[外语类试卷]专业英语八级模拟试卷858及答案与解析.doc

1、专业英语八级模拟试卷 858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 How to Write a Book Review I. The definition of a book review A. a descriptive and critical or evaluative account of a book B. a s

3、ummary of content and a(n)【 T1】 _【 T1】 _ II. Two approaches to book reviewing A. the descriptive review giving the essential【 T2】 _about a book【 T2】 _ B. the critical review describing and evaluating the book III. Basic requirements and minimum essentials A. Knowledge of the book【 T3】 _【 T3】 _ B. Ma

4、stery of the genre in the work C. Description, not a summary of the book D. Something about, not a biography of, the author E. 【 T4】 _appraisal 【 T4】 _ IV. Five preliminary mechanical steps A. Reading the book【 T5】 _【 T5】 _ B. Noting effective passages for 【 T6】 _【 T6】 _ C. Noting your impressions a

5、s you read D.【 T7】 _what you have read 【 T7】 _ E. Aiming at achieving a single impression V. Starting the outline A. Getting an over-all grasp of the organization B. Determining the central point to be made C. Eliminating【 T8】 _or irrelevancies 【 T8】 _ D. Filling in gaps or omissions VI. Making the

6、draft A. The opening paragraph in a position of emphasis, and setting the【 T9】 _of the paper 【 T9】 _ B. The main body being【 T10】 _organized by the outline【 T10】 _ logical development of the central point C. The concluding paragraph summing up or 【 T11】 _【 T11】 _ making the【 T12】 _【 T12】 _ introduci

7、ng no new ideas VII. 【 T13】 _the draft 【 T13】 _ A. Correcting all mistakes in【 T14】 _【 T14】 _ B. Looking for unity, organization and logical development C. Verifying quotations for accuracy and 【 T15】 _【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T1

8、1】 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 spoken ONCE ONLY. After ea

9、ch 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） There are less college graduates this year. （ B） The government

10、is funding unemployment scheme. （ C） Employers are inclined to hire more graduates. （ D） Finance experts give some advice to graduates. （ A） Good economic environment. （ B） Good majors in colleges. （ C） The new policy on economy. （ D） Expansion of some large corporations. （ A） They are limited to 46

11、, 000 dollars. （ B） They rise considerably compared with last. （ C） They fall down in only 50 kinds of jobs. （ D） They stand still for engineering students. （ A） They offer new college graduates signing bonuses. （ B） Competition among employers becomes stronger. （ C） They favor new graduates from to

12、p universities. （ D） They tend to post recruiting ads on newspapers. （ A） Because it will reduce the chance of getting a job. （ B） Because it is full of fraud. （ C） Because it will become the graduates only strategy. （ D） Because it is a waste of time. （ A） Joining various clubs in the campus. （ B）

13、Taking internship before graduation. （ C） Attending relevant social functions. （ D） Seeking for peers on the Internet. （ A） Get helpful advice on potential jobs. （ B） Learn practical skills of the future job. （ C） Ask for higher starting salaries. （ D） Send out resume on a massive scale. （ A） Asking

14、 as few questions as possible. （ B） Being confident to take charge. （ C） Stressing your qualification and education background. （ D） Being an active speaker rather than a listener. （ A） It helps develop the graduates confidence. （ B） It brings a positive effect to job hunters. （ C） It gets the gradu

15、ates off the coach. （ D） It might be tracked by prospective employers. （ A） By sending them to training courses. （ B） By cutting off their financial aid. （ C） By living apart from them. （ D） By helping them build up confidence. SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are several pa

16、ssages 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 (1) Saints should always be judged guilty until they are proved innocent, but the tests that have to

17、be applied to them are not, of course, the same in all cases. In Gandhis case the questions on feels inclined to ask are: to what extent was Gandhi moved by vanity by the consciousness of himself as a humble, naked old man, sitting on a praying mat and shaking empires by sheer spiritual power and to

18、 what extent did he compromise his own principles by entering politics, which of their nature are inseparable from coercion and fraud? To give a definite answer one would have to study Gandhis acts and writings in immense detail, for his whole life was a sort of pilgrimage in which every act was sig

19、nificant. But this partial autobiography, which ends in the nineteen-twenties, is strong evidence in his favor, all the more because it covers what he would have called the unregenerate part of 1 is life and reminds one that inside the saint, or near-saint, there was a very shrewd, able person who c

20、ould, if he had chosen, have been a brilliant success as a lawyer, an administrator or perhaps even a businessman. (2) At about the time when the autobiography first appeared I remember reading its opening chapters in the ill-printed pages of some Indian newspaper. They made a good impression on me,

21、 which Gandhi himself at that time did not. The things that one associated with him home-spun cloth, “soul forces“ and vegetarianism were unappealing. It was also apparent that the British were making use of him, or thought they were making use of him. Strictly speaking, as a Nationalist, he was an

22、enemy, but since in every crisis he would exert himself to prevent violence which, from the British point of view, meant preventing any effective action whatever he could be regarded as “our man“. In private this was sometimes cynically admitted. The attitude of the Indian millionaires was similar.

