[外语类试卷]专业英语八级模拟试卷401及答案与解析.doc

《[外语类试卷]专业英语八级模拟试卷401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]专业英语八级模拟试卷401及答案与解析.doc（35页珍藏版）》请在麦多课文档分享上搜索。

1、专业英语八级模拟试卷 401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 I. Platos idea of goodness and justice A. A good and just society depends on (1)_of 3 groups of people: (

3、1)_ workers soldiers leaders B. A good society can happen if workers and soldiers learn (2)_. (2)_ C. A person can be said to be good, Plato believes, if he brings desires emotions intellect in (3)_ (3)_ II. Aristotles idea of Happiness A. Aristotle is interested in (4)_ (4)_ Distinction between 1.

4、extrinsic value fully 76 percent of Japans 119 million citizens live in cities where community and the extended family have been abandoned in favor of isolated, two-generation households. Urban Japanese have long endured lengthy commutes (travels to and from work) and crowded living conditions, but

5、as the old group and family values weaken, the discomfort is beginning to tell. In the past decade, the Japanese divorce rate, while still well below that of the United States, has increased by more than 50 percent, and suicides have increased by nearly one-quarter. 26 In the Westerners eyes, the po

6、stwar Japan was_. （ A） under aimless development （ B） a positive example （ C） a rival to the West （ D） on the decline 27 According to the author, what made the Japanese young people feel doubt about their personal sacrifices? （ A） The foreigners praise. （ B） The rapid development of Japanese economy

7、. （ C） The coming of age of the postwar baby boom. （ D） The social progress. 28 According to the author, what may chiefly be responsible for the moral decline of Japanese society? （ A） Womens participation in social activities is limited. （ B） More workers are dissatisfied with their jobs. （ C） Exce

8、ssive emphasis his been placed on the basics. （ D） The life-style has been influenced by Western values. 29 Which of the following is true according to the author? （ A） Japanese education is praised for helping the young climb the social ladder. （ B） Japanese education is characterized by mechanical

9、 learning as well as creativity. （ C） More stress should be placed on the cultivation of creativity. （ D） Dropping out leads to frustration against test taking. 30 The change in Japanese life-style is revealed in the fact that_. （ A） the young are less tolerant of discomforts in life （ B） the divorc

10、e rate in Japan exceeds that in the U.S. （ C） the Japanese endure more than ever before （ D） the Japanese appreciate their present life 30 Between the eighth and eleventh centuries A.D., the Byzantine Empire staged an almost unparalleled economic and cultural revival, a recovery that is all the more

11、 striking because it followed a long period of severe internal decline. By the early eighth century, the empire had lost roughly two-thirds of the territory it had possessed in the year 600, and its remaining area was being raided by Arabs and Bulgarians, who at times threatened to take Constantinop

12、le and extinguished the empire altogether. The wealth of the state and its subjects was greatly diminished, and artistic and literary production had virtually ceased. By the early eleventh century, however, the empire had regained almost half of its lost possessions, its new frontiers were secure, a

13、nd its influence extended far beyond its borders. The economy had recovered, the treasury was full, and art and scholarship had advanced. To consider the Byzantine military, cultural, and economic advances as differentiated aspects of a single phenomenon is reasonable. After all, these three forms o

14、f progress have gone together in a number of states and civilizations. Rome under Augustus and fifth century Athens provide the most obviously examples in antiquity. Moreover, an examination of the apparent sequential connections among military, economic, and cultural forms of programs might help ex

15、plain the dynamics of historical change. The common explanation of these apparent connections in the case of Byzantium would run like this: when the empire had turned back enemy raids on its own territory and had begun to raid and conquer enemy territory, Byzantine resources naturally expanded and m

16、ore money became available to patronize art and literature. Therefore, Byzantine military achievements led to economic advances, which in turn led to cultural revival. No doubt this hypothetical pattern did apply at times during the course of recovery. Yet it is not clear that military advances inva

17、riably came first, economic second, and intellectual advances third. In the 860s the Byzantine Empire began to recover from Arab incursions so that by 872 the military balance with the Abbasid Caliphate had been permanently altered in the empires favor. The beginning of the empires economic revival,

