1、专业英语八级-试卷868及答案解析 (总分：142.00，做题时间：90分钟)一、LISTENING COMPREHENS(总题数：6，分数：50.00)1.PART I LISTENING COMPREHENSION_2.SECTION A MINI-LECTUREIn 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 A
2、NSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you 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._Audience of Writing Audience is a very impo
3、rtant concept for writing. You need to analyze your audience in terms of the following aspects:I. Your【T1】 1 to your audience【T1】 2Through writing, you are making social【T2】 3 with【T2】 4other members of the society.II. Their【T3】 5 of your subject【T3】 6This analysis is particularly valuable in【T4】 7
4、writing.【T4】 8III. Their【T5】 9 to the subject and your position in the writing【T5】 10This analysis is extremely important in【T6】 11 writing.【T6】 121. To those who agree【T7】 13 the importance of your position【T7】 142. To those who are【T8】 15【T8】 16address their【T9】 17 as directly and fully as possibl
5、e【T9】 183. To those who disagreetry to【T10】 19 why they disagree【T10】 20There may be two main reasons for their disagreement:1.【T11】 21 of information or viewing the information differently【T11】 222. personal, political or【T12】 23 reasons【T12】 24Ways to【T13】 25 their disagreement:【T13】 261. For the
6、formergive them relevant information as【T14】 27 as possible【T14】 282. For the lattershow your【T15】 29 of them and address them accordingly【T15】 30（分数：30.00）(1).【T1】（分数：2.00）填空项1:_(2).【T2】（分数：2.00）填空项1:_(3).【T3】（分数：2.00）填空项1:_(4).【T4】（分数：2.00）填空项1:_(5).【T5】（分数：2.00）填空项1:_(6).【T6】（分数：2.00）填空项1:_(7).【T
7、7】（分数：2.00）填空项1:_(8).【T8】（分数：2.00）填空项1:_(9).【T9】（分数：2.00）填空项1:_(10).【T10】（分数：2.00）填空项1:_(11).【T11】（分数：2.00）填空项1:_(12).【T12】（分数：2.00）填空项1:_(13).【T13】（分数：2.00）填空项1:_(14).【T14】（分数：2.00）填空项1:_(15).【T15】（分数：2.00）填空项1:_3.SECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be
8、 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 , B , C and D , and mark th
9、e best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions._A.He never feels road rage when he is out driving.B.He sometimes is aggressive when he is out driving.C.He manages to stay in the car when he feels road rage.D.He always tries to keep away from minor
10、 accidents.A.68%.B.23%.C.40%.D.50%.A.Around 13,333-20,000.B.Around 13,333-26,666.C.Around 20,000-26,666.D.Around 26,666-40,000.A.Drivers lose their cool and change lanes carelessly.B.Drivers lock their vehicle and refuse to leave the highways.C.Drivers get angry at other motorists and move into phys
11、ical confrontation.D.Drivers aggressively pursue other cars with their own and smash into them.A.It involved a father of two.B.The father was shot.C.The father changed lanes carelessly.D.The father refused to get out of the car.A.People becoming more aggressive and ruder.B.The decline of peoples mor
12、al quality.C.The lack of patience with others.D.A lot of socio-economic reasons.A.Reducing vehicle numbers on highways.B.Forbidding honking the horn loudly.C.Improving drivers behaviors.D.Restricting space on the roads.A.Heavy pollution for the environment.B.Much larger demand for highways.C.Greater
13、 competition for physical space.D.Rise in stress levels among passengers.A.They are aggressive.B.They are understandable.C.They are intolerable.D.They are pathetic.A.Road rage.B.Road accidents.C.Modem motorists.D.Growth of highways.二、READING COMPREHENSIO(总题数：10，分数：44.00)4.PART II READING COMPREHENSI
14、ON_5.SECTION A MULTIPLE-CHOICE QUESTIONSIn 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._(1)Of all the lessons taught
15、 by the financial crisis, the most personal one has been that Americans arent too slick with money. We take out home loans we cant afford. We run up sky-high credit-card debt. We dont save nearly enough for retirement. (2)In response, proponents of financial-literacy education are stumping with rene
16、wed zeal. School districts in states such as New Jersey and Illinois are adding money-management courses to their curricu-lums. The Treasury and Education departments are sending lesson plans to high schools and encouraging students to compete in the National Financial Capability Challenge that begi
17、ns in March. (3)Students with top scores on that exam will receive certificates but chances for long-term benefits are slim. As it turns out, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial
18、-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how informed students are about things such as budgeting, credit cards, insurance and investments. A survey of college students conducted for the JumpStart Coalition for Personal Financial Litera
19、cy found that students whod had a personal-finance or money-management course in high school scored no better than those who hadnt. (4)We need to figure out how to do this in the right way, says Lewis Mandell, a professor at the University of Washington who after 15 years of studying financial-liter
20、acy programs has come to the conclusion that current methods dont work. A growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids hands and
21、 talking openly about the emotions and social influences tied to how we spend. (5)One promising example of new thinking is found on Chicagos South Side. At the Ariel Community Academy, financial education starts in kindergarten with books like A Chair for My Mother(the moral: if you want to buy some
22、thing, save money first)and quickly becomes hands-on. Each entering class at Ariel is entrusted with a $20,000 investment portfolio, and by seventh grade, kids are deciding what to buy and sell(profits help pay for college). Last year, for the first time, the eighth-grade class graduated with less t
23、han the original $20,000. Talk about a teachable moment stocks dont always go up. (6)Other initiatives are tackling such real-world issues as the commercial and social pressures that affect purchasing decisions. Why exactly do you want those expensive name-brand sneakers so badly? It takes confidenc
24、e to take a stand and to think differently, says Jeroo Billimoria, founder of Aflatoun, a nonprofit whose curriculum, used in more than 30 countries, aims to help kids get a leg up in their financial lives. This goes beyond money and savings. (7)That approach might have helped in the recent housing
25、bubble. Buyers didnt just need to know how different sorts of mortgages worked: they also needed the fortitude to choose a 30-year fixed rate when everyone around them was buying a bigger house with a riskier loan. (8)Amid such a complicated landscape, some experts question whether there could ever
