(完整版)2018年英语专业八级真题听力minilecture原题,答案以及原文

2018年英语专业八级真题听力Mini-lecture原文(1) Language and Humanity 语言和人类 Good morning, everyone. 大家早上好。 In today's lecture, we're going to discuss the relationship between language and humanity. As we all know, language is very powerful.

在今天的课上，我们将讨论语言和人类之间的关系。众所周知，语言是非常强大的。 It allows you to put a thought from your mind directly in someone else's mind. 它可以让你把你的想法直接放在别人的大脑里。 Languages are like genes talking, getting things they want. 语言就像会说话的基因，得到他们想要的东西。 And you just imagine the sense of wonder in a baby when it first discovers that, merely by uttering a sound, it can get objects to move across a room as if by magic, and maybe even into its mouth.

你可以想象，当一个婴儿第一次发现，仅仅通过发出一个声音，它就能让物体像中了魔法一样在房间里移动，甚至可能进入它的嘴里。

Now we need to explain how and why this remarkable trait, you know, human's ability to do things with language, has evolved, and why did this trait evolve only in our species?

现在我们需要解释这个显著的特征，也就是人类用语言做事的能力，是如何进化的，为什么进化，为什么这个特征只在我们人类身上进化？

In order to get an answer to the question, we have to go to tool use in the chimpanzees. 为了得到这个问题的答案，我们必须研究黑猩猩的工具使用。 Chimpanzees can use tools, and we take that phenomenon as a sign of their intelligence. 黑猩猩可以使用工具，我们把这种现象作为它们智力的标志。 But if they really were intelligent, why would they crack open nuts with a rock? 但如果他们真的聪明，他们为什么要用石头砸开坚果呢？ Why wouldn't they just go to a shop and buy a bag of nuts that somebody else had already cracked open for them?

他们为什么不去商店买一袋别人已经打开的坚果呢？ Why not? I mean, that's what we do. 为什么不呢？我是说，我们就是这么做的。

Language and Humanity Good morning, everyone. In today's lecture, we're going to discuss the relationship between language and humanity. As we all know, language is very powerful. It allows you to put a thought from your mind directly in someone else's mind. Languages are like genes talking, getting things they want. And you just imagine the sense of wonder in a baby when it first discovers that, merely by uttering a sound, it can get objects to move across a room as if by magic, and maybe even into its mouth. Now we need to explain how and why this remarkable trait, you know, human's ability to do things with language, has evolved, and why did this trait evolve only in our species? In order to get an answer to the question, we have to go to tool use in the chimpanzees. Chimpanzees can use tools, and we take that phenomenon as a sign of their intelligence. But if they really were intelligent, why would they crack open nuts with a rock? Why wouldn't they just go to a shop and buy a bag of nuts that somebody else had already cracked open for them? Why not? I mean, that's what we do.

Language and Humanity Language is powerful and it can help us do or get things as we wish. Language as a born trait  Language has evolved only in (1)_______.  Comparison between chimpanzees and human beings: - Chimpanzees - use of tools : once seen as a sign of (2)_______ - inability to (3) _______ - tendency to (4) _______ - Human beings - able to improve and build on (5) _______ - able to (6) _______ideas

Language and social learning  Problem of social learning : (7) _______ -Causes : - stealing others’ ideas by (8) _______ -Solution: -(9) _______developed to share ideas  Results -(10) _______made available to every individual -language as social technology to enhance (11) _______ Language and the modern world  Existence of many different languages has led to - Separation of cooperative groups - (12) _______ - Knowledge protection - Slow flow of ideas and tendency toward (13) _______  Globalization needs (14) _______.  (15) _______hinder cooperation. Solution : one world with one language

答案 1. Human beings 、 our species 2. Their Intelligence 3. Learn from others 4. Repeat 5. Other people’s wisdom 6. Accumulate 7. Evolutionary dilemmas 8. Watching other people 9. Systems of communication 10. Knowledge and wisdom / accumulated knowledge 11. cooperation / benefits of cooperation 12. Establishment of identities 13. Isolation 、 keeping to ourselves 14. Communication 15. Different languages

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专业英语八级(听力)模拟试卷318(题后含答案及解析)

