1、专业英语八级模拟试卷 400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 Complete the gap-filling task. Some of the gaps below may require a maximum of THREE words. Make sure the
3、 word(s) you fill in is (are) both grammatically there are newsletters, such as The Tightwad Gazette, that give hundreds of thousands of Americans useful tips on anything from recycling their cling-film to making their own soap; there are even support groups for those who want to achieve the mid-90s
4、 equivalent of dropping out. While in America the trend started as a reaction to the economic decline after the mass redundancies caused by downsizing in the late 80s and is still linked to the politics of thrift, in Britain, at least among the middle-class downshifters of my acquaintance, we have d
5、ifferent reasons for seeking to simplify our lives. For the women of my generation who were urged to keep juggling through the 80s, downshifting in the mid-90s is not so much a search for the mythical good life growing your own organic vegetables, and risking turning into one as a personal recogniti
6、on of your limitations. 21 Which of the following is true according to paragraph one? （ A） Full-time employment is a new international trend. （ B） The writer was compelled by circumstances to leave her job. （ C） A lateral move means stepping out of full-time employment. （ D） The writer was only too
7、eager to spend more time with her family. 22 The writers experiment shows that downshifting_. （ A） enables her to realize her dream （ B） helps her mold a new philosophy of life （ C） prompts her to abandon her high social status （ D） leads her to accept the doctrine of She magazine 23 Whats authors f
8、eeling about her “downshifting“? （ A） She regretted quitting her job. （ B） She felt sorry for her decision. （ C） She felt at ease for her present situation. （ D） She tried to drag herself out of it. 24 “Juggling ones life“ (Line 2, Para 3) probably means living a life characterized by_. （ A） non-mat
9、erialistic lifestyle （ B） a bit of everything （ C） extreme stress （ D） anti-consumerism 25 According to the passage, downshifting emerged in the U.S. as a result of_. （ A） the quick pace of modern life （ B） mans adventurous spirit （ C） mans search for mythical experiences （ D） the economic situation
10、 25 Under existing law, a new drug may be labeled, promoted, and advertised only for those conditions in which safety and effectiveness have been demonstrated and of which the Food and Drug Administration (FDA) has approved, or so-called “approved uses“. Other uses have come to be called “unapproved
11、 uses“ and cannot be legally promoted. In a real sense, the term “unapproved“ is a misnomer because it includes in one phrase two categories of marketed drugs that are very different; drugs which are potentially harmful and will never be approved, and already approved drugs that have “unapproved“ us
12、es. It is common for new research and new insights to demonstrate valid new uses for drugs already on the market. Also, there are numerous examples of medical progress resulting from the serendipitous observations and therapeutic innovations of physicians, both important methods of discovery in the
13、field of therapeutics. Before such advances can result in new indications for inclusion in drug labeling, however, the available data must meet the legal standard of substantial evidence derived from adequate and well-controlled clinical trials. Such evidence may require time to develop, and, withou
14、t initiative on the part of the drug firm, it may not occur at all for certain uses. However, because medical literature on new uses exists and these uses are medically beneficial, physicians often use these drugs for such purposes prior to FDA review or changes in labeling. This is referred to as “
15、unlabeled uses“ of drugs. A different problem arises when a particular use for a drug has been examined scientifically and has been found to be ineffective or unsafe, and yet physicians who either are uninformed or who refuse to accept the available scientific evidence continue to use the drug in th
16、is way. Such use may have been reviewed by the FDA and rejected, or, in some cases, the use may actually be warned against in the labeling. This subset of uses may be properly termed “disapproved uses.“ Government policy should minimize the extent of unlabeled uses. If such uses are valid? and many
17、are? it is important that scientifically sound evidence supporting them be generated and that the regulatory system accommodate them into drug labeling. Continuing rapid advances in medical care and the complexity of drug usage, however, makes it impossible for the government to keep drug labeling u
18、p to date for every conceivable situation. Thus, when a particular use of this type appears, it is also important, and in the interest of good medical care, that no stigma be attached to “unapproved usage“ by practitioners while the formal evidence is assembled between the time of discovery and the
