[外语类试卷]专业英语八级模拟试卷868及答案与解析.doc

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1、专业英语八级模拟试卷 868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 Audience of Writing Audience is a very important concept for writing. You need to analyze your audience in terms of the following

3、aspects: I. Your【 T1】 _ to your audience【 T1】 _ Through writing, you are making social【 T2】 _ with【 T2】 _ other members of the society. II. Their【 T3】 _ of your subject【 T3】 _ This analysis is particularly valuable in【 T4】 _ writing.【 T4】 _ III. Their【 T5】 _ to the subject and your position in the w

4、riting【 T5】 _ This analysis is extremely important in【 T6】 _ writing.【 T6】 _ 1. To those who agree 【 T7】 _ the importance of your position【 T7】 _ 2. To those who are【 T8】 _【 T8】 _ address their【 T9】 _ as directly and fully as possible【 T9】 _ 3. To those who disagree try to【 T10】 _ why they disagree【

5、 T10】 _ There may be two main reasons for their disagreement: 1.【 T11】 _ of information or viewing the information differently【 T11】 _ 2. personal, political or【 T12】 _ reasons【 T12】 _ Ways to【 T13】 _ their disagreement:【 T13】 _ 1. For the former give them relevant information as【 T14】 _ as possible

6、【 T14】 _ 2. For the latter show your【 T15】 _ of them and address them accordingly【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 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

7、 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 spoken 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

8、 mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. （ A） He never feels road rage when he is out driving. （ B） He sometimes is aggressive when he is out driving. （ C） He manages to stay in the car when he feels road rage. （ D） He always tries

9、 to keep away from minor accidents. （ A） 68%. （ B） 23%. （ C） 40%. （ D） 50%. （ A） Around 13,333-20,000. （ B） Around 13,333-26,666. （ C） Around 20,000-26,666. （ D） Around 26,666-40,000. （ A） Drivers lose their cool and change lanes carelessly. （ B） Drivers lock their vehicle and refuse to leave the hi

10、ghways. （ C） Drivers get angry at other motorists and move into physical confrontation. （ D） Drivers aggressively pursue other cars with their own and smash into them. （ A） It involved a father of two. （ B） The father was shot. （ C） The father changed lanes carelessly. （ D） The father refused to get

11、 out of the car. （ A） People becoming more aggressive and ruder. （ B） The decline of peoples moral quality. （ C） The lack of patience with others. （ D） A lot of socio-economic reasons. （ A） Reducing vehicle numbers on highways. （ B） Forbidding honking the horn loudly. （ C） Improving drivers behavior

12、s. （ D） Restricting space on the roads. （ A） Heavy pollution for the environment. （ B） Much larger demand for highways. （ C） Greater competition for physical space. （ D） Rise in stress levels among passengers. （ A） They are aggressive. （ B） They are understandable. （ C） They are intolerable. （ D） Th

13、ey are pathetic. （ A） Road rage. （ B） Road accidents. （ C） Modem motorists. （ D） Growth of highways. SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers mark

14、ed A , B, C and D. Choose the one that you think is the best answer. 25 (1)Of all the lessons taught by the financial crisis, the most personal one has been that Americans arent too slick with money. We take out home loans we cant afford. We run up sky-high credit-card debt. We dont save nearly enou

15、gh for retirement. (2)In response, proponents of financial-literacy education are stumping with renewed zeal. School districts in states such as New Jersey and Illinois are adding money-management courses to their curricu-lums. The Treasury and Education departments are sending lesson plans to high

16、schools and encouraging students to compete in the National Financial Capability Challenge that begins in March. (3)Students with top scores on that exam will receive certificates but chances for long-term benefits are slim. As it turns out, there is little evidence that traditional efforts to boost

17、 financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how informed students are about things such as budgeting, credit cards, insurance and investmen