专业英语八级（听力）模拟试卷318(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART 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：Audience of Writing Good morning. Today we will talk about the audience of writing. Before you write something, you need to have a clear idea of the topic, the audience, and the purpose of your writing. In this lecture, we’ll concentrate on one of these elements, the audience. This is a very important concept for writing. The term audience usually refers to viewers of movies and TV shows and listeners of radio programs. Here we expand it to include readers of written materials or any discussions of writing activities. The importance of a keen awareness of your audience throughout the writing process can not be overemphasized. Audiences can be examined from three different perspectives: 1. Your social relations to your audience: 2. Your audience’s knowledge about your subject: 3. Your audience’s attitudes or viewpoints to the subject and your position in the writing. Let’s discuss them one by one. Now, first point, analyze your audience in terms of your social relations. Whenever you write, you are interacting with other members of the society. Are you writing to a friend of yours? To a colleague? To the director of your business , firm? To the admission office of an American college? In each situation, you have a different social relationship with your audience and this relationship has a definite impact on the shape of your writing. No one in his or her right mind would write a letter of application to the dean of the graduate school as if the dean was one of his or her buddies. The second point, analyze your audience in terms of their knowledge of the subject you are writing about. This analysis is valuable particularly in informative and explanatory writing. Suppose you are writing a paper comparing the Mid-autumn Festival and Thanksgiving. How much knowledge would you assume your American readers already have about the Chinese holiday and how much about their own? Obviously, very little about the former and a whole lot about the latter. In such a paper, you need to take care not to bore your readers to death by telling them what they already know while leaving them tantalizingly unsatisfied about what they are so eager to learn. The emphasis here should be to show the striking differences and subtle parallels rather than to give exhaustively detailed information on each holiday. Now, the third point, analyze your audience in terms of their attitudes or viewpoints to the subject and your position in the writing. This analysis is vitallyimportant in writing persuasive or argumentative essays, which is much more complex and challenging. In a persuasive essay you present reasons and arguments to convince your readers that they should accept a belief or to take a position or a specific action. For persuasive or argumentative writings, you can classify audiences into three groups: those who agree, those who are neutral or undecided, and those who disagree. When writing to an audience who already sees eye to eye with you about a controversial issue, is there much you need to do? Not much. If you are addressing an audience who already shares your view about developing and maintaining a mature and constructive relationship between China and the United States in the 21st century, all you need to do is restate why such a relationship is in the vital interests of both countries and of the whole world. When writing to audiences who are neutral or undecided, you have the most to do and can hope to achieve a lot. Say you want to propose that anew financial aid system be established to help those bright students in rural and less prosperous areas of the country. You are concerned that with today’s new tuition policy and practice, those students will be priced out of a chance for the high education they deserve so much. Some people may be undecided because they have some doubts and concerns: Where does the money needed for such an aid come from? What are the specific standards whereby to award scholarships? Are there more fair and efficient alternative solutions? Once you find out why your audiences are undecided, you need to address their doubts and concerns as directly and fully as possible. You have a fairly good chance of winning them over when their questions are answered satisfactorily. And audiences who disagree are the most difficult to write to. Different people disagree with you for different reasons. Some of them may have already given the issue a thought and have already made a choice: therefore, it is extremely difficult to change their minds. Others who disagree may not have had the time to think it over seriously. There are two main possible reasons why your audiences may disagree with you: 1. because they don’t have the “facts” or because they look at the same “facts”differently: 2. because they are influenced by their personal opinion, prejudice, and political or religious beliefs. Once you have found why they disagree, you can decide what is the best approach to such audiences. If it is a lack of information, your job is to give them the relevant historical as well as up to date information as accurately as possible. If it is for personal, political and religious reasons, you need to recognize them, understand them, and address them accordingly. Now, we can see that audience awareness is so crucial to the success of your writing. In actual practice, you may need to analyze your audience in terms of three factors: social relations, knowledge, and viewpoints in order to decide the best approach for your writing. And in the next lecture, we’ll discuss the writing purpose and your role in the writing. Thanks for your attention!Audience of Writing Audience is a very important concept for writing. You need to analyze your audience in terms of the following aspects:I. Your 【T1】______ to your audience 【T1】______Through writing, you are making social 【T2】______ with 【T2】______other members of the society.II. Their 【T3】______ of your subject 【T3】______This analysis is particularly valuable in 【T4】______ writing. 【T4】______III. Their 【T5】______ to the subject and your position in the writing 【T5】______This analysis is extremely important in 【T6】______ writing. 【T6】______1. To those who agree—【T7】______ the importance of your position 【T7】______2. To those who are 【T8】______ 【T8】______—address their 【T9】______ as directly and fully as possible 【T9】______3. To those who disagree—try to 【T10】______ why they disagree 【T10】______There may be two main reasons for their disagreement:1. 【T11】______ of information or viewing the information differently 【T11】______2. personal, political or 【T12】______ reasons 【T12】______Ways to 【T13】______their disagreement: 【T13】______1. For the former—give them relevant information as 【T14】______ as possible 【T14】______2. For the latter —show your 【T15】______ of them and address them accordingly 【T15】______ 1．【T1】正确答案：social relations解析：此空考查分析读者的第一个方面的内容。

