专业八级模拟611及答案解析.doc

1、专业八级模拟611及答案解析 (总分：134.92，做题时间：90分钟)一、PART LISTENING COM(总题数：0，分数：0.00)二、SECTION A MINI-LECTU(总题数：1，分数：15.00)Culture Shock and the Process of Adaptation. Culture shock 1) Theoretical 1 troublesome feelings, caused by loss of familiar 2 from the home culture. 2) 3 to describe problems e.g. Chinese me

2、et when they 4 e.g. Foreigners have when they come to China. 3) 5 of culture shock. Living in ones home culture, a person knows what people mean by means of 6 After leaving the familiar environment, meanings are not 7 , and the person does not know how to respond. 4) Results of culture shock. 8 : th

3、e person will not adapt successfully. opportunities: changes as a person. It is not easy predict who will adapt successfully and who will not. to . The process of adaptation. 1) Stage one: Excitement. The excitement continues through 9 Eventually the person will meet a situation in which home cultur

4、e 10 do not work in the new environment, but make the problem worse. 2) Stage two: 11 people experience a 12 in mood or spirit. 3) Stage three: Frustration. self-doubt and depression are replaced by more 13 attitudes. start the long climb up toward feeling positive. 4) Stage four: Growing effectiven

5、ess. increasing 14 that he can deal with new situations as they arise. 5) Stage five: Appreciation. be able to experience the full 15 of human feelings in the new culture. 6) Increased ability. （分数：15.00）三、SECTION B INTERVIEW(总题数：2，分数：32.50)（分数：20.00）A.They are too busy working.B.They arent aware of

6、 the importance of sleep.C.They have some healthy problems.D.They dont think sleep can influence health.A.One half.B.Two fifths.C.One quarter.D.One tenth.A.They should keep awake at a scheduled time.B.They should set an alarm to wake up.C.They should not lie in bed when awake.D.They should stick to

7、their sleep schedule.A.At any time in a day as long as one wishes.B.At the time when one plans to sleep.C.At a very early time at night.D.At a very late time at night.A.Go to bed at 3 a.m.B.Just go to bed as usual time.C.Get up at 10 a.m.D.Wake up naturally.（分数：12.50）A.The gift is usually attractive

8、.B.They see the gift as a discount.C.The gift save money for customers.D.The gift is worth the money.A.You want to save some money.B.You want to get a discount.C.The gift is on your shopping list.D.The gift is worth the money.A.Limit 1.B.Limit 3.C.Limit 5.D.Limit 6.A.Dont read the e-mail.B.Read the

9、e-mail and put it away.C.Show the e-mail to shopping experts.D.Consult an advisor about the e-mail.A.If I buy the goods, I will save more money.B.If I dont buy the goods, there will be no such goods.C.If I buy the goods, I will get a free gift.D.If I dont buy the goods, they will raise the price.四、P

10、ART READING COMPR(总题数：1，分数：30.00)SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are four 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 and

11、mark your answers on ANSWER SHEET TWO. PASSAGE ONE (1) Generally speaking, were likelier to remember a messages content than its source. This isnt a bad thing: our capacity for encoding information is finite, and somewhere along the line (be it in evolutionary or developmental increments) weve learn

12、ed to prioritize. Its more important for me to know that my rec league soccer game is at 1:30 on field #6 than to know that it was Doug, and not his wife, who told me this. Of course, if I had reason to mistrust Dougif I felt he might (not unreasonably) want me as far away from the field as possible

13、 around game timeI might have encoded the event differently. If Doug had been mauled by a badger while he passed along the message, I almost certainly would have encoded the event differently. But barring such dramatics, our memory for the specific context in which knowledge has been acquired is spo

14、tty. (2) This is what makes plagiarism so tough. To be fair, theres plagiarism and then theres plagiarism (the first can be said normally, but the latter should be dragged out like a trashbag on fish night). Plagiarism is defenseless, a word-by-word or note-by-note or paint-by-number appropriation o

