1、专业英语八级模拟试卷 277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 In the United States, charter schools provide alternatives to “regular“ public schools. Unlike most publi
3、c schools, charters dont usually have an enrollment boundary and can recruit students from a larger geographic area. . Features of charter schools 1)admission process no discrimination a random of method like【 1】 _ 2)many different shapes to cater to specific regulations to offer a thematic or【 2】 _
4、 curriculum to provide an alternative to regular public school 3)location more likely to be found in【 3】 _ areas 4)management run by large and small companies, parents, teachers, community groups and nonprofit organizations 5)size most charter schools are new and【 4】 _ 6)academic results Charter sch
5、ools dont necessarily produce better academic results than regular public schools. . Funding of charter schools 1)mostly from the state, generally based on their【 5】 _ 2)also from grants and additional donations for ambitious programs not fully funded y state/ district formulas 3)also a limited amou
6、nt of【 6】 _ to help start new charter schools 4)Funding for facilities can be【 7】 for charter schools. . Monitoring of charter schools 1)authorizers entities that grant schools【 8】 _, and monitor their performance including charter boards, school boards and【 9】 _ 2)key reasons schools close They can
7、t recruit enough students. They cant find a stable space to operate. They cant manage【 10】 _. 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 answer the questions tha
8、t 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 Which of the following statements is INCORRECT about Davids personal background? （ A） He had excellent academ
9、ic records at school and university. （ B） He was once on a PhD program at Yale University. （ C） He received professional training in acting. （ D） He came from a single-parent family. 12 David is inclined to believe in _. （ A） aliens （ B） UFOs （ C） the TV character （ D） government conspiracies 13 Dav
10、id thinks he is fit for the TV role because of his _. （ A） professional training （ B） personality （ C） life experience （ D） appearance 14 From the interview, we know that at present David feels _. （ A） a sense of frustration （ B） haunted by the unknown things （ C） confident but moody （ D） successful
11、 yet unsatisfied 15 How does David feel about the divorce of his parents? （ A） He feels a sense of anger. （ B） He has a sense of sadness. （ C） It helped him grow up. （ D） It left no effect on him. SECTION C NEWS BROADCAST Directions: In this section you will hear everything ONCE ONLY. Listen careful
12、ly 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 What issue will U.S. Energy Secretary probably discuss in his visit to IAEA headquarters? （ A） Anti-terrorism. （ B） Nuclear non-proliferation. （ C） Civilian use of ura
13、nium. （ D） Economic help to Eastern Europe. 17 Who might have helped the establishment of nuclear reactors in Easter Europe? （ A） The former Soviet Union. （ B） Russia. （ C） The IAEA （ D） The U.S. 18 Why are experts worried about the enriched uranium in Eastern Europe and the former Soviet States? （
14、A） They might fall into the hands of terrorists. （ B） They might cause nuclear pollution. （ C） They might be sold to Russia. （ D） They might be exchanged for weapons. 19 Which of the following statements is TRUE about Israeli Prime Minister Sharons plan? （ A） It proposes total withdrawal from Gaza a
15、nd West Bank. （ B） Powell welcomes the plan. （ C） Palestinians think the plan is very constructive. （ D） The plan paves way for a Palestinian state. 20 What can best describe U. S. attitude toward the establishment of a Palestinian state next year? （ A） Optimistic. （ B） Doubtful. （ C） Indifferent. （
16、 D） Enthusiastic. 20 Because markets are often unpredictable, successful marketing is rather like hitting a moving target. Consumer tastes vary depending on fashions and trends, causing the demand for products to fluctuate with alarming frequency. It is because of this uncertainty that we need to an
17、alyse and know as much as we can about customers and markets, and also about our own businesses. Not all marketplace opportunities are real opportunities for every business. Only those which a business can successfully exploit - those which match its capabilities - come into this category. The proce
18、ss of analysing marketing opportunities therefore begins with an internal analysis of a business itself- a process which must include not only the specifically market-related aspects of its operations, such as sales and advertising, but also other aspects, such as financial resources, work-related a
19、spects of its operations, such as sales and advertising, but also other aspects, such as financial resources, work-force skills, technology and so on. A useful framework for undertaking this internal analysis is to divide these aspects into four areas: customers, sales, marketing activities and othe
20、r factors. We must determine who the businesss customers are, how many there are and what their requirements are. We must then estimate how many products the business can be expected to sell in order to determine what product development will be required. Product development includes market research
21、, which is vital to ensure that the businesss products are fight for the market, and to enable file business to set pricing and discount policies which will maximise sales. Finally, we must examine how all of these factors relate to other aspects of the business that may affect sales levels, such as
22、 management and work-force skills and corporate goals. Having carefully analysed these internal factors, it is time to look at the outside world. An external analysis also needs to examine carefully a wide range of areas - such as legal/political factors; economic factors; cultural/social factors; t
23、echnology; institutions and competition. There may be restrictions on the production or sale of particular products: for example, the age restrictions that exist in many countries on the sale of alcohol; and tobacco will obviously influence the size of the market for these products. Rising or fallin
24、g interest rates affect peoples disposable income, and may alter demand and therefore market size. Development of the society and its population, and how peoples requirements will be affected, must also be considered. New technologies may affect both peoples expectations and other products that are
