专业英语八级英语语言学知识(语义学)模拟试卷1(题后含答案及解析)

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专业英语八级模拟试卷872(题后含答案及解析)

专业英语八级模拟试卷872(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITINGPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn 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 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.听力原文：Question and Answer Choice Order Good morning everyone. Today’s lecture is a very important part of a series of lectures on survey designing, so I’d like to spend some time discussing with you the following topic: How to determine the question and answer choice order. There are two broad issues to keep in mind when considering question and answer choice order.(1)One is how the question and answer choice order can encourage people to complete your survey.(2)The other issue is how the order of questions or the order of answer choices could affect the results of your survey. Ideally, the early questions in a survey should be easy and pleasant to answer. These kinds of questions encourage people to continue the survey.(3)In telephone or personal interviews they help build rapport with the interviewer. Grouping together questions on the same topic also makes the questionnaire easier to answer. (4)Whenever possible leave difficult or sensitive questions until near the end of your survey. Any rapport that has been built up will make it more likely for people to answer these questions. If people quit at that point anyway, at least they will have answered most of your questions. Answer choice order can make individual questions easier or more difficult to answer.(5)Whenever there is a logical or natural order to answer choices, use it. Always present agree-disagree choices in that order. Presenting them in disagree-agree order will seem odd.(6)For the same reason, positive to negative and excellent to poor scales should be presented in those orders.(7)When using numeric rating scales higher numbers should mean a more positive or more agreeing answer. Question order can affect the results in two ways.(8)One is that mentioning something, such as an idea, an issue, a brand, in one question can make people think of it while they answer a later question, when they might not have thought of it if it had not been previously mentioned. In some cases you may be able to reduce this problem by randomizing the order of related questions.(9)Separating related questions with unrelated ones can also reduce this problem, though neither technique will eliminate it. (10)The other way question order can affect results is habituation. This problem applies to a series of questions that all have the same answer choices. It means that some people willusually start giving the same answer, without really considering it, after being asked a series of similar questions. People tend to think more when asked the earlier questions in the series and so give more accurate answers to them. If you are using telephone, computer direct or Internet interviewing, good software can help with this problem. Software should allow you to present a series of questions in a random order in each interview. This technique will not eliminate habituation, but will ensure that it applies equally to all questions in a series, not just to particular questions near the end of a series. (11)Another way to reduce this problem is to ask only a short series of similar questions at a particular point in the questionnaire. Then ask one or more different kinds of questions, and then another short series if needed. (12-1)A third way to reduce habituation is to change the “positive” answer. This applies mainly to level-of-agreement questions.(12-2)You can word some statements so that a high level of agreement means satisfaction, for example, “My supervisor gives me positive feedback”, and others so that a high level of agreement means dissatisfaction, for example, “My supervisor usually ignores my suggestions”. This technique forces the respondent to think more about each question. One negative aspect of this technique is that you may have to modify some of the data after the results are entered, because having the higher levels of agreement always means a positive(or negative)answer makes the analysis much easier. However, the few minutes’extra work may be a worthwhile price to pay to get more accurate data. The order in which the answer choices are presented can also affect the answers given. People tend to pick the choices nearest the start of a list when they read the list themselves on paper or a computer screen. People tend to pick the most recent answer when they hear a list of choices read to them. (13)As mentioned previously, sometimes answer choices have a natural order, for example, Yes, followed by No: or Excellent-Good-Fair-Poor. If so, you should use that order. At other times, questions have answers that are obvious to the person that is answering them, for example, “Which brands of car do you own?”. In these cases, the order in which the answer choices are presented is not likely to affect the answers given. However,(14)there are kinds of questions, particularly questions about preference or recall or questions with relatively long answer choices that express an idea or opinion, in which the answer choice order is more likely to affect which choice is picked. If you are using telephone, computer direct, or Web page interviewing, have your software present these kinds of answer choices in a random order. In addition,(15)one thing you should keep in mind, that is, keep the questionnaire as short as possible. We mentioned this principle before, but it is so important and it is worth repeating. More people will complete a shorter questionnaire, regardless of the interviewing method. If a question is not necessary, do not include it. All right. Today we talked about the ways to determine the question and answer choice order. I hope that you will find my lecture useful and you can learn something from it. Thank you!Question and Answer Choice OrderThis lecture is a part of a series of lectures on survey designing. We tend to talk about the ways to determine the question and answer choice order, contributing to a successful questionnaire. I. Two Broad IssuesA. How the order can encourage people to【T1】______the survey.【T1】______B. Howthe order could affect the【T2】______of the survey.【T2】______II. Solutions to the First IssueA. question order—listing the questions from easy to difficult can build 【T3】______【T3】______—grouping together questions on the same topic—leaving difficult or【T4】______questions until near the end【T4】______B. answer choice order—using the【T5】______order【T5】______—presenting agree-disagree choices —positive to negative and【T6】______to poor scales【T6】______—numeric rating scales:【T7】______should mean more agreeing answers【T7】______III. Solutions to the Second IssueA. something【T8】______mentioned【T8】______—solutions: randomize the order of related questions or separating relatedquestions with【T9】______ones【T9】______B.【T10】______【T10】______—solutions:a. use good softwares to list questions in a random orderb. ask a short series of【T11】______at a point【T11】______c. change the “positive” answer by【T12】______some questions 【T12】______C. answer choice order —solutions:a. If answer choices have【T13】______, use that order.【T13】______b. If questions are about【T14】______or recall or with long answer choices,【T14】______use software to list them in a random order.IV. Conclusion—【T15】______: keep the questionnaire as short as possible 【T15】______If a question is not necessary, do not include it.1．【T1】正确答案：complete2．【T2】正确答案：results3．【T3】正确答案：rapport4．【T4】正确答案：sensitive5．【T5】正确答案：logical or natural6．【T6】正确答案：excellent7．【T7】正确答案：higher numbers8．【T8】正确答案：previously9．【T9】正确答案：unrelated10．【T10】正确答案：habituation11．【T11】正确答案：similar questions12．【T12】正确答案：wording13．【T13】正确答案：a natural order14．【T14】正确答案：preference15．【T15】正确答案：principleSECTION B INTERVIEWIn this section you will hear ONE interview. The interview will be divided into TWO 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 each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.听力原文：W: Today’s show is all about this week’s special issue on GrandChallenges in Science Education, including science education for non-scientists. Noah Feinstein, thanks for coming on our show.M: Pleasure.W: Now please share something about your paper on re-imagining science education for non-scientists.M: Well, what science education has tried to do for a long time is to give students a sort of minimal complete set of scientific facts and principles.(1-1)Instead of doing that, we should make the connection between science and real life, or daily life. It is not just a way to teach the same old science content. It’s actually one of the most important skills, so they are able to make those connections on their own when the teacher isn’t there to help them.(1-2)We don’t spend, I would say, nearly enough time teaching kids how to connect science with their daily experience.W: And then there’s the fact that we tend to categorize people as scientists and non-scientists or scientists and “other”. What’s the problem with that?M: Right. Non-scientist is a category that really only makes sense to scientists.(2)The reality is that everybody is a non-scientist. Even scientists are non-scientists most of the time when they’re not at their labs, and there are so many different groups of people who respond to science differently because of the demographic group they belong to, because of their earlier exposure to science, because of their particular personal and cultural values.W: Now you mentioned some alternative pedagogies that may help students to...to better interpret and evaluate the science that they may come across later in life. So tell me about those.M:(3/4-1)So one cool thing which a group of education researchers has done in the past five years is engaging students in science journalism through a project called SciJourn, which employs a professional science journalist as an editor and has students not only investigating scientific topics that they find interesting buy also thinking about how they would have to explain those scientific topics to other people who might have much different interests than them.(4-2)Another one that’s attracting a lot of attention these days is called problem-based learning.W: Problem-based learning?M: Yeah, it starts with a troubling question—a question that’s not neatly defined in scientific terms or in disciplinary terms.(5-1)Students have to work usually in a team to look for new information and develop an answer. That’s the kind of pedagogy which has proven enormously effective in medical schools. I think it has a really wide range of applications that we could take advantage of to help students learn to cross back and forth between the world of their daily experience and the world of science.W:(5-2)And these all have something to do with one of your other priorities, which is cultivating appreciation for science.M:(5-3)Absolutely. One of the things which—and this really gets me—we don’t really make room for students, especially, to develop the sort of deep, weird personal interests in topics that relate to science.This is the end of Part One of the interview. Questions 1 to 5 are based on what you have just heard.1. According to the interviewee, what is the problem of the present science education?2. What does Noah Feinstein say about non-scientists?3. According to the interview, which of the following details about SciJourn is CORRECT?4. How many alternative pedagogies are mentioned in the interview to better interpret the science?5. What benefit can students get from problem-based learning?16．A．Scientific facts and principles are too dull to attract students.B．There is little connection between science and daily life.C．The content of the science teaching is too old.D．Teachers do not provide enough help in students’ learning.正确答案：B17．A．They learn a minimal complete set of scientific facts.B．Everyone in the world is of this group.C．They respond to science differently from the scientists.D．They don’t have their particular personal and cultural values.正确答案：B18．A．The project was launched about five years ago.B．It is a professional scientific journal for students.C．The students can work as editors and journalists.D．It aims to increase people’s interest in science.正确答案：A19．A．Four.B．Three.C．Two.D．One.正确答案：C20．A．Students can generate interest for science.B．Students can develop leadership skills.C．Students can finally get clear answers.D．Students can learn how to find information.正确答案：D听力原文：W:(6-1)And what are some ways in which we can develop and cultivate that kind of interest in young students?M:(6-2)There are so many things that are going on right now in the world of public engagement with science. There are things like makerspaces, which are attracting a lot of attention. A makerspace is not necessarily going to lead you to science, but that kind of deep technical involvementin building things.W: That sounds interesting.M:(7)And there are also an increasing number of technological platforms for kids to learn about science, like Fold It or Galaxy Zoo. These games which scientists have come up with enable people who are not scientists to actually participate in the scientific process. Finding space to get that kind of project into schools is, I think, a high priority, and I think it’s something that would make science education more fun.W:(8-1)So what can scientists do in all of this? Is there a role that they can play in arming non-scientists with the skills that they may need? M:(8-2)Scientists may not know this, but they are actually quite influential in science education, both in schools and out. And there are some more general things that I think that scientists can do, and there are also some more specific ones. W:(9-1)What is the most general thing? M:(9-2)The most general thing is to be willing to question the way that we’ve always done things and to bring the same skepticism to our assumptions about science education. We have to be willing to change the balance and to let go of some of this stuff that we’ve always done in order to come up with the science education that is really going to be useful for future citizens. W: And the more specific one? M: Well,(10)don’t hide how science really works. When scientists write and talk about science, they don’t necessarily talk about how frustrating it can be, how careful you need to be to make sure that everything is as right as it can be, and how likely it is that that’s going to turn out to be wrong next year or not quite the right solution. W: I hope that science education will become more attractive. Noah Feinstein, thank you so much. M: Thanks so much.This is the end of Part Two of the interview. Questions 6 to 10 are based on what you have just heard.6. According to the interview, which of the following statements about makerspace is CORRECT?7. What does the interviewee say about the games like Fold It or Galaxy Zoo?8. How does Noah Feinstein think of scientists’role in supporting the non-scientists?9. Which one is NOT mentioned in the general things the scientists can do?10. What should scientists do to improve science education according to the interviewee?21．