[外语类试卷]专业英语八级模拟试卷270及答案与解析.doc

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1、专业英语八级模拟试卷 270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 People usually communicate by spoken and written language, yet they can also communicate without words an

3、d this kind of communication often is more important than getting the content of the message across. Body language falls into this category of communication. . Need for body language 1)When connecting with a person, we have to make it clear how the content of a spoken message needs to be【 1】 _. And

4、how we do this tells something about【 2】 _ between people. 2)Often【 3】 _ are inadequate for this purpose, and therefore we use body language. e. g. looking someone in the eyes means something different than not looking someone in the eyes . Functions and features of body language 1)Body language dec

5、ides to a large extent【 4】 _ of our communication, and therefore we should learn to use our body language for a purpose learn to understand and explain body language of others 2)How we can explain body language depends on situation culture relationship we have with the person 【 5】 _ of the other 3)B

6、ody language is interlinked with spoken language a whole pattern of【 6】 _ from a person 4)Body language signs can【 7】 _ each other to make a meaning clear strengthen the meaning of what we communicate 5)Some groups have developed a whole specific body language which can be very explicit in its meani

7、ng and is used to communicate where the use of words may be difficult or dangerous. . Specific use of body language 1)Body language is used especially to express feelings. People may give out double messages: one message in words and【 8】 _ message in body language. Most people believe more steadily

8、their impression of how a person acts through body language than what is said through words. People tend to【 9】 _ the spoken words if they do not correspond with the body language. 2)How we come across to someone is decided only for a small part by the words we speak but for a large part by our body

9、 language. To leave a good impression, it is important for us to know and control our body language. The person on the receiving end of our body language will have a feeling or impression difficult to describe, which is called【 10】 _. 1 【 1】 2 【 2】 3 【 3】 4 【 4】 5 【 5】 6 【 6】 7 【 7】 8 【 8】 9 【 9】 10

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 of the following five questions.

11、Now listen to the interview. 11 According to Janet, the factor that would most affect negotiations is_. （ A） English language proficiency （ B） different cultural practices （ C） different negotiation tasks （ D） the international Americanized style 12 Janets attitude towards the Americanized style as

12、a model for business negotiations is_. （ A） supportive （ B） negative （ C） ambiguous （ D） cautious 13 Which of the following can NOT be seen as a difference between Brazilian and American negotiators7 （ A） Americans prepare more points before negotiations. （ B） Americans are more straightforward duri

13、ng negotiations. （ C） Brazilians prefer more eye contact during negotiations. （ D） Brazilians seek more background information. 14 Which group of people seems to be the most straightforward7 （ A） The British. （ B） Germans. （ C） Americans. （ D） Not mentioned. 15 Which of the following is NOT characte

14、ristic of Japanese negotiators? （ A） Reserved. （ B） Prejudiced. （ C） Polite. （ D） Prudent. 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 t

15、o answer the questions. 16 According to the news, who killed the villagers? （ A） Suspected Muslim militants. （ B） Suspected Algerian militants. （ C） Suspected Islamic civilians. （ D） Suspected Algerian civilians. 17 Who claimed responsibility for the attack? （ A） Nobody. （ B） Muslim militants. （ C）

16、An Islamic organization. （ D） The Algerian government. 18 What is the problem with Russias space station? （ A） It has lost its primary oxygen sources. （ B） It has lost its backup oxygen sources. （ C） It has lost both the primary and the backup oxygen sources. （ D） It has lost neither the primary or

17、the backup oxygen sources. 19 What problems has the space station experienced in the past six months? （ A） Generator malfunction. （ B） Computer error. （ C） A collision with another station. （ D） All the above. 20 There are _ Russian (s) and _ American (s) on board. （ A） one, one （ B） one, two （ C） t

18、wo, two （ D） two, one 20 Because markets are often unpredictable, successful marketing is rather like hitting a moving target. Consumer tastes vary depending on fashions and trends, causing the demand for products to fluctuate with alarming frequency. It is because of this uncertainty that we need t

19、o analyse and know as much as we can about customers and markets, and also about our own businesses. Blot all marketplace opportunities are real opportunities for every business. Only those which a business can successfully exploit - those which match its capabilities - come into this category. The

20、process of analysing marketing opportunities therefore begins with an internal analysis of a business itself - a process which must include not only the specifically market-related aspects of its operations, such as sales and advertising, but also other aspects, such as financial resources, work-rel

21、ated aspects of its operations, such as sales and advertising, but also other aspects, such as financial resources, work-force skills, technology and so on. A useful framework for undertaking this internal analysis is to divide these aspects into four areas: customers, sales, marketing activities an

22、d other factors. We must determine who the businesss customers are, how many there axe and what their requirements are. We must then estimate how many products the business can be expected to sell in order to determine what product development will be required. Product development includes market re

23、search, which is vital to ensure that the businesss products are right for the market, and to enable the business to set pricing and discount policies which will maximise sales. Finally, we must examine how all of these factors relate to other aspects of the business that may affect sales levels, su

