1、专业英语八级模拟试卷 458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 English for Specific Purposes ESP: English for Specific Purposes ESL: English as a Second Language I. Dif
3、ference between ESP and ESL: A. Purposes of ESP learners to communicate a set of (1)_ to perform particular job-related functions B. Focus ESL: (2)_structures ESP: language in context C. Aim of instruction ESL: stressing four skills equally ESP; stressing the (3)_skills II. ESP A. (4)_of subject mat
4、ter and English language teaching B. highly motivating language applying reinforcing what is taught (5)_giving learners the context they need HI. ESP teachers A. from ESL teachers to ESP teachers adapting ESL teaching skills for ESP teaching (6)_ help from content specialists B. roles of ESP teacher
5、s 1. organizing courses dealing with course materials supporting students providing (7)_ 2. setting goals and objectives arranging the (8)_for learning considering learners potential and their concern 3. creating a learning environment structuring effective communication skills listening to students
6、 carefully giving replies (9)_learners confidence 4. evaluating students serving as a (10)_about learners progressing 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 inter
7、view. 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 is the first thing people should remember if they want to make a good presentation? （ A） Skills. （ B） Attitude. （ C） Talent. （ D） Hope. 12 Before creati
8、ng an effective speech, the speaker had better know （ A） what result he wants to have. （ B） in which manner he wants to deliver. （ C） what purpose his boss has in mind. （ D） what will happen during the speech. 13 According to the man, a good public speaker （ A） should always remember his speech word
9、 by word. （ B） usually resorts to topic cards and pictures. （ C） might prepare some notes for his speech. （ D） often makes a backup copy of the speech. 14 Which of the following statements is INCORRECT about punctuality in delivering speeches? （ A） Always begin to deliver the speech on time. （ B） If
10、 some audiences are late, repeat the important points. （ C） Only mention the key points if time is going to run out. （ D） Have a clock at hand to know the ending time clearly. 15 What is always a good way to end the speech? （ A） Leave the PPT on to help audience take notes. （ B） Keep away from the t
11、roublesome Q Japan“. Nearly half of Japanese university graduates are female but only 67% of these women have jobs, many of which are part-time or involve serving tea. Japanese women with degrees are much more likely than Americans (74% to 31%) to quit their jobs voluntarily. Whereas most Western wo
12、men who take time off do so to look after children, Japanese women are more likely to say that the strongest push came from employers who do not value them. A startling 49% of highly educated Japanese women who quit do so because they feel their careers have stalled. The Japanese workplace is not qu
13、ite as sexist as it used to be. Pictures of naked women, ubiquitous on salarymens desks in the 1990s, have been removed. Most companies have rules against sexual discrimination. But educated women are often shunted into dead-end jobs. Old-fashioned bosses see their role as prettifying the office and
14、 forming a pool of potential marriage partners for male employees. And a traditional white-collar working day makes it hard to pick up the kids from school. Even if the company rule book says that flexitime is allowed, those who work from home are seen as uncommitted to the team. Employees are expec
15、ted to show their faces before 9 am, typically after a long commute on a train so packed that the gropers cannot tell whom they are groping. Staff are also under pressure to stay late, regardless of whether they have work to do: nearly 80% of Japanese men get home after 7 pm, and many attend semi-co
16、mpulsory drinking binges in hostess bars until the small hours. Base salaries are lows salarymen are expected to fill their pay packets by putting in heroic amounts of overtime. Besides finding these hours just a bit inconvenient, working mothers are unlikely to get much help at home from their husb
17、ands. Japanese working mums do four hours of child care and housework each dayeight times as much as their spouses. Thanks to restrictive immigration laws, they cannot hire cheap help. A Japanese working mother cannot sponsor a foreign nanny for a visa, though it is not hard for a nightclub owner to
18、 get “entertainer“ visas for young Filipinas in short skirts. That says something about Japanese lawmakers priorities. And it helps explain why Japanese women struggle to climb the career ladder: only 10% of Japanese managers are female, compared with 46% in America. Japanese firms are careful to re