15、f anothers work. Plagiarism, though, is just how we think. (3) Researchers have long known that when creating something new, people borrow heavily from things that already exist: if asked to make up creatures to populate a foreign planet (as psychologists Thomas Ward, Richard Marsh, and their collea

16、gues have demonstrated), well all pretty much draw the sorts of creatures we have here on earth. Our creatures will have noses and ears and appendages and bilateral symmetry. And once we bestow upon a creature one earth-like feature (e. g., feathers), were likelier to tack on others that correlate w

17、ith that feature in the real world (e.g., wings, a beak), thus tilling our planet with bird-like aliens and reptile-ish aliens and insecty aliens and not much in between. (4) Were not creating so much as tweaking what weve already seen. Further research suggests that if were shown examplesaliens all

18、egedly drawn by other participantsour menagerie begins to take on the characteristics of those examples. Its not entirely clear whether were being primed to draw aliens with noses and ears after looking at other peoples eyed and eared examples, or whether weve shifted our category of alien to reflec

19、t the idea that aliens should have noses and ears. Either way, though, were going to produce noses and ears. And if those examples all shared a much rarer featurea forked tongue, maybe, or spotswhy, we just might produce that too. Suspicious. (5) Its important to mention that we dont know were doing

20、 this. Some participants in these studies were repeatedly instructed not to worry about how possible a given feature was, and some were even explicitly told to diverge from the examples theyd been shown. And these instructions helpedsome. But not all that much. (6) Given data from more traditional l

21、aboratory tasks, though, the results arent surprising. In some experiments, participants have been instructed to generate as many members of a category as possible (e. g., pears, apples, and strawberries are members of the category fruit). Once a participant has exhausted her supply of readily produ

22、ced fruits (or if a certain amount of time has passed), shell be presented with additional fruits cranberries and apricots , saythat shed been unable to freely produce. When, later, she is asked to recall the list of fruits shed originally generated, shell include cranberries and apricots right alon

23、g with pears and apples . As before, explicit instructions to ignore contributions from other sources go largely unheeded. Researchers call this phenomenon cryptomnesia : inadvertent plagiarism. So perhaps we should go easier on our plagiaristic peers. I had it right, many years ago, when I first wr

24、ote, Many a man fails as an original thinker simply because his memory is too good. Okay, okay, that was Nietzsche. Not that youll remember. PASSAGE TWO (1) Despite significant gains in recent years, women are still underrepresented in many areas of science. In fields like physics, engineering and c

25、omputer science, just 20 percent of students earning bachelors degrees are female. The White Houses Women in STEM (Science, Technology, Engineering and Mathematics) program, among others, seeks to address this problem in part by encouraging female students to engage in science from a young age and b

26、y establishing mentoring programs among female science professionals to provide support. (2) But what if the under representation of women in science has nothing to do with interest or professional support? What if women have a tougher time advancing in scientific careers simply because of their gen

27、der? A new study by Corinne Moss-Racusin and other Yale researchers, published last week in the Proceedings of the National Academy of Sciences , indicates that, at least among a sample of 127 biology, chemistry and physics professors, an unconscious gender bias pervades hiring practices and signifi

28、cantly impacts career advancement prospects for women. Our results raise the possibility that not only do such women encounter biased judgments of their competence and hire ability, but they also receive less faculty encouragement and financial rewards than identical male counterparts, the researche

29、rs note in the paper. (3) The experiment was straightforward. The researchers sent 127 science professors around the country, both male and female, the exact same application materials from a made-up undergraduate student applying for a lab manager position. For 63 of the applications, though, they

30、wrote that the student was male, named John; for the other 64, they wrote that the student was female, named Jennifer. Every other element of the applicationthe resume, GPA, references and other materialswas identical. To ensure that the outcomes of the two groups of applications were comparable, th

31、e researchers matched the two groups of professors in terms of age distribution, scientific fields, proportion of each sex and tenure status. (4) The 127 professors were each asked to evaluate the theoretical applicant in several ways: their overall competency and hire ability, the salary they would

32、 offer to the student and the degree of mentoring they felt the student deserved. The faculty were not told the purpose of the experiment, just that their feedback would be shared with the student. (5) The results are startling: Both male and female professors consistently regarded the female studen

