[外语类试卷]专业英语八级模拟试卷839及答案与解析.doc

1、专业英语八级模拟试卷 839及答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you

2、 fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 Stephen Krashens Theory of Second Language Acquisition Stephen Krashen is an expert in the field of linguistics. Some points about

3、 his Theory of Second Language Acquisition should be known. I. A brief description of the theory of second language acquisition A. Requiring meaningful interaction natural【 T1】 _【 T1】 _ B. Supplying “comprehensible input“ in【 T2】 _【 T2】 _ allowing students to【 T3】 _when they are “ready“【 T3】 _ recog

4、nizing improvement comes from supplying effective input C. Having large impacts in second language research and teaching II. Five main【 T4】 _【 T4】 _ A. The Acquisition-Learning hypothesis the most【 T5】 _one【 T5】 _ two independent systems “acquisition“: product of a(n)【 T6】 _【 T6】 _ “learning“ : prod

5、uct of formal instruction and comprising a【 T7】 _【 T7】_ B. The Monitor hypothesis 【 T8】 _the influence of learning on acquisition【 T8】 _ acting in a planning, editing and【 T9】 _function【 T9】 _ the role of the monitor is minor, only used to correct deviations 【 T10】 _among learners: over-users, under

6、-users, optimal users【 T10】_ an evaluation of the persons psychological profile can help e.g. under-users: extroverts: over-users: introverts and【 T11】 _【 T11】 _ C. The Natural Order hypothesis based on research findings: acquisition follows a【 T12】 _“ natural order“【 T12】 _ rejecting【 T13】 _ on lan

7、guage acquisition【 T13】 _ D. The Input hypothesis an explanation of how second language acquisition takes place only concerned with “ acquisition“ Second language “input“ is beyond ones【 T14】 _of linguistic competence【 T14】 _ E. The Affective Filter hypothesis the “affective variables“ playing a fac

8、ilitative role in acquisition variables:【 T15】 _, self-confidence and anxiety【 T15】 _ the “up“ of the filter to impede language acquisition positive affect being necessary, but not sufficient on its own, for acquisition to take place 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9

9、【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spo

10、ken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. （ A） To tell people whether some medical proce

11、dures are essential. （ B） To solve the relationship problems between doctors and patients. （ C） To guide people to the doctors office for a checkup. （ D） To give the patients a thorough medical checkup. （ A） The issues that affect public health. （ B） The issues that everyone encounters in daily life

12、. （ C） The issues that attract most public concern. （ D） The issues that affect doctor-patient relationship. （ A） To make precautions against the spread of disease. （ B） To help the public learn about the indicators of disease. （ C） To decide whether some medical checks are necessary. （ D） To judge

13、if the doctors are qualified for what they do. （ A） They completely depend on academic publications. （ B） They try their best to look for the evidence of efficacy. （ C） They take the cost of a certain procedure into consideration. （ D） They make the decision by instinct. （ A） It is set up by the U.

14、S. Department of Health and Human Services. （ B） Their work is labor-intensive. （ C） It aims to save money for the government. （ D） The conclusion of the group is based on evidence. （ A） Because it said that early detection of breast cancer was not accurate enough. （ B） Because it warned that middle

15、-age women are of high risk of breast cancer. （ C） Because it found that early detection of breast cancer may cause some harm. （ D） Because it looked at the special age group of women in their 40s. （ A） It was made in a hurry. （ B） It affected the groups credit. （ C） It has both supporters and oppon

16、ents. （ D） It was proved true in the end. （ A） The timing of the release of the decision. （ B） The number of patients involved. （ C） The lack of solid evidence. （ D） The intervention of the Congress. （ A） They should never be recommended to anyone. （ B） They are quite safe for the sick. （ C） They sh

17、ould be reserved for people who have a cancer. （ D） They are necessary for almost anyone. （ A） The way of getting their input. （ B） The channel to release information. （ C） The selection of members. （ D） The range of their focus. SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are several