专业英语八级(听力)模拟试卷318(题后含答案及解析)

专业英语八级(听力)模拟试卷31(题后含答案及解析)

专业英语八级（听力）模拟试卷31(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART 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：The American Two-party System Good morning, everyone. Today I’d like to discuss with you the two-party system in America. Basically speaking, nowadays, no one now living in the United States can remember when the contest began between the Democratic and Republican parties. It has been going on for more than a century, making it one of the oldest political rivalries in the world. The American political system is a classical example of the two-party system. When we say that we have a two-party system in the United States we do not mean that we have only two parties. Usually about dozen parties nominate presidential candidates. We call it a two-party system because we have two large parties and a number of small parties, and the large parties are so large that we often forget about the rest. Usually the small parties collectively poll less than 5 per cent of the vote cast in national elections. The Democratic and Republican parties are the largest and most competitive organizations in the American community. They organize the electorate very simply by maintaining the two-party system. Americans almost inevitably become Democrats or Republicans because there is usually no other place for them to go. Moreover, because the rivalry of these parties is very old, most Americans know where they belong in the system. As a consequence of the dominance of the major parties, most elected officials are either Republicans or Democrats. Attempts to break up this old system have been made in every presidential election in the past one hundred years, but the system has survived all assaults. When comes to this point, you may be wondering how does it happen that the two-party system is so strongly rooted in American politics? The explanation is probably to be found in the way elections are conducted. In the United States, unlike countries with a parliamentary system of government, we elect not only the President, but a large number of other officials, about 800,000 of them. We also elect congressmen from single-member districts.. For example, we elect 435 members of the House of Representatives from 435 districts, one member for each district. Statistically, this kind of election favors the major parties. The system of elections makes it easy for the major parties to maintain their dominant position, because they are likely to win more than their share of the offices. As it has been clearlyshowed that one of the great consequences of the system is that it produces majorities automatically. Because there are only two competitors in the running, it is almost inevitable that one will receive a majority. Moreover, the system tends slightly to exaggerate the victory of the winning party. This is not always true, but the strong tendency to produce majorities is built into the system. In over 200 years of constitutional history, Americans have learned much about the way in which the system can be managed so as to make possible the peaceful transfer of power from one party to the other. At the level of presidential elections, the party in power has been overturned by the party out of power nineteen times, almost once a decade. In the election of 1860, the political system broke down, and the Civil War, the worst disaster in American history, resulted. Our history justifies our confidence in the system but also shows that it is not foolproof. The second major party is able to survive a defeat because the statistical tendency that exaggerates the victory of the winning party operates even more strongly in favor of the second party against the third, fourth, and fifth parties. As a result, the defeated major party is able to maintain a monopoly of the opposition. The advantage of the second party over the third is so great that it is. the only party that is likely to be able to overturn the party in power. It is able, therefore, to attract the support of everyone seriously opposed to the party in power. The second party is important as long as it can monopolize the movement to overthrow the party in power, because it is certain to come into power sooner or later. Another consequence of the two-party system is that whereas minor parties are likely to identify themselves with special interests or special programs and thus take extreme positions, the major parties are so large that they tend to be moderate. Evidence of the moderation of the major parties is that much business is conducted across party lines. What happens when the Democrats control one house of Congress and the Republicans control the other? About the same volume of legislation is passed as when one party controls both houses, although some important legislation is likely to be blocked temporarily. It is possible to carry on the work of the government even when party control is divided because party differences are not fundamental. Finally, to sum up the lecture today. As we know that it is not an easy job to fully understand the two-party system in the United States of America. Therefore, I hope this lecture will at least give a gist of the history of the two-party system and how it works as one of the most complete political systems in the world.The American Two-party SystemI. IntroductionA. the oldest political 【B1】______ around the world【B1】______B. the classical example of two-party system: the American political system—the dominant parties: the Democratic and the【B2】______ parties【B2】______—the two-party system survived all attempts to assaultsC. About dozen parties that nominate presidential candidatesD. Americans inevitably become one of the two parties because—there is usually no other place to go—most Americans know where they【B3】______ in the system【B3】______II. Two-party system is so strongly【B4】______ because【B4】______A. The way elections are conducted: the Americans elect—president—about 800,000 of other 【B5】______,【B5】______—the congressman from single-member districtsB. Organization of the House of Representatives ensures that—major party canmaintain its【B6】______【B6】______—major party is likely to winIII. The consequences of the systemA. the【B7】______ production of majorities【B7】______—the competition between two parties—the【B8】______ of the victory of the winning party【B8】______B. The peaceful transfer of power.—the party in power can be overrun by the party out of power—two-party system cannot be destroyed—the【B9】______ can survive the defeat because of【B9】______a)the possibility of maintaining a monopoly of the oppositionb)the attraction of the support of those opposed to the party in powerC. the tendency for the major parties to be【B10】______,【B10】______e.g. business is conducted across party linesD. The work of the government carried on despite of divided party control1．【B1】正确答案：rivalries//competitors解析：讲座开篇就提到了美国两党之间的竞争，“是世界上最早的政治竞争(rivaldes)之一”。

