[外语类试卷]专业英语八级（高等教育类阅读理解）模拟试卷1及答案与解析.doc

《[外语类试卷]专业英语八级（高等教育类阅读理解）模拟试卷1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（高等教育类阅读理解）模拟试卷1及答案与解析.doc（27页珍藏版）》请在麦多课文档分享上搜索。

1、专业英语八级（高等教育类阅读理解）模拟试卷 1及答案与解析 0 No one knows who started it, but the myth of college freshmen gaining 15 pounds or more has been thoroughly debunked through scientific studies. Aging plays an important factor in weight gain, as does muscle building, but student life is far too active to attribute su

2、ch a massive increase in weight on being a student alone. It is true that the media has focused on the carefree lifestyle of students who indulge in massive beer drinking and pizza consumption, but the fact is that most students spend more time on academics than at the local pub. While it is true th

3、at beer packs in the pounds, so does a sedentary lifestyle in between classes. Incorporating exercise into a daily grind of academic work is not only a smart and easy way to keep in shape, but a great way to get college credits and reduce stress. Exercise releases the “feel good“ chemicals in our br

4、ains known as endorphins and a positive outlook helps people manage lifes stresses better. The first year of incorporating exercise as part of the curriculum will make it possible to continue incorporating exercise the following years as part of a healthy and comfortable routine. As a young adult of

5、 18 or 19 living on campus, the main requirements include knowing the basic layout of the dorm rooms, where the semester classes are located, and most importantly, where to get food on short notice. For those living on a budget, meal preparation and consumption is often relegated to vending machines

6、, the dollar menu at fast food places, and the inevitable instant dry noodle soups known as Ramen. Can anyone gain weight on this diet? For a sedentary person, the answer is yes. Typically a student walks more while living on campus than they have in their past life, classes are spread far in betwee

7、n, and there are tons of activities around campus that require putting a foot in front of the other. College life is typically active and most students burn calories on excitement and stress alone. The food source may be unhealthy in fat contents and calories, but physical and mental work takes care

8、 of burning off the greasy fare. Unfortunately, there is not much by way of nutrition in the above mentioned menu and a healthy brain and body is in need of vitamins, minerals and lean protein to function properly and stave off illness and lethargy. What is a student to do? If the tuition includes a

9、 menu plan, making the effort to select the best possible meals offered at the school should be a no-brainer and a lot easier in modern times than it was in the past. Many school cafeterias cater to health conscious individuals by offering fruits and vegetables in their daily line-up. Starting with

10、a soup loaded with vegetables is not only nutritious but satisfying; choosing sandwiches made with whole grain breads is a healthy alternative that provides needed soluble fiber. Forgo the soft drinks and indulge in a glass of tomato or orange juice to boost your intake of vitamin C. It is a lie tha

11、t pizza is a vegetable even if it contains tomato sauce and the occasional string of bell pepper. Stocking up on healthy snacks for the dorm room is essential to avoid rushing into poor decisions. Keep on hand the following: protein bars to keep the brain functioning properly during stressful study

12、times and late night cravings. Apples and bananas stay fresh for days and are easy to carry and consume on the way to class. Dry fruits, nuts, beef or turkey jerky are portable and satisfying snacks. Microwave popcorn is satisfying snack that provides fiber. Bottled water and 100 percent fruit or ve

13、getable juice instead of soda or sports drinks. Microwavable soup bowls include many of the favorite varieties found in their canned version. Keeping a few on hand will help prevent reaching for cold and greasy pizza during a study break and provide comfort associated with home life. It is a fact th

14、at most parents are concerned about their college students not eating enough or enough good food to stay healthy. This is a valid concern since school can be stressful and students now have to manage new information and routines while setting boundaries between freedom and responsibility. More often

15、 than not, eating is either a low priority on the list, or a source of instant comfort and obsession. Gaining or losing an excessive amount of weight indicates a life out of controlstudents need to know how and when to get help from school counselors and that they can call home at any time to receiv

16、e the boost of support and practical advice they need to handle life on their own. From Brighthub, December 9, 2011 1 The media owes the weight gain of the freshmen to_. （ A） aging （ B） carefree lifestyle （ C） eating too much （ D） doing little exercise 2 _helps people reduce stress. （ A） Drinking a

17、lot of beer （ B） Consuming pizzas （ C） Maintaining a positive outlook （ D） Spending more time on academics 3 Which of the following is NOT the requirements when the freshmen are living on campus? （ A） Living on a budget. （ B） Familarizing the layout of the dormitories. （ C） Locating the classrooms.