33、t applicant as less competent and less hireable than the otherwise identical male student. On a scale of 1 to 5, the average competency rating for the male applicant was 4.05, as compared to 3.33 for the female applicant. The average salary offered to the female was $26,507.94, while the male was of

34、fered $30,238.10. The professors age and sex had insignificant effects on this disparityold and young, male and female alike tended to view the female applicants more negatively. (6) The researchers analysis revealed that the disparities in hire ability and salary offered were mostly due to differen

35、ces in perceived competence for the female applicant. That is, when the researchers controlled for competenceby comparing only professors evaluations that had provided similar ratings for competency for both applicantsthe hiring gap disappeared. A root reason for why females are underrepresented in

36、science, then, could be this bias for inexplicably viewing them as less competent, thus making it more difficult for them to get jobs. (7) Many will find these results especially disappointing because one might expect the participants in the experimentthe 127 science professorsto be among the most e

37、nlightened individuals in our society. They have worked with female scientists (many are, in fact, are female scientists), so its strange to think that they would deliberately view them as less competent. (8) But the researchers dont feel that this bias is necessarily a conscious one or one that per

38、vades the entire field of science professors. In addition to having the professors rate the imagined student, they also had them fill out the Modem Sexism Scale, a well-established test that can unveil unintentional or subtle negativity towards women (rather than an explicit hostility). Those who ca

39、me into the experiment with a preexisting, unconscious bias against women were much more likely to judge the female applicants as less competent. (9) What does this all mean? The researchers say that addressing the problem at handthe fact that some of the gatekeepers of science, male and female, hol

40、d a consistent bias against womenis a start. To do so, they suggest implementing transparent, objectively fair hiring and evaluations practices in academics. Simply trying to attract younger female students to science isnt a bad thing, but if we dont seek to make hiring practices fair, its just sett

41、ing them up to get shut out later. PASSAGE THREE (1) The U.S. News & World Reports annual college rankings came out earlier this month andknock me over with a feather! Harvard and Princeton were tied for first. (2) Followed by Yale. (3) Followed by Columbia. (4) Its not that these arent great univer

42、sities. But cmon. Can you really say with any precision that Princeton is better than Columbia? That the Massachusetts Institute of Technology (No. 6) is better than the California Institute of Technology (No. 10)? That Tufts (No. 28) is better than Brandeis (No. 33)? (5) Of course not. U.S. News li

43、kes to claim that it uses rigorous methodology, but, honestly, its just a list put together by magazine editors. The whole exercise is a little silly. Or rather, it would be if it werent so pernicious. (6) Magazines compile lists because people like to read them. With U.S. News having folded its pri

44、nt edition two years ago, its rankingsnot just of colleges, but law schools, graduate schools and even high schoolsare probably what keep the enterprise alive. People care enough about its rankings to pay $34.95 to seek out the details on the U.S. News Web site. (7) And they imbue these rankings wit

45、h an authority that is largely unjustified. Universities that want to game the rankings can easily do so. U.S. News cares a lot about how much money a school raises and how much it spends: on faculty; on small classes; on facilities; and so on. It cares about how selective the admissions process is.

46、 So universities that once served populations that were different from the Harvard or Yale student body now go after the same elite high school students with the highest SAT scores. And schools know that, if they want to get a better ranking, they need to spend money like madeven though they will ha

47、ve to increase tuition that is already backbreaking. If you figure out how to do the same service for less money, your U.S. News ranking will go down, says Kevin Carey, the director of education policy at the New America Foundation, a nonpartisan research group. The rankings encourage trends that il

48、l-serve the country. (8) There is something else, too. The rankings exacerbate the status anxiety that afflicts so many high school students. The single-minded goal of too many high school studentspushed by parents, guidance counselors and society itselfis to get into a good school. Those who dont land a prestigious admission feel like failures. Those who do but lack the means often wind up taking on onerous debta burden that can last a lifetime. And U.S. News has largely become the measure by which a good school is defined