1、专业英语八级模拟试卷 182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 Just as【 1】 _ is famous for the tango, so American 【 1】 _ is well-known for jazz, a typical American inve
3、ntion. Unlike traditional music, which is restricted to European traditions, jazz music is【 2】 _ and flee-formed. 【 2】 _ Jazz is interesting, so is its【 3】 _. The music was【 3】 _ invented by Negroes, who were taken away from West Africa and sold as slaves to the plantation owners in the South of the
4、 country. Their work was hard and their life was short. When one died, the friends and relatives would attend the【 4】 _【 4】 _ On the occasion, a music band often accompanied a march to the cemetery. On the way to the cemetery, slow, solemn music was played, but on the way back home【 5】 _ music 【 5】
5、_ was preferred. The music made everyone want to dance. was the early form of jazz. There were also other musical【 6】 _ that influenced the【 6】 _ formation of jazz. One was the musical【 7】 _ in West 【 7】 _ Africa, from where these Negroes were taken away to America. The other was the【 8】 _ music, wh
6、ich always 【 8】 _ describes something sad-an unhappy love affair, a money problem, bad luck. Still the third was the liberated blacks 【 9】 _ to create a new music form that was fast, 【 9】 _ happy and set a【 10】 _ rhythm to express their 【 10】 _ new-found freedom after the American Civil War. 1 【 1】
7、2 【 2】 3 【 3】 4 【 4】 5 【 5】 6 【 6】 7 【 7】 8 【 8】 9 【 9】 10 【 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 1
8、0 seconds to answer each of the following five questions. Now listen to the interview. 11 According to Janet, the factor that would most affect negotiations is _. （ A） English language proficiency （ B） different cultural practices （ C） different negotiation tasks （ D） the international Americanized
9、style 12 Janets attitude towards the Americanized style as a model for business negotiations is _. （ A） supportive （ B） negative （ C） ambiguous （ D） cautious 13 Which of the following CANNOT be seen as a difference between Brazilian and American negotiators? （ A） Americans prepare more points before
10、 negotiations. （ B） Americans are more straightforward dung negotiations. （ C） Brazilians prefer more eye contact during negotiations. （ D） Brazilians seek more background information. 14 Which group of people seems to be the most straightforward? （ A） The British. （ B） Germans. （ C） Americans. （ D）
11、 Not mentioned. 15 Which of the following is NOT characteristic of Japanese negotiators? （ A） Reserved. （ B） Prejudiced. （ C） Polite. （ D） Prudent. SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At
12、the end of each news item, you will be given 10 seconds to answer the questions. 16 From the report, we can infer that the parliamentary election lasts at least _. （ A） one day （ B） two days （ C） one week （ D） two weeks 17 The assassination of former Prime Minister Rafik Hariri resulted in _. （ A） m
13、ass anti-Syrian protests （ B） Lebanese parliamentary elections （ C） President Lahouds resignation （ D） the killing of a famous journalist 18 From the news item, we can infer that Bush administration holds a/an _ towards family planning. （ A） positive （ B） negative （ C） optimistic （ D） pessimistic 19
14、 According to the former U.S. Secretary of State, _ child-bearing aged women died of pregnancy related diseases each year in the world. （ A） 16,000 （ B） 25,000 （ C） 60,000 （ D） 600,000 20 _ did NOT attend the womens health conference. （ A） Madeleine Albright （ B） Marian Wright Edelman （ C） Wye-Aspen
15、 （ D） Mary Robinson 20 In May 1995, Andrew Lloyd Webber, creator of a string of international hit musicals and a very wealthy man, spent US $ 29.2 million on Picasso s “Portrait of Angel Fernanders de Soto. It was the highest price paid at auction for a painting since the art market crashed in 1990.
