1、专业英语八级模拟试卷 181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 Culture shock is a painful experience we go through when we encounter many new things in another country
3、and we【 1】 _ in some very strange ways. There are 【 1】 _ five phases or stages of culture shock: sensory overload, helplessness,【 2】 _, depression and frustration 【 2】 _ when we nm into obstacles in a new country. And here are six areas of life that cause culture shock: 1. The【 3】 _. We will see so
4、ninny 【 3】 _ strange new things when we set foot on a new land. 2. The greetings. A common way of greeting at home may lead to a【 4】 _ in a new country because【 4】 _ we are thought to have poked into other peoples personal affairs. 3.【 5】 _. We may be shocked to find that 【 5】 _ in the new country m
5、en and women hug and kiss much more in public than we are accustomed to. 4. Personal【 6】 _ between people talking. 【 6】 _ We dont understand why a person will be backing away from us or why a person may be【 7】 _ closer to us in the【 7】 _ process of communicating with us. That can be a shock to the s
6、ystem as well. 5.【 8】 _. We always struggle to understand 【 8】 _ what people are saying. We usually have a very hard lime in the classroom, when we struggle to follow the instructor who speaks very fast and to get the【 9】 _ needed for passing the【 9】 _ 6. Food, which is a very emotional part of life
7、. In a new land, we find our favorite foods may not be available or are prepared quite differently. However, when we have eventually overcome the culture shock, we will have the【 10】 _ to feel at home 【 10】 _ anywhere in the world. 1 【 1】 2 【 2】 3 【 3】 4 【 4】 5 【 5】 6 【 6】 7 【 7】 8 【 8】 9 【 9】 10 【
8、10】 SECTION B INTERVIEW Directions: In this 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
9、 listen to the interview. 11 Mr. Bristow would like to deal with the matter now because _. （ A） Keith comes to interrupt him （ B） Keith has made serious mistakes （ C） he may not have time fill late （ D） he would have to work in a factory 12 Keiths suspicion of embezzlement is based on the fact that
10、_. （ A） the Works Manager has made a mistake （ B） Holder and Bragg has acted dishonestly （ C） the Purchasing Manager has made a mistake （ D） more spare parts than needed have been used 13 _, Mr. Cross wouldnt have been suspected of embezzlement. （ A） If he hadnt been on sick leave （ B） If he hadnt c
11、ontinued making excessive orders （ C） If he hadnt been Mr. Lawtons brother-in-law （ D） If he hadnt been spotted by Mr. Lawton 14 Mr. Lawton suspects that _. （ A） Cross and Lawton have collided in a swindle （ B） Keith does not possess any evidence （ C） Cross is purposely on sick leave （ D） Keith is t
12、elling a lie 15 Which of the following statements is CORRECT? （ A） Cross may be severely punished. （ B） Cross illness justifies his misconduct. （ C） Cross and Lawton work part-time for Holder and Bragg. （ D） Cross and Hammond have conspired against Mr. Bristow. SECTION C NEWS BROADCAST Directions: I
13、n 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 _ US soldiers have been killed in Iraq since President Bush declared that major combat operations in I
14、raq had ended. （ A） 1170 （ B） 1530 （ C） 1668 （ D） 1669 17 Besides US, _ suffered the greatest loss of army men in Iraq. （ A） Great Britain （ B） Bulgaria （ C） Italy （ D） Poland 18 According to the news item, the mason Queen Elizabeth 11 canceled hex yearly vacation in Edinburgh this summer is that _.