18、however, can be placed between 810 and 830. Finally, the Byzantine revival of learning appears to have begun even earlier. A number of notable scholars and writers appeared by 788 and, by the last decade of the eighth century, a cultural revival was in full bloom, a revival that lasted until the fal

19、l of Constantinople in 1453. Thus the commonly expected order of military revival followed by economic and then by cultural recovery was reversed in Byzantium. In fact, the revival of Byzantine learning may itself have influenced the subsequent economic and military expansion. 31 Which of the follow

20、ing best states the central idea of the passage? （ A） The Byzantine Empire was a unique case in which the usual order of military and economic revival preceding cultural revival was reversed. （ B） After 810 Byzantine economic recovery spurred a military and, later, cultural expansion that lasted unt

21、il 1453. （ C） The revival of Byzantine learning is an inexplicable phenomenon, and its economic and military precursors have yet to be discovered. （ D） The revival of the Byzantine Empire shows cultural rebirth preceding economic and military revival, the reverse of the commonly accepted order of pr

22、ogress. 32 The primary purpose of the second paragraph is which of the following? （ A） To show that Augustan Rome and fifth-century Athens are examples of cultural, economic, and military expansion against which all subsequent cases must be measured. （ B） To suggest that cultural, economic, and mili

23、tary advances have tended to be Closely interrelated in different societies. （ C） To argue that, while the revivals of Augustan Rome and fifth-century Athens were similar, they are unrelated to other historical examples. （ D） To indicate that, wherever possible, historians should seek to make compar

24、isons with the earliest chronological examples of revival, 33 It can be inferred that by the eleventh century the Byzantine military forces_. （ A） had reached their peak and begun to decline （ B） had eliminated the Bulgarian army （ C） were comparable in size to the army of Rome under Augustus （ D） w

25、ere strong enough to withstand the Abbasid Caliphates military forces 34 It can be inferred that the Byzantine Empire sustained significant territorial losses_. （ A） in 600 （ B） during the seventh century （ C） soon after the revival of Byzantine learning （ D） in the century after 873 35 Which of the

26、 following does the author mention as crucial evidence concerning the manner in which the Byzantine revival began? （ A） By the early eleventh century the Byzantine Empire had regained much of its lost territory. （ B） The Byzantine cultural revival lasted until 1453. （ C） TheByzantine economic recove

27、ry began in the 900s. （ D） The revival of Byzantine learning began toward the end of the eighth century. 35 Researchers in many countries have observed that middle class children as a group are more successful in the educational system than working class children. More of the former, for example, re

28、ach college. Professor Basil Bernstein of the University of London has argued that there is a link between social class and educational failure and that this link is language. In a series of papers published from 1958 to 1973 Bernstein has developed a theory of the “Structure and process of cultural

29、 transmission,“ or socialization, part of which may be summarized as follows. One characteristic of many (but not all) working class families is that the status of different members of the family is clearly defined; the authority of the father, for instance, derives from the fact that he is the fath

30、er. This type of family Bernstein calls positional, and he contrasts it with the person-centered family type, more common (although not omnipresent) in the middle classes. In the latter, status, authority and interpersonal relationships are “Negotiated“ according to the unique characteristics of eac

31、h family member. This negotiation, or lack of it, is reflected linguistically. The following conversation might take place in a positional family: Child: Can I have an ice cream? Mother: No. Child: Why not? Mother: Because I said so. In order to justify her refusal of the childs request, the mother

32、resorts to her authority as mother. The equivalent exchange in a “person-centered“ family might go like this: Child: Can I have an ice cream? Mother: No. Child: Why not? Mother: Because if you have an ice cream now, you wont want your lunch later on. This time an attempt is made to justify the decis

33、ion in logical terms. In both cases a “reason“ is given for denying the ice cream, but the “rational“ nature of the explanation given by the second mother leads her to the explicit expression of a statement of condition “If you have an ice cream now“ and result “you wont want your lunch later on.“ N

34、ow Bernstein is not saying that middle class parents are more rational or articulate or intelligent than working class parents. He notes, however, that if this sort of difference distinguishes a large proportion of the conversations these two children hear in their childhood, then it is reasonable t