16、 Lloyd Webber has a theory that Picasso s Blue Period paintings were influenced by Burne-Jones, the British Pre-Raphaelite master whose international reputation stood high at the turn of the century. The theory is not shared by many art historians, but that doesn t matter to the composer. He had bee
17、n looking for a Blue Period Picasso for some time. It is now extremely hard to come by Blue Period Picassos figurative works that are drenched in melancholy, expressed by a dominant use of blue. Blue Period subjects par excellence are mothers and children or harlequins; Lloyd Webber s purchase is no
18、t the most attractive of them. He paid roughly double what the picture was worth. He seems to have got carried away when the bidding started to climb. The Picasso was one of the two highest prices of the 1994-95 auction season, and help illustrate what has been happening in this curious market. The
19、very rich have got their confidence back, which has meant that buyers can be found for works of really outstanding quality and, very occasionally, bidding battles have driven prices back to their 1989-1990 levels. The 1980s boom collapsed in 1990. After several false dawns there are now signs that s
20、erious recovery has begun. More than an expansion of the market, however, it reflects the relative weakness of the American dollar, the currency in which most art deals are transacted. Collectors from countries with stronger currencies have been finding dollar prices cheap. The middle market is stil
21、l fairly weak. It is not unusual for up to half the lots on offer at a Christies or Sothebys sale to be left unsold. Dealers, as opposed to auctioneers, are still finding it hard to make a living and seldom buy for stock. The auctioneers have tried to replace them by encouraging private people to bu
22、y directly at auction and more of them are doing this. But private buying is unpredictable and cannot underpin the market in the way dealer buying used to. Private individuals buy what they want; they dont bid on everything that is going cheap. Overall, the nature of the market is changing. In the 1
23、980s art was bought as a speculation: buy in April, sell for double the price in September. This mentality vanished with the 1990 collapse, but the very rich and their financial advisors still take the view that it is sensible to keep a percentage of your investment portfolio in art. It is this kind
24、 of money that creates the fancy prices at the top end of the market. Geographically, the present recovery has been led by North America. Normally a major recession, such as was experienced in the United States, results in a shift of taste. But the Americans liked Impressionist and classic modern pi
25、ctures best before the market collapse and that is what they have been coming back to. It is currently the strongest sector of the picture market. Contemporary and Old Master markets are still struggling and there are few buyers for Victorian pictures, apart from Lloyd Webber. Besides Europe and Ame
26、rica, however, there is now a growing market in the East. Indeed, the East has become the great hope of hard-pressed dealers over the last three years they have been aiming to find new buyers in Japan, Korea, Singapore, Taiwan, Hong Kong and China. There are more rich connoisseurs in Japan than anyw
27、here else but they have not been in a buying mood. Japanese speculators lost huge amounts of money in the 1990s crash and there are few collectors who dare to buy any works of art today. The market in Chinese ceramics, works of art, jade jewelry and old and modern brush paintings is now dominated wo
28、rldwide by wealthy collectors from Hong Kong, Taiwan and Singapore. The huge volume of excavated art that. is smuggled out of China has dramatically weakened the archaeological, end of this market but rarities, especially the late imperial porcelains, are selling well. There have even been two or th
29、ree successful auctions inside China since 1994. The local millionaires are beginning to put their money into art. 21 Which of the following does NOT account for the current boom in the art market? （ A） The American dollar has become weaker against some major currencies. （ B） The very rich wish to p
30、ut part of their investment in art. （ C） The very rich have regained their confidence. （ D） Dealers buying is growing strong. 22 What does the author say about the North American market? （ A） The American buyers of pictures have not changed their taste. （ B） The middle market remains strong. （ C） Th
31、e Americans buy art as a speculation. （ D） It is experiencing a major recession. 23 Collectors from Hong Kong, Taiwan and Singapore would most likely buy _. （ A） impressionistic paintings （ B） Ming Dynasty imperial tea sets （ C） excavated works of art （ D） Blue Period Picassos 23 But the implication
32、s of not using technology in an increasingly technology-laden world may be even more unsatisfactory. Computers and access to the Internet are now common features in most American schools, but they have taken a long and winding road to get there, so quick and widely shared improvements in math and sc