A．It is one of the ways to arouse students’ interests in science.B．It fails to achieve its original target as planned.C．It definitely can lead students to the scientific field.D．It involves building things in simple technical field.正确答案：A22．A．Children are fascinated about these scientific games.B．They help people learn about the scientific process.C．They make science classes in schools really fun.D．These scientific games require large spaces.正确答案：B23．A．It’s more fundamental.B．It’s pretty general.C．It’s very specific.D．It’s quite influential.正确答案：D24．A．Question the normal way that we do things.B．Bring doubt to our assumptions about science.C．Change the balance between daily life and science education.D．Give up some stuff we have always done.正确答案：C25．A．To understand their influence on young kids.B．To be careful to make sure everything is right.C．To exchange ideas with common citizens.D．To tell frankly what science actually is.正确答案：DPART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several passages followed by fourteen multiple-choice questions. For each multiple-choice question, there are four suggested answers marked [A] , [B], [C] and [D]. Choose the one that you think is the best answer.(1)At a certain season of our life we are accustomed to consider every spot as the possible site of a house. I have thus surveyed the country on every side within a dozen miles of where I live. In imagination I have bought all the farms in succession, for all were to be bought, and I knew their price. I walked over each farmer’s premises, tasted his wild apples, discoursed on husbandry with him, took his farm at his price, at any price, mortgaging it to him in my mind: even put a higher price on it —took everything but a deed of it—took his word for his deed, for I dearly love to talk—cultivated it, and him too to some extent, I trust, and withdrew when I had enjoyed it long enough, leaving him to carry it on. This experience entitled me to be regarded as a sort of real-estate broker by my friends. Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a sedes, a seat? —better if a country seat. I discovered many a site for a house not likely to be soon improved, which some might have thought too far from the village, but to myeyes the village was too far from it. Well, there I might live, I said: and there I did live, for an hour, a summer and a winter life: saw how I could let the years run off, buffet the winter through, and see the spring come in. The future inhabitants of this region, wherever they may place their houses, may be sure that they have been anticipated. An afternoon sufficed to lay out the land into orchard, wood-lot, and pasture, and to decide what fine oaks or pines should be left to stand before the door, and whence each blasted tree could be seen to the best advantage: and then I let it lie, fallow, perchance, for a man is rich in proportion to the number of things which he can afford to let alone. (2)My imagination carried me so far that I even had die refusal of several farms—the refusal was all 1 wanted—but I never got my fingers burned by actual possession. The nearest that I came to actual possession was when I bought the Hollowell place, and had begun to sort my seeds, and collected materials with which to make a wheelbarrow to carry it on or off with: but before the owner gave me a deed of it, his wife—every man has such a wife—changed her mind and wished to keep it, and he offered me ten dollars to release him. Now, to speak the truth, I had but ten cents in the world, and it surpassed my arithmetic to tell, if I was that man who had ten cents, or who had a farm, or ten dollars, or all together. However, I let him keep the ten dollars and the farm too, for I had carried it far enough: or rather, to be generous, I sold him the farm for just what I gave for it, and, as he was not a rich man, made him a present of ten dollars, and still had my ten cents, and seeds, and materials for a wheelbarrow left. I found thus that I had been a rich man without any damage to my poverty. But I retained the landscape, and I have since annually carried off what it yielded without a wheelbarrow. With respect to landscapes, “I am monarch of all I survey. My right there is none to dispute. “(3)I have frequently seen a poet withdraw, having enjoyed the most valuable part of a farm, while the crusty farmer supposed that he had got a few wild apples only. Why, the owner does not know it for many years when a poet has put his farm in rhyme, the most admirable kind of invisible fence, has fairly impounded it, milked it, skimmed it, and got all the cream, and left the farmer only the skimmed milk. (4)The real attractions of the Hollowell farm, to me, were: its complete retirement, being, about two miles from the village, half a mile from the nearest neighbor, and separated from the highway by a broad field: its bounding on the river, which the owner said protected it by its fogs from frosts in the spring, though that was nothing to me: the gray color and ruinous state of the house and barn, and the dilapidated fences, which put such an interval between me and the last occupant: the hollow and lichen-covered apple trees, nawed by rabbits, showing what kind of neighbors I should have: but above all, the recollection I had of it from my earliest voyages up the river, when the house was concealed behind a dense grove of red maples, through which I heard the house-dog bark. I was in haste to buy it, before the proprietor finished getting out some rocks, cutting down the hollow apple trees, and grubbing up some young birches which had sprung up in the pasture, or, in short, had made any more of his improvements. To enjoy these advantages I was ready to carry it on: like Atlas, to take the world on my shoulders—I never heard what compensation he received for that—and do all those things which had no other motive or excuse but that I might pay for it and be unmolested in my possession of it: for Iknew all the while that it would yield the most abundant crop of the kind I wanted, if I could only afford to let it alone. But it turned out as I have said. (5)All that I could say, then, with respect to farming on a large scale—I have always cultivated a garden—was, that I had had my seeds ready. Many think that seeds improve with age.I have no doubt that time discriminates between the good and the bad: and when at last I shall plant, I shall be less likely to be disappointed. But I would say to my fellows, once for all, as long as possible live free and uncommitted. It makes but little difference whether you are committed to a farm or the county jail. (6)Old Cato, whose “De Re Rustica”is my “Cultivator”, says—and the only translation I have seen makes sheer nonsense of the passage—”When you think of getting a farm turn it thus in your mind, not to buy greedily: nor spare your pains to look at it, and do not think it enough to go round it once. The oftener you go there the more it will please you, if it is good. “ I think I shall not buy greedily, but go round and round it as long as I live, and be buried in it first, that it may please me the more at last.26．It can be inferred from Para. 1 that______.A．the author had bought a farmB．the author enjoyed talking with farmersC．the author was quite adept at bargaining over the price of housesD．the author spent the winter in the countryside正确答案：B27．The author’s attitude indicated in the second paragraph is that______.A．he took the landscape as his true possessionB．he did not want to own the Hollowell farmC．he should be generous to others no matter rich or poorD．he enjoyed surveying the farms正确答案：A28．Which of the following statements contains a metaphor?A．...to my eyes the village was too far from it.(Para. 1)B．...like Atlas, to take the world on my shoulders...(Para.4)C．...I had been a rich man without any damage to my poverty.(Para. 2)D．...has fairly impounded it, milked it, skimmed it...(Para.3)正确答案：D29．According to Para. 5 and Para. 6, what is the author’s attitude towards getting a farm?A．He is not interested in the issue of ownership.B．He believed a farm would become a jail if you are uncommitted to it.C．He wanted to own one farm and yield abundant crop.D．He enjoyed wandering around his farm.正确答案：A30．Which of the following does the author NOT advocate in the passage?A．The harmony between man and nature.B．The charm of country life.C．The importance of buying property.D．The indifference to material wealth.正确答案：C(1)As a child, I loved Charlie Chaplin films. I would put on my father’s shoes and wander about with a trampish gait. Luckily, I never boiled and ate the shoes —I would not see Chaplin do that(in The Gold Rush)for a few years yet. I am from the last generation that found it quite normal to watch silent films on television. There was nothing arcane or archaic about it. It was an everyday part of BBC2 programming.(2)As I grew older, my love of Laurel and Hardy remained, but Chaplin went out of favour. The received wisdom that he was overly sentimental meant that it became unfashionable to like him. Keaton was the one to revere: he was considered a more serious clown, with a stone face of existential angst and boasting a collaboration with Samuel Beckett. (3)’ Why it might be necessary to make a choice between Keaton and Chaplin I have no idea—there is time enough to celebrate both. But I find a surprising number of people who say: “I never really got Chaplin. “ Each time I return to Chaplin, I find it harder to understand how anyone can dismiss him. He wrote, produced, directed, starred in and composed the music for a series of powerful, funny, philosophical and moving films. Even the first cinematic outing of the tramp, Kid Auto Races at Venice, can make me laugh 100 years on, as Chaplin repeatedly gets in the way of the news cameras and racing cars with such brazen cheek. (4)Or there is the ludicrous image of Chaplin becoming a wooden hedgehog as he hurls 11 chairs on his back in Behind the Screen, as fresh as any visual comedy being made now.(5)Though the bread-roll dance from The Gold Rush has been so often imitated that it may seem to have lost some of its wonder, watch the sequence again and you will see how intricate something of seeming simplicity is. Johnny Depp spoke of having to imitate it in Benny and Joon and said it took days to get everything just right. It is so much more than it at first seems. (6)That is what makes Chaplin live on—the depth of thought behind each seemingly simple routine. It is never just falling over with a bang, it is acrobatics with aplomb, it is the grace of the chaos. As his biographer Richard Schickel noted, with Chaplin, all that seems solid melts into something else. (7)For those who ask, “But is Chaplin really still funny?” I can promise you that a new generation of children do laugh at Chaplin attempting a tightrope walk while distracted by monkeys in The Circus. There may be many banana-skin routines, but I am pretty sure Chaplin was the first to attempt the bananaskin on the tightrope. (8)The Rink is my earliest memory of watching Chaplin. Here he is, a waiter, his face showing no servile deference as he works out a bill based on the remnants of food spattered over the diner, the furious and luxuriantly eyebrowed Eric Campbell, before pocketing an unoffered tip. He is lovable, rebellious, coquettish, both worldly and otherworldly. As for the roller-rink routine in that film, I would watch Dancing on Ice if only it were that good. (9)Eric Campbell was also the monstrous street-fighting adversary in Easy Street. Unable to floor him, or even move him with fisticuffs, Chaplin eventually overcomes him by pulling his head into the lamp of a street light and gassing him. Woody Allen declared that Easy Street would be funny in a thousand years from now. The potency of the ridiculousness has made it last nearly a century already. (10)Neil Brand, a fine pianist who frequently accompanies silent film performances, acknowledges that today’s audiences have to overcome the mores and attitudes of a bygone age, but says that once that is done, we can still empathise with Chaplin as he responds to overwhelming forces. (11)City Lights, Chaplin’s most revered film and highest on the American Film Institute’s 100 greatest films list, opens on a scene of accidental rebellion. The grand unveiling of an epic statue is ruined when the drape comes off to reveal the tramp asleep in the arms of the granite god. As the US national anthem plays, the tramp attempts to stand to attention while dangling by the butt of his trousers from the sword of a carved figure. (12)There is set piece after set piece and, though my twentysomething self probably sneered at the innocent love story of tramp and blind girl, the fortysomething me is more romantic and easily moved by this tale of a tramp who will do anything for the love of a woman. It also has the best joke with an elephant in any movie I can think of. (13)As for The Great Dictator, amid the drama, social commentary and vivid portrayal of the rising oppression of the Jewish people in Germany, there are moments of superb broad comedy. Adenoid Hynkel, a petty, preposterous dictator with delusions of monstrous grandeur, is ripe for having his pretensions punctured. (14)The scenes of desperation as he attempts to show that he is a great dictator to rival Napaloni, played with oomph and chutzpah by Jack Oakie, continue to make me laugh. And it contains undoubtedly my favourite choking-on-hot-mustard scene. There are few greater joys than seeing those of high status fall flat on their face. (15)And then there is Limelight. The music hall may be long dead, but Limelight still conveys what it is to be a clown, the desperation and fear of losing your audience, what it is to age and rail against age and loss. (16)If you want to sample his magnificence with a brief scene, just look at the delicacy with which he plays drunk in Limelight, the subtlety with which he conveys an inebriate attempting to find the keyhole in a door. If that doesn’t work for you, then watch him dressed as a chicken in The Gold Rush or with his face manically covered in soup by a malfunctioning machine that is meant to be a sign of a bright new future in Modern Times. (17)There is beauty, humour and humanity to be found here. Chaplin was and is, a cinematic clown genius.31．Which of the following can NOT be inferred from the first 3 paragraphs?。

