1、专业英语八级模拟试卷 835及答案与解析 SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you
2、 fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. 0 Interview Tips for College Students Most of the students are busy looking for a job now, hence, knowing some interview tips is ver
3、y useful. I. Interview tips A.【 T1】 _【 T1】 _ making sure to have【 T2】 _for interview if having a class【 T2】 _ enough travel time ensured in case of【 T3】 _obstacles【 T3】 _ having your interviewers【 T4】 _information on hand【 T4】 _ B. Dressing【 T5】 _【 T5】 _ 【 T6】 _: in pajamas【 T6】 _ interview day: mak
4、ing yourself look【 T7】 _【 T7】 _ C. Bringing a print-out of your resume and cover letter a move for the interviewers to ask【 T8】 _questions【 T8】 _ bringing your【 T9】 _【 T9】 _ II. Some basic things dont walk in with your earphones in and iPod playing dont bring food to the interview dont【 T10】 _【 T10】
5、 _ be polite, professional, and【 T11】 _during the interview【 T11】 _ III. Other things you also need to do having an idea of your【 T12】 _【 T12】 _ be clear about when it is feasible for you to work and state it【 T13】 _to【 T13】 _ your employer 【 T14】 _and contacting in person, sending them a thank-you
6、e-mail【 T14】_ a way to show good etiquette, and a【 T15】 _【 T15】 _ 1 【 T1】 2 【 T2】 3 【 T3】 4 【 T4】 5 【 T5】 6 【 T6】 7 【 T7】 8 【 T8】 9 【 T9】 10 【 T10】 11 【 T11】 12 【 T12】 13 【 T13】 14 【 T14】 15 【 T15】 SECTION B INTERVIEW In this section you will hear ONE interview. The interview will be divided into TW
7、O parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A , B , C and D , and mark the best answer to
8、 each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions. （ A） He is a great leader of womens rights activity. （ B） He was forbidden to go to the local market. （ C） He suffered serious injuries from terrorism. （ D） He used to fight for womens rights actively. （ A） Her own
9、 experience of not going to school. （ B） Her dream to be a social activist. （ C） Her fathers actual action in the same issue. （ D） Her fathers verbal encouragement. （ A） They were supportive in womens rights activity. （ B） They prevented terrorists from slaughtering people. （ C） They were indifferen
10、t to the fight for womens rights. （ D） They could do nothing against terrorists. （ A） It is really difficult for them to go to school. （ B） Some girls are not interested in going to school. （ C） They are ignorant of the importance of schooling. （ D） Many girls are free from child labor and trafficki
11、ng. （ A） It differentiates people by religion. （ B） It advocates the equality of people. （ C） It prioritizes boys over girls. （ D） It is deeply understood by terrorists. （ A） She is ashamed of these people. （ B） She minds the tiny groups view. （ C） She thinks that they aim to undermine Pakistan. （ D
12、） She thinks that they have the freedom of speech. （ A） Her behavior made her lose hope. （ B） Her behavior made her a famous person. （ C） Her behavior was exaggerated by the public voice. （ D） Her behavior was supported by lots of people. （ A） They arrested her more than once. （ B） They issued docum
13、ents threatening her. （ C） They attacked her when she was in Swat. （ D） They deprived her of the right to express her feeling. （ A） She will continue supporting girls education. （ B） She becomes afraid of the terrorist attack. （ C） She was shot dead by the Taliban. （ D） She lived in fear never felt
14、before. （ A） She goes to school by car for safety. （ B） She enjoys being well-known. （ C） She loves to be close to people. （ D） She likes to be recognized in public. SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are several passages followed by fourteen multiple-choice questions. For eac
15、h multiple-choice question, there are four suggested answers marked A , B, C and D. Choose the one that you think is the best answer. 25 Recent headlines havent made it look easy to be over the hill at work. Washington D. C. , power players are turning to plastic surgery to avoid a “use by“ date for
16、 their careers. Silicon Valley firms are hiring high school students as interns. Twitter got hit with a lawsuit alleging age discrimination last week by a former manager. All of these made us wonder: In todays economy, is age discrimination getting better or worse? The answer, as you might expect, i
17、s that its complicated. While numbers point to a downward trend, and there is some evidence of a warming toward older workers, ageism remains a real issue thats among the hardest complaints by workers to prove. Charges of age discrimination to the Equal Employment Opportunity Commission(EEOC)have ac
18、tually declined slightly in recent years. The number of age-related filings went from 22,857 in 2012(23 percent of all claims)to 21,396 in 2013(22.8 percent of the total). Both numbers are down from a high of 24,582 in 2008(or nearly 26 percent of all filings). But those numbers only offer part of t