25、likely to become available. Consequently it may be expected that traditional, social and economic institutions will alter over time, so that people may no longer buy, sell and distribute products in traditional ways through wholesalers and retail outlets; instead they will order products from home u
26、sing the latest computer and cable television technology. And lastly, we must consider any potential competition from other businesses at home or overseas which produce similar products, and whether or not our business would be able to remain profitable even with thhis competition. Identifying the c
27、ompetition is in many respects the most important aspect of an external market analysis and, to be useful, it must be as objective as possible. Many marketers greatly overestimate or underestimate the competition that their business will face from other businesses, especially if they look at the com
28、petition from their own standpoint rather than seeing it through the eyes of their customers. In other words, many people identify competitors by looking at apparently similar products, how they are made and what features they have, rather than at the benefits these products have for users and at wa
29、ys of meeting market needs. With personal computers, for instance, this approach would mean assessing competitors on the basis of the type of microchip circuit used and the elegance of the software. A much more useful comparison would focus on the ability of the various computers to provide what the
30、 personal computer user wants; ease of use, flexibility and the ability to grow with the user. This way, we are much less likely to overlook competition from businesses that products which appear to be different from our own, but which produce similar benefits for customers. When the internal analys
31、is is taken together with the external analysis, the result is an allround picture of the current situation. This is usually known as a situation analysis or marketing audit. Developing this analysis requires a mass of information, which is the raw material for analysing market opportunities in orde
32、r to identify the most promising. Possibly the most powerful, and certainly the most widely used, technique for structuring the analysis of the information is the SWOT analysis. This refers to Strengths of the organization, Weaknesses of the organization, Opportunities in the market place, and Threa
33、ts to it (especially competitive threats) in the market place. Strengths and weaknesses relate to the finding of the internal analysis, as seen from the viewpoint of the customer - things it or its product does better than the competition, and things it does less successfully. Opportunities relate t
34、o findings from the analysis of the external environment. For instance, the trend among the educated middle classes in many countries to adopt “healthier“ eating patterns opens up demand for a wide range of health food products. The other side of this coin, however, is market threats: factors which
35、inhibit demand for a businesss products. For example, for a manufacturer of highly processed convenience foods containing chemical additives, the trend towards more “natural“ eating is a marketing “threat“. It is important to remember that the attractiveness of a market depends largely on the streng
36、ths and weaknesses of the assessor. For this reason, an opportunity for one business may well constitute a threat to another. Similarly, the definition of any factor as a strength or a weakness depends largely on market conditions. The some organisational factor may constitute a strength in one mark
37、et and a weakness in another. 21 According to the writer, real opportunities for businesses are those which _. （ A） require no advertising （ B） require few resources （ C） match their capabilities （ D） exploit new technology 22 According to the passage, the age range of some businesses customers may
38、be limited because of _. （ A） social/cultural factors （ B） economic factors （ C） legal/political factors （ D） factors of state 23 According to the passage, new technologies are likely to influence _. （ A） the extent of competition （ B） peoples spending power （ C） attitudes to advertising （ D） the wa
39、y people shop 23 An invisible border divides those, arguing for computers in the classroom on the behalf of students career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few write on the subject: have explored this distinction - in
40、deed, contradiction - which goes to the heart of what is wrong with the campaign to put computers in the dark. An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It i
41、s not simply to raise everyones job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently asses how his livelihood and happiness are affected by things o
42、utside of himself. But this was not always the case, before it was legally required for all children to attend school until a certain age. It was widely acteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer education advocates forsake this optimi
43、stic notion for a pessimism that betrays their otherwise cheery out-look. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer advocates often emphasize the job prospects of graduates over their educational achievement. There are some good
44、 arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the profession they want to join. It is, however, presumptuous to insist that there will only b
45、e so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations. But
46、, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a life-long acquainta
47、nce to pick up various software programs. If one wanted to become a computer engineer, that is of course, an entirely different computer skills are only complementary to the host of great skills that are necessary to becoming any kind of professional. It should be observed, of course that no school,
48、 vocational or not, is helped by a confusion over its purpose. 24 The author thinks the present rush to put computers in the classroom is _. （ A） far-reaching （ B） dubiously oriented （ C） self-contradictory （ D） radically reformatory 25 The belief that education is indispensable to all children _. （
49、 A） is indicative of a pessimism in disguise （ B） came into being along with the arrival of computers （ C） is deeply rooted in the minds of computered advocates （ D） originated from the optimistic attitude of industrialized countries 26 It could be inferred from the passage that in the authors country the European model of professional training is _. （ A） dependent upon the starting age of candidates （ B） worth trying in various social sect