19、time the new use is included in the labeling. In the case of “disapproved uses,“ however, it is proper policy to warn against these in the package insert, whether use of a drug for these purposes by the uninformed or intransigent physician constitutes a violation of the current Federal Food, Drug an
20、d Cosmetic Act is a matter of debate that involves a number of technical and legal issues. Regardless of that, the inclusion of disapproved uses in the form of contraindications, warnings and other precautionary statements in package inserts is an important practical deterrent to improper use. Excep
21、t for clearly disapproved uses, however, it is in the best interests of patient care that physicians not be constrained by regulatory statutes from exercising their best judgment in prescribing a drug for both its approved uses and any unlabeled uses it may have. 26 The author is primarily concerned
22、 with_. （ A） refuting a theory （ B） drawing a distinction （ C） discrediting an opponent （ D） condemning an error 27 According to the passage, an unlabeled use of a drug is any use which_. （ A） has been reviewed by the FDA and specifically rejected （ B） has medical value but has not yet been approved
23、 by FDA for inclusion as a labeled use （ C） is authorized by the label as approved by the FDA on the basis of scientific studies （ D） is made in experiments designed to determine whether a drug is medically beneficial 28 Which of the following is true with disapproved drugs? （ A） There is nothing to
24、 prove that such drugs are not safe. （ B） It is affirmative that such drugs are ineffective and dangerous. （ C） Physicians do not intend to use such drugs. （ D） Such drugs have never been tested by FDA 29 It can be inferred from the passage that the intransigent physician_, （ A） continues to prescri
25、be a drug even though he knows it is not in the best interests of the Patient （ B） refuses to use a drug for an unlabeled purpose out of fear that he may be stigmatized by its use （ C） persists in using a drug for disapproved uses because he rejects the evidence of its ineffectiveness or dangers （ D
26、） experiments with new uses for tested drugs in an attempt to find medically beneficial uses for the drugs 30 All of the following are mentioned in the passage as reasons for allowing unlabeled uses of drugs EXCEPT （ A） the increased cost to the patient of buying an FDA-approved drug （ B） the medica
27、l benefits which can accrue to the patient through unlabeled use （ C） the time lag between initial discovery of a medical use and FDA approval of that use （ D） the possibility that a medically beneficial use may never be clinically documented 30 Although it might have happened anywhere, my encounter
28、 with the green banana started on a steep mountain road in the interior of Brazil. My ancient jeep was straining up through spectacular countryside when the radiator began to leak ten miles from the nearest mechanic. The over-heated engine forced me to stop at the next village, which consisted of a
29、small store and a scattering of houses. People gathered to look. Three fine streams of hot water spouted from holes in the jacket of the radiator. “Thats easy to fix,“ a man said. He sent a boy running for some green bananas. He patted me on the shoulder, assuring me everything would work out. “Gree
30、n bananas,“ he smiled. Everyone agreed. We exchanged pleasantries while I mulled over the ramifications of the green banana. Asking questions would betray my ignorance, so I remarked on the beauty of the terrain. Huge rock formations, like Sugar Loaf in Rio, rose up all around us. “Do you see that t
31、all one right over there?“ asked my benefactor, pointing to a particular tall, slender pinnacle of dark rock. “That rock marks the center of the world.“ I looked to see if he was teasing me, but his face was serious. He in turn inspected me carefully to be sure I grasped the significance of his stat
32、ement. The occasion demanded some show of recognition on my part. “The center of the world?“ I repeated, trying to convey interest if not complete acceptance. He nodded. “The absolute center. Everyone around here knows it.“ At that moment the boy returned with my green bananas. The man sliced one in
33、 half and pressed the cut end against the radiator jacket. The banana melted into a glue against the hot metal, plugging the leaks instantly. Everyone laughed at my astonishment. They refilled my radiator and gave me extra bananas to take along. An hour later, after one more application of green ban
34、ana, my radiator and I reached our destination. The local mechanic smiled, “Who taught you about the green banana?“ I named the village. “Did they show you the rock marking the center of the world?“ he asked. I assured him they had. “My grandfather came from there,“ he said. “The exact center. Every