23、Gandhi called upon them to repent, and naturally they preferred him to the Socialists and Communists who, given the chance, would actually have taken their money away. The British Conservatives only became really angry with him when, as in 1942, he was in effect turning his non-violence against a di

24、fferent conqueror. (3) But I could see even then that the British officials who spoke of him with a mixture of amusement and disapproval also genuinely liked and admired him, after a fashion. Nobody ever suggested that he was corrupt, or ambitious in any vulgar way, or that anything he did was actua

25、ted by fear or malice. In judging a man like Gandhi one seems instinctively to apply high standards, so that some of his virtues have passed almost unnoticed. For instance, it is clear even from the autobiography that his natural physical courage was quite outstanding: the manner of his death was a

26、later illustration of this, for a public man who attached any value to his own skin would have been more adequately guarded. Again, he seems to have been quite free from that maniacal suspiciousness which, as E. M. Forster rightly says in A Passage to India, is the besetting Indian vice, as hypocris

27、y is the British vice. Although no doubt he was shrewd enough in detecting dishonesty, he seems wherever possible to have believed that other people were acting in good faith and had a better nature through which they could be approached. And though he came of a poor middle-class family, started lif

28、e rather unfavorably, and was probably of unimpressive physical appearance, he was not afflicted by envy or by the feeling of inferiority. Color feeling when he first met it in its worst form in South Africa, seems rather to have astonished him. Even when he was fighting what was in effect a color w

29、ar, he did not think of people in terms of race or status. The governor of a province, a cotton millionaire, a half-starved Dravidian coolie, a British private soldier were all equally human beings, to be approached in much the same way. (4) Written in short lengths for newspaper serialization, the

30、autobiography is not a literary masterpiece, but it is the more impressive because of the commonplaceness of much of its material. It is well to be reminded that Gandhi started out with the normal ambitions of a young Indian student and only adopted his extremist opinions by degrees and, in some cas

31、es, rather unwillingly. There was a time, it is interesting to learn, when he wore a top hat, took dancing lessons, studied French and Latin, went up the Eiffel Tower and even tried to learn the violin all this was the idea of assimilating European civilization as thoroughly as possible. He was not

32、one of those saints who are marked out by their phenomenal piety from childhood onwards, nor one of the other kind who forsake the world after sensational debaucheries. He makes full confession of the misdeeds of his youth, but in fact there is not much to confess. (5) One feels that even after he h

33、ad abandoned personal ambition he must have been a resourceful, energetic lawyer and a hard-headed political organizer, careful in keeping down expenses, an adroit handler of committees and an indefatigable chaser of subscriptions. His character was an extraordinarily mixed one, but there was almost

34、 nothing in it that you can put your finger on and call bad, and I believe that even Gandhis worst enemies would admit that he was an interesting and unusual man who enriched the world simply by being alive. Whether he was also a lovable man, and whether his teachings can have much for those who do

35、not accept the religious beliefs on which they are founded, I have never felt fully certain. 26 According to Para. 1, a testing criterion for Gandhis sainthood is to see if_. （ A） his major initiative for politics is monetary reward （ B） his vanity is based on spiritual principles （ C） coercion and

36、fraud is related to his political compromise （ D） his principles are overridden by his political needs 27 The author obviously thinks that Gandhis autobiography _. （ A） tells the truth about the British （ B） excludes facts about his early life （ C） alters usual understanding of his personality （ D）

37、presents him as a complete saint 28 The British liked Gandhi because _. （ A） he prevented effective action in every crisis （ B） he incited action against Indias rich middle-class （ C） he cheated the British as well as his countrymen （ D） he lent himself for use by the British colonists 29 What is E.

38、 M. Forsters view? （ A） The Indians were defeated by British hypocrisy. （ B） The Indians were extraordinarily suspicious. （ C） Gandhi generally believed peoples good faith. （ D） Indias politics was affected by inferiority complex. 30 Which of the following does NOT describe Gandhi? （ A） Extraordinar

39、y physical courage. （ B） Abundant good faith. （ C） Strong sense of color feeling. （ D） Little feeling of inferiority. 30 (1) In 1823, Thomas Jefferson wrote: “I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I beli

40、eve, by nearly every college and academy in the United States. That is, the holding the students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined We shall, on the co

41、ntrary, allow them uncontrolled choice in the lectures they shall choose to attend, and require elementary qualification only, and sufficient age.“ Unfortunately, there is a steady push of students into the STEM subjects so they can get high-paying jobs when they are done. (2) This is college admiss

42、ions decision season a time when many young people have traditionally looked forward to an educational experience quite different from what they had (sometimes just endured) in high school. The days of checking off boxes to prove their worthiness to some future gatekeepers would be over. In college

43、there might be requirements, but there would also be much more freedom, much more relevance, and much more intellectual excitement. (3) But the discourse about colleges and universities today is undermining these hopeful expectations. Everywhere one looks, from government statistics on earnings afte

44、r graduation to a bevy of rankings that purport to show how to monetize your choice of major, the message to students is to think of their undergraduate years as an economic investment that had better produce a substantial and quick return. (4) There are good reasons for this. One is the scourge of

45、student indebtedness. When students graduate with mountains of debt, especially from shady institutions graduating a small percentage of those who enroll, they can fall into a vicious cycle of poor choices and ever more limited horizons. They are collateral damage in a world of rising tuition. While

46、 the wealthiest families have been benefiting from enormous tax breaks, many states have dis-invested in public universities, putting great pressure on these institutions to collect tuition dollars. Middle-class and low-income students often borrow those dollars to pay the bills. And the bills grow

47、ever greater as colleges raise tuition in part to meet the demands of rich families for campus amenities so that their children can live in the style to which they have grown accustomed. (5) But even students without the pressure of loans are being encouraged to turn away from “college as exploratio

48、n“ and toward “college as training.“ They hear that in todays fast-paced, competitive world, one can no longer afford to try different fields that might improve ones ability to interpret cultural artifacts or analyze social dynamics. Learning through the arts, one of the most powerful ways to tap in

49、to ones capacities for innovation is often dismissed as an unaffordable luxury. (6) Parents, pundits and politicians join in the chorus warning students not to miss the economic boat. Study science, technology, engineering and mathematics, they chant, or else you will have few opportunities. Other subjects will leave you a “loser“ in our not-so-brave new world of brutal change.