[外语类试卷]专业英语八级（改错）模拟试卷240及答案与解析.doc

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1、专业英语八级（改错）模拟试卷 240及答案与解析 一、 PART III LANGUAGE USAGE 0 “Art does not solve problems, but makes us aware of their existence,“ sculptor Magdalena Abakanowicz has said. Arts education, on the other hand, does not solve problems.【 M1】 _ Years of research shows that its closely linked to almost anything t

2、hat we as a nation say we want for our children and【 M2】 _ demand to our schools: academic achievement, social and【 M3】 _ emotional development, civic engagement, and equitable opportunity. Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and v

3、erbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork. A report by the Rand Corporation about the visual arts argue that the intrinsic pleasures and【 M4】 _ stimulation of the art experience have more than sweeten an【 M5】 _ individuals lifeaccording to the re

4、port, they “ can connect people more deeply to the world and open them in new ways【 M6】 _ of seeing,“ creating the foundation to forge social bonds and community cohesion. And strong arts programming in schools helps close a gap that has left many child behind: From【 M7】 _ Mozart for babies to tutus

5、 for toddlers to family trips to the museum, the children of affluent, aspired parents generally get【 M8】 _ exposed to the arts whether or not public schools provide it.【 M9】 _ Low-income children, often, do not. “ Arts education enables those children from a financially challenged background to hav

6、e a more level playing field with children who have had those enrichment experience,“ says Eric Cooper, president and【 M10】 _ founder of the National Urban Alliance for Effective Education. 1 【 M1】 2 【 M2】 3 【 M3】 4 【 M4】 5 【 M5】 6 【 M6】 7 【 M7】 8 【 M8】 9 【 M9】 10 【 M10】 10 While many nations have a

7、ging populations, Japans demographic crisis is truly dire, with forecasts showing that 40 percent of the population will have been 65 and over in 2055.【 M1】 _ Some of the consequences have been long foreseen, like deflation: as more Japanese retire and live off their savings, they spend more, furthe

8、r depressing Japans anemic levels of domestic【 M2】 _ consumption. So a less anticipated outcome has been the【 M3】 _ appearance of generational inequalities. These disparities manifest itself in many ways. There are【 M4】 _ corporations that hire all too many young people for low-paying jobsin effect,

9、 forcing them to shoulder the costs of preserving cushier jobs to older employees. Others point to【 M5】 _ an underfinanced pension system so skewed in the favor of【 M6】 _ older Japanese that many younger workers simply refuse to pay; a “silver democracy“ that spends far more on the elderly than educ

10、ation and child carean issue that is familiar to【 M7】 _ Americans; and outdated hiring practices that have created a new “lost generation“ of disenfranchised youths. Nagisa Inoue, a senior at Tokyos Meiji University, said she was considering paying for a fifth year at her university rather than grad

11、uate without a job, an outcome that in Japans rigid【 M8】 _ job market might permanently taint her chances of ever getting a higher-paying corporate job. That is why Japanese【 M9】 _ companies, even when they do offer stable, regular jobs, prefer to give them only to new graduates, which are seen as t

12、he【 M10】 _ more malleable candidates for molding into Japans corporate culture. 11 【 M1】 12 【 M2】 13 【 M3】 14 【 M4】 15 【 M5】 16 【 M6】 17 【 M7】 18 【 M8】 19 【 M9】 20 【 M10】 20 It was not so long ago that parents drove a teenager to campus, said a tearful goodbye and returned back home to【 M1】 _ wait a

13、 week or so for a phone call to the dorm. Mom or Dad,【 M2】 _ in turn, might write lettersyes, with pens. On stationary. But【 M3】 _ going to college these days means never have to say goodbye,【 M4】 _ thanks to near-saturation of cellphones, email, instant messaging, texting, Facebook and Skype. Resea

14、rchers are looking at how new technology may be delaying the point which college-bound students truly become independent from【 M5】 _ their parents, and how phenomena such as the introduction of unlimited calling plans have changed the nature of parent-child relationships, and not always for the bett

15、er. Some research suggests that todays young adults are close【 M6】 _ to their parents than their predecessors. And its complicated.【 M7】 _ Sherry Turkle, a professor at the Massachusetts Institute of Technology whose specialty is technology and relationships, calls this a particular sort of “Huck Fi

16、nn moment,“ in which Huck “takes her【 M8】 _ parents with him. We all sail down Mississippi together.“ From the【 M9】 _ electronic grade monitoring many high schools offer parents, it seems a small leap to keep electronic track of their(adult) childrens schedules or to send reminders about deadlines o

17、r assignments. Professors have figured out that some kids are emailing papers home to parents to edit. And Skype and【 M10】 _ Facebook might be more than just chances to see a face thats missed at home; parents can peer into their little darling s messy dorm room or his messy social life. 21 【 M1】 22

18、 【 M2】 23 【 M3】 24 【 M4】 25 【 M5】 26 【 M6】 27 【 M7】 28 【 M8】 29 【 M9】 30 【 M10】 30 Apprenticeships have long been popular in Europe, but workforce-oriented high school training is nearly as common in【 M1】 _ U.S. schools. One reason is that such programs sound dangerously similar to tracksorting stud

19、ents by ability level, a practice【 M2】 _ repeatedly rejected in U.S. culture, by which the dominant【 M3】 _ philosophy is that all students should have opportunity to meet their full potential. If high schools were to advise students that some education beyond high school is not necessary for everyon

20、e, “theres little bit【 M4】 _ of a concern that. we re saying a lesser goal is OK for the populations of students who have been historically least well-served by high education,“ says Jane Wellman, executive【 M5】 _ director of Delta Project, which studies higher education spending. In recent years, m

21、ale college-going and completion rates have raised concerns. But those least well-serving historically are【 M6】 _ low-income and underrepresented majority students, who are less【 M7】 _ likely than their peels to pursue two- and four-year degrees, and【 M8】 _ most at risk of not completing college if

22、they do enroll. Some evidence suggest, though, that students already are being【 M9】 _ held to different standards. A recent national survey of high school teachers by ACT Inc., the educational testing company, found 71% agreed “completely“ or “a great deal“ that high school graduates need the same s

23、et of skills and knowledge if they plan to go to【 M10】 _ college or enter the workforce, yet 42% said teachers reduce academic expectations for students they perceive as not being college-bound. 31 【 M1】 32 【 M2】 33 【 M3】 34 【 M4】 35 【 M5】 36 【 M6】 37 【 M7】 38 【 M8】 39 【 M9】 40 【 M10】 专业英语八级（改错）模拟试卷 240答案与解析