19、he picture. While charges are down, total monetary awards are up, reaching $97. 9 million for 2013, the highest level since 1997. Some workers may file charges at a state Fair Employment Practice Agency(FEPA), says Ray Peeler, a senior attorney adviser for the EEOC. And of course, many employees don
20、t actually take action after facing age discrimination at work. There are at least two possible explanations for why the number of charges has started to fall. For one, the economy has been on an upswing. “Its a well-established phenomenon that if the economy is going down, the number of job discrim
21、ination claims in various categories goes way up,“ says Garry Mathiason, a senior partner with Littler Mendelson, a global employment law firm. Another potential rationale is that years after the worst of the recessions cutbacks, more older workers are experiencing age discrimination as they try to
22、get hiredrather than on their way out the door. Older employees, says Laurie McCann, senior attorney with the AARP Foundation, are overrepresented among the ranks of the long-term unemployed. While they may suspect age is limiting them from getting interviews or callbacks, its typically not enough f
23、or them to file an actual claim. A 2012 AARP survey found that 77 percent of unemployed respondents aged 45 to 54 said workers face age discrimination in the workplace, based on their experience. Just 58 percent of those employed full-time said the same. Increases in online job applications, McCann
24、says, also create more stumbling blocks for older workers. Candidates who might have left the year they graduated from college off of a paper or e-mailed resume cant do that if a web-based application requires them to complete every field before it can be submitted. As a result of such practices, sa
25、ys Norman Matloff, a computer science professor at University of California, Davis who has studied age discrimination in the tech industry, many older workers “cant even get to first base. They cant get past H. R. “ The tech industry has been under particular scrutiny recently for its youth-oriented
26、 culture. Big Silicon Valley firms have been called out for explicitly requesting “new grads“ in job,descriptionsa no-no in the eyes of the EEOC. Bay Area venture capitalists have a reputation for bias against older founders. And plastic surgeons in San Francisco say theyre getting queries from the
27、under-40 crowd about Botox and baldness. In the tech industry, says Matloff, “its a funny definition of old. Were not talking about 55. Were talking about 35.“ But despite techs reputation for valuing youth, some see a thawing in the attention given to older workers. Kris Stadelman, the director of
28、NOVA, a work force development and training agency in the Bay Area, says shes watched an interesting shift happen over the past year or so. Top-tier tech companies still have a reputation among job seekers and recruiters as wanting younger workers, she says. “ We still hear things like stale degreeu
29、sed as a euphemism for age,“ she says. That said,Stadelman has seen a “warming trend“ toward older workers among more mid-tier firms. Theres more hiring going on, for one. But she also believes the “feeding frenzy“ for young tech whizzes and the high salaries theyve commanded have produced some anec
30、dotal evidence of a trend in reverse. At the more mid-tier companies, she says, “their impression is that theyve created this false marketplace. Now, theyre looking at the relatively less expensive older employees. “ Whether age discrimination is actually rising or falling, one thing is clear: Provi
31、ng these claims is particularly hard. With other types of discrimination, such as race, employees have to show that race was just one of the factors in, say, losing their job. But if the complaint is about age, the standard of proof is higher. Employees, says the EEOCs Peeler, have to show “it was t
32、he reason that tipped the scales. “ 26 It is implied in the second paragraph that_. （ A） age has become a major obstacle for people to get jobs （ B） the existence of ageism doesnt just show from the number of cases （ C） employees dont believe EEOC can help them solve the problems （ D） employees may
33、not know that they are victims of age discrimination 27 Which of the following is implied in the fourth paragraph? （ A） The lack of Internet skills is a setback for older employees. （ B） Paper or e-mailed resumes are no longer in use. （ C） H. R. takes full responsibility on new recruitment. （ D） Exp