19、cycle paper but careless about wasting female talent. Some 66% of highly educated Japanese women who quit their jobs say they would not have done so if their employers had allowed flexible working arrangements. The vast majority (77%) of women who take time off work want to return. But only 43% find
20、 a job, compared with 73% in America. Of those who do go back to work, 44% are paid less than they were before they took time off, and 40% have to accept less responsibility or a less prestigious title. Goldman Sachs estimates that if Japan made better use of its educated women, it would add 8. 2m b
21、rains to the workforce and expand the economy by 15%equivalent to about twice the size of the countrys motor industry. 21 Sylvia Ann Hewlett and Laura Sherbin consider the work status of Japanese women （ A） sinister. （ B） stressful. （ C） deplorable. （ D） disorderly. 22 Which of the following stateme
22、nts is probably TRUE of Japanese educated women? （ A） They are more family centered than American women. （ B） They may feel frustrated due to the existing barriers. （ C） More than half of them have jobs that are insignificant. （ D） Most of them cant bear sexism in the Japanese workplace. 23 We can i
23、nfer that all the following hinder Japanese educated women from moving forward EXCEPT （ A） corporate culture. （ B） political system. （ C） male chauvinism. （ D） legal policies. 24 The author gives the example of “entertainer“ visas to show that （ A） how important entertainment is to Japanese. （ B） ho
24、w impractical the Japanese lawmakers are. （ C） how undesirable the living conditions are. （ D） how difficult the Japanese working mothers are. 25 What will the author probably discuss in the paragraphs following the passage? （ A） The ways of treating Japanese working women better. （ B） The reasons w
25、hy Japan is a land of the wasted talent. （ C） The demographic catastrophe Japanese firms face. （ D） The solution to Japanese social problems. 25 In the grand scheme of things Jeremy Bentham and John Stuart Mill are normally thought of as good guys. Between them, they came up with the ethical theory
26、known as utilitarianism. The goal of this theory is encapsulated in Benthams aphorism that “the greatest happiness of the greatest number is the foundation of morals and legislation.“ It all sounds fine and dandy until you start applying it to particular cases. A utilitarian, for example, might appr
27、ove of the occasional torture of suspected terroristsfor the greater happiness of everyone else, you understand. That type of observation has led Daniel Bartels at Columbia University and David Pizarro at Cornell to ask what sort of people actually do have a utilitarian outlook on life. Their answer
28、s, just published in Cognition, are not comfortable. One of the classic techniques used to measure a persons willingness to behave in a utilitarian way is known as trolleyology. The subject of the study is challenged with thought experiments involving a runaway railway trolley or train carriage. All
29、 involve choices, each of which leads to peoples deaths. For example: there are five railway workmen in the path of a runaway carriage. The men will surely be killed unless the subject of the experiment, a bystander in the story, does something. The subject is told he is on a bridge over the tracks.
30、 Next to him is a big, heavy stranger. The subject is informed that his own body would be too light to stop the train, but that if he pushes the stranger onto the tracks, the strangers large body will stop the train and save the five lives. That, unfortunately, would kill the stranger. Dr Bartels an
31、d Dr Pizarro knew from previous research that around 90% of people refuse the utilitarian act of killing one individual to save five. What no one had previously inquired about, though, was the nature of the remaining 10%. To find out, the two researchers gave 208 undergraduates a battery of trolleyo
32、logical tests and measured, on a four-point scale, how utilitarian their responses were. Participants were also asked to respond to a series of statements intended to get a sense of their individual psychologies. These statements included, “I like to see fist fights“, “The best way to handle people
33、is to tell them what they want to hear“, and “When you really think about it, life is not worth the effort of getting up in the morning“. Each was asked to indicate, for each statement, where his views lay on a continuum that had “strongly agree“ at one end and “strongly disagree“ at the other. Thes
34、e statements, and others like them, were designed to measure, respectively, psychopathy, Machiavellianism and a persons sense of how meaningful life is. Dr Bartels and Dr Pizarro then correlated the results from the trolleyology with those from the personality tests. They found a strong link between