18、ts. A survey of college students conducted for the JumpStart Coalition for Personal Financial Literacy found that students whod had a personal-finance or money-management course in high school scored no better than those who hadnt. (4)“We need to figure out how to do this in the right way,“ says Lew

19、is Mandell, a professor at the University of Washington who after 15 years of studying financial-literacy programs has come to the conclusion that current methods dont work. A growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial e

20、ducation a lot earlier than high school, putting real money and spending decisions into kids hands and talking openly about the emotions and social influences tied to how we spend. (5)One promising example of new thinking is found on Chicagos South Side. At the Ariel Community Academy, financial edu

21、cation starts in kindergarten with books like A Chair for My Mother(the moral: if you want to buy something, save money first)and quickly becomes hands-on. Each entering class at Ariel is entrusted with a $20,000 investment portfolio, and by seventh grade, kids are deciding what to buy and sell(prof

22、its help pay for college). Last year, for the first time, the eighth-grade class graduated with less than the original $20,000. Talk about a teachable moment stocks dont always go up. (6)Other initiatives are tackling such real-world issues as the commercial and social pressures that affect purchasi

23、ng decisions. Why exactly do you want those expensive name-brand sneakers so badly? “It takes confidence to take a stand and to think differently,“ says Jeroo Billimoria, founder of Aflatoun, a nonprofit whose curriculum, used in more than 30 countries, aims to help kids get a leg up in their financ

24、ial lives. “This goes beyond money and savings.“ (7)That approach might have helped in the recent housing bubble. Buyers didnt just need to know how different sorts of mortgages worked: they also needed the fortitude to choose a 30-year fixed rate when everyone around them was buying a bigger house

25、with a riskier loan. (8)Amid such a complicated landscape, some experts question whether there could ever be enough education to adequately prepare Americans for financial life. A better solution, these critics contend, is to reform the system. “What works is creating institutions that make it easy

26、to do the right thing,“ says David Laibson, a Harvard economics professor who, like Mandell, has decided after years of research that education isnt a silver bullet. One idea being discussed in Washington is the automatic IRA. Employers would have to enroll each worker in a personal retirement-savin

27、gs account unless that worker decided to opt out. (9)Yet even the skeptics are slow to write off financial education completely. More than anything, they say, we need to rigorously study the financial decisions of alumni of programs like Ariel and Aflatoun and compare them with those of peers who di

28、dnt get the same sort of education. “Until you have experimental evidence, its all a little speculative,“ says Michael Sherraden, a professor at Washington U-niversity in St. Louis who is conducting a seven-year, randomized, controlled study on whether giving children bank accounts inculcates the ha

29、bit of saving a program already being tried on a large scale in the U.K. Yes, good, solid research like this takes a lot of time and resources. But if what were doing right now isnt working, its in our own best interest to figure out what does. 26 What is Lewis Mandells feeling toward the current fi

30、nancial-literacy movement? （ A） The program benefits people in budgeting and investment. （ B） The program has been ineffective in financial managing. （ C） The program would cause psychological problems. （ D） The program symbolizes an end to the financial crisis. 27 According to the passage, the new

31、kindergarten-entrance financial education is designed to （ A） educate kids to manage money from the very beginning. （ B） teach kids to recognize money from kindergarten. （ C） prepare kids education fees from the very beginning. （ D） help kids to decide what to purchase and sell. 28 Which of the foll

32、owing adjectives best describes the authors treatment of the topic? （ A） Neutral. （ B） Positive. （ C） Negative. （ D） Indifferent. 28 (1)Boundaries have underpinned pretty much every aspect of my life, both past and present. From the profound lack of them in early childhood right through to growing u

33、p and discovering ways to create ones clear enough and strong enough to be able to stay off drugs, out of prison and create healthy relationships with friends, family and colleagues. (2)The emotional and psychological free for all spiraling around me as a kid pretty much guaranteed that Id develop a

34、 series of debilitating addictions, court potentially lethal violence and begin the slow inevitable slide toward prison. An early death was always on the cards. The profound lack of boundaries throughout my fathers own life lead to his suicide. Seeing how his inability to create a safe boundary arou