18、（ D） Knowing the places to get food at any time. 4 According to the article, which of the following statements is NOT true? （ A） Pizza does not belong to healthy snacks. （ B） Eating some fruits can help you stay fresh for days. （ C） Microwave popcorn can provide fiber for you. （ D） Soda or sports dr

19、inks can keep the brain functioning properly. 5 We can infer from the last paragraph that_. （ A） eating is not so important as many parents believe （ B） college students responsibility is to keep healthy （ C） many college students do not eat enough good food to stay healthy （ D） college students lif

20、e is out of control 5 States are chomping at the bit to get a finger into the online learning pie. Asserting that they are only interested in ensuring a quality online education for would-be students, politicians fail to recognize that this market place is self-regulating. Ever wonder why and how? I

21、t started out as a clearinghouse for online classes. The American Independent reported that the Texas legislature put together a number of such Internet learning courses to benefit rural students and those requiring an alternative to the traditional classroom setting. Over a few short years, online

22、education classes provided by public schools were augmented with courses from for-profit education venues. The resulting hodgepodge of available learning opportunities was not uniformly regulated or vetted for quality. At the heart of the issue is the question of quality control. Courses designed by

23、 private enterprise could come with priorities that differ from the public education sector. “They are responsible to their shareholders, not to the kids or anyone else. They are in it for the money,“ The American Independent quotes a researcher from the University of Colorados National Education Po

24、licy Center. Arguing that states have the burden of administering a suitable public education, the authors assert that state-control of online learning is a must. The leap from tightly regulating K-12 online learning to also including post-high-school virtual education is easy enough to make. It sta

25、nds to reason that once lawmakers get a death grip on the online courses, education venues, and programs in the state geared toward children, the adult learning opportunities are next. Just as this 2007 case study pits the perceived evils of for-profit education against the government oversight of p

26、ublic learning, a 2002 Sloan Consortium report highlights that quality control models for the online classroom already exist. Although aimed at higher education, the model easily transfers to the K-12 online classroom as well. Highlighted are areas crucial to all students: 1. Learning success. Does

27、the virtual classroom deliver what it promises? Is it at least comparable to the brick and mortar option? The goal, of course, is to surpass face-to-face instruction via online teaching. 2. Student approval. Treating students as discerning consumers results in learner-centered approaches to educatio

28、n. Speed of responses, just the right amount of educator support and a personalized approach to and interest in student achievements rank high. 3. Educator satisfaction. Just like students must be satisfied with the education they receive, faculty members must also approve of their work conditions.

29、This approach is instrumental for gauging and adjusting institutional support of the teaching staff engaged in the virtual classroom. Setting the standard in this venue is the Monroe Model, which ensures that online teachers have the academic, technological and administrative support needed to focus

30、 intently on the challenges brought on by teaching online. 4. Return on investment. A for-profit educational venue must deliver a superior product at the lowest possible cost. Cost-cutting, as implied by the previously quoted Colorado researcher, would quickly deliver disastrous results with respect

31、 to learning outcomes and customer as well as faculty satisfaction. 5. Ease of access. A website set up with the user in mind results in a more authentic learning experience. It is clear that the open market and for-profit educational venues have already devised models and benchmarks for effectivene

32、ss and customer satisfaction. If the industry is able and willing to police itself, is it truly necessary for the state to add arbitrary rules and regulations, especially if they are not based on industry insider experience? Letting the buyer beware is an adage that applies to adults as well as the

33、parents of K-12 youngsters. Questions to ask and answer honestly include: 1. Learning readiness. Is the student interested in the subject and willing to undertake all that is required to pass the course? An unmotivated student frequently cannot benefit from even a well-prepared class. 2. Industry kn

