[外语类试卷]专业英语八级模拟试卷79及答案与解析.doc

1、专业英语八级模拟试卷 79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 Classification of Lodging Places The tourist industry has its own system to classify different types of lo

3、dging places. Five categories of lodging places:【 1】 【 1】 _. They usually are multi-storied lodging facilities with twenty rooms to hundreds of rooms. They usually are found in【 2】 【 2】 _. They offer porter service, room service, and parking service. Motor Inns They usually are two to six-story buil

4、dings. They usually have a restaurant or a bar, and some provide luggage and room service. They usually are found near【 3】 and the interstate highway system. 【 3】_. Motels They usually are small【 4】 【 4】 _. They usually are found on smaller highways and roads. They usually are run by【 5】 【 5】 _. 【 6

5、】 【 6】 _. They may look like hotels or motor inns, but usually located at beaches or near the mountains. They offer【 7】 , such as golf, horseback riding, skiing, etc. 【 7】 _. They may be specialized. Guest House They are privately owned homes where the owners rent bedrooms to visitors. Equipment in

6、them is usually very simple. In the LT. K. , people call them B and Bs, which stands for【 8】 【 8】 _. On the European continent, people call them pensiones. Some other classifications of lodging places:【 9】 【 9】 _. Small: up to100 rooms Medium:100-200 rooms Medium-large place:200-500 rooms Large: ove

7、r500 rooms Clientele Transient clients: vacation travellers or business travellers staying for a short time 【 10】 : clients who lease rooms with weekly, monthly or even yearly rates. 【 10】_. 1 【 1】 2 【 2】 3 【 3】 4 【 4】 5 【 5】 6 【 6】 7 【 7】 8 【 8】 9 【 9】 10 【 10】 SECTION B INTERVIEW Directions: In th

8、is section you will hear everything 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 What is the

9、most striking feature of Parkers books to the interviewer? （ A） They focus on the future of education. （ B） They mainly talk about education for all. （ C） They require participation of readers. （ D） They should be treated as one book. 12 What is the purpose of Parkers book? （ A） To find ways to esta

10、blish virtual education system and to provide education for all. （ B） To examine the changes in university in the past and in the future. （ C） To promote the effort to solve problems of hunger, health through education. （ D） To explore a new way to engage public efforts in writing books via internet

11、. 13 What is Parkers attitude to university in the future? （ A） Virtual global education system will replace university in the future. （ B） University will continue to play a key role in the future. （ C） Residential campus will be integrated into the virtual educational system. （ D） Universities sho

12、uld open their doors to every member in a society. 14 Which is not the feedback to his books that Parker gets? （ A） Parker has embarked on a too ambitious project. （ B） His books failed to provide the latest information. （ C） He should pay more attention to modern technology. （ D） His books cannot s

13、atisfy people with different backgrounds. 15 Parker hopes that in the future his work can _. （ A） engage more people from different parts of the world （ B） attract more attention from the educational experts （ C） response better to the criticisms he received from the world （ D） develop into resource

14、 base for solving educational problems 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 Shenzhou-V flew with a si

15、ngle astronaut for _ a little more than a year ago. （ A） 21 and a half hours （ B） 31 and a half hours （ C） 41 and a half hours （ D） 51 and a half hours 17 Who died in the attack? （ A） A guerilla and an Israeli soldier （ B） A peacekeeper and an Israeli solider （ C） A peacekeeper and a guerilla （ D） A

16、 peacekeeper and a civilian 18 What is the main idea for this passage? （ A） Japanese Prime Minister Koizumis visiting Tokyos Yasukuni Shrine. （ B） Some Japanese peoples actions and remarks towards the history. （ C） The deadlock between China and Japan. （ D） The promotion of a Japan-China free trade

17、agreement. 19 In terms of Sino-Japan relationship, Japan and China should _. （ A） start a private-sector study on a bilateral free trade agreement （ B） be prudent in dealing with the history issue （ C） make decisions on its own and take appropriate steps. （ D） refrain from visiting Tokyos Yasukuni S