24、ch as management and work-force skills and corporate goals. Having carefully analysed these internal factors, it is time to look at the outside world. An external analysis also needs to examine carefully a wide range of areas - such as legal/political factors; economic factors; cultural/social facto

25、rs; technology; institutions and competition There may be restrictions on the production or sale of particular products: for example, the age restrictions that exist in many countries on the sale of alcohol; and tobacco will obviously influence the size of the market for these products. Rising or fa

26、lling interest rates affect peoples disposable income, and may alter demand and therefore market size. Development of the society and its population, and how peoples requirements will he affected, must also be considered. New technologies may affect both peoples expectations and other products that

27、are likely to become available. Consequently it may be expected that traditional, social and economic institutions will alter over time, so that people may no longer buy, sell and distribute products in traditional ways through wholesalers and retail outlets; instead they will order products from ho

28、me using the latest computer and cable television technology. And lastly, we must consider any potential competition from other businesses at home or overseas which produce similar products, and whether or not our business would be able to remain profitable even with this competition. Identifying th

29、e competition is in many respects the most important aspect of an external market analysis and, to be useful, it must be as objective as possible. Many marketers greatly overestimate or underestimate the competition that their business will face from other businesses, especially if they look at the

30、competition from their own standpoint rather than seeing it through the eyes of their customers. In other words, many people identify competitors by looking at apparently similar products, how they are made and what features they have, rather than at the benefits these products have for users and at

31、 ways of meeting market needs. With personal computers, for instance, this approach would mean assessing competitors on the basis of the type of microchip circuit used and the elegance of the software. A much more useful comparison would focus on the ability of the various computers to provide what

32、the personal computer user wants: ease of use, flexibility and the ability to grow with the user. This way, we are much less likely to overlook competition from businesses that products which appear to be different from our own, but which produce similar benefits for customers. When the internal ana

33、lysis is taken together with the external analysis, the result is an all-round picture of the current situation. This is usually known as a situation analysis or marketing audit. Developing this analysis requires a mass of information, which is the raw material for analysing market opportunities in

34、order to identify- the most promising. Possibly the most powerful, and certainly the most widely used, technique for structuring the analysis of the information is the SWOT analysis. This refers to Strengths of the organization, Weaknesses of the organization, Opportunities in the market place, and

35、Threats to it( especially competitive threats) in the market place. Strengths and weaknesses relate to the finding of the internal analysis, as seen from the viewpoint of the customer - things it or its product does better than the competition, and things it does less successfully. Opportunities rel

36、ate to findings from the analysis of the external environment. For instance, the trend among the educated middle classes in many countries to adopt “healthier“ eating patterns opens up demand for a wide range of health feed products. The other side of this coin, however, is market threats: factors w

37、hich inhibit demand for a businesss products. For example, for a manufacturer of highly processed convenience foods containing chemical additives, the trend towards more. “natural“ eating is a marketing “threat“. It is important to remember that the attractiveness of a market depends largely on the

38、strengths and weaknesses of the assessor. For this reason, an opportunity for one business may well constitute a threat to another. Similarly, the definition of any factor as a strength or a weakness depends largely on market conditions. The some organisational factor may constitute a strength in on

39、e market and a weakness in another. 21 According to the writer, real opportunities for businesses are those which _. （ A） require no advertising （ B） require few resources （ C） match their capabilities （ D） exploit new technology 22 According to the passage, the age range of some businesses customer

40、s may be limited because of _. （ A） social/cultural factors （ B） economic factors （ C） legal/political factors （ D） factors of state 23 According to the passage, new technologies are likely to influence _. （ A） the extent of competition （ B） peoples spending power （ C） attitudes to advertising （ D）

41、the way people shop 23 An invisible border divides those, arguing for computers in the classroom on the behalf of students career prospects mid those arguing for computers in the classroom for broader reasons of radical educational reform. Very few write on the subject: have explored this distinctio

42、n - indeed, contradiction - which gees to the heart of what is wrong with the campaign to put computers in the dark. An education that alms at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law

43、. It is not simply to raise everyones job prospects that all children are legally required to attend school into their teens. Bather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently asses how his livelihood and happiness are affected by th

44、ings outside of himself. But this was not always the ease, before it was legally required for all children to attend school until a certain age. It was widely acteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer education advocates forsake this

45、optimistic notion for a pessimism that betrays their otherwise cheery out-look. Betaking on the confusion between educational and vocational reasons for bringing computers into schools, computer advocates often emphasize he job prospects of graduates over their educational achievement. There are som

46、e good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the profession they want to join. It is, however, presumptuous to insist that there will

47、only be so many jobs for so many scientists, so man2 businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporation

48、s. But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a life-ling acq

49、uaintance to pick up various software programs. If one wanted to become a computer engineer, that is of course, all entirely different computer skills are only complementary to the host of great skills that are necessary to becoming any kind of professional. It should be observed, of course that no school, vocational or not, is helped by a confusion over its purpose. 24 The author thinks the present, rush to put computers in the classroom is _