26、be enough education to adequately prepare Americans for financial life. A better solution, these critics contend, is to reform the system. What works is creating institutions that make it easy to do the right thing, says David Laibson, a Harvard economics professor who, like Mandell, has decided aft
27、er years of research that education isnt a silver bullet. One idea being discussed in Washington is the automatic IRA. Employers would have to enroll each worker in a personal retirement-savings account unless that worker decided to opt out. (9)Yet even the skeptics are slow to write off financial e
28、ducation completely. More than anything, they say, we need to rigorously study the financial decisions of alumni of programs like Ariel and Aflatoun and compare them with those of peers who didnt get the same sort of education. Until you have experimental evidence, its all a little speculative, says
29、 Michael Sherraden, a professor at Washington U-niversity in St. Louis who is conducting a seven-year, randomized, controlled study on whether giving children bank accounts inculcates the habit of saving a program already being tried on a large scale in the U.K. Yes, good, solid research like this t
30、akes a lot of time and resources. But if what were doing right now isnt working, its in our own best interest to figure out what does.（分数：6.00）(1).What is Lewis Mandells feeling toward the current financial-literacy movement?（分数：2.00）A.The program benefits people in budgeting and investment.B.The pr
31、ogram has been ineffective in financial managing.C.The program would cause psychological problems.D.The program symbolizes an end to the financial crisis.(2).According to the passage, the new kindergarten-entrance financial education is designed to（分数：2.00）A.educate kids to manage money from the ver
32、y beginning.B.teach kids to recognize money from kindergarten.C.prepare kids education fees from the very beginning.D.help kids to decide what to purchase and sell.(3).Which of the following adjectives best describes the authors treatment of the topic?（分数：2.00）A.Neutral.B.Positive.C.Negative.D.Indif
33、ferent.(1)Boundaries have underpinned pretty much every aspect of my life, both past and present. From the profound lack of them in early childhood right through to growing up and discovering ways to create ones clear enough and strong enough to be able to stay off drugs, out of prison and create he
34、althy relationships with friends, family and colleagues. (2)The emotional and psychological free for all spiraling around me as a kid pretty much guaranteed that Id develop a series of debilitating addictions, court potentially lethal violence and begin the slow inevitable slide toward prison. An ea
35、rly death was always on the cards. The profound lack of boundaries throughout my fathers own life lead to his suicide. Seeing how his inability to create a safe boundary around his dysfunctional emotional life contributed to his early death, woke me up to what I needed to do to stay off drugs, out o
36、f prison and alive. (3)Its no surprise to me then that the biggest problem we have when working with young people in prison is around boundaries. Implementing and holding them is key to the work we do in Write to Freedom(W2F). Young people from dysfunctional families who end up in custody seem to ha
37、ve a built-in biological default to test any form of boundary presented to them. If theres a weak boundary in our staff team the young prisoners make it their business to push it to breaking point. (4)Every weekend weve organized has had a problem with the security clearance needed to get the lads o
38、ut and onto the moors. There are always a variety of reasons for this, not least of all the volatility of the young people themselves. Whatever the reason, each weekend weve set up weve found ourselves below the minimum number set to make a weekend happen. So we ended up walking onto the wings, goin
39、g from cell to cell looking for rookies to come on a writing weekend on Dartmoor. Locked cell door or open Devon moor? The decision for them is clearly a no brainer. Doing this has lead to lads coming on the weekend who were far from ready to engage with what we were asking of them. As a result we f
40、aced chaos and stress that could easily have been avoided. (5)So I tightened up the criteria Each participant had to complete three memoir based assignments before the weekend. All was good till the security board meeting two days before the March weekend. Out of the four lads whod worked hard, comp
41、leted the assignments and proved their understanding and commitment to W2F, only one was cleared to leave prison for the weekend. I could easily have done the same thing as last time, gone from wing to wing to build the numbers back up, I wanted to believe me, and Ashfield put pressure on me to do i
42、t. But we chose to stick to the assessment criteria. Right or wrong it had to be kept. The weekend has been postponed till May. (6)The psychology of boundaries, implicit and explicit, for the staff and participants in W2F is crucial to making the work we do safe. It builds trust, even if it means I
43、do something I dont want to, like cancel a weekend after so much work has gone into its preparation. This is about self esteem: of the staff and the participants. Low self esteem crippled me in my early years and is still prone to erosion if Im not careful. Boundaries inside and outside were the mak
44、ing of me. Lack of boundaries for these young people led them to prison. Everybody needs a line that must not be crossed. Boundaries create trust. This can and has lead to changed lives and changed relationships, and offers all of us hope in the darkest of times.（分数：6.00）(1).According to the passage
45、, the serious consequence of being short of boundaries would be the following EXCEPT（分数：2.00）A.a loss of consciousness.B.addiction to drugs.C.committing crimes.D.committing suicide.(2).What is the role of the 4th and 6th paragraphs in the development of the topic?（分数：2.00）A.To show how the author pe
46、rsuaded young people to be boundary-limited.B.To describe how lads worked hard to finish their assignment.C.To offer supporting evidence to the preceding paragraph.D.To provide a contrast to the preceding paragraphs.(3).Which category of writing does the passage belong to?（分数：2.00）A.Narration.B.Description.C.Argumentation.D.Exposition.(1)Divorce is one of those creations, like fast food and lite rock, that has more people willing
