[外语类试卷]专业英语八级模拟试卷839及答案与解析.doc
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1、专业英语八级模拟试卷 839及答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you
2、 fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 Stephen Krashens Theory of Second Language Acquisition Stephen Krashen is an expert in the field of linguistics. Some points about
3、 his Theory of Second Language Acquisition should be known. I. A brief description of the theory of second language acquisition A. Requiring meaningful interaction natural【 T1】 _【 T1】 _ B. Supplying “comprehensible input“ in【 T2】 _【 T2】 _ allowing students to【 T3】 _when they are “ready“【 T3】 _ recog
4、nizing improvement comes from supplying effective input C. Having large impacts in second language research and teaching II. Five main【 T4】 _【 T4】 _ A. The Acquisition-Learning hypothesis the most【 T5】 _one【 T5】 _ two independent systems “acquisition“: product of a(n)【 T6】 _【 T6】 _ “learning“ : prod
5、uct of formal instruction and comprising a【 T7】 _【 T7】_ B. The Monitor hypothesis 【 T8】 _the influence of learning on acquisition【 T8】 _ acting in a planning, editing and【 T9】 _function【 T9】 _ the role of the monitor is minor, only used to correct deviations 【 T10】 _among learners: over-users, under
6、-users, optimal users【 T10】_ an evaluation of the persons psychological profile can help e.g. under-users: extroverts: over-users: introverts and【 T11】 _【 T11】 _ C. The Natural Order hypothesis based on research findings: acquisition follows a【 T12】 _“ natural order“【 T12】 _ rejecting【 T13】 _ on lan
7、guage acquisition【 T13】 _ D. The Input hypothesis an explanation of how second language acquisition takes place only concerned with “ acquisition“ Second language “input“ is beyond ones【 T14】 _of linguistic competence【 T14】 _ E. The Affective Filter hypothesis the “affective variables“ playing a fac
8、ilitative role in acquisition variables:【 T15】 _, self-confidence and anxiety【 T15】 _ the “up“ of the filter to impede language acquisition positive affect being necessary, but not sufficient on its own, for acquisition to take place 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9
9、【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spo
10、ken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. ( A) To tell people whether some medical proce
11、dures are essential. ( B) To solve the relationship problems between doctors and patients. ( C) To guide people to the doctors office for a checkup. ( D) To give the patients a thorough medical checkup. ( A) The issues that affect public health. ( B) The issues that everyone encounters in daily life
12、. ( C) The issues that attract most public concern. ( D) The issues that affect doctor-patient relationship. ( A) To make precautions against the spread of disease. ( B) To help the public learn about the indicators of disease. ( C) To decide whether some medical checks are necessary. ( D) To judge
13、if the doctors are qualified for what they do. ( A) They completely depend on academic publications. ( B) They try their best to look for the evidence of efficacy. ( C) They take the cost of a certain procedure into consideration. ( D) They make the decision by instinct. ( A) It is set up by the U.
14、S. Department of Health and Human Services. ( B) Their work is labor-intensive. ( C) It aims to save money for the government. ( D) The conclusion of the group is based on evidence. ( A) Because it said that early detection of breast cancer was not accurate enough. ( B) Because it warned that middle
15、-age women are of high risk of breast cancer. ( C) Because it found that early detection of breast cancer may cause some harm. ( D) Because it looked at the special age group of women in their 40s. ( A) It was made in a hurry. ( B) It affected the groups credit. ( C) It has both supporters and oppon
16、ents. ( D) It was proved true in the end. ( A) The timing of the release of the decision. ( B) The number of patients involved. ( C) The lack of solid evidence. ( D) The intervention of the Congress. ( A) They should never be recommended to anyone. ( B) They are quite safe for the sick. ( C) They sh
17、ould be reserved for people who have a cancer. ( D) They are necessary for almost anyone. ( A) The way of getting their input. ( B) The channel to release information. ( C) The selection of members. ( D) The range of their focus. SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are several
18、passages followed by fourteen multiple-choice 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. 25 Were all born with an innate number sense that seemingly effortless knack to roughly estimate and c
19、ompare quantities without counting, which we do automatically when choosing the shortest checkout line at the supermarket or ballparking(约略估计 )how many apples are in a bowl. But some peoples number sense is better than others, and several studies published in 2013 suggest this inborn capacity, belie
20、ved to be an essential building block for learning arithmetic, can be enhanced with instruction. Researchers also identified structural differences in the brains of children who responded best to tutoring. Together, the new findings may eventually lead to better ways of helping kids master math, say
21、s psychologist Elizabeth Brannon of Duke University. In a study published in October, Brannon and her colleagues from Duke and from Johns Hopkins University showed 48 6-month-olds a series of dot arrays that periodically changed in number: the researchers inferred the infants ability to detect diffe
22、rences in the quantity of dots based on how long they spent looking at an array after it changed. As expected, some infants had a keener sense of quantity than others. Three years later, the researchers tested the same childrens math skills such as how well they know their numbers and their ability
23、to count to 10 and found that those whose number sense at 6 months was keenest were most proficient at math at age 3, regardless of their overall intelligence. But were not stuck with our inborn limitations. In a study published in August, Brannon and her colleague Joonkoo Park recruited 52 adult vo
24、lunteers to participate in a study examining whether honing(训练 )number sense helps sharpen higher math skills. First, participants performed multidigit arithmetic problems. Then half the group spent 10 sessions estimating large quantities of dots in arrays and performing mental calculations on them:
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- 外语类 试卷 专业 英语 模拟 839 答案 解析 DOC