专业八级分类模拟337及答案解析.doc

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1、专业八级分类模拟 337 及答案解析(总分：100.00，做题时间：90 分钟)一、WRITING(总题数：6，分数：100.00)1.题目要求：All over the world, various kinds of tests are used to indicate a person“s knowledge of a subject. Are grades a good indicator and determining factor of people“s, especially students“ knowledge? Read the excerpts carefully and

2、write your response in about 300 words, in which you should: 1. summarize briefly the different opinions on this issue; 2. give your comment. Marks will be awarded .for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a

3、 loss of marks. Cathy (the US) I would say that not all grading systems are equal and I have my fair share of complaints against standardized testing, as well as grade curves. However, I do believe the grades of specific testing material are indicative of your understanding of the material. Now when

4、 I say test, I do not only mean paper or multiple choice. It can take many forms such as physical activities, speeches, or traditional tests to show people“s abilities. After that they should get a grade as feedback on their knowledge. Duke (Australia) Grades do not necessarily translate directly to

5、 intelligence, but they do generally represent a student“s effort and consistency. A student who consistently gets good grades, at the very least, applies themselves to their schoolwork, while a student that consistently gets poor grades either clearly does not understand material or does not put fo

6、rth an appropriate effort. So grades must have some correlation with intelligence. There may be exceptions to this rule, but an intelligent student will generally understand the importance of good grades. Johonny (Italy) It depends on the grading method. If those grades are based on some sort of hol

7、istic approach, then it is Ok. It is entirely unfair to say that grades on a 4-answer multiple choice assignment directly translate to knowledge. For all one knows, that person could have been a lucky guesser or a good test-taker. However, if the grade is given based on a short answer or essay type

8、assignment, those grades would be more correlated with one“s knowledge on a subject because it requires that person not only to give the “correct“ answer but also to explain it thoroughly. Mary (Britain) GPA does not equal the level of intelligence. Grades are not a good indicator of intelligence be

9、cause some students copy answers from friends, some teachers give easy work and random grades. Not always does a lazy student equal an unintelligent student, and not always does a student that turns in work equal an intelligent one. Dorothy (France) Grades can be a good indicator of a person“s knowl

10、edge of a subject if the grade has been earned over a period of time through projects, reports or essays. Examinations are memory tests and are poor indicators of a person“s knowledge. It is easy to obtain previous years“ papers, have some clues given to you by a teacher or learn enough about a subj

11、ect to ace certain questions while not learning other fundamental knowledge of a subject. There is also the case of people becoming too nervous during an examination and suddenly forgetting important knowledge, only for it to return when they leave the room. I will always believe that an in-depth re

12、port or essay that has been worked on over a long period of time will indicate a person“s knowledge more than a 2-hour exam on a subject. Tracy (the US) No, because they are unfair and they do not show what you have learned. Grades aren“t a sign of learning, rather a sign of obeying. Americans today

13、 get quizzes and tests 24/7. Instead of doing projects and understanding concepts, we are simply forced to memorize rather than understand. Quizzes, tests, homework are NOT signs of learning and they are actively detrimental to learning in every way possible. （分数：16.50）_2.题目要求：To a university studen

14、t who is doomed to enter into society to realize himself, which is more importanteducation or social life? Read the excerpts carefully and write your response in about 300 words, in which you should: 1. summarize briefly the different opinions; 2. give your comment. Marks will be awarded for content

15、 relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. Alex (Britain) Education is more important. With education, you can make money. Having to cope with loneliness (no social life) can be resolved when you look ba

16、ck on how much more knowledge you have acquired than others, and how much more money the knowledge has brought you than others. Tom (the US) Education doesn“t mean learning without social life. Simply put, the university is not just a place for gaining knowledge but a community for the students to g

17、row and mature. Olive (Poland) Education is the foundation of life. Education is far more significant than social life. This is because education prepare students for success and helps them go further in life as well. With a vast variety of career paths, education allows people to select their field

18、s of interest and specialize in an occupation related to that career path. As a result, education not only allows people to make a living but also enables them to do what they want and love in their daily life. Twist (Canada) Yes, you can have your fun with a great social life; yes, you can not have

19、 a bachelor“s degree and still do well in life. But statistically, people with a degree get higher paying jobs, which leads to a more diverse and comfortable lifestyle. If you are confident of success without a degree, don“t get one! Go and start doing what you want to do. Most people misunderstand

20、the term “education“; education can take place not only at school, but at your work and at home; it“s intimately linked to your life. Steve (China) Technically, education is a part of your social life. Anyway by having a social life you will have connections. You can be the smartest person in the wo

21、rld while with no connections you are nothing. If you meet a CEO of a big company, are you going to say, “I have a Ph.D. Hire me.“ or socialize with him? Ann (Austria) Life is about living, not getting a grade A. At the end of your life, when you look back on everything, you are not going to smile a

22、nd feel glad that you have learned more instead of celebrating your best friends“ birthday. Even if you get a doctorate, it doesn“t guarantee that you will get success and money, and having a social life guarantees a psychological fulfillment that grades can never supply. （分数：16.50）_3.题目要求：The phras

23、e “everybody“s doing it“ is very much at the center of the concept of peer pressure. It is a social influence exerted on an individual in order to get that person to act or believe in a similar way as a larger group. Most people experience it in some way during their lives. The following excerpt is

24、about peer pressure and alcohol. The author presents his opinion on peer pressure. Read the excerpt carefully and write your response in about 300 words, in which you should: 1. summarize briefly the author“s opinion; 2. give your comment. Marks will be awarded for content relevance, content suffici