34、erience is of no importance in IT firms. 28 Mid-tier firms show more favor toward older employees as they have_. （ A） rich experience （ B） less family burden （ C） lower request of salary （ D） greater enthusiasm 28 Weve long been eager to believe that mastery of a skill is primarily the result of how
35、 much effort one has put in. Extensive practice “ is probably the most reasonable explanation we have today not only for success in any line, but even for genius,“ said the behaviorist John B. Watson almost a century ago. In the 1990s K. Anders Ericsson and a colleague at Florida State University re
36、ported data that seemed to confirm this view: What separates the expert from the amateur, a first-rate musician or chess player from a wannabe, isnt talent: its thousands of hours of work. Its daunting to imagine putting in that kind of commitment, but were comforted nonetheless by the idea that pra
37、ctice is the primary contributor to excellence. Thats true for three reasons: 1. Common sense. It seems obvious that the more time you spend trying to get better at something, the more proficient youll become. Common sense, however, isnt always correct. Researchers have found that only when “ achiev
38、ement“ is defined as rote recall do we discover a strong, linear relationship with time. When the focus is on depth of understanding and sophisticated problem solving, time on task doesnt predict outcome very well at alleither in reading or math. 2. Protestant work ethic. Many people simply dont lik
39、e the idea that someone could succeed without having paid his or her duesor, conversely, that lots of deliberate practice might prove fruitless. Either of these possibilities threatens peoples belief in what social psychologists call a “just world“. 3. Nurture over nature. “Innate? Necessarily so!“
40、is what weve heard for centuries. Given the tawdry history of biological reductionism(生物还原论 ), which usually manages to rationalize current arrangements of power as being due to the natural superiority of privileged groups, is it any wonder we remain leery(猜疑的 )of attributing success to inherited ta
41、lent? Its more egalitarian to declare that geniuses are made, not born. Indeed, that skepticism is bolstered by evidence indicating that students are more likely to embrace learning if they believe their performance results from effort, something under their control, rather than from a fixed level o
42、f intelligence that they either possess or lack. For many of us, then, Anderssons conclusion has been deeply reassuring: Practice hard and youll do well. But along comes a brand-new meta-analysis, a statistical summary of 157 separate comparisons in 88 recent studies, that finds practice actually do
43、esnt play nearly as significant a role as wed like to think. “ The evidence is quite clear that some people do reach an elite level of performance without copious(丰富的 )practice, while other people fail to do so despite copious practice,“ wrote Brooke Macnamara, David Hambrick, and Frederick Oswald i
44、n Psychological Science. In fact, they calculated that, overall, the amount of deliberate practice in which someone engages explains only 12 percent of the variance in the quality of performance, which means 88 percent is explained by other factors. But what other factors? Its common to assume that
45、if practice matters less than we thought, then inborn ability matters moreas if there are only two contributors to excellence and theyre reciprocally related. Thats not necessarily true, however. The question posed by Macnamara and her colleagues was appropriately open-ended: “We have empirical evid
46、ence that deliberate practice, while important, does not largely account for individual differences in performance. The question now is what else matters. “ And there are many possible answers. One is how early in life you were introduced to the activitywhich, as the researchers explain, appears to
47、have effects that go beyond how many years of practice you booked. Others include how open you are to collaborating and learning from others, and how much you enjoy the activity. That last oneintrinsic motivationhas a huge empirical base of support in workplaces, schools, and elsewhere. Weve long kn
48、own that the pleasure one takes from an activity is a powerful predictor of success. For example, one group of researchers tried to sort out the factors that helped third and fourth graders remember what they had been reading. They found that how interested the students were in the passage was thirt
49、y times more important than how “readable“ the passage was. All of these factors overlap(重叠 )and serve as catalysts for one another, which means that even if practice does predict success to some degree, that doesnt mean it caused the success. Maybe the right question to ask is: Why do some people decide to practice a lot