专业英语八级(听力)模拟试卷148(题后含答案及解析)

专业英语八级（听力）模拟试卷148(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART 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 to Approach a Dissertation Good morning, everyone, we will talk about how to write a dissertation in today’s lecture. As we know dissertations have become an increasingly important component of higher education. It provides you with an opportunity to work independently on a topic that particularly interests you. So, it is important to know how to approach your own dissertation in the first place. First, we will have a brief introduction of dissertation. Different subject disciplines may emphasize different features, but, broadly speaking, a dissertation is a continuous piece of writing, arranged in clearly placed paragraphs, in which an argument is developed, in response to a central question or proposition. The line of argument is supported by evidence you have acquired through research,(1)which you are required to analyze, and which supports or contradicts the various perspectives explored in the course of the argument. The dissertation then reaches a conclusion in the final section, which pulls together the threads of your argument, supporting, qualifying or rejecting the original thesis. It is worth bearing in mind that an academic dissertation is not a piece of writing designed to reproduce information available elsewhere,(2)but something new and expressive of your individual abilities to analyze and synthesize. In addition, the process of academic writing will help you to learn, by enabling you to work with concepts and information relevant to your subject, and thereby developing your intellectual skills.(3)Second, we will come to the fundamental principles of writing a dissertation and you have to take care of the following key points. First of all, it is an extended piece of writing, usually divided into chapters.(4)So it is wise for you to plan the lower and upper word limits acceptable for your dissertation and whether you should be following a particular sequence of chapter headings. Secondly, it contains a detailed exploration of evidence. The referred evidence may be from published texts,(5)or it may consist of primary research data gathered by your own, for example, a sociological study of attitudes to gender roles based on research methods such as interviews and questionnaires.(6)Thirdly, you are required to be clear about the nature of the methodology you will use for gathering the evidence. That is to say, why are you collecting data or analyzing evidence in that way rather than in another way? Andalso, it must be supported throughout by awareness of theory which means your argument should be placed within the context of existing theory relevant to the subject. Finally, it has to be presented in a professionally finished manner.(7)So you have to be fully aware of the precise details about the format, layout and stylistic requirements of your assignment. Third, it is about how to manage your supervisor. Since a dissertation is an individually devised piece of work, you will be allocated a personal supervisor to support you while you are writing it. Do not delay in having your first meeting with her or him, as it is vital to discuss not only what topic you will start by exploring, but also how you can best work on your dissertation. Here are some aspects of managing your supervisor. Firstly, let your supervisor know how much contact and support you would like. Necessarily, you have to agree together at the outset on when you will meet and how best contact can be made.(8)Secondly, discuss with your supervisor if possible about what assessment criteria will be applied to your dissertation, so that you can get a sense of their scope, structure, tone and the methodology being used.(9)Thirdly, consider contributing to the setting up of appropriate support groups or pairings with fellow students, so that you can clarify your own thinking by discussing it with others if this is acceptable to your supervisor. Fourthly, find an appropriate way of mapping and monitoring your own progress.(10)I recommend you a checklist of tasks to be completed.(11)Lastly, you have to evaluate and respond to your supervisor’s feedback by making notes and reflecting on what has been said or written, then applying the feedback to the next stage of your research.(12)Fourth, we will talk about the demanding in terms of managing your time and the process itself of writing a dissertation. It is a major piece of work and you are likely to have months before it is due for submission, so the dissertation sometimes causes problems even for people who are normally good at meeting deadlines. How to arrange your time? First, draw a typical week’s timetable on a large sheet of paper.(13)It shows thorough information about your university lectures and other regular commitments such as part-time work and regular social events. Second, after marking in the essentials, as you see them, take a good look at where you could commit time. Look particularly for those odd hours which are easily frittered away doing nothing much, and see if you can turn these into study time,(14)so that some clear chunks of time are left for you to relax, keep fit, go shopping, watch TV and so on. Third, fill in your schedule with personal dissertation periods. When are you going to work on your dissertation, and when on your other commitments? Take account of when you are at your best for studying, for example, can you work early in the morning or late at night?(15)Regular work throughout your dissertation unit will mean less chance of any all-night, last-minute, nail-biting sessions during the week before it needs to be submitted. Now, to sum up today’s lecture, we have introduced some methods to approach a dissertation in your study. Before we finish, I’d like to say if you want to hand out a successful assignment in the future, you also have to research your topic very carefully, so next time I will introduce you the methods of selecting and researching your topics. OK, this brings us to the end of today’s lecture. Thanks for your attention.How to Approach a Dissertation I. What is a dissertationA. A piece of writingwith argument:—analyze the evidence to support or contradict all kinds of【T1】______【T1】______B. An academic writing:—something fresh and【T2】______of your abilities to analyze and【T2】______ synthesize II. Some fundamental【T3】______of the dissertation【T3】______A. Plan the word limits and【T4】______【T4】______B. Contain a detailed exploration of evidence —from published texts to primary【T5】______【T5】______C. Be clear about the nature of the methodology for【T6】______【T6】______D. Present it in a finished manner—know about format, layout and【T7】______of the task【T7】______III. How to manage your supervisorA. Discuss the amount of contact and support you needB. Discuss the【T8】______【T8】______C. Set up【T9】______or pairings【T9】______D. Supervise progress with a(n)【T10】______【T10】______E. Evaluate and respond to the supervisor’s【T11】______【T11】______IV. The importance of【T12】______【T12】______A. Draw a timetable—be with the thorough information of the【T13】______【T13】______B. Rearrange your time—find time for study,【T14】______or entertainment【T14】______C. Fill in personal dissertation periods—【T15】______being the key to meet deadline【T15】______1．【T1】正确答案：perspectives解析：本题设题点在定语从句处。