专业英语八级模拟试卷502(题后含答案及解析)

专业英语八级模拟试卷502(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: 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. 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.听力原文：How to Conquer Public Speaking Fear Good morning. Today I’d like to give you some useful suggestions on how to conquer public speaking fear. Public speaking is a common source of stress for everyone. Many of us would like to avoid this problem entirely, but this is hard to do. The truth about public speaking, however, is it does not have to be stressful! (2) If you correctly understand the hidden causes of public speaking stress, and if you keep just a few key principles in mind, speaking in public will soon become an invigorating and satisfying experience for you. (1) First of all, you must remember that speaking in public is not inherently stressful. Most of us believe parts of life are inherently stressful. In fact, most of us have been taught to believe that life as a whole is very stressful! To deal with any type of stress effectively, you first must understand that life itself, including public speaking, (1) is not inherently stressful. Thousands of human beings have learned to speak in front of groups with little or no stress at all. Many of these people were initially terrified to speak in public. Their knees would shake, their voices would tremble, their thoughts would become jumbled...you know the rest. Yet they learned to eliminate their fear of public speaking completely. You are no more or less human than they are. If they can conquer the fear of public speaking, so can you! It just takes the right guiding principles, (3) the right understanding, and the right plan of action to make this goal a reality. Believe me, it’s not difficult. I’m a good example of someone who conquered the fear of public speaking. And while I didn’t do it overnight, it wasn’t difficult. All it took was approaching the problem in the right way. Now let’s move on to the principles of eliminating stress. First of all, you should bear in mind that you don’t have to be brilliant or perfect to succeed in public speaking. Many of us have observed public speakers and thought to ourselves “ Wow, I could never be that smart, calm, witty, entertaining, polished...or whatever.” Well, I’ve got news for you—you don’t have to be brilliant, witty or perfect to succeed. That is not what public speaking is all about. I know it may look that way, but it’s not. You can be average. You can be below average. You can make mistakes, get tongue-tied, or forgetthe whole segments of your talk. You can even tell no jokes at all and still be successful. It all depends on (4) how you, and your audience define “success”. Believe me, your audience doesn’t expect perfection. I used to think most audiences did, but I was wrong! Before I discovered this, I used to put incredible pressure on myself to deliver a perfect performance. I worked for days to prepare a talk. I stayed up nights worrying about making mistakes. I spent hours and hours rehearsing what I was going to say. And you know what? All this did was to make me even more anxious! The more perfect I tried to be the worse I did! It was all very disheartening, not to mention unnecessary. (5) The essence of public speaking is this: give your audience something of value. That’s all there is to it. If people in your audience walk away with something of value, they will consider you a success. If they walk away feeling better about themselves, feeling better about some job they have to do, they will consider you a success. If they walk away feeling happy or entertained, they will consider their time with you worthwhile. Even if you pass out, get tongue-tied, or say something stupid during your talk... They won’t care! As long as they get something of value, they will be thankful. Then, (6) remember all you need is two or three main points when preparing a speech. When I first began speaking in public during medical school, I was not aware of this simple principle. I wrongly believed that my audience wanted encyclopedic knowledge from me, which of course I did not have. So I tried to research my topic thoroughly and deliver as much worldly wisdom as possible. Boy was that exhausting! It was also boring for my audience to suffer through. Later, when I began giving public seminars on how to cope with stress, I spent hours each week typing a twenty-page script to read from. So I wouldn’t forget any important tidbit. As time went on, I gradually learned that this degree of complexity wasn’t needed. As a result, the length of my discussion notes gradually declined. (7) My twenty-page typed manuscript gave way to a five-page detailed outline. Then, I replaced my outline with ten or fifteen index cards. Eventually, I could conduct a full two-hour seminar with only one 3×5 index card (containing my two or three key points) to support me! Remember, all your audience wants from you is to walk away with one or two key points that will make a difference to them. If you structure your talks to deliver this result, you can avoid lots of complexity that isn’t really needed. This also should make your job as a speaker much easier, and more fun to do! To sum up, we have given you two key principles to always keep in mind.(8) If you get up in front of a group, and find it stressful, it only means you forgot the truth about what public speaking is all about. Go back and review this lecture. (9) Find out what you did wrong or what you didn’t remember. Then go back and speak again, until you did it right. (10) It may take time, but the long-term rewards will be impressive.How to Conquer Public Speaking Fear?I. IntroductionA. Public speaking—a common source of stress for everyoneB. The truth about it—it is not (1)______stressful (1) ______—it is very likely to become an invigorating and satisfying experience if the speaker—correctly understands the (2)______ (2) ______—bears in mind its meaning, key points and reminders relatedII. Causes of stress in a speechA. lack of right guiding principlesB. lack of right (3) ______ (3) ______C. lackof right plan of actionIII. Meaning of a (4) ______speech (4)______A. It doesn’t mean perfection.B. Give your audience something (5)______so that (5)______—they feel better about themselves;—they feel better about some job they have to do; —they feel happy or entertained.IV. Main points for (6)______a speech (6) ______A. Do not deliver too much information to the audienceB. Have (7)______or an index card (7)______V. General remindersA. If you forget the (8) ______about public speaking and feel stressful, (8)______—go back and review this lecture—find out what you did (9)______ (9)______—go back out and speak again.B. Remember that the (10)______will be impressive. (10)______1．正确答案：inherently／by nature解析：讲座的主题是如何克服演讲恐惧，在提到the truth about public speaking 的时候，演讲者提到了两点，并分别论述了这两点。

专业英语八级模拟试卷800(题后含答案及解析)

