1、专业英语八级模拟试卷 272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 Marriage in Ancient Egypt The ancient Egyptians held marriage as a sacred bond. Each person in a family p
3、layed his or her own role. Marriage and a close family played an【 1】 role in ancient Egypt. The ancient Egyptians were encouraged to marry young because the【 2】 at this time was relatively short. One of the most【 3】 titles you could call your love was “brother“ or “sister“, though marriage between s
4、iblings was not a common phenomenon. Wedding Day: The bride merely moved her belongings into the home of her husband. Though there was no official ceremony, there were bound to be【 4】 in honor of the uniting couple. Before the 26th dynasty when a girl was going to enter into a marriage, her father h
5、ad the【 5】 . Marriage Contract: Marriage settlements were drawn up between a womans father and her future husband. Its sole purpose was to establish the rights of both parties to【 6】 and possessions during the marriage and after divorce. The finished contract was given to a third party for【 7】 . Due
6、 to the contract system that provided such far-reaching safeguards for the【 8】 rights of wives and children that most men could only afford one wife at a time. During the early periods of ancient Egypt, the future husband made a payment to the brides father. Later this practice abandoned and later i
7、t was【 9】 . Divorce: A woman could divorce her husband for mental or physical cruelty or adultery. With the【 10】 of marriage and divorce and the financial protection, she generally received divorce. 1 【 1】 2 【 2】 3 【 3】 4 【 4】 5 【 5】 6 【 6】 7 【 7】 8 【 8】 9 【 9】 10 【 10】 SECTION B INTERVIEW Direction
8、s: 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 listen to the interview. 11 What
9、 does this conversation most probably take place? （ A） In a travel agency. （ B） On a campus. （ C） In a bookshop. （ D） In a teachers shop. 12 Where will Denis spend his holiday? （ A） In Britain. （ B） In Australia. （ C） In Italy. （ D） None of the above. 13 In Australia, one can _. （ A） study English s
10、eparately （ B） study English along with other subjects （ C） study English as a fun and relaxation （ D） all of the above 14 Those English language colleges that are not part of a university may be _. （ A） operated privately （ B） operated by the government （ C） part of government technical and busines
11、s colleges （ D） all of the above 15 Visitors on a tourist visa can undertake English study for up to _. （ A） three months （ B） six months （ C） one year （ D） three years SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the quest
12、ions that follow. At the end of each news item, you will be given 10 seconds to answer the questions. 16 Which of the following groups of facts about the reported bomb explosion is TRUE? （ A） Date: Monday; Place: a Shiite Mosque; Casualties: 16 killed, 30 injured. （ B） Dates Monday; Place; a house n
13、earby a Shiite Mosque; Casualties: 17 killed, 30 injured. （ C） Date: Sunday; Place: unknown; Casualties: I killed. （ D） Date: Sunday; Place: a Shiite Mosque; Casualties: 17 killed; 30 injured. 17 The bomb explosion might be linked to _. （ A） A1 Oaeda terrorist group （ B） citywide rioting on the day
14、before （ C） the killing of a Sunni cleric （ D） the dispute over the ownership of the mosque 18 The tragic events on Sunday and Monday reveal _ in Pakistan. （ A） the historic hatred between Sunni and Shiite Muslims （ B） there are sectarian terrorists among both Sunni and Shiite Muslims （ C） Sunni Mus
15、lims could never have good relations with Shiite Muslims （ D） Sunni Muslims would not allow Shiite Muslims to challenge their majority role 19 The governor of an Iranian province _. （ A） was killed in an earthquake （ B） was killed in a helicopter crash on Friday （ C） was among the 9 dead （ D） surviv
16、ed the crash 20 The earthquake in northern Iran killed at least _ people. （ A） 9 （ B） 25 （ C） 34 （ D） 80 20 The period of adolescence, i. e., the person between childhood and adulthood, may be long or short, depending on social expectations and on societys definition as to what constitutes maturity
17、and adulthood. In primitive societies adolescence is frequently a relatively short period of time, while in industrial societies with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of ones life
18、. Furthermore, the length of the adolescent period and the definition of adulthood status may change in a given society as social and economic conditions change. Examples of this type of change are the disappearance of the frontier in the latter pan of the nineteenth century in the United States, an
19、d more universally, the industrialization of an agricultural society. In modem society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence
20、of steps that lead to increased recognition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socio-
21、economic status and the educational ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status roles, right, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restricti
22、ve aspects of childhood and minor status are removed and adult privileges and responsibilities are granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges wi
23、thout gaining significant adult rights. At the age of sixteen the adolescent is granted certain adult rights which increase his social status by providing him with more freedom and choices. He now can obtain a drivers license; he can leave public schools; and he can work without the restrictions of
24、child labor laws. At the age of eighteen the law provides adult responsibilities as well as rights: the young man can now be a soldier, but he also can marry without parental permission. At the age of twenty-one the individual obtains his full legal rights as an adult. He now can write, he can buy l
25、iquor, he can enter into financial contracts, and he is entitled to mn for public office. No additional basic fights are acquired as a function of age alter majority status has been attained. None of these legal provisions determine at what point adulthood has been reached but they do point to the p
26、rolonged period of adolescence. 25 Students of United States history, seeking to identify the circumstances that encouraged the emergence of feminist movements, have thoroughly investigated the mid-nineteenth-century American economic and social conditions that affected the status of women. These hi
27、storians, however, have analyzed less fully the development of specifically feminist ideas and activities during the same period. Furthermore, the ideological origins of feminism in the United States have been obscured because, even when historians did take into account those feminist ideas and acti
