专业八级模拟604及答案解析.doc

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1、专业八级模拟604及答案解析 (总分：128.00，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：30.00)Why Learning Spanish?The importance of Spanish is growing in Europe. Spanish, with 400 million speakers, is the fourth most commonly spoken language in the world. In addition to this, there a

2、re many other reasons for us to learn Spanish. . Better understanding of English Many English words have 1 origins English and Spanish share similar 2 . 3 Many Spanish-speaking people are no long confined in 4 states, Florida and New York City . Travel People who speak Spanish will have more 5 exper

3、iences when travelling . Cultural understanding Help us understand how other people 6 Offer us a wealth of modem and traditional 7 . Help people learn other languages Prepare us for learning other languages, such as 8 Share some characteristics with Russian and German: 9 and extensive conjugation Ja

4、panese: 10 . Its easy to learn Its vocabulary is 11 Englishs Written Spanish is almost 12 Basic grammar is straightforward . 13 Expanded professional opportunities in medicine, education, 14 , and communications or tourism . Its fun Successfully speaking in another tongue is 15 （分数：30.00）三、SECTION B

5、 INTERVIEW(总题数：2，分数：25.00)（分数：20.00）A.He is a psychologist.B.He is a financial advisor.C.He is a psychiatrist.D.He is a best-selling author.A.Dollars and cents.B.Freedom.C.Opportunities.D.Security.A.50%.B.75%.C.80%.D.85%.A.To pay yourself first.B.To save one hour a day of your income.C.To spend less

6、 money.D.To avoid getting into debt.A.People in survival level.B.The middle class.C.The high-income earners.D.The billionaires.（分数：5.00）A.Parents catch their kids when they fall or slip.B.Children get better grade with parents help.C.Children get bruised on knees.D.Parents help kids with homework.A.

7、Children may feel incapable.B.Children are hard to become a persistent learner.C.Children may give up easily when they face with difficulties.D.Children will not be a fourth grader.A.Parents should stop saying we.B.Parents should stop doing childrens homework.C.Parents should have constant conversat

8、ions with teachers.D.Parents should teach children living skills.A.Survive.B.Defend.C.Spread.D.Independent.A.Nonsupport.B.Support.C.Indifferent.D.Neutral.四、PART READING COMPR(总题数：1，分数：33.00)SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are three passages followed by fourteen multiple cho

9、ice 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 impressed most reviewers as a remarkable first novel from so young a writer. Lorine Pruette wondered

10、 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 own right, considerations of authorship apart. Writing for The New York Times , Rose Feld agreed

11、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 ranking in critical estimation just below The Ballad of the Sad Caf (1951) and The Member of the Wedd

12、ing (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 literary strengths and limitations. In this first novel she started at length her master theme: spiritu

13、al 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 to overcome their loneliness and alienation. Her outline reveals her vision of the novel as a fugu

14、e (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 third-person style of narration. (4) Critics disagree about how well the narrative works on differ

15、ent 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 true Depression book. Despite its strong particularization in time and place, however, McCullerss nov

16、el 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 racism into mouths of Blount and Copeland, but given their limitationsthey cannot be considered her spo

17、kesmen, 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 stress on psychological rather than sociological sources of disaffection also precludes the search fo

18、r 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 discrimination as American equivalents of European fascism, which is preparing to envelop the West as the

19、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 coincides with Barbara Farrellys argument that the novel gives literary form to its musical inspiratio

20、n, 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. Likewise, those who impute superhuman qualities to Singer learn that he too is merely mortal. PASSA

21、GE 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 erratically, the younger generation faced a more drastic deterioration in conditions at public schools

22、 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. Gender played an important role in childrens and young peoples lives. Parents and Jewish communal orga

23、nizations 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 adjustments in their lives while facing unrelenting assaults on their self-esteem. (2) Nazi legislation of

24、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 population, schools could allow up to 5 percent of their pupils to be Jewish. Exemptions included Jewis

25、h 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 Volksschule) attendance remained, for the time being, required for all. Like the other April laws, the ac

26、tual 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 to leave school. (3) Because children spent so much time in school, unprotected by family, Jewish

27、 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 to sit apart from classmates. The curriculum isolated them further. In German class, one Jewish tee

28、nager 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 tabloid. Teachers often required essays on Nazi themes. Jews, however, were prohibited from addressin

29、g 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 administrators and teachers barred Jewish children from school events, whether inside or outside school. Wh

30、en 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 or sleeping in dormitories on class trips. A mother described her daughters unhappiness about mis

31、sing 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 any longer. On Mothers Day, Jewish children had to take part in the school festivities but were n

32、ot 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, the Aryan children would show up in their Nazi youth group outfits, making it clear who did not belo

33、ng. (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 political attitudes their teachers held. Children were more likely to be victimized in small town an

34、d 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 Jewish boy or play with him during breaks. In a small town near Aachen, a Jewish child suffered th

35、e 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 not nearly as upsetting as the situation at school, which grew worse and worse. (6) Even in cities,

36、 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 unfriendly. There were segregated Jewish classes in some schools, Jewish benches in mixed classrooms in o

37、thers. 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 the seats clean where the Jewish children had sat. In a notably rare situation, Aryans in a Berlin G

38、ymnasium 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 Jewish pupils or mumbled Nazi eugenics. (7)Helmut Kallmanns description of his Berlin high school be

39、tween 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 but still told his classes not to purchase their supplies from a Jewish womans store. Some teacher

40、s 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 Lie, the King of Crime. This rhetoric backfired at first, embarrassing the non-Jewish pupils who co

41、uld 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 between long-standing antisemitic stereotypes, such as, What kind of whispering and Yiddish-sounding d

42、ialect 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 make sarcastic remarks about Jews but seemed to grade pupils impartially. The behavior of these tea

43、chers 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 abuse foisted upon them in the early years. In 1934, Annemarie Scherman, a Berlin Mischling, confront

44、ed 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 attending a school assembly found herself sitting through a Nazi song. When she heard its words, I was

45、 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 as the pupils must have respected . my courage. In a German school where discipline was stressed, t

46、o 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 u

47、seless against the power of the state. PASSAGE THREE (1) Globally, it is found that adolescents represent 60% of global consumer spending, with over $1,880 billion USD per year, and influence 60% of the brand purchase decisions of their parents. Markets for adolescents and teens have grown substanti

48、ally in recent decades, and adolescent consumers have exerted more influence on family purchase decisions. The purchasing power of adolescents is constantly increasing, as indicated by recent surveys and research. (2) Therefore, it has become important to study adolescent purchasing behavior. Adolescent purchasing behavior involves a process of continual development, which is complicated by a variety of factors, such as the transitional stages from child to adult and family socioeconomic status. This study explores the effects that the ado