专业英语八级模拟试卷800(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: 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. 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.听力原文：How to Approach Discursive Writing? Good morning, everyone. Last class we discussed that it is possible to combine a process and product driven approach to writing. Today we will argue how to approach discursive writing. There are six stages which should be paid attention to in the process of writing. Since writing is primarily about organizing information and communicating meaning, generating ideas is clearly going to be a crucial part of the writing process. Getting started, as much for people writing in their own language as for those writing in a foreign language, is one of the most difficult and inhibiting phases of the writing process. Idea generating is a key in facilitating the transition from thought to paper. A brainstorming activity is an effective way of getting ideas flowing. Therefore, let’s come to see the first stage—brainstorming. Brainstorming consists of group discussion. Everyone would discuss an idea, the answer to or reasons for a problem. Fox example, in a lesson I taught previously I asked students to brainstorm the reasons why people take drugs.(1)Brainstorming involves thinking quickly and without inhibition, which can ultimately lead to an interesting piece of writing. I would remain in the background during this phase, only supplying the language support when you need it, so as not to inhibit you in the production of the ideas.(2)Evaluating ideas during brainstorming can be intimidating, and can have a negative effect, limiting the creativity the process is designed to promote. The relevance and practicality of the ideas produced during brainstorming can be assessed more objectively in the next stage, which is encouraging you to extend your ideas into a mind map, or spidergram.(3)It is in this stage that you can judge the quality and usefulness of your ideas. A mind map or spidergram is also an organized display of information, which can be more easily converted into a draft. Such graphics also make the hierarchical relationship of ideas more easily obvious, which will help you with the structure of your texts. OK, now we will review what we did learn in my previous lesson before discussing the third stage. I argued that it is possible to combine a process and product driven approach to writing. The above stepsmentioned here have focused on the varied classroom activities which promote the development of language use. It is these discussion stages, so important in helping you to decide what you want to say, that I believe to be of great importance from the “process driven approach”. It is after these discussion stages, and the organization of ideas in note form, that I tend to introduce a model text. The reading of a model text, so important in a product driven approach to writing, is not so as to subjugate your ideas to your organization, but so as to make you aware that there is a particular way to express your ideas. In this way you are given the form in order to enable you to adapt it to carry your own meaning. Ellis found evidence to suggest that “ focusing learners’attention on forms and the meanings they realize in the context of communicative activities, results in successful language learning. “(4)In the model text, on the one hand, we should focus on coherence, which refers to the logical development of ideas within a text and it is an important subskill for you to be aware of. I can highlight this in various ways, by focusing on the topic and function of each paragraph for example, or by examining how you have chosen to order your arguments. This focus will hopefully show you that if you are to convey your message successfully, you will have to make your text “reader friendly”. On the other hand, we should also pay attention to model text cohesion, which refers to the grammatical and lexical connections between individual clauses. The grammatical links can be classified under three broad types:(5)Referents such as pronouns, the article “the”, demonstratives and so on: Ellipsis which refers to leaving out of words or phrases where they are unnecessary: Conjunction which refers to a word which joins phrases or clauses together. (6)Pronouns, whether subject, object, possessive, relative, or reflexive, are often underused or misused while performing a writing task, resulting in either confusion as to the referent or tedious repetition of a noun. One way of raising awareness of the key function that pronouns play within a text is to circle all the pronouns, then use arrows to connect them to their referents. This shows that pronouns can be found by looking back or forwards in the text. There are many other activities that can be used to focus on cohesion. For example, replacing a sentence which is missing from each paragraph, or replacing the first sentence of each paragraph, matching clauses which have been separated or gapping conjunctions which you must replace from a selection. After raising your awareness of the grammatical and stylistic devices employed in the model text, you should begin to organize your mind maps into a linear format, i.e. , the text structure of the model text.(7)This provides you with an opportunity to further sift and/or logically connect your ideas, to focus them on the precise function of each paragraph, which will help to clarify your writing. We will also have to discuss the overall structure, i. e. , the order in which to relay your information, depending on the impact you wish to have on the reader. All of the above activities work best if carried out in groups as groupings make the tasks livelier and more enjoyable.(8)Moreover, if you can work together, assisting each other, then the atmosphere of the writing class may be less intimidating, and perhaps you will not be afraid of the complexity of writing tasks. The next stage involves you in writing the first draft of your texts with a partner. This pair work will help you see that writing really is co-operative, a relationship betweenwriter and reader.(9)Usually, the writer has to imagine a reader, but co-operative writing provides you with a reader and makes the task more realistic and interactive.(10)OK, let’s talk about the last stage: correction and reading. The first draft could be corrected in a number of ways, depending on your aims. I could code-correct, or simply underline errors, then help you to reformulate your first drafts with the aid of the model text. Once the final drafts are written, you should then exchange your compositions so that you become readers of each other’s work. This gives your texts a communicative purpose, as well as developing an awareness of the fact that you are always producing something to be read by someone else, rather than for the display of writing alone. So, now it’s much easier to approach discursive writing, isn’t it? We know that learning to write coherently, in a way suitable to one’s purpose and one’s audience is clearly a very difficult task. However, writing is a valuable skill, one which is worth all the classroom time and more spent on it. Therefore, I present writing as a stimulating process, and engage you in the act of creating a text, then help you to improve the effectiveness of your writing. I hope these suggestions provide you with enough hints. Thank you for listening.How to Approach Discursive Writing? How to improve the effectiveness of students’ writing? There are six stages which should be paid attention to in the process of discursive writing.I. Brainstorming—features: think fast and with no【B1】______【B1】______—teachers’role: supporters—evaluating ideas: intimidating and having a【B2】______effect【B2】______II. Assessing ideas—assess the【B3】______and usefulness【B3】______—organize graphics —establish a structureIII. Focusing on coherence and cohesion1. coherence—【B4】______of ideas 【B4】______—emphasizing the topic and function —examing the order2. cohesion —grammatical and lexical connections —classification of the grammatical links—【B5】______: pronouns and demonstratives【B5】______—ellipsis—conjunction —example:—results of misusing pronouns: confusion and【B6】______【B6】______IV. Organizing ideas—organize a linear format—emphasize the【B7】______of each paragraph【B7】______—discuss the integral structure—work in groups to avoid the 【B8】______atmosphere【B8】______V. Writing—co-operative writing between writer and reader—advantages: make the task more realistic and【B9】______【B9】______VI.【B10】______and reading【B10】______—reformulate the first draft: code-correction or underlining errors —exchange compositions after writing the final draft1．【B1】正确答案：inhibition2．【B2】正确答案：negative3．【B3】正确答案：quality4．【B4】正确答案：the logical development5．【B5】正确答案：referents6．【B6】正确答案：repetition7．【B7】正确答案：precise function8．【B8】正确答案：intimidating9．【B9】正确答案：interactive10．【B10】正确答案：CorrectionSECTION B INTERVIEWDirections: 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.Now listen to the interview.听力原文：W: Welcome to our program. I’m Donisha Adams. This week, I would like to talk about what science and comedy have in common. Welcome, Adam.M: Thank you.W: Imagine that a physicist and a chemist walk into a bar. Or is it a physicist and a biologist? There’s a reason science and comedy don’t usually mingle—but to biologist and comedian Adam Ruben, the two are related in more ways than one.(1)Ruben uses insights from his Ph.D. training and years working in alab to write Experimental Error, a humor column for Science Careers. He will share interesting things with us. So Adam, what science and comedy have in common?M: Well,(2)I think something that they have in common that people forget is that they’re both serious pursuits. I think a common misperception of comedy is that it’s not something serious, it’s not a real field. And I really wanted to teach a class on standup comedy- the history of standup comedy and its impact on society. And I pitched this class, and I was eventually told by the committee that they would never accept this class because it just wasn’t about a serious topic. And I think it’s a shame to dismiss comedy. It’s as serious as any other form of self-expression or social commentary. But science sort of already gets that, that little benefit of everyone hears science and they assume it’s serious.W: We know that you’re a funny guy, but are you funny in the lab or do you keep your scientist side separate from your comedian side?M: I actually really do kind of keep the two separate, and that’s mainly because I’m paranoid.(3)If you try to be funny in the lab too much, people will use it as the ready excuse for anything that goes wrong in the lab—Oh, well, it’s because he’s focusing too much on trying to be funny. I had an experience in grad school where my advisor found out that I did standup on the side, and all of a sudden it kind of became the reason why my experiments weren’t working. He said, oh, it’s because your mind is not on science, it’s on standup comedy.W; Well, is it harder to be a comedian or a scientist?M: I think you could make an argument both ways. I think you could say that it’s harder to make a living as a comedian.(4)I mean, to make a living as a scientist, it takes a long time to get there, but there is a set path that a lot of people follow. You go to school, you study science. You go to grad school, you study science. You come out, you get a job in science. And by the time you get that job, you’ve been doing lab work for years and years, and so whatever you’re doing in the lab is not too foreign. But so few people make actual careers out of comedy. Right now it’s not something I could fully support myself doing. I find science to be harder than comedy. When you have a problem in the lab, it can take you years to think of the correct solution. You may never find the correct solution.W: You also write a monthly column for Science Careers. Can you tell me a little bit about your current story?M: Sure. So the column is called Experimental Error. It’s a. humor column in Science, which still blows my mind that Science would have a humor column, and that I would be privileged enough to be able to write it. In fact, I think this is kind of my dream. If I went back in time and told myself a few years ago that I’d someday be writing a humor column in Science, I wouldn’t believe it. In fact, I think the way I know that this is my dream is that I know that my nightmare would be opening up Science and finding a humor column written by someone else.(5)It’s a humor column I’ve been writing for almost two years now. And every month I have a new topic, a new column about something pertaining to science careers.W: Throughout this interview, we’ve spoken about your comedic talents. So can we get a parting joke for our listeners?M: When I first started doing standup on campus when I was an undergrad, I thought the best thing in the world that I could possibly do on stage would be to tell math puns. And it went okay, because it was a campus full of other nerds. But then I got in the real world and started telling math puns, you know, on the comedy club at midnight inBaltimore, and people did not like it at all. You know that different types of mouthwash have different amounts of alcohol in them. And I wanted to see how much alcohol was in the mouthwash that I used, so I looked but it didn’t list it on the label. I guess the proof was beyond the text of this scope.W: Well, it was funny because I laughed.M: Well, thank you.W: Thank you so much, Adam.M: Thank you for having me. It was a lot of fun.11．What can we know about the interviewee from the interview?A．He used to be a biologist.B．He studies comedy at school.C．He is a column writer.D．He made mistakes in labs.正确答案：C12．Which of the following statements about the similarity between science and comedy is CORRECT?A．They both have a long history.B．They both have influence on the society.C．They both are subjects of study.D．They both are serious matters.正确答案：D13．According to the interviewee, what is likely to be the consequence of being funny in the lab?A．It will reduce the pressure of the experiment.B．It will distract people from their research.C．It will give people the excuse for mistakes.D．It will add inspiration and creativity to the lab.正确答案：C14．Which of the following best describes the interviewee’s feeling towards being a scientist?A．It takes too many years to finish the training.B．There’s a certain pattern on how to become a scientist.C．Everyday lab work is routine and boring.D．It is harder to make a living.正确答案：B15．What can we learn about Experimental Error from the interview?A．About 24 topics have been dealt with by the interviewee.B．Scientists can understand the humor better by it.C．Math puns are often employed in the column.D．Its opening was due to the interviewee’s suggestion.正确答案：ASECTION C NEWS BROADCASTDirections: 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.听力原文：(6)Norway’s government is refusing to let Apple take aerial photography of the capital city Oslo to create 3D images for its Maps app, reports local media. There are security concerns about access to detailed views of government buildings, says newspaper Aftenposten. Anyone wishing to fly over Oslo to take pictures requires a license from the authorities, which has been declined according to official documents. However, satellite imagery, as used by other map brands, is not protected. Nokia has 3D-imagery of Oslo in its maps but only for parts of the city. Security measures have tightened in Norway since Anders Breivik planted a bomb outside government premises in the capital before carrying out a separate killing spree at a youth camp two years ago.16．What is the news item mainly about?A．Norway government’s security concern about Maps app.B．The advantage of having satellite imagery in Maps app.C．The license required for making Maps app in Norway.D．Comparison of Apple’s Mas app with Nokia’s Maps app.正确答案：A听力原文：(7)Leaders of the European Union in Brussels have agreed to a deal for a Eurozone-wide banking supervisor that is designed to help prevent future catastrophic bank failures that could threaten the monetary union. (7)The agreement sets the stage for development of a legal framework to allow the European Central Bank to give emergency funds to ailing banks directly without going through national governments—bailouts which, in turn, have required bailouts for the nations themselves, as was seen in Greece and Ireland. The move is necessary to “break the vicious circle between banks and sovereigns,”said European Council President Herman Van Rompuy in a press conference early Friday. The leaders set a goal of approving the legislative framework by January 1, with the new supervisory mechanism “operational in the course of 2013,” Van Rompuy said. (8)The group also released a statement on the progress of Greece toward meeting budget cuts required to qualify for the next round of bailout payments, applauding “the determination of the Greek government to deliver on its commitments”and “remarkable efforts by the Greek people”while underlining the need for continued fiscal reform.17．What have the leaders of European Union agreed to do?A．To permit the local government to supervise the banks.B．To make the bankruptcy of the national banks legal.C．To allow European Central Bank give money to banks directly.D．To require the local government to bail out the suffering banks.正确答案：A18．According to the leaders of European Union, Greece governmentA．is qualified to carry out the mechanism first.B．has done well on meeting budget cuts.C．is in conflict with Greek people.D．needs to present an effective reform plan.正确答案：B听力原文：(9)The murder of six worshippers at a Sikh temple in the American midwest has put the spotlight on a violent type of music embraced by racist groups around the United States. Experts say the music, which glorifies the white race and heaps hate on other ethnic groups, is used to attract new members and spur them to violent action. “It’s the chief recruitment tool of the entire movement,”said TJ Leyden, who spent 15 years in the white-power movement but now works to counter its influence. “It’s what hooks the kids.”(9)The racist skinhead movement is just one type of white supremacist group. Others include the Ku Klux Klan, neo-Nazis and academic white supremacists. According to the Anti-Defamation League, there are probably 100,000 active white supremacists in the U.S. , but the number of racist skinheads is hard to count. Skinhead music has its roots in the hardcore punk scene of the late 1970s and early 1980s.(10)It is usually loud and aggressive, and the angry lyrics are often violent and filled with racist messages.(9)Wade Michael Page, the shooter who killed six Sikhs at a temple in the Midwestern U. S. state of Wisconsin, was heavily involved in the racist skinhead music scene. Page led a band called End Apathy, whose lyrics talked about genocide against Jews and other minorities.19．What makes the murder of six people at the temple catch people’s attention?A．The suspect is a member of skinhead music band.B．The case reflects the race conflict in the American Midwest.C．The kids’ response to the violent case is alarming.D．It was related to another case which occurred 15 years ago.正确答案：A20．Which of the following is TRUE about skinhead music?A．It became popular in the late 1970s and early 1980s.B．Both the fans and the musicians are usually skinhead.C．It often carries some kind of racist information.D．It originates from the Midwestern part of the U.S.正确答案：CPART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.This is census year in America, and although we hesitate to pre-empt the results of a mighty exercise that will involve over a million staff and whose calculations will not be complete until late December, we can confidently predict one finding. America’s Hispanic population, which is expected to come in at almost 16% of the total, will have overtaken its black population, likely to be put at around 2. 5 percentage points less, with Asians listing the last, only 2. 9 percent. In 2000, the last time this count was performed, 12. 5% of the population was Hispanic, and 12.9% African-American. Thanks to rapid immigration, legal and illegal, and a large stock of young people with a high birth-rate, America’s Latino population has grown twice as fast over the past decade as either its white or black population: and the gap is going to keep on widening. Half the babies in Texas, for instance, are born to Latina mothers, even though Latinos make up under 40% of that state’s population. And this is not only a phenomenon of the border states. Many new arrivals from Mexico head directly to look for jobs in the big cities of the southeast and northeast: and second- and third-generation Hispanics, perfectly acculturated by America’s melting pot, are now to be found everywhere. This steady advance has large consequences. Most obviously, it is changing the balance of American politics. The decennial census is the basis on which federal money is disbursed and seats in the House of Representatives, and consequently Electoral College votes, are allocated. Once the results of this year’s census are known, up to 18 states will see their congressional tallies altered. The big, mostly white, states of the northeast will be the losers. The Hispanic-rich border region will gain. America’s Hispanics, unlike its blacks, have traditionally failed to punch at their true weight. In the current House of Representatives in Washington D. C. , there are only 26 Hispanics, about 6% of the total: there are 41 African-Americans, much closer to their share of the population. Hispanic senators have been few and far between, as have Hispanic governors. One reason is that Hispanics have at least until recently been poorly organized. But this is changing. The Hispanic voter-turnout rate increases at every election. It hit 50% in 2008, up from 47% in 2004, though that is still a lot less than the 66% recorded by non-Hispanic whites or the 65% by blacks. In a fair number of keenly contested states, the Hispanic population in effect holds the balance of power: and as long as they continue to vote solidly Democratic(as they did in 2008, by a whopping 67—31% margin), that is great news for the blue party. The big Hispanic vote for Barack Obama in Florida turned that vital state from Republican to Democratic: the Hispanic vote also provedcrucial in Colorado, New Mexico and Nevada. It is not impossible to imagine that, in time, Texas’huge Hispanic population could turn America’s second-largest state Democratic. If the Republicans want to avoid that fearful fate, they need to reconnect with Hispanic voters, and fast. In principle it ought not to be too hard. Culturally conservative, strongly religious, family-oriented and with a long and distinguished tradition of service in America’s armed forces, Hispanics are natural Republicans. But they are also, on the average, poorer than whites, and they are rightly incensed at anything that smacks of xenophobia. George W. Bush managed to appeal pretty well to Hispanics, scoring an estimated 44% of the Hispanic vote in 2004. But from 2005 onwards, a hysterical Republican reaction to the prospect of immigration reform(which aimed, among other things, to regularize the position of the 12 m or so illegal immigrants living, for the most part peacefully and industriously, within America’s borders)undid all that. As well as the census, this year will see another attempt to tackle the immigration dossier. It would be overcynical to see this as a Democratic ploy to lure the Republicans into alienating a vital group of voters all over again. But there is great peril for a party that is in the process of confining itself to white voters and Southern states. If Republicans could this year once again embrace the opportunity that America’s Hispanics and its proximity to Mexico represents, they could do themselves a power of good.21．What can be inferred from the first paragraph?A．The census is revolving around the Hispanic and black population.B．The black make up 13. 5 percent of America’s population.C．Since last census, Hispanic population has risen by 12. 5% .D．The Hispanic population is increasing while the black is not.正确答案：B解析：推理判断题。