28、vities occurring within the United States, they failed to recognize that feminism was then a truly international movement actually centered in Europe. American feminist activists who have been described as “solitary“ and “individual theorists“ were in reality connected to a movement utopian socialis
29、m which was already popularizing feminist ideas in Europe during the two decades that culminated in the first womens rights conference held at Seneca Falls, New York, in 1848. Thus, a complete understanding of the origins and development of nineteenth-century feminism in the United States requires t
30、hat the geographical focus be widened to include Europe and that the detailed study already made of social conditions be expanded to include the ideological development of feminism. The earliest and most popular of the utopian socialists were the Saint-Simonians. The specifically feminist part of Sa
31、int-Simonianism has, however, been less studied than the groups contribution to early socialism. This is regrettable on two counts. By 1832 feminism was the central concern of Saint- Simonianism and entirely absorbed its adherents energy. Hence, by ignoring its feminism, European historians have mis
32、understood Saint-Simonianism. Moreover, since many feminist ideas can be traced to Saint-Simonianism, European historians appreciation of later feminism in France and the United States remained limited. Saint-Simons followers, many of whom were women, based their feminism on an interpretation of his
33、 project to reorganize the globe by replacing brute force with the rule of spiritual powers. The new world order would be ruled together by a male, to represent reflection, and a female, to represent sentiment. This complementarity reflects the fact that, while the Saint-Simonians did not reject the
34、 belief that there were innate differences between men and women, they nevertheless foresaw an equally important social and political role for both sexes in their Utopia. Only a few Saint-Simonians opposed a definition of sexual equality based on gender distinction. This minority believed that indiv
35、iduals of both sexes were born similar in capacity and character, and they ascribed male-female differences to socialization and education. The envisioned result of both currents of thought, however, was that women would enter public life in the new age and that sexual equality would reward men as w
36、ell as women with an improved way of life. 31 We know that he was baptized on April 26, 1564, so that somewhere between April 20 and April 23, four hundred years ago, was born an Englishman who possessed what was probably the greatest brain ever encased in a human skull. William Shakespeares work ha
37、s been performed without interruption for some three hundred and fifty years everywhere in the world. Scholars and students in every land know his name and study his work as naturally as they study their holy books the Gospels, the Torah, the Koran, and the others. For centuries clergymen have spoke
38、n Shakespeares words from their pulpits; lawyers have used his sentences in addressing juries; doctors, botanists, agronomists, bankers, seamen, musicians, and, of course, actors, painters, poets, editors, and novelists have used words of Shakespeare for knowledge, for pleasure, for experience, for
39、ideas and for inspiration. It is hard to exaggerate the debt that mankind owes. Shakespeares greatness lies in the fact that there is nothing within the range of human thought that he did not touch. Somewhere in his writings, you will find a fun; length portrait of yourself, of your father, of your
40、mother, and indeed of every one of your descendants yet unborn. The most singular fact connected with William Shakespeare is that there is no direct mention in his works of any of his contemporaries. It was as though he knew he was writing for the audiences of 1964 as well as for the audiences of ea
41、ch of those three hundred and fifty years since his plays were produced. On his way to the Globe Theater he could see the high masts of the Golden Hind in which Sir Francis Drake had circumnavigated the globe. He lived in the time of the destruction of the Spanish Armada, the era in which Elizabeth
42、I opened the door to Britains age of Gloriana, and he must have heard of Christendoms great victory at Lepanto against the Turks which forever insured that Europe would be Christian. Shakespeares era was as momentous as our own. Galileo was born in 1564, the same year in which Shakespeare was born,
43、and only a few years before John Calvin laid the foundation for a great new fellowship in Christianity. And yet Shakespeare in the midst of these great events, only seventy years after the discovery of America, did not mention an explorer or a general or a monarch or a philosopher. The magic of Shak
44、espeare is that, like Socrates, he was looking for the ethical questions, not for answers. That is why there are as many biographies of a purely invented man Hamlet, as there are of Napoleon, Abraham Lincoln, or Franklin D. Roosevelt. We are not sure of many things in this life except that the past
45、has its uses and we know from the history of human experience that certain values will endure as long as there is breath of life on his planet. Among them are the ethics of the Hebrews who wrote the Decalogue, the Psalms, and the Gospels of the Holy Bible, and the marble of the Greeks, the laws of R
46、omans, and the works of William Shakespeare. There are other values which may last through all the ages of man Britains Magna Carta, Frances Rights of Man, and Americas Constitution. We hope so, but we are not yet sure. We are sure of Shakespeare. Ben Johnson was a harsh critic of Shakespeare during
47、 his lifetime. They were contemporaries and competitors. Johnson, a great dramatist, did not like it when his play Cataline had a short run and was replaced by Shakespeares Julius Caesar, which had a long run. Yet when Shakespeare died, Johnson was moved to a eulogy which he called “Will Shakespeare
48、“: Triumph my Britain. Thou has one to show. To whom all scenes of Europe Homage owe. He was not of an age, but for all time. 36 Many things make people think artists are weird the odd hours, the nonconformity, the clove cigarettes. But the weirdest may be this: artists only job is to explore emotio
49、ns, and yet they choose to focus on the ones that feel lousy. Art today can give you anomie, no problem. Bittersweetness? You got it. Tristesse? What size you want that in? But great art, as defined by those in the great-art-defining business, is almost never about simple, unironic happiness. This wasnt always so. The earliest forms of art, like painting and music, are those best suited for expressing joy. But somewhere in the 19th century, more artists began seeing happiness as insipid, phony or, wors