专业八级模拟题2018年(197)_真题-无答案

专业八级模拟题2018年(197)(总分100,考试时间90分钟)PART Ⅰ LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONL Y While listening to the mini-lecture, **plete 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.Now, listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.The AudienceⅠ. 1 of audience1) 2 of movies and TV shows2) listeners of ______3) 3 of written materials in discussions of writing activitiesⅡ. Analyze your audiences in terms of three factors1) your 4 to them— Through writing, you are 5 with other members of the society.2) their 6 about your subject— This analysis is particularly valuable in 7 writing.3) their 8 to the subject and your position in the writing— This analysis is extremely important in 9 writing.Ⅲ. Three groups of audiences1) to those who agree: 10 the importance of your position2) to those who are 11 : address their doubts and concerns as directly and fully as possible3) to those who disagree, try to find out why they disagree— for a 12 of information: give them relevant information as accurately as possible— for personal, political and 13 reasons: show your understanding of them and address them accordinglyⅣ. ConclusionAudience 14 is so important to the success of your writing.【点此下载音频文件】1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.SECTION 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 ONL Y 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.Now, listen to Part One of the interview. Questions 1 to 5 are based on Part One of the interview. 【点此下载音频文件】1.A. How to select universities in the UK.B. Students living in the UK.C. Immigrants living in the UK.D. How to find jobs in the UK.2.A. The university students" own choice.B. The location of the university.C. The type of courses students take.D. The teaching facilities of the university.3.A. About 18 pounds per week.B. About 80 pounds per week.C. About 18 pounds per month.D. About 80 pounds per month.4.A. Food costs.B. Cloth costs.C. Book costs.D. Transport costs.5.A. Buying clothes at the airport.B. Packing up your own clothes.C. Buying clothes in a super market.D. Buying clothes in a local market.Now, listen to Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview. 【点此下载音频文件】6.A. The food is rather boring and uninteresting.B. The food without spices is very excellent.C. Local pubs often serve the cheapest food.D. Coffee shops are much **mon in the UK.7.A. London.B. Manchester.C. Birmingham.D. Southwest of England.8.A. London has the best nightlife.B. Manchester has more kinds of entertainment than London.C. The nightlife in London is cheaper than Manchester.D. Manchester can offer the best entertainment the country has to offer.9.A. People live a poor life here.B. People live an ordinary and peaceful life here.C. There are the most spectacular views.D. There are many modem towns and villages.10.A. The students in the university.B. The British Embassy.C. The British Council.D. The university accommodation office.PART Ⅱ READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are four 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 and mark your answers on ANSWER SHEET TWO.PASSAGE ONEWhy should Native American students be allowed to have specially adapted educational programs, and what is so different about their learning motivation, compared to that of the Anglo majority? Native American students, whether young or old, learn by applying principles and skills to their daily lives. In order for these students to learn a skill, or subject, they must first understand how it relates to their everyday life, and how it can help them to stay upon a strong spiritual path. Learning for Native American students, is not motivated by better grades, or awards, but by the success that it will afford them in future, so when learning environments and curriculum do not address, or even take into consideration, the cultural, and spiritual differences of the Native American students, future success in life becomes an elusive and unattainable goal. Educational programs for Native American students need to be practical, applicable, and culturally based. The Native American population"s educational motivation, as a whole, is more focused on the future utilization of lessons and skills learned, and the benefit that will be given back to the Native **munity. As each individual succeeds educationally, they become a model for others, and give hope that the Native American way of life will continue.Unlike the majority of Anglo children, for which our current academic models were forged, Native American children suffer from cultural exclusion and identity