18、hrine 20 We know for sure that _. （ A） 50 people died in the terrorist bombing （ B） there were four explosive devices involved in the terrorist bombing （ C） the attacks were not carried out by suicide bombers （ D） The Secret Organization of A1-Qaida will not be speculated on by London Police 20 The

19、world is going through the biggest wave of mergers and acquisitions ever witnessed. The process sweeps from hyperactive America to Europe and reaches the emerging countries with unsurpassed might. Many in these countries are looking at this process and worrying “Wont the wave of business concentrati

20、on turn into an uncontrollable anti-competitive force?“ Theres no question that the big are getting bigger and more powerful. Multinational corporations accounted for less than 200/00 of international trade in 1982. Today the figure is more than 25% and growing rapidly. International affiliates acco

21、unt for a fast-growing segment of production in economies that open up and welcome foreign investment. In Argentina, for instance, after the reforms of the early 1990s, multinationals went from 43% to almost 70% of the industrial production of the 200 largest firms. This phenomenon has created serio

22、us concerns over the role of smaller economic firms, of national businessmen and over the ultimate stability of the world economy. I believe that the most important forces behind the massive M it is assumed that scientists are rational, objective, abstract, concerned with the intellect and with redu

23、cing everything to a formula, and that artists, on the other hand, are temperamental, subjective, irrational, and concerned with the expression of the emotions. But we all know temperamental, irrational scientists and abstract, cold-blooded artists. We know, too, that there is a body of knowledge in

24、 art. There are as many facts and ideas in art as there are in any other field, and there are as many kinds of art as there are ideas-abstract or concrete, classical, romantic, organized, unorganized, expressionist, surrealist, intuitive, intellectual, sublime, ridiculous, boring, exciting, and doze

25、ns of others. The trouble lies in thinking about art the way most people think about the intellect. It is not what they think it is. This would not be quite so serious a matter if it were not taken so seriously, especially by educators and those who urge their views upon educators-that is, I suppose

26、, the rest of mankind. If thinking is an activity which takes place in a separate faculty of the intellect, and if the aim of education is to teach people to think, it is therefore natural to assume that education should train the intellect through the academic disciplines. These disciplines are con

27、sidered to be the subject matter for intellectual training, and they consist of facts and ideas from the major fields of human knowledge, organized in such a way that the intellect can deal with them. That is to say, they are organized in abstract, conceptual, logical terms. It is assumed that learn

28、ing to think is a matter of learning to recognize and understand these concepts. Educational programs in school and college are therefore arranged with this idea in mind, and when demands for the improvement of education are made, they usually consist of demands for more academic materials to be cov

29、ered and more academic discipline of this kind to be imposed. It is a call for more organization, not for more learning. One of the most unfortunate results of this misunderstanding of the nature of the intellect is that the practice of the arts and the creative arts themselves are too often exclude

30、d from the regular curriculum of school and college or given such a minor role in the educational process that they are unable to make the intellectual contribution of which they are supremely capable. (529) 30 The three faculties in human beings mentioned are _. （ A） intellect, emotions, imaginatio

31、n （ B） intellect, ideas, facts （ C） thinking, abilities, emotions （ D） thinking, distorting, departing 31 The purpose of this passage may be _. （ A） to urge schools to return to an earlier form of education （ B） to help scientists regain power （ C） to provide education for the intellectual only （ D）

32、 to argue for a change in curriculum 31 Suppose you go into a fruiters shop, wanting an appleyou take up one, and on biting it you find it is sour; you look at it, and see that it is hard and green. You take up another one, and that, too, is hard, green, and sour. The shopman offers you a third; but

33、 before biting it, you examine it, and you find that it is hard and green, and you immediately say that you will not have it, as it must be sour, like those that you have already tried. Nothing can be simpler than that, you think; but if you will take the trouble to analyze and trace out into its lo

