1、专业英语八级模拟试卷 261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 . Urban problems 1)problems to both developed and developing countries, like【 1】 _ etc. 2)problems peculi
3、ar to developing countries: the need to create【 2】 _. . Main consequences of uncontrolled urbanization 1)【 3】 _ of people from the country to the city 2)【 4】 _ of rural areas 3)urban population【 5】 _ 4)pressure on the supply of social services in urban areas health:【 6】 _ made worse by overcrowding
4、people from the country to the city education: need for more schools and【 7】 _ 5)an excess of labor supply, which in turn leads to【 8】 _ activities . Policies to stem uncontrolled urbanization in developing countries 1)to promote a more equal【 9】 _ 2)to improve the supply of social services in the r
5、ural areas, particularly in health and education 3)to give【 10】 _ to agriculture, especially to small land owners 1 【 1】 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 answ
6、er 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 listen to the interview. 11 According to the interview, how many people have been added to the Earths population in t
7、he past century? （ A） More than two billion. （ B） More than three billion. （ C） More than Four billion. （ D） More than Six billion. 12 Which of the following is not a factor that has contributed to the rapid population growth? （ A） Now, there are no wins and people live in a peaceful world. （ B） Mor
8、e children can live to their adulthood and have their own children. （ C） People live longer now than in the past. （ D） People immunize many fatal diseases of which many people died. 13 Which part of the world did NOT experience the negative population growth? （ A） America. （ B） Australia. （ C） Asia.
9、 （ D） Europe. 14 If a country has a population of 20 million and its rate of natural population increase is 2% , after 34 years, the country will have a population of _. （ A） 80 million （ B） 60 million （ C） 50 million （ D） 40 million 15 The population of America continue to grow because of _. （ A） i
10、ts growing birth rates （ B） the migration of persons from other countries （ C） its good health condition （ D） its longer life expectancy SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of
11、each news item, you will be given 10 seconds to answer the questions. 16 According to the news, Jose Padilla _. （ A） is an American （ B） kidnapped two U.S. citizens （ C） was born in Afghanistan （ D） received terrorist training from the Afghan government 17 A1 Qaeda leaders helped Jose Padilla _. （ A
12、） blow up an apartment building in the U. S. （ B） gain access to sufficient natural gas and explosives （ C） prepare for a terrorist attack with natural gas （ D） store natural gas in an apartment building 18 Which of the following is NOT included as one of Padillas targets for terrorist attack? （ A）
13、New York City. （ B） Washington. （ C） Florida. （ D） Chicago. 19 According to the news, Iraqi Shiite militiamen have _. （ A） fought with U.S. troops （ B） broken a truce with U.S. troops （ C） clashed with Iraqi police （ D） killed 6 people during the clash 20 It can be inferred that Iraqi Prime Minister
14、 was condemning _ for the cost of 200 million dollars on the country. （ A） Iraqi militants （ B） Iraqi police （ C） U.S. troops （ D） Both A and C 20 A common result of being frustrated is an act of aggression, sometimes violent. To be alive is to have a goal and pursue it anything from cleaning the ho
15、use, or planning a vacation, to saving money for retirement. If somebody or something blocks the goal, we begin to feel pent up and thwarted. Then we get mad. The blocked goal, the sense of frustration, aggressive action this is the normal human sequence. If we are aware of what is going on inside u
16、s, however, we can save ourselves a good deal of needless pain and trouble. Everyone has encountered frustration on the highways. You are driving along a two-lane road behind a big trailer-truck. Youre in a hurry, while the truck driver seems to be enjoying the scenery. After miles of increasing fru
17、stration you grow to hate him. Finally you step on the gas and pass him defiantly, regardless of the chance you may be taking. This kind of frustration must cause thousands of accidents a year. Yet, if you realized what was going on in your nervous system, you could curb such dangerous impulses. The
18、 aggressive act that frustration produces may take a number of forms. It may be turned inward against oneself, with suicide as the extreme example. It may hit back directly at the person or thing causing the frustration. Or it may be transferred to another object what psychologists call displacement
19、. Displacement can be directed against the dog, the parlor furniture, the family or even total strangers. A man rushed out of his front door in Brooklyn one fine spring morning and punched a passerby on the nose. In court he testified that he had had a quarrel with his wife. Instead of punching her
20、he had the bad luck to punch a police detective. Aggression is not always sudden and violent; it may be devious and calculated. The spreading of rumors, malicious gossip, a deliberate plot to discredit, are some of the roundabout forms. In some cases, frustration leads to the opposite of aggression,
21、 a complete retreat from life. The classic pattern of frustration and aggression is nowhere better demonstrated than in military life. GIs studied by the noted American sociologist Samuel A. Stouffer in the last war were found to be full of frustrations due to their sudden loss of civilian liberty.
