[外语类试卷]2006年专业英语八级真题试卷及答案与解析.doc

《[外语类试卷]2006年专业英语八级真题试卷及答案与解析.doc》由会员分享，可在线阅读，更多相关《[外语类试卷]2006年专业英语八级真题试卷及答案与解析.doc（22页珍藏版）》请在麦多课文档分享上搜索。

1、2006年专业英语八级真题试卷及答案与解析 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. 1 Meaning in Literature In reading literary works, we are concerned with the “meaning“ of one literary pie

3、ce or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature. . Meaning is what is intended by 【 1】 _ Apart from reading an authors work in question, readers need to 1) read 【 2】 _ by the same author; 2) get familiar with

4、【 3】 _at the time; 3) get to know cultural values and symbols of the time. . Meaning exists “in“ the text itself. 1) some peoples view: meaning is produced by the formal properties of the text like 【 4】 _, etc. 2) speakers view: meaning is created by both conventions of meaning and 【 5】 _ Therefore,

5、 agreement on meaning could be created by common traditions and conventions of usage. But different time periods 2) meaning is contextual; 3) meaning requires 【 9】 _; practicing competency in reading practicing other eompetencies background research in 【 10】 _, etc. 1 【 1】 2 【 2】 3 【 3】 4 【 4】 5 【 5

6、】 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 questions 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 o

7、f the following five questions. Now listen to the interview. 11 Which of the following statements is TRUE about Miss Greens university days? （ A） She felt bored. （ B） She felt lonely. （ C） She cherished them. （ D） The subject was easy. 12 Which of the following is NOT part of her job with the Depart

8、ment of Employment? （ A） Doing surveys at workplace. （ B） Analyzing survey results. （ C） Designing questionnaires. （ D） Taking a psychology course. 13 According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in _. （ A） the nature of work. （ B）

9、 office decoration. （ C） office location. （ D） work procedures. 14 Why did Miss Green want to leave the advertising agency? （ A） She felt unhappy inside the company. （ B） She felt work there too demanding. （ C） She was denied promotion in the company. （ D） She longed for new opportunities. 15 How di

10、d Miss Green react to a heavier workload in the new job? （ A） She was willing and ready. （ B） She sounded mildly eager. （ C） She was a bit surprised. （ D） She sounded very reluctant. SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then an

11、swer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions. 16 The man stole the aircraft mainly because he wanted to _. （ A） destroy the European Central Bank. （ B） have an interview with a TV station. （ C） circle skyscrapers in downtown Frank

12、furt. （ D） remember the death of a US astronaut. 17 Which of the following statements about the man is TRUE? （ A） He was a 31-year-old student from Frankfurt. （ B） He was piloting a two-seat helicopter he had stolen. （ C） He had talked to air traffic controllers by radio. （ D） He threatened to land

13、on the European Central Bank. 18 The news is mainly about the city governments plan to _. （ A） expand and improve the existing subway system. （ B） build underground malls and parking lots. （ C） prevent further land subsidence. （ D） promote advanced technology. 19 According to the news, what makes th

14、is credit card different from conventional ones is _. （ A） that it can hear the owners voice. （ B） that it can remember a password. （ C） that it can identify the owners voice. （ D） that it can remember the owners PIN. 20 The newly developed credit card is said to have all the following EXCEPT _. （ A

15、） switch. （ B） battery. （ C） speaker. （ D） built-in chip. 21 The University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and non-Western perspectives. T

16、heir essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today. The most widely discussed alternative to the traditional campus is the Internet Universitya voluntary community to scholars/teachers physically scattered throughout a country or a

17、round the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery, of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the worlds great libraries.

18、 Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor

19、 Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box“ could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career aca

20、demics out of work, note Australian communications professors David Rooney and Greg Hearn. On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course contentor other dangerswill necessaril

21、y follow. Counter-movements are also at work. Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university

22、students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child-care workers and teachers in early childhood education shou

23、ld be one of the highest (rather than lowest) paid professionals?“ Co-editor Jennifer Gidley shows how tomorrows university faculty， instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmers

24、 for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like todays faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would

25、 require them to constantly be learning from their students as well as instructing them. A third new role for faculty, and in Gidleys view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative

26、 efforts to find spiritual as well as rational and technological solutions to specific real-world problems. Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled“ in courses offered at virtual campuses o

27、n the Internet, between-or even duringsessions at a real-world problem-focused institution. As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, crea

28、tively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities. 21 When the book reviewer discusses the Internet University, _. （ A） he is in favor of it. （ B） his view i

29、s balanced. （ C） he is slightly critical of it. （ D） he is strongly critical of it. 22 Which of the following is NOT seen as a potential danger of the Internet University? （ A） Internet-based courses may be less costly than traditional ones. （ B） Teachers in traditional institutions may lose their j

30、obs. （ C） Internet-based courseware may lack variety in course content. （ D） The Internet University may produce teachers with a lot of publicity. 23 According to the review, what is the fundamental mission of traditional university education? （ A） Knowledge learning and career building. （ B） Learni

31、ng how to solve existing social problems. （ C） Researching into solutions to current world problems. （ D） Combining research efforts of teachers and students in learning. 24 Judging from the three new roles envisioned for tomorrows university faculty, university teachers _. （ A） are required to cond

32、uct more independent research. （ B） are required to offer more course to their students. （ C） are supposed to assume more demanding duties. （ D） are supposed to supervise more students in their specialty. 25 Which category of writing does the review Belong to? （ A） Narration. （ B） Description. （ C）

33、Persuasion. （ D） Exposition. 26 Every street had a story, every building a memory. Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (hi

34、s hometown) for fifteen minutes he was anxious to get out. The town had changed, but then it hadnt. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner c

35、ould build anything with no permit, no inspection, no notice to adjoining landowners, nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year. But in the older sections, nearer the square, the town had not ch

36、anged at all. The long shaded streets were as clean and neat as when Ray roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been

37、 abandoned. This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbors, rest and relax the way God intended. It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appoi

38、nted hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and there was the public pool hed swum in every summer except 1969 when the city closed it rather than admit black children. There were

39、the churchesBaptist, Methodist, and Presbyterianfacing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, but in an hour or so the more faithful would gather for evening services. The square was as lifeless as the streets le

40、ading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasnt a single empty or boarded-up building around the squareno small mira

41、cle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath. He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed

42、 that the family money hed never seen must have been buried in those graves. He parked and walked to his mothers grave, something he hadnt done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged. Soon, in less than an hour, he would be sitti

43、ng in his fathers study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be given, many decrees and directions, because his father (who used to be a judge) was a great man and cared deeply about how he was to be remembered

44、. Moving again, Ray passed the water tower hed climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place hed never visited since hed left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous

45、before getting bounced off the team. It was twenty minutes before five, Sunday, May 7.Time for the family meeting. 26 From the first paragraph, we get the impression that _. （ A） Ray cherished his childhood memories. （ B） Ray had something urgent to take care of. （ C） Ray may not have a happy childh

46、ood. （ D） Ray cannot remember his childhood days. 27 Which of the following adjectives does NOT describe Rays hometown? （ A） Lifeless. （ B） Religious. （ C） Traditional. （ D） Quiet. 28 From the passage we can infer that the relationship between Ray and his parents was _. （ A） close. （ B） remote. （ C）

47、 tense. （ D） impossible to tell. 29 It can be inferred from the passage that Rays father was all EXCEPT _. （ A） considerate. （ B） punctual. （ C） thrifty. （ D） dominant. 30 Campaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in a

48、ny other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harm

49、onize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc, complete. Every village has its defense. Every family cultivates its vendetta;