33、ience test scores may be unrealistic. Also, the use of computers in classrooms does not necessarily mean that science and math curricula have been adjusted to take full advantage of them. And a widely perceived lack of teacher training prevents many teachers from effectively implementing both the te
34、chnology and new approaches to teaching. “Technology access is important,“ says Roberts. “But technology alone never makes the difference in student performance. Its equally important to have teachers who are comfortable and competent with technology, and who have the right kind of training and supp
35、ort.“ Federal funding for public school technology, which goes directly to the states, is $ 425 million this year. About one-third of that amount is earmarked for professional development. In some cases, technology can help move both teachers and students toward their goals. One of Roberts favorite
36、Web sites is Ask Dr. Math, which can help teachers and students struggling with difficult material. Ask Dr. Math is a question and answer service for K-12 math students and their teachers; it has received a number of Internet awards, including the Best Education Site Award. You can search an archive
37、 of questions and answers by level and topic, and students and teachers can e-mail their specific questions as well. E-mail answers come courtesy of 225 volunteer math “doctors“ from all over the world. But teachers need some formal technology training too. That s the objective of the W. M. Keck Sum
38、mer Technology Institute, which takes place at the Thacher School, a 110-year-old boarding school in Ojai, California. With a $ 280,000 grant from the Keck Foundation, the school accepts Southern California teachers for intensive training in using computers, the Internet, and a gaggle of high-tech e
39、quipment. The one-week summer sessions began in 1997, continued in 1998, and will repeat in 1999. Roughly 60 percent of the attendees are math and science teachers. 24 Ask Dr. Math could be described as the following EXCEPT _. （ A） a question and answer service （ B） a technology training program （ C
40、） with a database of questions and answers （ D） supported by volunteer math teachers 25 According to the passage, which of the following statements is NOT CORRECT? （ A） American schools have already seen marked improvements in math and science test scores. （ B） American schools have yet to adapt the
41、ir curricula to make the most of computers and the Internet. （ C） Teachers need to be formally and adequately trained to cope with the new technology. （ D） There is still skepticism about the new technology. 25 I remember Max very well. He had a Ph. D. from Princeton. He was a Chaucerian. He was bri
42、lliant, eloquent, and professorial. He possessed everything respectable in a human being a good mind, a sound professional ethic, a sense of learnings place in the universe. Max was truly an educator. But there is one thing I haven t told you about Max. I hated his guts. Max was my freshman-English
43、teacher. And while he was, in a sense, everything I desired to be (that is, a gentleman and a scholar), he was also a man who force-fed me for 15 weeks on literature and grammar (and what a foul stew it was! ) Today, I am a college teacher myself, and have discovered that very few students are encou
44、ntering their own version of Max. This is not to say that younger, up-and-coming professors are less erudite or well trained than Max was. On the contrary, the scarcity of academic-job opportunities has virtually assured that colleges can choose from among the best-trained young scholars in the worl
45、d. Neither am I suggesting that it is impossible for a student to find a genuinely loathsome professor. (I have enough personal evidence that the potential for real animosity between teacher and student does exist. We all have encountered the student who fantasized the most heinous retribution for t
46、hat despicable faculty member who dared give him a C. ) What made Max unique was neither his mental prowess nor his propensity to be disliked. Rather, it was his aloofness. Max didnt “care“ about his students. He wasnt worried about whether they were passing his course. He didnt really seem concerne
47、d that most of them never expressed a passion for the subjects of his lectures. And, most of all, Max didnt give a damn how his students felt about him. Chances are, most students are thankful that “Maxish“ professors are an endangered species. Further, Ill wager that many professors are proud and p
48、leased they are not Maxes (or Maxines). The reason is that, today, college teachers, individually and collectively, “care“ about their students. The explanation for the decline in Maxism is not really relevant to my point, but one might nonetheless speculate that a general decline in college enrollm
49、ent, and consequently in available teaching positions, has led some young professors to believe that they have to be popular. The college classroom has become, for some of these “hungry“ young men and women, a battleground in their war against job insecurity. Their weapons are a strong response demonstrated by their students (in terms of attendance) coupled with ostensibly strong acceptan