18、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. 25 Were all born with an innate number sense that seemingly effortless knack to roughly estimate and c

19、ompare quantities without counting, which we do automatically when choosing the shortest checkout line at the supermarket or ballparking(约略估计 )how many apples are in a bowl. But some peoples number sense is better than others, and several studies published in 2013 suggest this inborn capacity, belie

20、ved to be an essential building block for learning arithmetic, can be enhanced with instruction. Researchers also identified structural differences in the brains of children who responded best to tutoring. Together, the new findings may eventually lead to better ways of helping kids master math, say

21、s psychologist Elizabeth Brannon of Duke University. In a study published in October, Brannon and her colleagues from Duke and from Johns Hopkins University showed 48 6-month-olds a series of dot arrays that periodically changed in number: the researchers inferred the infants ability to detect diffe

22、rences in the quantity of dots based on how long they spent looking at an array after it changed. As expected, some infants had a keener sense of quantity than others. Three years later, the researchers tested the same childrens math skills such as how well they know their numbers and their ability

23、to count to 10 and found that those whose number sense at 6 months was keenest were most proficient at math at age 3, regardless of their overall intelligence. But were not stuck with our inborn limitations. In a study published in August, Brannon and her colleague Joonkoo Park recruited 52 adult vo

24、lunteers to participate in a study examining whether honing(训练 )number sense helps sharpen higher math skills. First, participants performed multidigit arithmetic problems. Then half the group spent 10 sessions estimating large quantities of dots in arrays and performing mental calculations on them:

25、 a control group had no such practice. Afterward, all participants completed arithmetic problems again. Researchers found that the math skills of volunteers who participated in the dots exercise improved significantly compared with those in the control group. These and other studies demonstrate that

26、 innate number sense and symbolic math ability “ are intimately linked, so by improving one you can improve the other,“ says Brannon. For young children, she says, games that hone number sense could have a big effect on math learning. Other research, published in April, helps explain why some childr

27、en respond to math tutoring better than others do. Stanford University scientists put 24 third-graders through an eight-week math-tutoring program. The kids math proficiency improvement ranged from 8 to 198 percent, and was unrelated to IQ, memory and cognitive-ability tests. But brain imaging showe

28、d that the children who benefited most had a larger hippocampus(海马体 ), a key memory area, and stronger neural connections between the hippocampus and brain regions involved in long-term memory and habit-building. “This gives us clues about the memory systems the brain uses to build knowledge,“ says

29、Stanford neuroscientist Vinod Menon, the studys senior author. The results, he says, could shed light on the origins of math learning disabilities and lead to improved educational programs for kids who struggle with math. 26 It can be inferred from the first three paragraphs that_. （ A） arithmetic c

30、ompetence is actually an inborn capacity （ B） math competence can be improved by changing brain structure （ C） better methods may make up innate deficiency in math learning （ D） varied tutoring is needed for kids with different number sense 27 The series of studies about infants and children can tes

31、tify that_. （ A） innate number sense has a significant impact on math learning （ B） the influence of number sense lasts from infant to child period （ C） number sense can be trained through some exercises （ D） the improvement of math skill is irrelevant with overall IQ 28 The author mainly discusses_

32、in this passage. （ A） the relation between math capacity and IQ （ B） the way to cultivate childrens math capacity （ C） the reason why peoples math capacity differs （ D） the method to test the change of math capacity 28 Forty-five years ago this week, Americans were already growing tired of the moon.