15、 （ A） there will be anti-poverty rallies there at that time （ B） G8 summit meeting will be held there at that time （ C） the coincidence of the two above two events （ D） her safety will be in question there at that time 19 According to the news item, how long does the queens vacation in Edinburgh usu
16、ally last? （ A） About 3 days. （ B） About a week. （ C） About 28 days. （ D） Not mentioned. 20 During the 2001 G8 summit in Genoa, Italy, _. （ A） protestors used water cannons against riot police （ B） riot police threw homemade firebombs at demonstrators （ C） some active protestors were killed by the p
17、olice （ D） tears gas was resorted to by police against demonstrators 20 Sixty-eight percent of Americas wealth is generated by manufacturing. If the United States hopes to continue to maintain a position of prestige and remain competitive in the global economy, it must have a strong manufacturing se
18、ctor. What has been done to maintain the competitive position of the United States as a major manufacturing nation? Unfortunately, it would appear too little has been done. While spending about $150 billion per year on research and development more than the U.K., France and lapan combined the United
19、 States has not paid sufficient attention to manufacturing and technology transfer. The National Science Foundation spends only 13 percent of its budget on engineering and only 1.2 percent on manufacturing. In Germany, 30 percent of the research funding goes to engineering and 15 percent to manufact
20、uring. The U. S. Department of Commerce has only five government-run technology centers while Japan has 170 government-run technology centers bringing new manufacturing techniques to business. In terms of scientific research, the United States has done very well. About one third of the worlds scient
21、ific papers are produced by the United States. The nearest competitors are the United Kingdom with 8.2 percent, Japan with 7.7 percent and the former Soviet Union with 7.6 percent. Almost 50 percent of all references cited in other scientific papers are American; the nearest competitors are all belo
22、w 10 percent. Some of the problems of American industry can be illustrated by a few examples: The number of hours it takes to build an automobile in the United States has increased; in Japan it has decreased (by 60 percent between the years 1970 and 1981 alone). It now takes half as much time to ass
23、emble a Toyota as to assemble a General Motors automobile. It took nine years for the United States to go from research to production of Numerically Controlled (NC) machine tools; in Japan it took only two years. Typical Japanese machine tool accuracy and repeatability are better than that of equiva
24、lent U.S. machines. The use of robots in the United States lags behind other industrialized nations: Japan 550,000 Europe 69,000 Former Soviet Union 62,000 United States 37,000 The Japanese use five times more Flexible Manufacturing Systems (FMS) than the United States. 21 What would the author prob
25、ably suggest in the section that follows this passage? （ A） The U.S. should reduce the time needed to assemble an automobile. （ B） Achievement of world class manufacturing is essential to the U. S （ C） The U.S. should take pride in her scientific research. （ D） Japan is the leader in technology tran
26、sfer. 22 The idea of “manufacturing“ seems to cover all the following EXCEPT _. （ A） research and development （ B） government-run technology centers （ C） time needed to go from research to production （ D） machine tool accuracy and repeatability 23 The author develops her argument by _. （ A） exemplif
27、ication （ B） comparison and contrast （ C） hypothesis-testing （ D） refuting an opposing view 23 In the early 1950s, historians who studied pre-industrial Europe (which we may define here as Europe in the period from roughly 1300 to 1800) began, for the first time in large numbers, to investigate more
28、 of the pre-industrial European population than the 2 or 3 percent who comprised the political and social elite: the kings, generals, judges, nobles, bishops, and local magnates who had hitherto usually filled history books. One difficulty, however, was that few of the remaining 97 percent recorded
29、their thoughts or had them chronicled by contemporaries. Faced with this situation, many historians based their investigations on the only records that seemed to exist: birth, marriage, and death records. As a result, much of the early work on the nonelite was aridly statistical in nature; reducing
30、the vast majority of the population to a set of numbers was hardly more enlightening than ignoring them altogether. Historians still did not know what these people thought or felt. One way out of this dilemma was to turn to the records of legal courts, for here the voices of the nonelite can most of
31、ten be heard, as witnesses, plaintiffs, and defendants. These documents have acted as “a point of entry into the mental world of the poor.“ Historians such as Le Roy Ladurie have used the documents to extract case histories, which have illuminated the attitudes of different social groups (these atti
32、tudes include, but are not confined to, attitudes toward crime and the law) and have revealed how the authorities administered justice. It has been societies that have had a developed police system and practiced Roman law, with its written depositions, whose court records have yielded the most data
