1、专业英语八级模拟试卷 406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 Stages of Second Language Acquisition Stage I: (1)_Period: (1)_ 1) in this stage, most students understan
3、d (2)_than they can produce. (2)_ Stage II: Early production 2) Learners can use repetitive language patterns to express ideas and they try to express concepts by using (3)_words only. (3)_ Stage III: Speech emergence Students have developed a vocabulary of about 3,000 words and can communicate with
4、 simple (4)_ (4)_ Stage IV: (5)_fluency (5)_ beginning to use (6)_sentences when speaking and writing and are (6)_ willing to express opinions and share their thoughts. They will (7)_to (7)_ clarify what they are learning in class. Stage V: Advanced Fluency It takes students from (8)_to achieve cogn
5、itive academic language (8)_ proficiency. Student will be (9)_in their ability to perform in content area (9)_ learning. By being aware of these stages, Students can feel confident about their learning process and they can (10)_levels if they feel they cannot express (10)_ exactly what they have in
6、mind. 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 10 seconds to answer each of the following five questions. N
7、ow listen to the interview. 11 The job-seeking perspective is particularly good for the following majors EXCEPT_. （ A） accounting major （ B） engineering major （ C） finance major （ D） mechanical major 12 Which of the following reasons CANNOT explain the hiring surge of the job market? （ A） a strong e
8、conomy （ B） fast corporate growth （ C） strong corporate profits （ D） sensitive entry-level market 13 Which of the following statements about an informational interview is true? （ A） It is a great way really to learn more about potential jobs that might work for college graduates. （ B） Its a more int
9、imidating way for college graduates. （ C） According to the statistics, college graduates are more than 50 times likely to find a job through an informational interview. （ D） Compared with sending your resume out blindly, an informational interview is a big mistake. 14 What might be a main factor tha
10、t determines whether you could get a job? （ A） your qualifications （ B） your interviewing skills （ C） your experience （ D） your education 15 What does the speaker say about leaving an electronic footprint? （ A） Feel free to do that. （ B） Be confident in doing that. （ C） Be careful in doing mat. （ D）
11、 Be poised in doing that. 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 each news item, you will be given 10 seconds to answer the questions. 16 What is the public reaction towards th
12、e news that a vaccine against cervical cancer is to be put on the market? （ A） Surprised. （ B） Indifferent. （ C） Suspicious. （ D） Excited. 17 The news is mainly about_. （ A） the history of Germans in the World Cup Football Championships （ B） the performance of the teams in the World Cup Football Cha
13、mpionship （ C） the victory of the host nation in the beginning （ D） the response of the football fans 18 The Palestinian militant group Hamas announced its threat to restart attacks on Israel_. （ A） on newspaper （ B） on TV （ C） through Internet （ D） by radio 19 Hamas has threatened to restart attack
14、s on Israel because_. （ A） it took power in parliamentary elections in January （ B） it has felt compelled to react to what it regards as a massacre of innocent Palestinian civilians （ C） it has killed hundreds of Israelis in suicide bombings and other attacks in past years （ D） it has been under pre
15、ssure enforced by the international community 20 After meeting with Queen Elizabeth II,_came to his new official residency, Number 10 Downing Street. （ A） Tony Blair （ B） the King （ C） Gordon Brown （ D） president of Iraq 20 A throng of bearded men, in sad-colored garments and gray steeple-crowned ha
16、ts, intermixed with women, some wearing hoods and others bareheaded, was assembled in front of a wooden edifice, the door of which was heavily timbered with oak and studded with iron spikes. The founders of a new colony, whatever Utopia of human virtue and happiness they might originally project, ha
17、ve invariably recognized it among their earliest practical necessities to allot a portion of the virgin soil as a cemetery, and another portion as the site of a prison. In accordance with this rule, it may safely be assumed that the forefathers of Boston had built the first prison-house somewhere in
18、 the vicinity of Cornhill, almost as seasonably as they marked out the first burial-ground, on Isaac Johnsons lot, and round about his grave, which subsequently became the nucleus of all the congregated sepulchres in the old churchyard of Kings Chapel. Certain it is that, some fifteen or twenty year
19、s after the settlement of the town, the wooden jail was already marked with weatherstains and other indications of age, which gave a yet darker aspect to its beetle-browed and gloomy front. The rust on the ponderous iron-work of its oaken door looked more antique than anything else in the New World.
20、 Like all that pertains to crime, it seemed never to have known a youthful era. Before this ugly edifice, and between it and the wheel-track of the street, was a grassplot, much overgrown with burdock, pigweed, apple-peru, and such unsightly vegetation, which evidently found something congenial in t
21、he soil that had so early borne the black flower of civilized society a prison. But on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the
22、prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him. This rose-bush, by a strange chance, has been kept alive in history; but whether it had merely survived out of the stern old wilderness, so long a
23、fter the fall of the gigantic pines and oaks that originally overshadowed it, or whether, as there is fair authority for believing, it had sprung up under the footsteps of the sainted Ann Hutchinson as she entered the prison-door, we shall not take upon us to determine. Finding it so directly on the
24、 threshold of our narrative, which is now about to issue from that inauspicious portal, we could hardly do otherwise than pluck one of its flowers and present it to the reader. It may serve, let us hope, to symbolize some sweet moral blossom that may be found along the track, or relieve the darkenin
25、g close of a tale of human frailty and sorrow. 21 The atmosphere of the story in the very beginning is_. （ A） joyous （ B） gloomy （ C） light （ D） auspicious 22 The founders of a new colony found it necessary to build a_. （ A） park （ B） market （ C） house （ D） jail 23 The prison-house mentioned in the
26、second paragraph must be_. （ A） of a long history （ B） of new one （ C） of delicate design （ D） of fashionable design 24 The rose-bush is a symbol of_. （ A） Natures inhumanity （ B） Mans inhumanity （ C） Natures sympathy （ D） Harshness of society 25 The story that the author is going to tell may be a s
27、tory of_. （ A） sadness （ B） happiness （ C） joy （ D） kindness 25 In many classrooms around the country, teachers are emphasizing, and periodically testing, studentsreading fluency, the current buzzword in reading instruction. The problem is that speed isnt the only element to fluency, educators said.