crises, racism, poverty and isolation, poor role models, familial instability and abuse, poor mental, physical, and emotional health, as well as anonymity. Native American students, primarily those in grades K-12, can be categorized as dangerously "at risk". The cultural hurdles, compounded by those thrown at them educationally, cause many Native American students to drop out, abuse drugs and alcohol, and/or commit crimes to medicate and alleviate their inability to cope with seemingly insurmountable obstacles.Native American youths have long been at a disadvantage, with regard to post-secondary education, primarily because if a youth does succeed in graduating high school, it is usually by attending a non-Native American program. This limits their ability to interact and succeed in an atmosphere whose predominant cultural alignment is white. While Tuba City High School, which addresses rural, reservation, and isolated students, has been quite successful in raising test scores, graduating more students, keeping substance abuse and teen pregnancy low, it has not provided the Native American youth an opportunity to learn and interact with the white culture that surrounds them. But what of the urban Native American students? What can we do for them?We can make room for alternative programs specifically designed for the Native American students—programs that will address the need to acclimate these students to urban life and white culture gradually, so that they can develop the skills and education necessary to succeed in a diverse and alien culture.It cannot be stressed enough, that the first, and most important, skill that we must impart to the Native American students is how to live and exist in a foreign culture, while maintaining a solid identity with their own. We must stop trying to fit the Native American youth into the cultural mold of white society, and allow them to live and learn according to their own culturally specific applications and values, and prepare for academic and personal life beyond the reservation.1. We can learn from Paragraph 2 that for Native American students ______.A. everyone has to learn skills useful to their daily livesB. learning is motivated by scores and awardsC. success is the only motivation for their learningD. the current educational programs are quite practical and applicable2. The word "hurdles" (Line 5, Paragraph 3) most probably means ______.A. handlesB. obstaclesC. gapsD. disadvantages3. According to the text, what"s the problem of Native American youths in non-Native schools?A. Difficulty in raising test scores.B. Being isolated by others.C. Lack of the ability to interact with the white culture.D. Being conservative.4. What"s the author"s attitude toward Native American students?A. Indifferent.B. Sympathetic.C. Disappointed.D. Pessimistic.PASSAGE TWOIn sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a **munity, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as **pliments to, say, women on their beauty or superiors on their generosity and importance.In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents" presence without asking permission.Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came **mon use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.Extremely refined behavior, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behavior in private life in accordance with a complicated code of etiquette was twelfth-century Provence, in France. Province had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would **e physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured societydeveloped an **plex code of manners, but the rules of behavior of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life **e under this heading.1. One characteristic of the rich classes of a declining society is their tendency to ______.A. preserve their superiorityB. retreat from the awkward positionC. produce publications on mannersD. change the laws of etiquette2. Which of the following is NOT mentioned as an element of the code of etiquette?A. Basic moral duties.B. Practical rules.C. Artificial and optional graces.D. Generosity and contribution.3. Etiquette as an art of gracious living is quoted as a feature of ______.A. EgyptB. 