[外语类试卷]专业英语八级模拟试卷634及答案与解析.doc

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1、专业英语八级模拟试卷 634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 Having been a student and teacher in China (at Peking and Tsinghua Universities, respectively), I know qu

3、ite a few Chinese students. Indeed, 【 1】 _ .all of them have gone 【 1】 _ to the United States to【 2】 _ their studies. 【 2】 _ Like the larger body of Chinese students in the United States-totaling well over 40,000 - my friends live across the vast expanse of the American continent, on both coasts and

4、 in the states in between. They have chosen fields of study ranging from environmental engineering and public policy to history and Asian studies. Yet despite the great diversity among these students in terms of their ages, backgrounds, locations, and majors,【 3】 _ experiences remain. 【 3】 _ None ar

5、e more pronounced that the inability of most Chinese students to effectively immerse themselves in American society. It seems to me that the majority of Chinese students in the United States have never made the effort to reach out and embrace American life on its own terms. Instead, most share apart

6、ments with one or more fellow Chinese students, speaking Chinese and eating Chinese food on a daily basis. In some respects, it is as if these students had never left China. Interactions with Americans tend to be limited to relatively formal, academic settings, such as the classroom or a professors

7、office. Moreover, few Chinese students participate in campus-wide【 4】_ activities, 【 4】 _ such as athletic matches and dances, which would put them into contact with a diverse array of American young people. Rather, most limit themselves to taking part in programs arranged by the Chinese Students As

8、sociation and, naturally, these events are generally linked to uniquely Chinese occasions such as the Spring Festival and National Day. As a result, even Chinese students who have spent years in the United States often difficult to engage American friends in【 5】 _ conversations about 【 5】 _ such sub

9、jects as American politics, race relations, and popular music. In short, they lack a“feel“ for the country. Chinese students widely acknowledge this phenomenon even as they maintain differing views as to its cause. Some contend that Chinese have difficulty【 6】 _ the cultural divide on account of suc

10、h practical considerations as money. 【 6】 _ Because Chinese students come from a developing country and often have to rely on limited scholarship funds for support, they argue, Chinese students simply do not have the financial means to more fully participate in the extra- curricular and social activ

11、ities which would afford them more【 7】 _ contact with American (and other foreign) students. 【 7】 _ The truth is, however, that most American students are just as poor; it is a common fact of American student life. And in any event, most campus-based social events are【 8】 _ to meet student needs.【 8

12、】 _ Others believe that the mason Chinese find acculturation difficult is somewhat more complex. Fundamentally, few Chinese see the chance to study in the United States for what it is: a once in lifetime opportunity to get to know another country from the inside. Chinese students typically focus so

13、single-mindedly on their studies that they lose sight of the larger picture, that is, their ultimate role as cultural interpreters between their homeland and the United States. To be sure, a Chinese students service as an engineer or biologist is【 9】 _ to Chinas continued economic construction, 【 9】

14、 _ but his or her ability to bridge the divide-or often, the perceived divide-between two distinct cultures is perhaps even more important over the long run. Today, only a small fraction of the Chinese students who have studied in the United States have returned to China, a proof of both the academi

15、c and professional success of Chinese students in the United States and the openness of the society in which they found this success. The contributions Chinese students have made to American life are truly striking. Still, I believe that the next generation of Chinese students in the United States-t

16、hose who will begin the 21st century they will recognize their crucial function in the process of furthering U. S. -China understanding. They will return to China in【 10】 _ numbers to contribute to their countrys【 10】 _ 1 【 1】 2 【 2】 3 【 3】 4 【 4】 5 【 5】 6 【 6】 7 【 7】 8 【 8】 9 【 9】 10 【 10】 SECTION

17、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. Now listen to t

18、he interview. 11 How did the researcher get most of their data? （ A） By asking students to do questionnaires. （ B） Through giving each students a programmable paper for a week. （ C） Through interviews. （ D） Through recording students acfvities. 12 Those students who say that what they do is more lik

19、e work seem to do well in _. （ A） preparation for the future （ B） making money （ C） transition to work （ D） high school 13 Students rate _ the worst curriculum subject for engagement. （ A） physical education （ B） computer （ C） history （ D） philosophy 14 What do the interviewee think as the first and

20、 most obvious requirement for teachem to achieve more engagement for students? （ A） To show the relevance of students doings to their life as much as possible. （ B） To make clear the goal of every lesson. （ C） To find out how well students are learning. （ D） To organize more group activities. 15 Cha

21、llenge in the family gives children _. （ A） modeling （ B） new opportunities （ C） freedom from worry （ D） vision and direction 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 i

22、tem, you will be given 10 seconds to answer the questions. 16 The news from the Indian Kashmir tells us that_. （ A） the barriers have been removed （ B） the government army have besieged the area （ C） a general strike has been over （ D） there will be another Strike 16 Policeman as a Writer I decided

23、to begin the terms work with the short story since that form would be the easiest for the police of5cers, not only because most of their reading up to then had probably been in that genre, but also be-cause a study of the reaction of people to various situations was something they relied on in their

24、 daily work. For instance, they had to be able to predict how others would react to their directives and interventions be-fore deciding on their own form of action; they had to be able to take in the details of a situation quickly and correctly before intervening. No matter how factual and sparse po

25、lice reports may seem to us, they must make use of a selection of vital detail, similar to which a writer of a short story has to make. This was taught to me by one of my students, a captain, at the end of the term. I had begun the study of the short story by stressing the differences between a fact

26、ual report, such as a scientists or a policemans report, and the presentation of a creative writer. While a selection of necessary details is involved in both, the officer must remain neutral and clearly try to present a picture of the facts, while the artist usually begins with a preconceived messa