33、 A month earlier, on July 21st, the landing of Apollo 11 had inspired universal awe. But the launch of Apollo 12, scheduled for November 14th, was marked by a sense of anticlimax(虎头蛇尾 ) probably an inevitable feeling, the Times wrote, “considering the intense national emotion spent on the first moon

34、 landing. “ “You cant get as excited the second time you kiss the girl,“ one man said. Lunar fatigue wasnt the only problem. “Marketing the Moon“ , written by two P. R. professionals and space enthusiasts chronicles the public-relations triumphs and disasters that, in many ways, determined the fate

35、of the Apollo program. Usually, Apollo is presented as a story of technological derring-do(大胆行为 ). Scott and Jurek see it as a sales job: an attempt to convince America, and the world, of its own competence, intelligence, and courage. It was the astronauts and engineers at NASA who possessed those q

36、ualities, not the rest of us and so it fell to public relations, and, specifically, to television, to help us share in them. Before Apollo, rocketry was rarely a spectator sport. Secrecy had characterized American space projects. In 1961, when President Kennedy announced the lunar program, he justif

37、ied it in terms of the Cold War. But in fact Apollo, which was run by NASA, a civilian agency, was almost ostentatiously civilian in its sensibility. Compared to the military operations of the past, Apollo would be an open book. Or, more accurately, a reality show: if there was a central pillar to t

38、he Apollo P.R. effort, it was live television. In 1967, Look magazine published a two-page spread, painted by Norman Rockwell, showing astronauts on the moon with a television camera. “ This was very likely stage-managed,“ Scott and Jurek write, by someone at NASA: “ With the mass reproduction of th

39、is painting, the pro-television faction cleverly marketed to millions of Americans a dream that they, too, would be a witness to the monumental event pending in a few months. “ When the dream came true, and NASA found itself in the television business, the stars among the astronauts revealed themsel

40、ves. The astronauts turned out to be the worlds most competent entertainers. Americans fell in love with them: the crews of Apollos 7, 8, 9, and 10 won an Emmy. CBS covered the Apollo 11 landing for thirty-two continuous hours: it set up special screens in Central Park so that people could watch in

41、a crowd. Ninety-four percent of TV-owning American households tuned in. Without television, the moon landing would have been a merely impressive achievement an expensive stunt, to the cynical. Instead, seen live, unedited, and everywhere, it became a genuine experience of global intimacy. And yet, a

42、fter Apollo 11, it was television that drew people away from the moon. TV news insured that there were other things to focus on. For Apollo 17, the final moon mission, NASA planned a spectacular nighttime launch. As it happened, the launch, at half past nine, conflicted with “Medical Center,“ a wild

43、ly popular CBS drama. The network planned to cut briefly to the launchpad, then return to the show. But a technical problem delayed the liftoff for two and a half hours: many viewers went to bed without knowing what happened, in either case. Frustrated, the network devoted only six hours to the rest

44、 of the final Apollo mission. There were other factors driving Americas disenchantment with Apollo: the civil-rights struggle, for example, and the Vietnam War. For most of the programs duration, polls showed that a majority of Americans thought that it was too expensive, and possibly a waste of tim

45、e.(The one exception was right after the Apollo 11 landing, when a majority supported it.)But they also point out that, in a fundamental sense, the programs message was mixed. “When Apollo 8 escaped Earths gravitational influence and headed for the moon, taking photographs of the Earth was not a maj

46、or part of the flight plan,“ they write. But the photographs of the Earth taken from space during that missionparticularly the famous “Earthrise“ photograph turned out to be just as iconic as the images of astronauts walking on the moon. “The never-before-seen views of Earth floating in the blacknes

47、s,“ Scott and Jurek write, “ made many wonder why we were spending so much effort and money to examine the cold, dead, and barren surface of the Moon when our gaze might be better focused on our home planet and what we were doing to it. “ 29 What is the role of Paragraph 2 in the passage? （ A） It fu

48、rther explains the point in Paragraph 1. （ B） It presents the main theme of the passage. （ C） It gives another example of moon landing. （ D） It provides counter evidence to Paragraph 1. 30 The author points out the following reasons why Americans grow tired of moon project EXCEPT_. （ A） natural decl

49、ine of the fever （ B） faulty management of mass media （ C） transfer of social focus （ D） interruption of Vietnam War 31 Which of the following contains a metaphor? （ A） Compared to the military operations of the past, Apollo would be an open book. （ B） .if there was a central pillar to the Apollo P. R. effort, it was live televis