专业英语八级模拟试卷120(题后含答案及解析)

专业英语八级模拟试卷120(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: 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. 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.听力原文：What is an American? “I can’t make you out,” Henry James has Mrs. Tristram say to the American, “Whether you are very simple or very deep. “This is a dilemma which has often confronted Europeans. Usually they conclude that Americans are childish. But one can not accurately call one society mature, another immature. Each has its own logic. What is it then that makes Americans recognized wherever they go? It is not, we hope, the noisy, boasting, critical, money scattering impression made by one class of tourists. The only thing to be said in their defense is that, released from the social restrains which would make them act very differently at home, they are bent on making most of this freedom. Americans carry with them an appearance which is more a result of attitude than of clothing. This attitude combines a lack of class consciousness, a somewhat jaunty optimism and an inquistiveness which in combination look to the European like naive. Also a liking for facts and figures, an alertness, more muscular and ocular than intellectual, and above all a desire to be friendly. To boil it down to the briefest summary, American characteristics are the product of response to an unusually competitive situation combined with unusual opportunities. Americans are a peculiar people. They work like mad, then give away much of what they cam. They play until they are exhausted, and call this a vacation. They love to think of themselves as tough-minded business men, yet they are pushovers for any hard luck story. They have the biggest of nearly everything, but they like to think of themselves as little people, average men. and they would like to cut every-thing down to their own size.When they meet, they are always telling each other, “Take it easy. “then they rush off like crazy in opposite directions. They play games as if they were fighting a war and our living standards are improving, we may eat out and taste all kinds of delicious foods we like at anytime, but it is considered good manners not to waste food. It is a good idea to bring the unfinished food home with doggie bags. fight wars as if playing a game. They love children, animals gadgets, mother, work, excitement, noise, nature, television shows, comedy, installment buying, fast motion, spectator sports, the underdog, the flag,Christmas ,jazz, shapely women and muscular men, classical recordings, crowds, comics, cigarettes, warm houses in winter and cool ones in summer, thick beefsteaks, coffee, icecream, informal dress, plenty of running water, do-it-yourself, and a working week trimmed to forty hours or less. They crowd their highways with cars while complaining about the traffic, flock to movies and television while gripping about the quality and the commercials, go to church but don’t care much for sermons, and drink too much in the hope of relaxing-only to find themselves stimulated to even bigger dreams. There is, of course, no typical American. But if you added them all together and then divided by 226,000,000 the: would look something like what this chapter has tried to portray.What Is An American? “I can’t make you out, “Herry James has Mrs. Tristram say to the American,”whether you are very simple or very deep. “This is a 【1】______ 【1】______which has confronted Europeans.What is it then that makes Americans【2】______ wherever they go? 【2】______We hope it is not the unpleasant impression made by some tourists.Americans carry an appearauce which is more a result of attitude thanof clothing. This attitude combines a lack of class【3】______ , an optimism 【3】______and an inquisitiveness. Also a liking for facts and figures, an【4】______ 【4】______and above all a desire to be friendly.Americans are a【5】______ people. They work like mad then give away 【5】______what they earn. They play until they are exhausted, and call this a【6】【6】____________They like to think of themselves as average men. They tell each other “Take it easy”, while always rushing off like crazy.They crowd their highways with cars while complaining about the traffic, 【7】______【7】______ to movies while【8】______ about the quality, go to church but 【8】______don’t care much for【9】______, amt drink too much, only stimulated to 【9】______bigger dreams.There is, of course, no【10】______ American. But if you added them【10】______all together and then divided by its total number they would look like whatthis chapter portrays.1．【1】正确答案：dilemma2．【2】正确答案：recognized3．【3】正确答案：consciousness4．【4】正确答案：alertness5．【5】正确答案：peculiar6．【6】正确答案：vacation7．【7】正确答案：flock8．【8】正确答案：gripping9．【9】正确答案：sermons10．【10】正确答案：typicalSECTION B INTERVIEWDirections: 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.Now listen to the interview.听力原文：British man: What is there about this English language of ours that makes it possible for the two of us --having grown up,perhaps,4,000 miles apart--to be able to communicate so easily?American man: Well, we might begin by recognizing that language consists of sounds, words, inflections, and the arrangement of words into phrases and sentences.B: Let’s begin with one of these: the inflectional forms--for example, the noun plurals and verb tenses. Surely, in this aspect, British and American English have not diverged very much, have they?A: No, not at all. Thousands of nouns form their plurals in the regular fashion in the manner of “cat”-- “cats”; ”dog”--” dogs”“church”--”churches”. And this is the same on both sides of the Atlantic. Would you say the same thing for the verbs?B: Yes, I think I would. Here again the regular forms are so overwhelming in number, aren’t they? For most of the verbs, our two forms of language are pretty well identical.A: Well, that depends onwhat you mean by identity. I can think, for example, of instances where our spellings are alike but the pronunciation is different. For example, the past of the verb “eat.”B. Yes, the past tense is spelled in both forms of English “a--t--e”. But I pronounce this as [εt] to rhyme with “get”as do most of us in Britain, and I think that we would tend to regard the American pronunciation as a relatively uneducated one. Isn’t it true that most educated people in the U. S. would rhyme “ate”with”late”regard the British pronunciation as a bit odd?A: More than a bit odd. I would say. Actually to us, [εt] seems countrified, even uneducated. We could supply other examples here, but I think we should go on to the order of words in phrases and sentences. After all, it is through word order, rather than inflectional forms, that so much of our grammatical meaning is conveyed.B: Yes, and I suppose this is one of the reasons why we have so little difficulty in understanding each other. It’s hard to think of any place that you and I would have arranged the principal sentence elements in a different way.A: You are right, of course. For example, the entire English speaking world puts the subject before the verb and the object after it in making a sentence.B: None of these grammatical differences add up to very much, do they? Let’s talk briefly now about pronunciation. Take the difference that is probably best known: the sounding or not sounding of [[r] after vowels in words like “bird” and “hurt”. It’s not just a matter of saying that Americans sound the [r]s and the Britishers don’t. After all, as you know, in Scotland, Lancashire, Ireland, and the whole of the western counties of England really, the [r]s are pronounced more or less as they are with you.A: Yes, and in the States, on the other hand, you will find a rather large area in New England, almost all of the area around New York City, and various parts of the coastal south, where the Americans don’t sound the [r]s. And it’s equally difficult to generalize about the differences in pronunciation of words like “dance”, which I pronounce with the vowel in cap [∧] and you pronounce with the vowel in “father”;[ a: ]. In the United States we vary a good deal; for example, eastern New England has the [a] type of pronunciation.B: As you know, we don’t have [a:] at all widely either. It occurs among educated speakers and in the South and in London, but in the northern counties of England people have a pronunciation similar to yours. So I think we should insist on people not exaggerating the differences between British and American English.11．______ in British and American English have diverged very much according to tike speakers.A．Regular noun plural formsB．Irregular noun plural formsC．Verb tensesD．None of the above items正确答案：D解析：根据谈话内容可知：规则变化、不规则变化的名词复数形式及动词的时态变化在美式英语和英式英语中均无多大差别。

