women were primarily perceived as sexual objects and expected to remain within male dominated ideologies such as homemaker, carer and nurturer taking second place after men. Women who strayed from the norm were severely punished, void of any opportunities to explain t
44、heir actions. Perhaps interventions from Elizabeth Fry in the early nineteenth century campaigning for women to be housed in separate prisons from men and offered rehabilitation could be marked as the starting point for intense studies being conducted into relationships between women and crime. The
45、conception at that time was that women must be protected from, rather than held responsible for their criminal actions. Unfortunately, such intervention only caused coaxing rather than coercion, that is, women became segregated even more as individual members of their community.(3)Later in the late
46、nineteenth century, Lombroso and Ferrero wrote a book called, The Female Offender. Their theories were based on “atavism“. Atavism refers to the belief that all individuals displaying anti-social behavior were biological throwbacks. The born female criminal was perceived to have the criminal qualiti
47、es of the male plus the worst characteristics of women. According to Lombroso and Ferrero, these included deceitfulness, cunning and spite among others and were not apparent among males. This appeared to indicate that criminal women were genetically more male than female, therefore biologically abno
48、rmal. Criminality in men was a common feature of their natural characteristics, whereby women, their biologically-determined nature was exactly opposite to crime. Female social deviants or criminals who did not act according to pre-defined standards were diagnosed as pathological and requiring treat
49、ment, they were to be “cured“ or “removed“.(4)Other predominant theorists such as Thomas and later, Pollack, believed that criminality was a pathology and socially induced rather than biologically inherited. As Thomas says, “the girl as a child does not know she has any particular value until she learns it from others“. Pollack believed, “it is the learned behaviour from a very young age t