27、ge or attitude which is then transmitted through the use of carefully selected de-tails of action described in words intended to prvoke associations and emotional reactions in the reader. Only at the end of the term did the captain point out to me that he and his men also try to evaluate the events

28、they describe and that their description of a sequence of events must of necessity be structured and colored by their understanding of what bas taken place. The policemens reactions to events and characters in the stories were surprisingly unprejudiced. They did not object to writers whose stories h

29、ad to do with their protagonists rebellion against societys accepted values. Nor did stories in which the strong father becomes the villain and in which our usual ideals of manhood are turned around offend them. The many hunters among my students readily granted the message in those hunting tales in

30、 which sensitivity triumphs over male aggressiveness, stories that show the boy be-coming a man because he fails to shoot the deer, goose, or catbird. The only characters they did object to were those they thought unrealistic. As the previous class had done, this one also excelled in interpreting th

31、e ways in which characters reveal themselves, subtly manipulate and influence each other; they, too, understood how the story usually saves its insight, its revelation, for the end. This almost instinctive grasp of the writing of fiction was revealed when the policemen volunteered to write their own

32、 short stories. They not only took great pains with plot and character, but with style and language. The stories were surprisingly well written ,revealing an understanding of what a solid short story must contain-the revelation of character, the use of background description and language to create a

33、tmosphere and mood, the need to sustain suspense and get make each event as it occurs seem natural, the insight achieved either by the characters in the story or the reader or both. They tended to favor surprise endings. Some stories were sheer fantasies, or derived from previous reading, films, or

34、television shows. Most wrote stories, obviously based on their own experiences, which revealed the amazing distance they must pat between their personal lives and their work, which is part of tile training for being a good cop. These stories, as well as their discussions of them, showed how coolly t

35、hey judged their own weaknesses as well as the humor with which they accepted some of the difficulties or injustices of existence. Despite their authors unmistakable sense of irony and awareness of corruption, these stories demonstrated how clearly, almost naively, these police men wanted to continu

36、e to believe in some of the so-called American virtues-that courage is worth the effort and will be admired; that hard work will be rewarded; that life is somehow good; and that, despite the weariness, boredom, and occasional ugliness and danger, despite all their dislike of most of their routine an

37、d despite their own occasional grousing and complaints, they somehow did like being cops; that life, even in a chaotic and violent world, is worth it after all. 17 Compared to the artist, the policeman is _. （ A） aggressive and not passive （ B） factual and not fanciful （ C） neutral and not prejudice

38、d （ D） a man of action, not words 18 Like writers, poliemen must _. （ A） analyze situations （ B） have an artistic bent （ C） behave coolly （ D） intervene quickly 19 According to the author, policemen view their profession as _. （ A） dangerous but adventuresome （ B） full of corruption （ C） full of rou

39、tine （ D） worth the effort 一、 PART III GENERAL KNOWLEDGE (10 MIN) Directions: There are ten multiple-choice questions in this section. Choose the best answer to each question. 20 More than three fourths of the land in New Zealand is more than_meters above sea level. （ A） 100 （ B） 200 （ C） 300 （ D） 4

40、00 21 Which of the following does NOT characterize Emily Dickinsons poems? （ A） Directness. （ B） Simpleness. （ C） Conciseness. （ D） Endlessness. 22 The Catcher in the Rye was written by （ A） Joyce Carol Oates. （ B） Arthur Miller. （ C） Jerome David Salinger. （ D） Vladimir Nabokov. 23 Which band is fr

41、om Britain? （ A） MLTR （ B） Backstreet （ C） M2M （ D） U2 25 The quotation “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested“ must come from the work by_. （ A） Bacon （ B） Lamb （ C） Pope （ D） Emerson 26 English belongs to _ family, while Chinese belongs to _ fa

42、mily. （ A） Latin; sino - Tibetan （ B） Indo - European; Slavic （ C） Latin; Slavic （ D） Indo - European; Sino - Tibetan 27 _ is the study of speech sounds in language or a language with reference to their distribution and patterning and to tacit rules governing pronunciation. （ A） Phonology （ B） Lexic

43、ography （ C） Lexicology （ D） Morphology 28 To some extent, the Romantic Movement revealed a _ attitude towards the social and political conditions then. （ A） positive （ B） negative （ C） neutral （ D） prejudiced 29 The expenditure in American public schools is guided or decided by _. （ A） teachers （ B

44、） students （ C） headmasters （ D） boards of education 二、 PART IV PROOFREADING it is a common fact of American student life. And in any event, most campus-based social events are priced to meet student needs. Others believe that the reason Chinese find acculturation difficult is somewhat more complex.

45、 Fundamentally, few Chinese see the chance to study in the United States for what it is: a once in lifetime opportunity to get to know another country from the inside. Chinese students typically focus so single-mindedly on their studies that they lose sight of the larger picture, that is, their ulti

46、mate role as cultural interpreters between their homeland and the United States. To be sure, a Chinese student s service as an engineer or biologist is integral to China s continued economic construction, but his or her ability to bridge the divide- or often, the perceived divide-between two distinc

47、t cultures is perhaps even more important over the long run. Today, only a small fraction of the Chinese students who have studied in the United States have returned to China, a proof of both the academic and professional success of Chinese students in the United States and the openness of the socie

48、ty in which they found this success. The contributions Chinese students have made to American life are truly striking. Still, I believe that the next generation of Chinese students in the United States- those who will begin the 21 st century there-will recognize their crucial function in the process of furthering U. S.- China understanding. They will return to China in unprecedented numbers to contribute to their country s development in unprecedented ways. I only hope that before these students find their way back to China, they fin