专业英语八级模拟试卷334(题后含答案及解析)

专业英语八级模拟试卷334(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: 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. 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.听力原文：How Interpreters Work Good morning. Today I’d like to give you a brief introduction to an interpreter’s work. Generally speaking, an interpreter has to fulfill three stages during his work: the understanding of the speaker’s original message, the memorization of a speech and the re-expression of the same content in another language, with the help of some notes the interpreter writes down upon hearing the original message. The first stage is the understanding. The understanding we refer to here is not of words but of ideas, since an interpreter has to convey concepts. But what happens if an interpreter doesn’t know one word or an expression that he or she hears in a speech? First of all we can underline that an interpreter can understand a speaker’s meaning without actually understanding every single word and expression used. There are other occasions, however, where a word is too important to be left out. ff the interpreter does not know a key word, there can be problems. But after hearing the whole speech, he or she should be able to deduce the meaning of it from the context, given the numbers of clues they have. Moreover, interpreters cannot be expected to be encyclopaedic dictionaries, and they must accept that there are times when they do not know a word or an idiomatic expression. In a situation of direct contact with the delegates, the interpreter must admit his or her ignorance and, if necessary, clarify the question with the delegates. On the other hand, the interpreter does not have the right to guess at meanings in order to hide a normally possible, even if embarrassing, situation. Furthermore, in order to understand meaning without knowing all the lexical items, and to be able to deduce from context, interpreters must in any case have a thorough knowledge of their working languages in order to understand the ideas of a speech, an interpreter needs to get familiar with different kinds of texts. They can present logical arguments showing both points of view on a question before arriving at a synthetic conclusion,they can be a sequence of logical deductions leading to an obvious conclusion according to the speaker’s point of view, and they may simply be descriptive, focusing on an event, a scene or a situation. What follows is the identification of the main ideas. In order to understanda message, an interpreter has to identify the main ideas and give them their proper relevance in the interpretation. And, owing to the intrinsic difficulty of a speech or to the speaker’s speed, he or she might be forced to omit one or more elements of the original. It is clear that if the interpreter doesn’t translate some details, the interpretation will not be perfect but still adequate, whereas, if he or she misses out significant points of the discourse, the result will be a seriously flawed performance. Indeed, interpreters should be capable of providing a summary of a speech, since delegates often don’t want a detailed interpretation but only an exhaustive and precise summary of what has been said. What’s going on next in understanding phase is the analysis of links of the main ideas. A speech is not only a sequence of ideas, but also a series of ideas related to one another in a particular way. Ideas may be linked by logical consequences, logical causes, put together without cause-effect relations, and may also be expressed by a series of opposing concepts. The second stage of interpreting is the memorization of a speech. The objective is to create a telegraphic version of the discourse, and to link its different parts through its semantic-logical connections. We have different means to remember a speech. One possibility is that of internally visualizing the content of a speech and creating images in one’s mind. Specifically speaking, an interpreter needs to concentrate on ideas, not on single words,connect the main ideas to a series of numbers, and then concentrate on the links among the main ideas so as to reproduce the structure of the speech as a kind of skeleton. The third stage of interpreting is re-expression. After understanding, analyzing and memorizing, interpreters have to re-express the speech they have just heard. It must be clear that they are not required to give an academically perfect translation. Their role is to make sure the speaker is understood by the audience so real interpreters have to continue to work on their working languages, including their mother tongue, with the aim of keeping them rich, lively, effective and up-to-date. Therefore, they must be informed about the latest national or international events with the purpose of learning new terminology and also of grabbing the spirit of the era we’re living in. To this end, it is possible to suggest the following advice: First, constantly enrich one’s general vocabulary and style, through regular reading of a broad range of well-written publications in all working languages; Second, follow the press in one’s native language too, which is of particular importance for interpreters living abroad; Third,watch television, see movies, go to the theatre and listen to songs in their original language. To sum up, it’s tree that an interpreter’s work involves only three basic processes, i.e., understanding, memorization and re-expression. ‘Interpreting is a profession that is all about communication. In order to communicate well, interpreters have to “make their own speech”based on the speeches they interpret, and their speech must be faithful to the original and as accurate as possible in the above three processes.They should take advantage of all the possible resources available in their working languages in order to reach an effective, clear and elegant level of performance.How Interpreters Work? Ⅰ. Understanding A. About words and expressions —【1】______ words may be left out: 【1】______ —If not knowing a key word or expression,a)admit or clarify the question if necessary, with thedelegates.b)deduce from 【2】______ 【2】______ B. About ideas/concepts —【3】______ of different kinds of texts that 【3】______a)present logical argumentsb)present a sequence of 【4】______ 【4】______c)are descriptive, focusing on an event, a scene or a situation —identification of the main ideas —analysis of ideas linked by 【5】______ 【5】______ Ⅱ. Memorization of a speech A. Objective —to create a telegraphic version of the discourse —to link its different parts through its semantic-logical connections B. Means of memorization —concentrating on the ideas —connecting main ideas to a series of 【6】______ 【6】______ —focusing on the links among the main ideas Ⅲ. 【7】______ of the content in another language 【7】______ A. Goal: make sure the audience understand the speech. B. Suggestions: —enriching one’s general vocabulary and style —following the press in one’s native language —watching TV, see movies, etc. in the 【8】______ language 【8】______ Ⅳ. Conclusion A. Interpreting is a profession that is all about communication: —”make their own speech”【9】______ the speeches they interpret 【9】______ —be faithful to the original speech —as accurate as possible B. Interpreters should take advantage of all the possible 【10】______ available in their working languages. 【10】______1．【1】正确答案：Unimportant/Less important解析：讲座介绍口译工作的第一步理解阶段时，提到“a word is too important to be left out”，由此可推断，可以忽略的应是不重要的词语，故答案为Unimportant 或Less important。

专业英语八级(其他类英译汉)模拟试卷1(题后含答案及解析)

专业英语八级（其他类英译汉）模拟试卷1(题后含答案及解析)题型有：1.08 billion-worth of goods to North Korea last year, 35% more than in 2004 and 122% more than in 1995, according to Chinese statistics. More than half of all trade in 2005 was handled by Dandong. Less promisingly for North Korea, exports to China fell by 14.8% to $499 million.正确答案：友谊与贸易中国与朝鲜之间的重要交通线——一座横跨鸭绿江的狭窄的公路、铁路两用桥——并不表示江对岸有多少生意可做。

在这条全长不到1公里(约半英里)的单车道上，仅稀稀拉拉地行驶着几辆卡车。

几个小时里都没有一列火车通过。

朝鲜几年前曾希望在它们那头建成一个繁忙的投资区，但它们现在拥有的只是一座满是停产工厂的破旧城市。

到了晚上，这里到处都是漆黑一片，只有零星的几点灯光。

但是现在鸭绿江两岸的贸易却有了起色。

驶过这座友谊桥(1943年由日本人建造，朝鲜战争中被美军炸毁)的中国卡车满载的不再仅仅是生活必需品。

中国统计数字表明，去年中国向朝鲜出口额达到10．8亿美元，较2004年增长35％，比1995年增长122％。

2005年全年超过一半的贸易是在丹东完成的。

朝鲜的情况则不太妙，对中国的出口额减少了14．8％，仅为4．99亿美元。

解析：这篇文章节选自《经济学人》(The Economist)杂志，语言生动简练，描述了中朝边境的贸易状况及两国贸易再现生机。

1． a narrow road-and-rail bridge across the Yalu river：一座横跨鸭绿江的狭窄的公路、铁路两用桥。

专业英语八级模拟试卷883(题后含答案及解析)

