[外语类试卷]专业英语八级模拟试卷370及答案与解析.doc

1、专业英语八级模拟试卷 370及答案与解析 SECTION A MINI-LECTURE Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture.

2、 When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking. 0 What handshake mean? In ones own country, 1. In some cultures, people shake hands bows to each other 【 1】

3、 2. In overseas country, in the first, students were sometimes【 2】 about the customs. . 1. Not shaking hands in Australia means【 3】 in them 2. A limp or weak handshake by a man may be【 4】 in some cultures. 3. A crash hand shake in Australia is a aggressiveness and a【 5】 4. Half handshake by man can

4、mean that you have【 6】 5. How long? Long handshake means【 7】 6. What to do with your eyes? You should look at the other person【 8】 Looking side way sends【 9】 to the other person. No eye contact means“ you don t exist“ or “I dont【 10】 SECTION B INTERVIEW Directions: In this section you will hear ever

5、ything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview. 11 For most people who have sleeping trouble

6、s, which of the following is the most usual cause? （ A） Their room is not cozy. （ B） They are busy and occupied. （ C） They have chronic disease. （ D） They take a nap after lunch. 12 What is the advice Dr. Getsy gives those who struggle with insomnia due to the health condition? （ A） Lying in bed as

7、long as possible. （ B） Taking some sleeping pills to relax. （ C） Staying awake as long as they can. （ D） Scheduling when to be away or asleep. 13 People should stay away from caffeine after lunch because （ A） its effect may linger for almost 10 hours. （ B） it disturbs the way people feel in daytime.

8、 （ C） it accelerates heartbeat and respiration. （ D） they may want to take a catnap. 14 Which of the following is TRUE about taking a nap? （ A） Napping for 2 hours is better than for 40 minutes. （ B） It does not revive you ff the nap lasts too long. （ C） You should never take a nap after lunch. （ D）

9、 The longer you sleep, the better you will feel. 15 Which of the following is NOT one of Dr. Getsys tips on fighting sleeping troubles? （ A） Create a comfortable sleeping environment. （ B） Prioritize sleep if you are haunted by sleeplessness. （ C） Climb into bed early and lie awake to relax. （ D） Sh

10、ow perseverance and prepare for a long battle. SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions. 16 Leading stock mar

11、kets have been weighed down in the past few weeks, because of （ A） the high unemployment rate. （ B） the weak housing market. （ C） weakening economic recovery. （ D） the fear of weakening recovery. 17 The violence erupted in the southern Calabrian town of Rosarno, because _ （ A） two immigrants were sh

12、ot by white local youths. （ B） two immigrants fought with white local youths. （ C） African farm workers clashed with two polices. （ D） local security forces shot two African immigrants. 18 _migrants have been treated in hospital after the clashes. （ A） 750 （ B） 300 （ C） 21 （ D） 8 19 President Obama

13、is now focusing on _ （ A） stabilizing the national economy. . （ B） creating money woes for many families. （ C） addressing dally issues that create money woes. （ D） preventing the collapse of big financial firms. 20 The White House advisory panel is set up to _ （ A） show cares to the middle class. （

14、B） create more jobs for the middle class. （ C） help the middle class go through the difficult decades. （ D） study and solve the problems the middle class faced. 20 A throng of bearded men, in sad-colored garments and gray steeple-crowned hats, intermixed with women, some wearing hoods and others bar

15、eheaded, was assembled in front of a wooden edifice, the door of which was heavily timbered with oak and studded with iron spikes. The founders of a new colony, whatever Utopia of human virtue and happiness they might originally project, have invariably recognized it among their earliest practical n

16、ecessities to allot a portion of the virgin soil as a cemetery, and another portion as the site of a prison. In accordance with this rule, it may safely be assumed that the forefathers of Boston had built the first prison-house somewhere in the vicinity of Cornhill, almost as seasonably as they mark

17、ed out the first burial-ground, on Isaac Johnsons lot, and round about his grave, which subsequently became the nucleus of all the congregated sepulchres in the old churchyard of Kings Chapel. Certain it is that, some fifteen or twenty years after the settlement of the town, the wooden jail was alre

18、ady marked with weatherstains and other indications of age, which gave a yet darker aspect to its beetle-browed and gloomy front. The rust on the ponderous iron-work of its oaken door looked more antique than anything else in the New World. Like all that pertains to crime, it seemed never to have kn

19、own a youthful era. Before this ugly edifice, and between it and the wheel-track of the street, was a grassplot, much overgrown with burdock, pigweed, apple-peru and such unsightly vegetation, which evidently found something congenial in the soil that had so early borne the black flower of civilized

20、 society a prison. But on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he c

21、ame forth to his doom, in token that the deep heart of Nature could pity and be kind to him. This rose-bush, by a strange chance, has been kept alive in history; but whether it had merely survived out of the stern old wilderness, so long after the fall of the gigantic pines and oaks that originally

22、overshadowed it, or whether, as there is fair authority for believing, it had sprung up under the footsteps of the sainted Ann Hutchinson as she entered the prison- door; we shall not take upon us to determine. Finding it so directly on the threshold of our narrative, which is now about to issue fro

23、m that inauspicious portal, we could hardly do otherwise than pluck one of its flowers and present it to the reader. It may serve, let us hope, to symbolize some sweet moral blossom that may be found along the track, or relieve the darkening close of a tale of human frailty and sorrow. 21 The atmosp

24、here of the story in the very beginning is_. （ A） joyous （ B） gloomy （ C） light （ D） auspicious 22 The founders of a new colony found it necessary to build a_. （ A） park （ B） market （ C） house （ D） jail 23 The prison-house mentioned in the second paragraph must be_. （ A） of a long history （ B） of ne

