[外语类试卷]专业英语八级模拟试卷875及答案与解析.doc

1、专业英语八级模拟试卷 875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 Things to be Taught in Every School I. Introduction: Importance of students ability to deal with the real world. A. Speakers opini

3、on: Advocating classes for students to enter the real world B. Students entering the world learn lessons in the 【 T1】 _ way 【 T1】 _ II. Five things to be taught as skills in every school. A. 【 T2】 _ 【 T2】 _ - 【 T3】 _: Ignorance of them lead to errors 【 T3】 _ - credit score: The report card of real w

4、orld - 【 T4】 _things: Differentiation, delaying and inner sense 【 T4】 _ B. Communicating effectively - one of the most 【 T5】 _ skills one can develop 【 T5】 _ - the most important part: 【 T6】 _ 【 T6】 _ C. 【 T7】 _ 【 T7】 _ - dealing with people from different 【 T8】 _ 【 T8】 _ - how to socialize: a)cut t

5、he slang: 【 T9】 _ and speaking appropriately 【 T9】 _ b)build rapport: the art of 【 T10】 _ and approaching people 【 T10】 _ D. 【 T11】 _ 【 T11】 _ - its role in our life every day: selling ideas and ourselves - not only the 【 T12】 _ of social skills and effective communication 【 T12】_ - applicable to ev

6、ery job and career E. 【 T13】 _ 【 T13】 _ - learn to make a(n)“【 T14】 _“ 【 T14】 _ - learn to 【 T15】 _ 【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 SECTION B INTERVIEW In this section you will hear ONE inter

7、view. 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 each question there will be a ten-second pause. During the pause, you should read the four choices of A

8、, 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） Methods to help people get rich. （ B） Eight steps to make full use of money. （ C） Measures to improve the quality of life. （ D） Basic knowledge of the payoff. （ A） Do

9、 a financial checkup. （ B） Read self-help books. （ C） Do online banking. （ D） Organize their daily schedule. （ A） To have online access. （ B） To have a shoe box. （ C） To know exactly what access can be used. （ D） To know the condition of income. （ A） Tracking on the online banking. （ B） Tracking wit

10、h debit cards or credit cards. （ C） Tracking through checking account. （ D） Tracking with a joint account. （ A） For small purchases. （ B） For major purchases. （ C） For household expenses. （ D） For mortgage payment. （ A） Because people can get a free credit score every year. （ B） Because people can k

11、now their financial conditions. （ C） Because people can know their spouses score. （ D） Because people can have a copy of report. （ A） Its relaxing. （ B） Its unromantic. （ C） Its painful. （ D） Its devastating. （ A） Credit cards. （ B） Checking account （ C） Financial goals. （ D） Major purchases. （ A） P

12、eople who say they are financial advisers. （ B） People who have reliable financial reputation. （ C） People who are good-tempered. （ D） People who are professional. （ A） Looking for someone that you melt with. （ B） Conducting lots of preparations. （ C） Checking out their background on the websites. （

13、 D） Selecting them from friends. SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are several 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.

14、 25 (1)Saints should always be judged guilty until they are proved innocent, but the tests that have to 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

15、as a humble, naked old man, sitting on a praying mat and shaking empires by sheer spiritual power and to 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 act

16、s and writings in immense detail, for his whole life was a sort of pilgrimage in which every act was significant. 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 hi

17、s life and reminds one that inside the saint, or near-saint, there was a very shrewd, able person who could, 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

18、opening chapters in the ill-printed pages of some Indian newspaper. They made a good impression on me, 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 maki

19、ng use of him, or thought they were making use of him. Strictly speaking, as a Nationalist, he was an 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“. I

20、n private this was sometimes cynically admitted. The attitude of the Indian millionaires was similar. 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

21、 became really angry with him when, as in 1942, he was in effect turning his non-violence against a different 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

22、ever suggested that he was corrupt, or ambitious in any vulgar way, or that anything he did was actuated 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

23、autobiography that his natural physical courage was quite outstanding: the manner of his death was a 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

24、which, as E. M. Forster rightly says in A Passage to India, is the besetting Indian vice, as hypocrisy 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

25、through which they could be approached. And though he came of a poor middle-class family, started life 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 Sout

26、h Africa, seems rather to have astonished him. Even when he was fighting what was in effect a color war, 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,

27、to be approached in much the same way. (4)Written in short lengths for newspaper serialization, the 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 amb

28、itions of a young Indian student and only adopted his extremist opinions by degrees and, in some cases, 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 violi

29、n all this was the idea of assimilating European civilization as thoroughly as possible. He was not 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

30、 misdeeds of his youth, but in fact there is not much to confess. (5)One feels that even after he had 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 indefati

31、gable chaser of subscriptions. His character was an extraordinarily mixed one, but there was almost 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

32、alive. Whether he was also a lovable man, and whether his teachings can have much for those who do 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

33、for politics is monetary reward （ B） his vanity is based on spiritual principles （ C） coercion and 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 Britis

34、h （ B） excludes facts about his early life （ C） alters usual understanding of his personality （ D） 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 Br

35、itish as well as his countrymen （ D） he lent himself for use by the British colonists 29 What is E. 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 aff

36、ected by inferiority complex. 30 Which of the following does NOT describe Gandhi? （ A） Extraordinary 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

37、 Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, 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 whi

38、ch are to qualify them for the particular vocations to which they are destined We shall, on the contrary, 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

39、 the STEM subjects so they can get high-paying jobs when they are done. (2)This is college admissions 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 ch

40、ecking off boxes to prove their worthiness to some future gatekeepers would be over. In college 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 underminin

41、g these hopeful expectations. Everywhere one looks, from government statistics on earnings after 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 prod

42、uce a substantial and quick return. (4)There are good reasons for this. One is the scourge of 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

43、and ever more limited horizons. They are collateral damage in a world of rising tuition. While 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-

44、class and low-income students often borrow those dollars to pay the bills. And the bills grow 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 student

45、s without the pressure of loans are being encouraged to turn away from “college as exploration“ 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 o

46、r analyze social dynamics. Learning through the arts, one of the most powerful ways to tap into 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, technolog

47、y, 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. College, they insist, should be the place where you conform and learn to swim with this tide. (7)As president of a university d

48、edicated to broad, liberal education, I both deplore the new conformity and welcome an increased emphasis on STEM fields. Ive been delighted to see mathematics and neuro-science among our fastest growing majors, have supported students from under-represented groups who are trying to thrive in STEM f

49、ields, and have started an initiative to integrate design and engineering into our liberal arts curriculum. (8)Choosing to study a STEM field should be a choice for creativity not conformity. There is nothing narrow about an authentic education in the sciences. Indeed, scientific research is a model for the American tradition of liberal education because of the creative nature