专业英语八级模拟试卷883(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITINGPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn 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 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.听力原文：How Interpreters Work Good morning. Today I’d like to give you a brief introduction to an interpreter’s work. Generally speaking, an interpreter has to fulfill three stages during his work: the understanding of the speaker’s original message, the memorization of a speech and the re-expression of the same content in another language, with the help of some notes the interpreter writes down upon hearing the original message. The first stage is the understanding. The understanding we refer to here is not of words but of ideas, since an interpreter has to convey concepts. But what happens if an interpreter doesn’t know one word or an expression that he or she hears in a speech? First of all we can underline that an interpreter can understand a speaker’s meaning without actually understanding every single word and expression used. There are other occasions, however, where word is too important to be left out. If the interpreter does not know a key word, there can be problems. But after hearing the whole speech, he or she should be able to deduce the meaning of it from the context, given the numbers of clues they have. Moreover, interpreters cannot be expected to be encyclopedic dictionaries, and they must accept that there are times when they do not know a word or an idiomatic expression. In a situation of direct contact with the delegates, the interpreter must admit his or her ignorance and, if necessary, clarify the question with the delegates. On the other hand, the interpreter does not have the right to guess at meanings in order to hide a normally possible, even if embarrassing, situation. Furthermore, in order to understand meaning without knowing all the lexical items, and to be able to deduce from context, interpreters must in any case have a thorough knowledge of their working languages. In order to understand the ideas of a speech, an interpreter needs to get familiar with different kinds of texts. They can present logical arguments showing both points of view on a question before arriving at a synthetic conclusion, they can be a sequence of logical deductions leading to an obvious conclusion according to the speaker’s point of view, and they may simply be descriptive, focusing on an event, a scene or a situation. What follows is the identification of the main ideas. In order to understand a message, an interpreter has to identify the main ideas and give them theirproper relevance in the interpretation. And, owing to the intrinsic difficulty of a speech or to the speaker’s speed, he or she might be forced to omit one or more elements of the original. It is clear that if the interpreter doesn’t translate some details, the interpretation will not be perfect but still adequate, whereas, if he or she misses out significant points of the discourse, the result will be a seriously flawed performance. Indeed, interpreters should be capable of providing a summary of a speech, since delegates often don’t want a detailed interpretation but only an exhaustive and precise summary of what has been said. What’s going on next in understanding phase is the analysis of links of the main ideas. A speech is not only a sequence of ideas, but also a series of ideas related to one another in a particular way. Ideas may be linked by logical consequences, logical causes, put together without cause-effect relations, and may also be expressed by a series of opposing concepts. The second stage of interpreting is the memorization of a speech. The objective is to create a telegraphic version of the discourse, and to link its different parts through its semantic-logical connections. We have different means to remember a speech. One possibility is that of internally visualizing the content of a speech and creating images in one’s mind. Specifically speaking, an interpreter needs to concentrate on ideas, not on single words, connect the main ideas to a series of numbers, and then concentrate on the links among the main ideas so as to reproduce the structure of the speech as a kind of skeleton. The third stage of interpreting is re-expression. After understanding, analyzing and memorizing, interpreters have to re-express the speech they have just heard. It must be clear that they are not required to give an academically perfect translation. Their role is to make sure the speaker is understood by the audience so real interpreters have to continue to work on their working languages, including their mother tongue, with the aim of keeping them rich, lively, effective and up-to-date. Therefore, they must be informed about the latest national or international events with the purpose of learning new terminology and also of grabbing the spirit of the era we’re living in. To this end, it is possible to suggest the following advice: First, constantly enrich one’s general vocabulary and style, through regular reading of a broad range of well-written publications in all working languages: Second, follow the press in one’s native language too, which is of particular importance for interpreters living abroad: Third, watch television, see movies, go to the theatre and listen to songs in their original language. To sum up, it’s true that an interpreter’s work involves only three basic processes, i.e., understanding, memorization and re-expression. Interpreting is a profession that is all about communication. In order to communicate well, interpreters have to “make their own speech” based on the speeches they interpret, and their speech must be faithful to the original and as accurate as possible in the above three processes. They should take advantage of all the possible resources available in their working languages in order to reach an effective, clear and elegant level of performance.How Interpreters Work?I. UnderstandingA. About words and expressions—【T1】______words may be left out: 【T1】______—If not knowing a key word or expression, —If not knowing a key word or expression,a)admit or 【T2】______ if necessary, with the delegates. 【T2】______b)deduce from 【T3】______. 【T3】______B. About ideas/concepts—【T4】______ of different kinds of texts that 【T4】______a)present logical argumentsb)present a sequence of 【T5】______ 【T5】______c)are descriptive, focusing on an event, a scene or a situation—identification of 【T6】______ 【T6】______—analysis of ideas linked by 【T7】______ 【T7】______II. Memorization of a speech A. Objective—to create 【T8】______of the discourse 【T8】______—to link its different parts through its semantic-logical connections B. Means of memorization —concentrating on the ideas—connecting main ideas to a series of 【T9】______ 【T9】______—focusing on the links among the main ideas III. 【T10】______of the content in another language 【T10】______A. Goal: make sure the audience understand the speech.B. Suggestions:—enriching one’s general 【T11】______【T11】______—following the press in one’s native language —watching TV, see movies, etc. in the 【T12】______language 【T12】______IV. ConclusionA. Interpreting is a profession that is all about communication:—”make their own speech”【T13】______the speeches they interpret 【T13】______—be faithful to 【T14】______ 【T14】______—as accurate as possibleB. Interpreters should take advantage ofall the possible 【T15】______ available in their working languages. 【T15】______1．【T1】正确答案：Unimportant／／Less important解析：讲座介绍口译工作的第一步理解阶段时，提到在有些情况下，一个单词也是至关重要的，不可遗漏(a word is too important to be left out)，由此可推断，可以忽略的应是不重要的词语，故答案为Unimportant或Less important。

专业八级模拟题.docx

专业八级・1024(总分105,考试时间90分钟)PART I LISTENING COMPREHENSIONSECTION AIn this section you will 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 on ANSWER SHEET ONE after the mini-lecture. Use the blank sheet for note taking. Now listen to the mini-lecture ・Writing Experimental ReportsL Content of an experimental report, e. g ・一 study subject/area—study purpose -- (1)一 providing details—regarding readers as (2)III. Structure of an experimental report—feature ： highly structured and (3)一 sections and their content: INTRODUCTION (4) : why you did itMETHOD how you did itRESULTS what you found out (5) what you think it showsIV. Sense of readership一 (6) : reader is the marker (7) : reader is an idealized, hypothetical, intelligentperson with little knowledge of your study —tasks to ftilfillin an experimental report:—introduction to relevant area—necessary background information—development of clear arguments—definition of technical terms一 precise description of data (8)V. Demands and expectations in report writing一 early stage:understanding of study subject/area and its implications一 basic grasp of the report's format——later stage:一 (9) on research significanee一 things to avoid in writing INTRODUCTION:—inadequate material一 (10) of research justification for the study1.该题您未冋答:X 该问题分侑：1答案:study result/findings ［听力原文］1-10Writing experimental reportsGood morning, everyone. Today well discuss some preliminaries concerning how to write(1) ______ ⑵ _____ (3) _____ ⑷ ______ (5) _____ (6) ______ ⑺ ______ (8) _____ (9) _____ (10) _____experimental reports. When you first signed up for a course in university like a psychology course, chances are that you didn't really expect what was coming in your study, particularly the course emphasis on methodology and statistics. For a few of you, this may have come as a pleasant surprise, provided that yoifvc already known something about the course・ For most, however, I dare say it will undoubtedly have been a shock to the system. No doubt in other parts of your course study T you will read books and journals examining critically models in theories, assumptions and hypothesis put toward by scholars and specialists. My task today is to help you understand some of the important features of the experimental reports, because you will have to write up some kind of report of this nature if your course gives prominence to practical work, especially experimenting・(1) Then what is an experimental report? All report is, really, is the place in which you tell the story of your study, like what you did, why you did it, what you found out in the process and so on. In doing this, you are more like an ancient story teller, whose stories were structured in accordanee with widely recognized and long established conventions than the modem novelist who is free to dictate form as well as content. Moreover, like the story teller of old, although you will inevitably be telling your story to someone who knows quite a bit about it already, you are expected to present it as if it had never been heard before. (2)This means that you'll need to spell out the details and assume little knowledge of the area on the part of your audience・Then perhaps you may ask what is the nature of the conventions governing the report. A clue I think can be found in its basic structure. (3)A highly structured and disciplined report is written in sections, and the sections by and large follow an established sequence. What it means is that, in the telling your story is to be cut up into chunks・ Different parts of the story are to appear in different places in the report. (4)What you did and why you did it appear in the section called introduction. How you did it is in the method section, and what you found out is in the result section. And finally, (5)vvhat you think it shows appears in the discussion part. As you can say, the report therefore is a formal document composed of series of sections in which specific information is expected to appear. We will discuss the precise conventions governing each section as wc go along, for example, what arc the subsections in the method.But today, I will introduce to you certain general rules straight away. The first of this concerns: the person to whom you should address your reports whom I should call your reader・(6)A very common mistake, especially early on, is to assume that your reader is the person who will be marking the report.(7) In reality, however, the marker will be assessing your report on behalf of someone else, an idealized, hypothetical person who is intelligent but unknowledgeable about your study and the area in which you took place・ Your marker will, therefore, be checking to see that you have written your report with this sort of reader in mind, (8)so you need to make sure that you have, 1) introduced the reader to the area relevant to your study; 2) provided the reader with the background necessary to understand what you did and why you did it; 3) spelt out and developed your arguments clearly; 4) defined technical terms and 5) provided precise details of the way which you went about collecting and analyzing the data that you obtained .In short, you should write for someone who knows little about your area of study, taking little for granted about your reader's knowledge of your area of study ・ So when in doubt, spell it out.This is my advice to you, If you find this difficult to do, then the useful approach is to write the report as if it will be read by someone you know, who is intelligent but unknowledgeable about your subject, a friend of yours say. Write it as if this pers on were going to have to read and un dersta nd it. Indeed, it is a good idea, if you can, to give just such a person to read your report before hand it in. The dema nds and expectatio ns placed upon you, will of course, vary with your experience of report writing. Early on in your study, as the author of the experimental reports, less will be expected of you than latter. At this early stage, you will be expected mainly to show that you understand what you did in your report and its implications, together with evidence that you have, at least a basic grasp of the demands of the report's format. (9)Later on, however, you will be expected to pay more attention tothis research significance of what you did. The "why you did it" part will become more important because in being responsible for the choice of the topic and design, you will be expected to be able to justify this choice• So you must be able to tell us why it is that gave the options available to you, you decided to conduct your particular study. You will need, therefore, to develop the habit of thinking about how the ideas that you are entertaining for your experiment or study will look in the report, pay particular attention to how they will fit into the part of introduction.Specific dangers that you must watch out for here are, (lO)first, a lack of adequate material to put in the section, and second, the undertaking of a project that lacks any research justification because it is based on the assumptions that are contradicted by existing findings in the area ・ Thin king clearly in advance will help you to avoid making these mistakes.Ok, today, we've had a brief look at the format of an experimental report, what each section is about and some of the basic issues like reader awareness, so on and so forth. Next time，we will discuss how to write up the introductio n sect io n.2.该问题分值:1 答案:unknovvledgeable audiences3.该题您未冋答:x该问题分值:1答案:disciplined4.该题您未冋答:x该问题分值：1答案:what you did5.该题您未回答:x该问题分值:I答案:DISCUSSION该题您未冋答:X6.该题您未冋答:x 该问题分fft: 1答案:a common mistake7.该题您来冋答:x 该问题分值：1答案:in reality8.该题您未冋答:x 该问题分们I: 1答案:collecting and analyzing9.该题您未冋答:x 该问题分值：1答案:focus/cmphasis10.该题您未冋答:x 该问题分值：1答案:lackSECTION B11.Which of the following factors is NOT mentioned by Edward in choosing the location1' of a house? A・Way of life one enjoys leading.B.Proximity to the work place.C.Convenienee of other family members.D.Distance from relatives and friends.A B C D该题您未冋答:x 该问题分值：1答案:D[听力原文]1-5W: Today I'd like to welcome Edward Fox, a seasoned real-estate age nt, who is going to talk to us about buying a house・ Hello, Edward, good to see you.M: Hello.W: Now Edward, I think for most people buying a house is a major life event, and probably the single most expensive item they are ever likely to buy. What precautions do they have to take before a real purchase? Can you give some suggestions?M: You are right in saying buying a house costs a lot. But as to me, the most important thing to consider before buying any property is the location.W: Location?M: Right. Because it is where you plan to spend a large part of your lifb. O匚indeed, the rest of your life in some circumstances.「l]Therefbre, consider the type of lifb you enjoy leading. If you are a very sociable person who enjoys nightclubs and discos, you may consider something close to a city. Anyway, a city is convenient for all types of nightlife.W: Then, for those who like to seek a quiet life, do you recommend a house in the countryside?M: Well, countryside is a tranquil place. [1 [However」do remember that proximity to the place of work also counts. [2]Indeed、we spend most of our lifb at work and you don't want to have to spend two or more hours every day traveling to work、do you?W: Absolutely.M: Therefore, transport is of the utmost importa nee.」2]City suburbs, however, are ofte n conveniently located fbr commuting to work, or for shopping, without being in the heart of a busy city. W: But houses in the suburbs are far more expensive than those in cities.M: [3 ]They seem to bc, but actually houses located in cities can often exceed the price of suburban houses、so check out the prices. You may be surprised.W: Really? So we should consider our place of work and personality in choosing the location. Is that so? M: I'm afraid you have to take family into con sideration as well. You may prefer a house that is away from a busy street or main road. And of course, remember that children have to attend school. If you have children, or you plan to have children, location is a very important factor. And of course, [1 [remember that a family influences the size of the DroDcrty・W: Oh, I see. How many types of houses can we choose?M: There arc various types of houses・ The first is called detached houses, which stand alone, and arc not joined by another building. The n there are semi-detached houses, which are the most comm on. This is because they are, in fact, two houses joined together, and therefore take up less space・ And there are town houses, too, which are many houses joined together to form a long row. But 1 don't think that town houses arc less expensive than semi- detached houses・ They rarely arc. [3]This is because they are usually built in cities where the price of the property is very expensive・ W: Then what about old houses? They must be cheaper than new ones.M: Maybe they are. But if the house is too old, you may be faced with expe nsive repairs and renovation bills. |~4]So have a house thoroughly checked by a professional surveyor befbre you decide to buv.W: I agree. It's economical to buy old houses only when they arc in good condition. By the way, a lot of property has a garden attached to it. Do you think it's a good choice?M: Ifs true that a lot of property has a garden .If you enjoy gardening, thafs fine. But if you don't enjoy gardening then you may prefer a small garden, as opposed to a big one. But even if you do enjoy gardening it is important to remember that gardens take up a lot of your time. So keeping a garden in good order may be very difficult if you work long hours・W: You are quite right. Any other suggestions?M: |~5]One final thing is the general fbel of the place・ Does it have a good atmosphere? And most important of all would YOU fbcl comfbrtablc living there?W: Edward, I never knew I had to consider so many things while buying a house・ Thank you very much for talking with us.M: My pleasure・12.According to Edward, which of the following is CORRECT?A.A sociable person is suitable to live in the city suburbs・B.Suburban houses are more expensive than houses in cities.C・ City suburbs are conveniently located for commuting to work.D. City suburbs arc popular among the young gcncration.A B C D该题您未冋答:x 该问题分值：1答案:C13.Why are the town houses rarely less expensive than semi -detached houses?A.Because they are usually built on expensive property.B.Because they take too much space in cities・C.Because they have larger room for price to go up.D・ Because they are built luxuriously and elegantly.A B C D该题您未冋答:x 该问题分侑：1答案:A14.If you decide to buy an old house, you'd betterA.have a professional surveyor check it thoroughly.B.have the owner repair and renovate it thoroughly.C・ find out the remaining life expectancy of the house・D.check all things yourself to make sure they work well.A B C D ~该题您未冋答:x 该问题分值：1答案:A15.What is Edward's idea about the size of a garden attached to a house?A.The bigger, the better.B.The smaller, the better.C・ It depends on the owner's preferenee and time・D・ It depends on the size of the house・A B C D该题您未冋答:x 该问题分值：1答案:CSECTION CA B C D 该题您未冋答:x ［听力原文］The United States has strongly criticized the broadcast of previously unseen images of alleged prisoner abuse at Abu Ghraib Prison in Iraq. The images, which show prisoners apparently being tortured and humiliated, have been shown on television stations across the world. The American Defense Department confirmed the authenticity of the pictures, but said releasing them could only serve to incite unnecessary violence・ The American authorities arc very unhappy that these new disturbing images from Abu Ghraib have seen the light of day. The State Department has dismissed them as disgusting and defended the US government's decision to try and stop their publication・17.Salman Rushdie is _____ by origin.A.BritishB. AmericanC.IndianD. IranianA B C D该题您未冋答:x 该问题分值：1答案:C［听力原文］9-10President Clinton has met at the White House with British author Salman Rushdie, who has been under a death sentence issued by Iran for his book Satanic Vcrscs.White House officials confirm the President met briefly with Mr Rushdie, Wednesday .It was their first such meeting. A White House official, who was asked not to be identified, said the Indian・bom author spent just under an hour here・ He said U. S. officials assured Mr Rushdie the administration supports freedom of expression and he reiterated the U. S. call for Iran to lift its death edict against Mr Rushdie・ At the same time the U・ S・ official pointed out the U.S. call on Iran should not be misinterpreted as opposition to Islam but opposition to intolerance and state-supported murder. Mr Rushdie has been in hiding for four years but appeared unexpectedly at the Massachusetts Institute of Technology to receive an honorary post as visiting Professor of the Humanities. Iran has charged Satanic Verses is blasphemous・考杳学生对新闻屮Indian-born和试题屮by origin的理解。