18th century FranceC. Renaissance ItalyD. England4. Which of the following statements is INCORRECT?A. About a century ago, children in England could not sit beside their parents without permission.B. In Renaissance Italy, complex code of manners had no effect on common people.C. In Renaissance Italy, common working men lived in poor conditions.D. Consideration for the old and weak is still one of the fundamental elements of all good manners.PASSAGE THREEEliot"s interested in poetry in about 1902 with the discovery of Romantic. He had recalled how he was initiated into poetry by Edward Fitzgerald"s Omar Khayyam at the age of fourteen. "It was like a sudden conversion,"" he said, an "overwhelming introduction to a new world of feeling." From then on, till about his twentieth year of age (1908), he took intensive courses in Byron, Shelley, Keats, Tennyson, Rossetti and Swinburne.It is, no doubt, a period of keen enjoyment...At this period, the poem, or the poetry of a single poet, invades the youthful consciousness and **plete possession for a time...The frequent result is an outburst of scribbling which we may call imitation...It is not deliberate choice of a poet to mimic, but writing under a kind of daemonic possession by one poet.Thus, the young Eliot started his career with a mind preoccupied by certain romantic poets. His imitative scribbling survives in the Harvard Eliot Collection, a part of which is published as Poems Written in Early Youth. "A Lyric" (1905), written at Smith Academy and Eliot"s first poemever shown to another"s eye, is a straightforward and spontaneous overflow of a simple feeling. Modeled on Ben Johnson, the poem expresses a conventional theme, and can be summarized in a single sentence: since time and space are limited, let us love while we can. The hero is totally self-confident, with no Prufrockian self-consciousness. He never thinks of retreat, never recognizes his own limitations, and never experiences the kind of inner struggle which will so blight the mind of Prufrock."Song: When We Came Home across the Hill" (1907), written after Eliot entered Harvard College, achieved about the same degree of success. The poem is a lover"s mourning of the loss of love, the passing of passion, and this is done through a simple contrast. The flowers in the field are blooming and flourishing, but those in his lover"s wreath are fading and withering. The point is that, as flowers become waste then they have been plucked, so love passes when it has been consummated. The poem achieves an effect similar to that of Shelley"s "When the Lamp Is Shattered".The form, the dictation and the images are all borrowed. So is the carpe diem theme. In "Song: The Moonflower Opens" (1909), Eliot makes the flower-**parison once more **plains that his love is too cold-hearted and does not have "tropical flowers with scarlet life for me." In these poems, Eliot is not writing in his own right, but the poets who possessed him are writing through him. He is imitating in the usual sense of the word, having not yet developed his critical sense. It should not be strange to find him at this stage so interested in flowers: the flowers in the wreath, this morning"s flowers, flowers of yesterday, the moonflower which opens to the moth—not interested in them as symbols, but interested in them as beautiful objects. In these poems, the Romantics did not just work on his imagination; **pelled his imagination to work their way. Though merely fin-de-siécle routines, some of these early poems already embodied Eliot"s mature thinking, and forecasted his later development. "Before Morning" (1908) shows his awareness of the co-habitation of beauty and decay under the same sun and the same sky. "Circle"s Palace" (1909) shows that he already entertained the view of women as emasculating their male victims or sapping their strength. "On a Portrait" (1909) describes women as mysterious and evanescent, existing "beyond the circle of our thought." Despite all these hints of later development, these poems do not represent the Eliot we know. Their voice is the voice of tradition and their style is that of the Romantic period. It seems to me that the early Eliot"s connection with Tennyson is especially interesting, in that Tennyson seems to have foreshadowed Eliot"s own development.1. According to the first paragraph, we can learn that ______.A. Eliot started to learn poems from Edward FitzgeraldB. Edward Fitzgerald wrote Omar Khayyam at 14C. Eliot engaged in the poetry at the age of 14D. Eliot started to write romantic poetry in 19022. Which of the following statements is NOT true of Eliot"s first poem?A. It was written at Smith Academy.B. It was modeled on Ben Johnson.C. It was included in Poems Written in Early Youth.D. It expresses the theme that a common person"s mind is loaded with inner struggle.3. Which of the following is NOT Eliot"s poem?A. Song: When We Came Home across the HillB. Song: The Moonflower OpensC. Fin-de-siécleD. Before MorningPASSAGE FOURDespite