35、nd his dysfunctional emotional life contributed to his early death, woke me up to what I needed to do to stay off drugs, out of prison and alive. (3)Its no surprise to me then that the biggest problem we have when working with young people in prison is around boundaries. Implementing and holding the

36、m is key to the work we do in Write to Freedom(W2F). Young people from dysfunctional families who end up in custody seem to have a built-in biological default to test any form of boundary presented to them. If theres a weak boundary in our staff team the young prisoners make it their business to pus

37、h it to breaking point. (4)Every weekend weve organized has had a problem with the security clearance needed to get the lads out and onto the moors. There are always a variety of reasons for this, not least of all the volatility of the young people themselves. Whatever the reason, each weekend weve

38、set up weve found ourselves below the minimum number set to make a weekend happen. So we ended up walking onto the wings, going from cell to cell looking for rookies to come on a writing weekend on Dartmoor. Locked cell door or open Devon moor? The decision for them is clearly a no brainer. Doing th

39、is has lead to lads coming on the weekend who were far from ready to engage with what we were asking of them. As a result we faced chaos and stress that could easily have been avoided. (5)So I tightened up the criteria Each participant had to complete three memoir based assignments before the weeken

40、d. All was good till the security board meeting two days before the March weekend. Out of the four lads whod worked hard, completed the assignments and proved their understanding and commitment to W2F, only one was cleared to leave prison for the weekend. I could easily have done the same thing as l

41、ast time, gone from wing to wing to build the numbers back up, I wanted to believe me, and Ashfield put pressure on me to do it. But we chose to stick to the assessment criteria. Right or wrong it had to be kept. The weekend has been postponed till May. (6)The psychology of boundaries, implicit and

42、explicit, for the staff and participants in W2F is crucial to making the work we do safe. It builds trust, even if it means I do something I dont want to, like cancel a weekend after so much work has gone into its preparation. This is about self esteem: of the staff and the participants. Low self es

43、teem crippled me in my early years and is still prone to erosion if Im not careful. Boundaries inside and outside were the making of me. Lack of boundaries for these young people led them to prison. Everybody needs a line that must not be crossed. Boundaries create trust. This can and has lead to ch

44、anged lives and changed relationships, and offers all of us hope in the darkest of times. 29 According to the passage, the serious consequence of being short of boundaries would be the following EXCEPT （ A） a loss of consciousness. （ B） addiction to drugs. （ C） committing crimes. （ D） committing sui

45、cide. 30 What is the role of the 4th and 6th paragraphs in the development of the topic? （ A） To show how the author persuaded young people to be boundary-limited. （ B） To describe how lads worked hard to finish their assignment. （ C） To offer supporting evidence to the preceding paragraph. （ D） To

46、provide a contrast to the preceding paragraphs. 31 Which category of writing does the passage belong to? （ A） Narration. （ B） Description. （ C） Argumentation. （ D） Exposition. 31 (1)Divorce is one of those creations, like fast food and lite rock, that has more people willing to indulge in it than pe

47、ople willing to defend it. Back in the 1960s, easier divorce was hailed as a needed remedy for toxic relationships. But familiarity has bred contempt In recent years, the divorce revolution has been blamed for worsening all sorts of problems without bringing happiness to people in unhappy marriages.

48、 (2)Theres a lot of evidence that marital breakup does more social harm than good. In their 2000 book, The Case for Marriage, Linda Waite and Maggie Gallagher document that adults who are married do better than singles in wealth, health, and personal satisfaction. Children living with a divorced or

49、unwed single parent are more likely to fall into poverty, sickness, and crime than other kids. (3)Marriage is a good thing, most people agree, while divorce is, at best, a necessary evil. So the laws that accompanied the divorce revolution have come under fire for destroying families and weakening safeguards for spouses who keep their vows. (4)Waite and Gallagher argue tha