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专业英语八级英语语言学知识（语义学）模拟试卷1(题后含答案及解析)题型有： 3. GENERAL KNOWLEDGEPART III GENERAL KNOWLEDGE (10 MIN)Directions: There are ten multiple-choice questions in this section. Choose the best answer to each question.1．______is the study of meaning.A．SemanticsB．SyntaxC．PragmaticsD．Morphology正确答案：A解析：语义学可以简单地定义为对意义的研究。

知识模块：语义学2．The ancient scholar Plato proposed______.A．the semantic triangleB．the naming theoryC．the conceptualist viewD．the componential analysis正确答案：B解析：关于意义最原始的观点之一就是命名论，由柏拉图提出，认为词语只不过是其所代表的事物的名字或标记，其局限性显而易见。

Ogden和Richards 提出经典的语义三角极好地例示了古时一些哲学家和语言学家所持有的概念论，认为在语言学的形式和它的所指之间并不存在这直接的联系，而是在意义的诠释中它们通过大脑思维中的概念为媒介相连。

成分分析是由结构语义学家提出的分析词义的方法。

知识模块：语义学3．Which of the following is the concern of “reference”?A．It is concerned with the inherent meaning of a linguistic form.B．It is the collection of all the features of the linguistic form.C．It is the study of what a linguistic form refers to in the real physical world.D．It is the aspect of meaning dictionary compilers are interested in.正确答案：C解析：sense和reference同属于meaning的两个方面。

sense是关于语言形式的内部意义，是语言形式所有特点的集合，字典编纂者对此项感兴趣。

选项C 是关于reference的解释，指一种语言形式在现实世界中所指代的事物。

知识模块：语义学4．“Flat”and “apartment” are______.A．dialectal synonymsB．stylistic synonymsC．collocational synonymsD．semantically different synonyms正确答案：A解析：方言同义词指用于不同的地区方言中而意义大致相同的词，flat用于英国英语，apartment用于美国英语，故属此类。

文体同义词指在文体或正式程度上存在差异的同义词；搭配同义词指在搭配上，即在与其一起出现的词上存在差异的同义词；在意义上存在着细微差别的同义词就是语义相异的同义词。

知识模块：语义学5．“Accomplice” and “collaborator” are______.A．synonyms differing in styleB．synonyms that differ in their emotive or evaluative meaningC．gradable antonymsD．complementary antonyms正确答案：B解析：accomplice(同谋)是在犯罪行为中帮助另一个人，而collaborator(合作者)是在做好事中帮助另一个人，使用哪个词取决于你对所帮助的人所从事的活动的性质的评判。

故这两个词是意义相同，但表达的使用者的情感不同，表现出使用者对其所谈及的事物的态度或偏见的词。

知识模块：语义学6．Which of the following are collocational synonyms?A．lorry and “truck”B．start and “commence”C．rotten and “addled”D．amaze and “astound”正确答案：C解析：lorry是英国英语，truck是美国英语，故为方言同义词；start和commence 属于文体同义词；D项中两词均表示“惊讶的，吃惊的”，极为相似，但有细微差别，amaze含“混乱”和“迷惑”之意，astound则有“难以置信”的意思。

C 项两词用于搭配不同种类的事物，描述变质，rotten tomatoes，addled eggs，此外还有rancid bacon／butter，sour milk。

知识模块：语义学7．Which of the following is NOT correct?A．Polysemy is the phenomenon that the same one word may have more than one meaning.B．Homonymy refers to the phenomenon that words having different meanings have the same form.C．Hyponymy refers to the sense relation between a more general, more inclusive word and a more specific word.D．Antonymy is used for the sameness or close similarity of meaning.正确答案：D解析：A项polysemy一词多义现象表示同一个词有多个意义；B项homonymy 同形异义关系指某些词的意义不同，但是具有相同形式的现象，即不同的词在发音或拼写上一样，或发音拼写都一样；C项hyponymy(下义关系)是指一个更广义、更具有包容性的词与一个更具体的词之间的意义关系。

D项antonymy(反义关系)指意义上的对立，而不是意义上的相同或相近(synonymy)。

知识模块：语义学8．“Bow”(v.)and “bow” (n.) are______.A．homophonesB．homographsC．complete homonymsD．partial homonyms正确答案：B解析：“Bow”(v．)and“bow”(n．)，发音不同，是homographs(同形异义词)；比较piece和peace，拼写不同，是homophones(同音异义词)。

知识模块：语义学9．“Scale” (v.) and “scale” (n.) are______.A．homophonesB．homographsC．complete homonymsD．partial homonyms正确答案：C解析：“scale”(v．)表示“称重、攀登”等意，“scale”(n．)表示“天平，规模”等意，而两词的发音和拼写都相同，故为同形异义词。

知识模块：语义学10．Which of the following is correct?A．Superordinate is the word more specific in meaning.B．Hyponym is the word more general in meaning.C．Co-hyponyms are the hyponyms of the same superordinate.D．Flower is the co-hyponym of “rose”, “morning glory”, “carmination”.正确答案：C解析：superordinate上义词是指更广泛的词；hyponym下义词为具体的词；同一个上义词的几个下义词之间互为co-hyponyms并列下义词。

“flower”是上义词，“rose”，”morning glory”，“carmination”是并列下义词。

知识模块：语义学11．X: John’s bike needs repairing. Y: John has a bike. The relationship of X and Y is______.A．synonymousB．inconsistentC．X entailing YD．X presupposing Y正确答案：D解析：“John的自行车需要修理”的前提是“他有自行车”，两句是预设、前提关系。

知识模块：语义学12．According to the componential analysis, the words “boy” and “man” differ in the feature ofA．HUMANB．ANIMATEC．MALED．ADULT正确答案：D解析：男孩和男人的主要区别是男孩是孩子，男人是成人。

他们都是“人，有生命的，男性”。

知识模块：语义学13．According to predication analysis, the predications of “Tom hates soup.”and “It is cool.” are respectively_____and_____.A．no-place predication, two-place predicationB．two-place predication, one-place predicationC．two-place predication, no-place predicationD．no-place predication, one-place predication正确答案：C解析：根据述谓结构中的变元(argument)数量，述谓结构可分为双位述谓结构(含两个变元)、单位述谓结构(含一个变元)和空位述谓结构(不含变元)。

Tom hates soup中有两个名词性成分Tom和soup，为该结构的逻辑参与者，为双位述谓结构；It is cool中包含非人称代词it不能看作是一个变元，故为空位述谓结构。

知识模块：语义学。