35、one around here has always known about it.“ As a product of American higher education, I had never paid the slightest attention to the green banana, except to regard it as a fruit whose time had not yet come. Suddenly oh that mountain road, its time and my need had converged. But as I reflected on i
36、t further, I realized that the green banana had been there all along. Its time reached back to the very origins of the banana. The people in that village had known about it for years. My own time had come in relation to it. This chance encounter showed me the special genius of those people, and the
37、special potential of the green banana. I had been wondering for some time about those episodes of clarity which educators like to call learning moments, and knew I had just experienced two of them at once. The importance of the rock marking the center of the world took a while to filter through. I h
38、ad initially doubted their claim, knowing for a fact that the center was located somewhere in New England. After all my grandfather had come from there. But gradually I realized they had a valid belief, a universal concept, and I agreed with them. We tend to define the center as that special place w
39、here we are known, where we know others, where things mean much to us, and where we ourselves have both identity and meaning: family, school, town, and local region. The lesson which gradually filtered through was the simple concept that every place has special meanings for the people in it; every p
40、lace represents the center of the world. The number of such centers is incalculable, and no one student or traveler can experience all of them, but once a conscious breakthrough to a second center is made, a life-long perspective and collection can begin. The cultures of the world are full of unexpe
41、cted green bananas with special value and meaning. They have been there for ages, ripening slowly, perhaps waiting patiently for people to come along to encounter them. In fact, a green banana is waiting for all of us who leave our own centers of the world in order to experience other places. 31 The
42、 word “mull“ in the second paragraph means_. （ A） warm （ B） dull （ C） ponder （ D） crumble 32 When the villager refers to the dark rock as the “center of the world“_. （ A） he just wants to tease the author （ B） he is ignorant to think so （ C） he does not know the “center“ is in New England （ D） he, a
43、s well as people living there, believes in it seriously 33 In paragraph six, the word “product“ in the first line refers to_. （ A） green banana （ B） fruit （ C） the author （ D） the villagers 34 It can be inferred from the passage that “learning moments“ happens when_. （ A） one finds another center of
44、 the world （ B） one begins to respect the existence of people outside oneself （ C） educators teach something in class （ D） one visits some far-away place 35 What is the main idea of the passage? （ A） Green bananas are very useful fruit. （ B） People living in small villages are usually very kind. （ C
45、） People should go out to see the whole world very often. （ D） One should understand the world from different perspective. 35 If adults liked to read books that were exceedingly difficult, theyd all be reading Proust. Most dont. So why, reading experts ask, do schools expect children to read and lov
46、e to read when they are given material that is frequently too hard for them? Science and social studies textbooks are at least a grade above the reading levels of many students, experts say, and in some suburban and urban school systems, reading lists can include books hard for some adults to tackle
47、. Toni Morrisons award-winning novel “Beloved,“ about a former slaves decision to kill her child rather than see her enslaved, is on some middle schools lists for kids to read unassisted. And elementary schools sometimes ask students to read books such as “The Bridge to Terabithia,“ with themes abou
48、t death and gender roles that librarians say are better suited for older children. To be sure, pushing some students to challenge themselves is important, educators say. But there are points where kids read books before they can truly comprehend them and then lose the beauty of the work. “Teachers s
49、tudied The Great Gatsby in college and then want to teach that book because they have smart things to say about it, and they teach it in high school,“ Calkins said. “Then schools want to get their middle school kids ready for high school so they teach them The Catcher in the Rye, Its a whole cultural thing.“ In large part, he Richard Allington, a leading researcher on reading instruction and a professor of reading education at the University of Tennessee, blames inappropriately chosen books for students