25、ency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. Peer PressureIn the United States, over 80% of college students have at least one alcoholic drink over a two-week time period. Of these college students, 40% are binge drinking (i.e., hav

26、ing four or more drinks) on occasion, which greatly surpasses the rate of their non-college peers. Research suggests that this discrepancy between college students and their non-college peers is largely due to the college environment. More specifically, college students must experience a transitiona

27、l period from depending on their parents at home to depending on their peers on campus. Peer interactions may be essential for college students in that peers provide the guidance and support needed to circumvent this transitional period. In addition, the freshman population is particularly reliant o

28、n peer groups because they are new to the college environment and are attempting to adapt to the college lifestyle. Although peers may be an essential coping mechanism during this transitional period, the increase of peer involvement in a student“s everyday life may influence the increase of peer pr

29、essure as well. Peer pressure, or the direct or indirect encouragement from one“s own age group to engage in activities that they may or may not want to engage in, is a major factor in the development of students“ risk-taking behavior (e.g., alcohol use, drug use, and tobacco use). Peers act as an i

30、nfluential model by introducing, providing, or pressuring risky activities (i. e., alcohol use) to other peers. By modeling the behavior of their peers, college students are viewing alcohol use as a positive and socially acceptable experience. However, what college students fail to take into conside

31、ration are the negative consequences that are related to alcohol use, especially within a peer group context. For example, the leading cause of death for adolescents 17 to 20 years old is alcohol-related motor vehicle crashes (US Department of Health and Human Services, 2011). In addition, about 400

32、,000 college students between the ages of 18 and 24 have unprotected sex due to drinking. More than one fourth of those students report being too intoxicated to know if they even consented to have sex (US Department of Health and Human Services, 2011). Therefore, it is imperative to understand peer

33、pressure, as well as which groups of college students are more susceptible to it, in order to decrease these negative consequences from occurring. The social identity theory may help to explain why college students are influenced by peer pressure. The social identity theory suggests that a significa

34、nt portion of an individual“s self-concept is formed through their peer groups, with the in-groups being viewed more positively than the out-groups. In a college environment, it is essential for students to be associated with the in-groups in order to be socially accepted. Out-groups, such as freshm

35、en college students and non-drinkers, may lack the social support needed during this transitional period because they are not fitting in with the majority of their peers. More specifically, non-drinkers would be considered an out-group because they are not participating in the normative behavior of

36、alcohol use. Subsequently, students who enter college determined to remain non-drinkers often give in to peer pressure in order to become a part of the in-group. This experience of feeling like an out-group is prevalent in freshmen college students as well. Freshmen are highly at risk for alcohol co

37、nsumption because they are adapting to the college lifestyle and attempting to develop new friendship. Furthermore, vulnerable college groups (e.g., freshmen and non-drinkers) will give in to peer pressure in hopes to be socially accepted and have a successful transition to college. （分数：16.50）_4.题目要

38、求：Gaokao is China“s national university admission test, which places heavy emphasis on foreign language study. However, the gaokao reform targeting at foreign language has commenced to change step by step. In the following excerpt, the author states the change and the concerns. Read the excerpt care

39、fully and write your response in about 300 words, in which you should: 1. summarize briefly the different opinions about the issue; 2. give your comment. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may

40、result in a loss of marks. As to gaokao, the Ministry of Education (MOE) has proposed fundamentally changing the foreign language requirement altogether by 2017. The MOE proposal would phase out English testing altogether and shift it over to other testing authorities who are not confined to the gao

41、kao“s usual, one-and-done approach. This would give students more opportunities to take the exam, including the option of taking it more than once, and further, allow for greater regional variation to better meet local needs and abilities. Unsurprisingly, these proposed reforms have generated a hot

42、debate among various stakeholders. Many Chinese have a love-hate attitude toward gaokao, particularly its English component. On the one hand, while imperfect, gaokao has provided most people with a meritocratic means for determining who gets access to specific advantages. On the other hand, gaokao,

43、even with regional variation, takes a one-size-fits-all approach and thus, is too reductive, too standardized, and in turn has fostered rote-based pedagogies. Further, the make-or-break consequences frequently associated with the exam mean that students, their families and their schools face intense

44、 and often harmful pressure to over-achieve. For many, this pressure is most acutely felt when faced with the foreign language requirement. Policymakers have other concerns as well. De-emphasizing the foreign language component will likely support expanding enrollments, therefore confronting the fac

45、t that most Chinese do not actually become bilingual, despite the tremendous amount of time and resources lavished on foreign language studies. Indeed, it is practically impossible to teach a foreign language the same way other subjects are taught, and further impossible to test it the same way as w

46、ell without resulting in what is sometimes called “dumb English“the ability to engage a standardized test but not to actually speak or comprehend it when they hear it. Indeed, what“s the point of spending so much if the actual return is so little? Wouldn“t funds be better spent on areas where higher

47、 returns might be realized, particularly if slowing economic growth rates require increasing thriftiness? Some are worried that such reforms might limit China“s access and connection to international information and studies. This includes both Chinese people and foreign universities who have benefit

48、ed from the fact that most overseas students in the world today are Chinese. Conversely, some worry that overemphasizing English diminishes Chinese studies and subjects to linguistic imperialism while providing direct conduits for foreign soft power operations. Others are concerned that overstretche

49、d primary and secondary school budgets will respond by sharply curtailing foreign language study, particularly in the provinces, while the major municipalities like Shanghai and Beijingwhere China“s top universities are locatedwill continue to teach English and require it for university admission. Also, while China“s meteoric r