22、They took it out verbally on the brass, often most unjustly. But in combat, soldiers felt far more friendly toward their officers. Why? Because they could discharge their aggression directly against the enemy. Dr. Karl Menninger, of the famous Menninger Foundation at Topeka, pointed out that childre
23、n in all societies are necessarily frustrated, practically from birth, as they are broken into the customs of the tribe. A babys first major decision is “whether to holler or swaler“ when it discovers that the two acts cannot be done simultaneously. Children have to be taught habits of cleanliness,
24、toilet behavior, regular feeding, punctuality; habits that too often are hammered in. Grownups with low boiling points, said Dr. Menninger, probably got that way because of excessive frustrations in childhood. We can make growing up a less difficult period by giving children more love and understand
25、ing. Parents in less civilized societies, Menninger observes, often do this. He quotes a Mohave Indian, discussing his small son: “Why should I strike him? He is small, I am big. He cannot hurt me.“ When we do experience frustration, there are several things We can do to channel off aggression. Firs
26、t, we can try to remove the cause which is blocking our goal. An individual may be able to change his foreman, even his job or his residence, if the frustration is a continuing one. If this cannot be done, then we can seek harmless displacements. Physical outlets are the most immediately helpful. Go
27、 out in the garden and dig like fury. Or take a long Walk, punch a bag in the gym, make the pins fly in a bowling alley, cut down a tree. The late Richard C. Tolman, a great physicist, once told me that he continued tennis into his 60s because he found it so helpful in working off aggressions. As a
28、writer I receive pan letters as well as fan letters, and some of them leave me baffled and furious. (Some, I must admit, are justified. ) Instead of taking it out on the family, I write the critic the nastiest reply I can contrive. That makes me feel a lot better. Next morning I read it over with re
29、newed satisfaction. Then I tear it up and throw it in the wastebasket. Aggression gone, nobody hurt. But perhaps the best way of all to displace aggressive feelings is by hard, useful work. If both body and mind can be engaged, so much the better. The world is filled today with a great surplus of an
30、ger and conflict. We are far from knowing all about the sources of these destructive feelings, but scientists have learned enough to clear up quite a load of misery. Their findings can help us reduce that load and even utilize its energy, through a better understanding of ourselves and our neighbors
31、. 21 The aggressive act usually takes all of the following forms EXCEPT _. （ A） overeating （ B） suicide （ C） hitting back directly （ D） displacement 22 According to Stouffer, why were GIs much more friendly towards their officers in combat? （ A） Because they were afraid of being assigned dangerous t
32、asks. （ B） Because they could release their pent-up frustration against the enemy. （ C） Because they were more like equals and friends in face of enemy. （ D） All of the above. 23 As can be inferred from the passage, children in less civilized society _. （ A） experience less frustrations （ B） are mor
33、e aggressive （ C） find better ways to cope with frustrations （ D） have low boiling points in life 24 Why are some adults easy to lose their temper according to Dr. Menninger? （ A） They probably grow up in poor families. （ B） They are born to experience failures. （ C） They probably have been spoiled
34、by indulgent parents. （ D） They may have received undue frustrations in childhood. 24 As environmental protection becomes a global issue, a new term “Green EFL“ is working its way into our vocabulary. What does it mean? The Project in the English Country School in southern England gives you some ide
35、a and shows how environment protection and language teaching can be combined together. In this school, there are projects on the classification of trees and their leaves, on insects and other invertebrates, pond and river life, flowers and hedgerows. There are air pollution surveys, litter surveys,