34、gical elements what has been done by the mind, you will be greatly surprised. In the first place you have performed that operation of induction. You find that, in two experiences, hardness and greenness in apples went together with sourness. It was so in the first case, and it was confirmed by the s

35、econd. True, it is a very small basis, but still it is enough from which to make the induction; you generalize the facts, and you expect to find sourness in apples where you get hardness and greenness. You found upon that a general law, that all hard and green apples are sour; and that, so far as it

36、 goes, is a perfect induction. Well, having got your natural law in this way, when you are offered another apple which you find is hard and green, you say, “All hard and green apples are sour; this apple is hard and green； therefore, this apple is sour.“ That train of reasoning is what logicians cal

37、l a syllogism, and has all its various parts and terms-its major premises, its minor premises, and its conclusion. And, by the help of further reasoning, which, if drawn out, would have to be exhibited in two or three other syllogisms, you arrive at your final determination. “I will not have that ap

38、ple.“ So that, you see, you have, in the first place, established a law by induction, and reasoned out the special particular case. Well now, suppose, having got your conclusion of the law, that at sometime afterwards, you are discussing the qualities of apple with a friend; you will say to him, “It

39、 is a very curious thing, but I find that all hard and green apples are sour!“ Your friend says to you, “But how do you know that?“ You at once reply, “Oh, because I have tried them over and over again, and have always found them to be so.“ Well, if we were talking science instead of common sense, w

40、e should call that an experimental verification. And, if still opposed, you go further, and say, “I have heard from people in Somersetshire and Devonshire, where a large number of apples are grown, and in London, where many apples are sold and eaten, that they have observed the same thing. It is als

41、o found to be the case in Normandy, and in North America. In short, I find the universal experience of man- kind wherever attention had been directed to the subject.“ Whereon your friend, unless he is a very unreasonable man, agrees with you, and is convinced that you are quite right in the conclusi

42、on you have drawn. He believes, although perhaps he does not know he believes it, that the more extensive verifications have been made, the more results of the same kind are arrived at-that the more varied the conditions under which the same re- suits are attained, the more certain is the ultimate c

43、onclusion, and he disputes the question no further. He sees that the experiment has been tried under all sorts of conditions, as to time, place, and people, with the same result; and he says to you, therefore, that the law you have laid down must be a good one, and he must believe it. (654) 32 The w

44、riter is probably _. （ A） French （ B） English （ C） American （ D） Italian 33 Apples are used _. （ A） in order to convince the reader that fruit has no intellect （ B） to illustrate the subject of the passage （ C） to give color to the story （ D） to show how foolish logic is 34 The author has the approa

45、ch of a (n) _. （ A） scientist （ B） artist （ C） novelist （ D） economist 35 The underlined term “natural law“ as it appears in the middle of the second paragraph refers to _. （ A） common sense （ B） the “honor system“ （ C） the result of an induction （ D） the order of nature 36 Which of the following wo

46、uld be the best title for the passage? （ A） Discovering the Natural Laws of Apples. （ B） The Use of Induction. （ C） Experimental Verification as an Adjunct to Reasoning. （ D） The Logic of Everyday Reasoning. 36 As people age, their cells become less efficient and less able to replace damaged compone

47、nts. At the same time their tissues stiffen. For example, the lungs and the heart muscle expand less successfully, the blood vessels become increasingly rigid, and the ligaments and tendons tighten. Few investigators would attribute such diverse effects to a single cause. Nevertheless, researchers h

48、ave discovered that a process long known to discolor and toughen foods may also contribute to age-related impairment of both cells and tissues. That process is nonenzymatic glycosylation, whereby glucose becomes attached to proteins without the aid of enzymes. When enzymes attach glucose to proteins (enzymatic glycosylation), they do so at a specific site on a specific protein molecule for a specific purpose. In contrast, the nonenzymatic process adds glucose haphazardly to any of several sites along any available peptide chain within a protein molecule This nonenzymatic glycosylation of c