35、o expect the middle class child to enter school, at age five or six, with the ability to understand and produce a more varied linguistic repertoire, a more “elaborated code“ than his working class school friend. The latter may be just as intelligent, but he will probably possess a more “restricted“

36、linguistic code. Bernstein also recognizes that not all middle class parents interactions with their children will be like the (imaginary) example quoted, nor all working class parents conversations with their children like the second (imaginary) example. He argues that the middle class child, howev

37、er, is more likely to reach school age with mastery of both codes, restricted and elaborated. Many (but not all) working class children, on the other hand, will possess the “restricted code“ only. This may be just as rich and powerful linguistically, just as complex, just as adequate as a means of e

38、xpression, but it is not the language of the (often middle class) teacher, of books, of schools, or, more generally, of educational success. There are several problems with Bernsteins theory, even in its complete form. In common with other critics, Labov has noted the vagueness of the notion of “cod

39、e“ and, with another population, shown how differences in the speech elicited from working class and middle class subjects are sometimes the product of the elicitation procedures themselves. Rosen has attacked what he sees as the confused political definitions of several of Bernsteins central concep

40、ts, including social class, and the lack of linguistic data with which to support his theoretical claims. Trudgill suggests that the linguistic differences found by Bernstein and his associates (such as more of less frequent use of prepositions, impersonal pronouns, varied adjectives and adverbs, an

41、d passives) do not reflect two linguistic codes but simply differences in style. 36 The difference between middle class and working class children in educational achievements results from their_. （ A） background （ B） language use （ C） status （ D） intelligence 37 The two conversations quoted here imp

42、ly that_. （ A） both working class mothers and middle class ones can refuse a request reasonably （ B） neither working class mothers nor middle class ones want their children to eat very often the ice cream （ C） working class mothers often speak more authoritatively （ D） middle class mothers often spe

43、ak with elaborated code 38 Working class childrens “restricted code“ of speech usually does NOT coincide with_. （ A） their parentsspeech （ B） textbooks （ C） part of middle class childrens speech （ D） educational failure 39 People disagree with Bernsteins theory due to reasons EXCEPT that_. （ A） his

44、criteria according to which examples are cited are not consistent （ B） there is no clear cut between middle class and working class in his theory （ C） his linguistic data are not closely relevant to his theoretical supposition （ D） his two linguistic codes are interwoven as one set of language, only

45、 stylistically different 40 What is the authors attitude towards Bernsteins theory? （ A） He is in favour of it. （ B） His is objective. （ C） He is slightly critical of it. （ D） He is strongly critical of it. 一、 PART III GENERAL KNOWLEDGE (10 MIN) Directions: There are ten multiple-choice questions in

46、 this section. Choose the best answer to each question. 41 _ delivered his world-famous speech Gettysburg Address during the Civil War. （ A） Cromwell （ B） Lincoln （ C） Churchill （ D） Nixon 42 After the Norman Conquest the official language in England was_. （ A） Anglo-Saxon （ B） Spanish （ C） Latin （

47、D） French 43 After the Glorious Revolution_was established in Britain. （ A） Feudalism and Aristocracy （ B） Constitutional Monarchy （ C） Absolute Anarchy （ D） Laissez Faire 44 _proposed New Deal. （ A） Roosevelt （ B） Wilson （ C） Nixon （ D） Kennedy 45 Captain Ahab is the most fascinating hero in_. （ A）

48、 The Old Man and the Sea （ B） Moby Dick （ C） Leaves of Grass （ D） Robinson Crusoe 46 _authored The Wrath of Grapes. （ A） Steinbeck （ B） Fitzgerald （ C） Hemingway （ D） Faulkner 47 Robert Browning is often associated with_. （ A） stream of consciousness （ B） dramatic monologue （ C） heroic couplet （ D）

49、multiple point of view 48 _analysis is a process of grammatical analysis according to which a syntactic construction can be analyzed into its basic units. （ A） TG （ B） IC （ C） LAD （ D） ST 49 The founder of Behaviorism is_. （ A） Chomsky （ B） Saussure （ C） Bloomfield （ D） Labov 50 _is a word which is the reflection of more than one objects or concepts. （ A） Monosemy （ B） Polysemy （ C） Antonymy （ D） Synonymy 二、 PART IV PR