36、recycling projects, acid rain surveys, farm visits, countryside walks, sculptures and collages created from natural materials. It is all backed up in the classroom with EFL materials about the environment-the rain forests, biological diversity, global warming and with materials which concentrate on
37、the students immediate environment under the general heading of “Health“: smoking, alcohol and drug abuse, diet and exercise. For example, the topic of pollution will involve the students searching the local environment to find out what has been thrown away. This is then classified according to the
38、type of material found and whether it is recyclable or not. The students follow instructions to set up simple experiments to detect air and water pollution, They investigate mosses and lichens, looking up their findings in field guides, to determine the number and quality of species. They compare an
39、d collate their findings, producing diagrams, writing up their results and drawing conclusions. They then practise language work on topics such as the Greenhouse Effect and Global Warming. How do the students benefit from this? In common with all project work, learner autonomy, co-operation and moti
40、vation is fostered. The language practice takes place in a natural and enjoyable setting. As a result the students develop an appreciation of and an alertness and sensitivity toward their surroundings. Another advantage of Green EFL is that the environment is a global issue: What happens in one coun
41、try affects what happens in another. The environment thus spans borders and cultures. We can teach the language, English, through the environment, without teaching “Englishness“, or “Americanness,“ or whatever other cultural values we might accidentally or deliberately put across to our students. Fi
42、nally, through an understanding of the global environment, and the issues which affect it, students will be better able to meet challenges in the future. For the teacher interested in teaching English through environmental studies, there is a surprising amount of material available. The Cambridge Ad
43、vanced English exam, with its emphasis on scientific/authentic English, has encouraged authors to include texts on various environmental issues. Sue Oconnells “Focus on Advanced English“, for example, includes a chapter called “Paradise Lost“ about the rain forests; “Passport to Cambridge Advanced E
44、nglish“ discusses the Greenhouse Effect and Global Warming; “Cambridge Advanced English“ by Leo Jones, has a chapter about Greenpeace and the Antarctic; and so on. Environmental topics in Childrens EFL textbooks are also catching on. Book 3 of Collins “Mode“ series is particularly useful. 25 The top
45、ics of the Green EFL program probably will NOT include _. （ A） going on a diet （ B） recycling （ C） farm animals （ D） jazz music 26 How do students find out about water pollution? （ A） They consult pollution experts. （ B） They collect water samples. （ C） They conduct species surveys. （ D） They read b
46、ooks on pollution. 27 According to the author, Green EFL has all of the following advantages EXCEPT that _. （ A） students will be better able to meet challenges in the future （ B） students learn the target language with less difficulty （ C） students can achieve a better understanding of the environm
47、ental problems （ D） students will acquire cultural values like “Americanness“ and “Englishness“ 28 What sets apart the Green EFL program from other EFL programs? （ A） A natural and enjoyable setting. （ B） Encouraging learner autonomy. （ C） A large amount of material available. （ D） Doing project wor
48、k. 28 Adam Smith, the Scottish professor of moral philosophy, was thrilled by his recognition of order in the economic system. His book, The Wealth of Nations (1776), is the germinal book in the field of economics which earned him the title, the father of economics. In Smiths view, a nations wealth
49、was dependent upon production, not agriculture alone. How much it produced, he believed, depended upon how well it combined labour and the other factors of production. The more efficient the combination, the greater the output, and the greater the nations wealth. The essence of Smiths economic philosophy was his belief that an economy would work best if left to function on its own without government regulation. In those circumstances, self-interest would l