33、to historians. In Anglo-Saxon countries hardly any of these benefits obtain, but it has still been possible to glean information from the study of legal documents. The extraction of case histories is not, however, the only use to which court records may be put. Historians who study pre-industrial Eu
34、rope have used the records to establish a series of categories of crime and to quantify indictments that were issued over a given number of years, This use of the records does yield some information about the nonelite, but this information gives us little insight into the mental lives of the nonelit
35、e. We also know that the number of indictments in pre-industrial Europe bears little relation to the number of actual criminal acts, and we strongly suspect that the relationship has varied widely over time. In addition, aggregate population estimates are very shaky, which makes it difficult for his
36、torians to compare rates of crime per thousand in one decade of the pre-industrial period with rates in another decade. Given these inadequacies, it is clear why the case history use of court records is to be preferred. 24 Before the early 1950s, most historians who studied pre-industrial Europe had
37、_. （ A） used surveys that were statistical in nature （ B） failed to distinguish between political and social elite （ C） limited their work to a small portion of the population （ D） relied heavily on birth, marriage, and death records 25 Le Roy Ladurie is mentioned_. （ A） as an example of historians
38、who made use of court records （ B） to identify the author of the quotation previously cited （ C） to prove that the case history approach is the most fruitful （ D） as one of the nonelite that had been overlooked 26 According to the passage, indictments for crime in Europe in the pre-industrial period
39、_. （ A） remained relatively constant over time （ B） give information about the mental lives of the nonelite （ C） do not exactly reveal the extent of actual crime （ D） have been generally overestimated in their usefulness 26 The gap between those who have access to computers and the Internet and thos
40、e who dont could spell trouble not only for classroom learning today, but in turn for producing the kind of students who are ready to compete for the jobs of tomorrow. By the year 2000, 60 percent of all jobs will require high-tech computer skills. Over the next seven years, according to Bureau of L
41、abor statistics, computer and technology related jobs will grow by an astounding 70 percent. “We as a nation are missing the opportunity of a lifetime,“ insists Riley. “The ability of all students to learn at the highest levels with the greatest resources and have the promise of a future of real opp
42、ortunity this is the potential of technology.“ Riley proposes closing the gaps in technology access by providing discounted services for schools and libraries. The 1996 Telecommunications Act called for providing all K-12 public and nonprofit private schools, as well as libraries, with discounts an
43、Education Rate, or E-Rate for telecommunication services. In May 1997, the Federal Communications Commission unanimously voted to provide 2.25 billion a year in discounts ranging from 20 to 90 percent on a sliding scale, with the biggest discounts for the poorest schools, (The E-Rate covers Internet
44、 access and internal school connections, but not computers or software. ) The first round of applications for the discounts ended in April 1998 with more than 30,000 received, in time for the beginning of the school year. With the E-Rate in place, it was hoped that most U.S. classrooms would be conn
45、ected to the Internet (up from 44 percent now), including almost every classroom in the nations 50 largest school districts. However, criticism from Congress and the telecommunications industry led the FCC in June to reduce the amount available for 1998 to 1.3 billion. Still, the importance of conne
46、cting our schools to this vast and potentially powerful learning tool called the Internet is taking hold. In a June commencement address at MIT, the first by a sitting president to be broadcast on the Internet, President Clinton firmly emphasized the need to eliminate the digital divide. “Until ever
47、y child has a computer in the classroom and the skills to use it. until every student can tap the enormous resources of the Internet. until every high-tech company can find skilled workers to fill its high-tech jobs America will miss the full promise of the Information Age,“ he noted. “The choice,“
48、he said, “is simple. We can extend opportunity today to all Americans or leave some behind. We can erase lines of inequity or etch them indelibly, We can accelerate the most powerful engine of growth and prosperity the world has ever known, or allow the engine to stall.“ 27 In order to get the disco
49、unts in question, the schools or libraries have to_. （ A） buy computers and software （ B） submit applications （ C） be within the 50 largest school districts （ D） be connected to the Internet 28 What would eventually happen if the gap in technology access remains unclosed? （ A） Some students would lag behind in science and math. （ B） Some students would