34、owledge. Does the student recognize that taking classes from an accredited online school offers multiple benefits, including credit transfers, while an unaccredited educational venue may be cheaper, but not necessarily accepted by everyone? Is the student or the parent willing to read up on recogniz

35、ing and avoiding unaccredited programs? Remember: If it sounds too good to be true, it probably is. 3. Motivation. Is the student the proverbial self-starter? A learner who needs a lot of affirmation, hand-holding, and re-directing to stay on task will not do as well as a focused student who will co

36、mplete even a tedious task from beginning to end. There is little doubt that it takes some legwork, research and comparison-shopping before a consumer can be certain that she or he receives a quality online education. Nevertheless, it is just as clear that government involvement at the state level i

37、s not the answer. Adding red tape and imposing occasionally sub-par standards to frequently private sector education venues is sure to do more harm than good. From Brighthub, December 29, 2011 6 According to The American Independents report, _ benefits from Internet learning courses in Texas. （ A） s

38、tudents who hate traditional classroom setting （ B） rural students （ C） public schools （ D） private schools 7 The state control over basic education excludes_. （ A） online courses , （ B） education venues （ C） state programs （ D） adult learning 8 Online teachers do not need_support to meet the challe

39、nges when teaching online. （ A） academic （ B） scientific （ C） technological （ D） administrative 9 According to the author, adults and the parents of K-12 youngsters should know several things EXCEPT_. （ A） whether the student is interested in the subject （ B） what online school should be chosen （ C）

40、 whether the student is motivated （ D） how much online learning costs 10 The authors attitude toward the government quality control over online education is_. （ A） indifferent （ B） positive （ C） negative （ D） ambiguous 10 When Fuat Ecer decided to go back to school for an M.B.A. after three and a ha

41、lf years working as a consultant, he wanted to be certain to find the best school in which to invest his time, money and future. “What kind of door-opener do you need?“ wondered Mr. Ecer, a 31-year-old German businessman, who sought the school that would best help him find employment in a top global

42、 company, even during an economic downturn. Just as students want their school to be the right “door-opener“, companies are looking for a way to narrow the field of candidates looking for work with them by choosing particular schools for recruiting. Even though business leaders say that the choice o

43、f school is not the only criterion for selecting one job candidate over another, a new survey has found patterns among hundreds of leaders who were asked to weigh in on the schools they looked to first when hiring. Emerging, a French consulting firm, surveyed employers on which schools they tended t

44、o rely on, and on what qualities made job candidates most employable. Carried out in collaboration with Trendence, a German consulting firm, the survey included hundreds of employers from 10 countries. Emerging boiled down the results to 150 universities that is called the Emerging/ Trendence Global

45、 Employability Ranking a list that includes the traditional top elite schools in North America as well as relative newcomers in Asia and Europe. The study is meant to give “universities, recruiters and students the most valuable of tools: a road-tested blueprint of where its best to study in order t

46、o get a job,“ Emerging said as it released its findings. For business schools, having a good track record with companies is crucial. Jeff Muzzerall, director of the Corporate Connections Center at the Rotman School of Management at the University of Toronto, said that companies often sought out the

47、schools graduates because of its reputation. “Reputation plays a crucial role in where employers recruit,“ he said, noting that Canadas big five banks came to his business school first when looking for new recruits. Some experts warn that surveys like this, and the numerous business-school rankings

48、published every year, tend to ignore the large variations in students needs and schools strengths. But students say the lists are useful in helping determine where to train for their careers in management. Rankings aside, employers say they look for versatile candidates, and the school that trained

49、them is only partially relevant. “The whole package has to work for us,“ said Steffen Laick, a top recruiter at Ernst its intended solely to promote retention. This simple exercise has dramatically improved students recall of the material. Although we often conceive of memory as something like a storage tank, and a test as a kind of dipstick that measures how much information is inside, thats not actually how the brain works. Every time we pull up a memory, we make it stronger and more lasting so that testing doesnt just m