35、 utilitarian answers to moral dilemmas (push the fat guy off the bridge) and personalities that were psychopathic. Machiavellian or tended to view life as meaningless. Utilitarians, this suggests, may add to the sum of human happiness, but they are not very happy people themselves. That does not mak
36、e utilitarianism wrong. Crafting legislationone of the main things that Bentham and Mill wanted to improve inevitably involves riding roughshod over someones interests. Utilitarianism provides a plausible framework for deciding who should get trampled. The results obtained by Dr Bartels and Dr Pizar
37、ro do, though, raise questions about the type of people who you want making the laws. Psychopathic, Machiavellian misanthropes? Apparently, yes. 26 What function does the first sentence in the second paragraph serve? （ A） It further explains the theory of utilitarianism. （ B） It forms a contrast to
38、general cases of utilitarianism. （ C） It acts as the connecting link to bring up the theme. （ D） It gives an example to explain utilitarianism in particular cases. 27 Which of the following statements is INCORRECT of the experiment? （ A） The subject entered a hypnotic state. （ B） Similar experiments
39、 had been done before. （ C） It found out something that is unknown to all. （ D） Trolleyology is a technique to analyze utilitarianism. 28 The phrase “riding roughshod over“ in the last paragraph probably means （ A） reflecting upon. （ B） resting upon. （ C） trampling upon. （ D） looking upon. 29 Psycho
40、pathic or Machiavellian people are expected to make the laws probably because （ A） common people are tired of the current policy-makers. （ B） policy-making will be based on utilitarianism. （ C） they are good at making laws and policies. （ D） they are likely to bring up brand-new policies. 30 The bes
41、t title for the passage is （ A） Utilitarianism as Moral Philosophy. （ B） Utilitarians Are Not Nice People. （ C） UtilitarianA Good Man? （ D） Utilitarianism and Morality. 30 There is an immediacy about Charles Dickenss life, just as there is about his novels, a kind of bursting physicality. “If I coul
42、dnt walk fast and far, “ he once said, “I think I should explode and perish.“ He exhilarated and exhausted himself. Both these biographies, timed for the bicentenary of Dickenss birth, bring out the mad energy of the man. Robert Douglas-Fairhurst sets out to counter what he sees as the literary man-
43、of-destiny version of Dickens, to recover the uncertainty, muddle and loose ends. He concentrates therefore on the early unsettled years, up to 1838 when, at 26, Dickens decided to sign himself “Charles Dickens“. Until then he had just been “Boz“, a sketch writer and the hugely popular author of “Th
44、e Pickwick Papers“. But writing was hardly a proper job. Since the age of 15, he had been racing through more plausible alternatives: from legal clerk, to courtroom and parliamentary shorthand reporter, then on to journalism and ambitions in the theatre. Mr. Douglas-Fairhursts early cut-off date ena
45、bles him to slow these years down, to listen for the echoes between the life and the writings and to draw on a broad range of contemporary references. As he shows, the question of alternatives, of the road taken or not taken, fascinated Dickens. “See how near I may have been to another sort of life,
46、 “ he wrote of himself at 20 when he had been on the point of auditioning as an actor. Or, more fearfully, he wrote of his 12-year-old self: “1 might easily have been.a little robber or a little vagabond.“ He came that close, he believed, when his father (the model for Mr. Micawber in “David Copperf
47、ield“) was imprisoned for debt and, as was customary, the family joined himexcept for young Charles who took lodgings and was set to work in a blacking factory. It was the defining trauma of his life. It opened the crack in his imagination through which he saw, a hairs breadth away, a whole world of
48、 other sorts of life: from the man next to him in the library, in his Boz sketch “Shabby-genteel People“, who blacked his clothes to hide the frays, to the terrified criminal in the condemned cell in “A Visit to Newgate“, just feet away from a whistling passer-by. Mr. Douglas-Fairhurst covers much g
49、round, but one of his central ideas is Dickenss pervasive sense of what might have been. He sees it in the false trails and shadow plots (take “Great Expectations“, where Pip imagines himself in one story though is really in another), in his doublings among characters and in his jostling possibilities and competing outcomes (for instance in “A Christmas Carol“). “Becoming Dickens“ is an ingenious, playful and often brilliant analysis as much as it is a narrative. In a s