25、w one （ C） of delicate design （ D） of fashionable design 24 The rose-bush is a symbol of_. （ A） Natures inhumanity （ B） Mans inhumanity （ C） Natures sympathy （ D） Harshness of society 25 The story that the author is going to tell may be a story of_. （ A） sadness （ B） happiness （ C） joy （ D） kindness

26、 25 In many classrooms around the country, teachers are emphasizing, and periodically testing, students reading fluency, the current buzzword in reading instruction. The problem is that speed isnt the only element to fluency, educators said. Key elements are also accuracy and expressiveness. “The fo

27、od was delectable“ is different from “the food was detestable,“ and Shakespeare should not sound like a chemistry textbook. It is a complicated process teaching students to recognize enough words and read at a consistent rate so they can spend their time concentrating on meaning rather than decoding

28、, educators said. And when tackling a book such as “The Giver,“ one that deals with a boys discovery that his utopian world comes at the expense of the stifling of intellectual and emotional freedom, meaning is critical. “Fluent readers are readers who know how to dig into a book and pull out just w

29、hat they are looking for whether it is information, a part with strong language, a part with good character development, or just a chance to read for fun,“ said Susan Marantz, a longtime teacher now at a suburban school in Columbus, Ohio. Yet a combination of politics, insufficient teacher developme

30、nt and an inherent difficulty in capturing all aspects of fluency have led to questionable instruction practices, according to Richard Allington, a reading researcher and University of Tennessee professor. Many students are asked by teachers to reread the same passages over and over often with const

31、ant interruptions from the teacher. And some struggling readers are given books including textbooks that are above their reading level and soon become a source of frustration. “You can make any adult a disfluent reader by giving them books that are too hard and jump in and interrupt them a lot,“ All

32、ington said. “ What do you think it does to kids?“ As a result, some kids are motivated to read only to beat a test clock, he and other researchers said. “The more important question to ask is: Are teachers focusing on all three parts of fluency?“ Beers, vice president elect of the National Council

33、of Teachers of English, wrote in an e-mail. “When fluency is only about building automaticity (and therefore speed), then some (teachers) do mistakenly believe that the point of reading is fast decoding. Thats no more the best measure of a skilled reader than fast driving is the best measure of skil

34、led driver. “ The current interest in reading fluency illustrates the complexities in the long national argument about how best to teach reading, dubbed the “reading wars. “ Advocates of phonics and literature-based instruction have been at odds for years, with the argument only intensifying after a

35、 controversial 2000 report by the National Reading Panel. Many reading experts said the panel relied on a limited set of studies that supported, among other things, intensive drilling in phonics. Reading fluency also was one of the key areas for instruction, along with phonemic awareness and phonics

36、 instruction, comprehension, teacher education and computer technology. President Bush used the report as a basis for Reading First, a program to improve reading scores that became the centerpiece of his No Child Left Behind law. Although fluency had long been identified by experts as important, it

37、then became a hot issue. Reading researchers began devising programs to help teachers improve students fluency. And although there was no consensus definition of fluency, panels approving Reading First money accepted programs that used tools that stressed reading speed, according to some educators.

38、A report by the Department of Educations inspector general this month slammed the grant-approval processing, saying it was riddled with problems and conflicts of interest. The result, said fluency expert Tim Rasinski of Kent State University, was a message sent to schools to concentrate on speed. “T

39、he influence of No Child Left Behind has been such that even schools that arent Reading First schools are doing periodic (speed reading) testing of kids,“ he said. In Ottumwa, Iowa, Evans Middle School did it a different way. Evans was declared a school in need of improvement in reading in 2004, and

40、 Principal Davis Eidahl said he adopted a program focused on reading fluency using a model constructed by Rasinski aimed at improving comprehension. Some students, he said, came into the school reading fast but understanding little. “They read so fast, with no punctuation and no expression that wed

41、go back and ask comprehension questions and they werent very successful answering them. “ he said. To slow them down and teach them to talk with expression and comprehension, various exercises were used, including having children read passages to each other and listen to how they sound when reading,

42、 asking students to repeat passages, and adding 45 more minutes of reading time each day, he said. Now, 71 percent of the kids are reading at grade level, up from 58 percent two years ago. What worked, Eidahl said, was addressing all aspects of fluency, maintaining consistency and most importantly,

43、having a quality teacher. “ It all comes down to the teacher,“ he said. “ Its people, not programs. “ 26 In the second paragraph, the word “delectable“ is_“ detestable“. （ A） synonym with （ B） antonym with （ C） irrelevant to （ D） similar to 27 It can be inferred from the passage that “Giver“ is a bo

44、ok which_. （ A） contains many new and difficult words （ B） has many levels of meaning （ C） is easy to read （ D） is about a boys discovery 28 National Reading Panel focuses on_. （ A） accuracy （ B） speed （ C） comprehension （ D） expressiveness 29 According to the author, “No Child Left Behind Law“ is_.

45、 （ A） objective in setting its goal （ B） partial in its basis （ C） useful in addressing reading issues （ D） improving the reading scores of the students 30 It can be inferred from the passage that the key element in improving the reading ability of children lies in_. （ A） No Child Left Behind Law （

46、B） all kinds of experiments （ C） the students awareness of their shortcomings （ D） the teachers guidance 30 In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lo

47、wer and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life. Every code of etiq

48、uette has contained three elements; basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance. In the first category are considerations for the weak and respe

49、ct for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents presence without asking permission. Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each