28、 Key elements are also accuracy and expressiveness. “The food was delectable“ is different from “the food was detestable,“ and Shakespeare should not sound like a chemistry textbook. It is a complicated process teaching students to recognize enough words and read at a consistent rate so they can spe
29、nd their time concentrating on meaning rather than decoding, educators said. And when tackling a book such as “The Giver,“ one that deals with a boys discovery that his Utopian world comes at the expense of the stifling of intellectual and emotional freedom, meaning is critical. “Fluent readers are
30、readers who know how to dig into a book and pull out just what they are looking for whether it is information, a part with strong language, a part with good character development, or just a chance to read for fun,“ said Susan Marantz, a longtime teacher now at a suburban school in Columbus, Ohio. Ye
31、t a combination of politics, insufficient teacher development and an inherent difficulty in capturing all aspects of fluency have led to questionable instruction practices, according to Richard Allington, a reading researcher and University of Tennessee professor. Many students are asked by teachers
32、 to reread the same passages over and over often with constant interruptions from the teacher. And some struggling readers are given books including textbooks that are above their reading level and soon become a source of frustration. “You can make any adult a disfluent reader by giving them books t
33、hat are too hard and jump in and interrupt them a lot,“ Allington said. “What do you think it does to kids?“ As a result, some kids are motivated to read only to beat a test clock, he and other researchers said. “The more important question to ask is: Are teachers focusing on all three parts of flue
34、ncy?“ Beers, vice president-elect of the National Council of Teachers of English, wrote in an e-mail. “When fluency is only about building automaticity (and therefore speed), then some (teachers) do mistakenly believe that the point of reading is fast decoding. Thats no more the best measure of a sk
35、illed reader than fast driving is the best measure of skilled driver.“ The current interest in reading fluency illustrates the complexities in the long national argument about how best to teach reading, dubbed the “reading wars.“ Advocates of phonics and literature-based instruction have been at odd
36、s for years, with the argument only intensifying after a controversial 2000 report by the National Reading Panel. Many reading experts said the panel relied on a limited set of studies that supported, among other things, intensive drilling in phonics. Reading fluency also was one of the key areas fo
37、r instruction, along with phonemic awareness and phonics instruction, comprehension, teacher education and computer technology. President Bush used the report as a basis for Reading First, a program to improve reading scores that became the centerpiece of his No Child Left Behind Law. Although fluen
38、cy had long been identified by experts as important, it then became a hot issue. Reading researchers began devising programs to help teachers improve students fluency. And although there was no consensus definition of fluency, panels approving Reading First money accepted programs that used tools th
39、at stressed reading speed, according to some educators. A report by the Department of Educations inspector general this month slammed the grant-approval processing, saying it was riddled with problems and conflicts of interest. The result, said fluency expert Tim Rasinski of Kent State University, w
40、as a message sent to schools to concentrate on speed. “The influence of No Child Left Behind has been such that even schools that arent Reading First schools are doing periodic (speed reading) testing of kids,“ he said. In Ottumwa, Iowa, Evans Middle School did it a different way. Evans was declared
41、 a school in need of improvement in reading in 2004, and Principal Davis Eidahl said he adopted a program focused on reading fluency using a model constructed by Rasinski aimed at improving comprehension. Some students, he said, came into the school reading fast but understanding little. “They read
42、so fast, with no punctuation and no expression that, wed go back and ask comprehension questions and they werent very successful answering them.“ he said. To slow them down and teach them to talk with expression and comprehension, various exercises were used, including having children read passages
43、to each other and listen to how they sound when reading, asking students to repeat passages, and adding 45 more minutes of reading time each day, he said. Now, 71 percent of the kids are reading at grade level, up from 58 percent two years ago. What worked, Eidahl said, was addressing allaspects of
44、fluency, maintaining consistency and most importantly, having a quality teacher. “It all comes down to the teacher,“ he said. “Its people, not programs.“ 26 In the second paragraph, the word “delectable“ is_ “detestable“. （ A） synonym with （ B） antonym with （ C） irrelevant to （ D） similar to 27 It c
45、an be inferred from the passage that “Giver“ (Line 3, Para. 3) is a book which_. （ A） contains many new and difficult words （ B） has many levels of meaning （ C） is easy to read （ D） is about a boys discovery 28 National Reading Panel focuses on_. （ A） accuracy （ B） speed （ C） comprehension （ D） expr
46、essiveness 29 According to the author, “No Child Left Behind Law“ (Line 67, Para. 11) is _. （ A） objective in setting its goal （ B） partial in its basis （ C） useful in addressing reading issues （ D） improving the reading scores of the students 30 It can be inferred from the passage that the key elem
47、ent in improving the reading ability of children lies in （ A） No Child Left Behind Law （ B） all kinds of experiments （ C） the students awareness of their shortcomings （ D） the teachers guidance 30 In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unres
48、t led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquet
49、te for teaching them the manners appropriate to their new way of life. Every code of etiquette has contained three elements; basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance. In the first category are considerations for the weak and