Denmark"s manifest virtues, Danes never talk about how proud they are to be Danes. This would sound weird in Danish. When Danes talk to foreigners about Denmark, they always begin by commenting on its tidiness, its unimportance, the difficulty of its language, the general small-mindedness and self indulgence of their countrymen and the high taxes. No Dane would look you in the eye and say "Denmark is a great country."You are supposed to figure this out for yourself. It is the land of the silk safety net, where almost half the national budget goes toward smoothing out life"s inequalities, and there is plenty of money for schools, day care, retraining programs, job seminars—Danes love seminar: three days at a study center hearing about waste management is almost as good as a ski trip. It is a culture bombarded by English, in advertising, pop music, the Internet, and despite all the English that Danish absorbs—there is no Danish Academy to defend against it—old dialects persist in Jutland that can barely be understood by Copenhageners. It is the land where, as the saying goes, "Few have too much and fewer have too little," and a foreigner is struck by the sweet egalitarianism that prevails, where, the lowliest clerk gives you a level gaze, where Sir and Madame have disappeared **mon usage, even Mr. and Mrs. It"s a nation of recyclers—about 55% of Danish garbage gets made into something new—and no nuclear power plants. It"s a nation of tireless planners. Trains run on time. Things operate well in general. Such a nation of overachievers—a brochure from the Ministry of Business and Industry says, "Denmark is one of the world"s cleanest and most organized countries, with virtually no pollution, crime, or poverty. Denmark is the most corruption-free society in the Northern Hemisphere." So, of course, one"s heart lifts at any sighting of Danish sleaze: skinhead graffiti on buildings ("Foreigners Out of Denmark!"), broken beer bottles in the gutters, drunken teenagers slumped in the park.Nonetheless, it is an orderly land. You drive through a Danish town, it comes to an end at a stone wall, and on the other side is a field of barley, a nice clean line: town here, country there. It is not a nation of jaywalkers. People stand on the curb and wait for the red light to change, even if it"s 2 a.m. and there"s not a car in sight. However, Danes don"t think of themselves as a waiting-at-2-a.m.-for-the-green-light-people—that is how they see Swedes and Germans. Danes see themselves as jazzy people, improvisers, more free-spirited than Swedes, but the truth is (though one should not say it) that Danes are very much like Germans and Swedes.Orderliness is a main selling point. Denmark has few natural resources, limited manufacturing capability; its future in Europe will be as a broker, banker, and distributor of goods. You send your goods by container ship to Copenhagen, and these bright, young, English-speaking, utterly honest, highly disciplined people will get your goods around to Scandinavia, the Baltic States, and Russia. Airports, seaports, highways, and rail lines are ultramodern and well-maintained.The orderliness of the society doesn"t mean that Danish lives are less messy or lonely than yours or mine, and no Dane would tell you so. You can hear plenty about bitter family feuds and the sorrows of alcoholism and about perfectly sensible people who went off one day and killed themselves.An orderly society can not exempt its members from the hazards of life. But there is a sense of entitlement and security that Danes grow up with. Certain things are yours by virtue of citizenship, and you shouldn"t feel bad for taking what you have entitled to, you are as good as anyone else. The rules of the welfare system are clear to everyone, the benefits you get if you lose your job, the steps you take to get a new one; and the orderliness of the system makes it possible for the country to weather high unemployment and social unrest without a sense of crisis.1. Which of the following is NOT a Danish characteristic cited in the passage?A. Hate of foreign culture.B. Equality in society.C. Linguistic tolerance.D. Persistent planning.2. According to the passage, Danish orderliness ______.A. sets the people apart from Germans and SwedesB. spares Danes social troubles besetting other peoplesC. is considered economically essential to the countryD. prevents Danes from acknowledging existing troubles3. At the end of the passage the author states all the following EXCEPT that ______.A. Danes are clearly informed of their social benefitsB. Danes take for granted what is given to themC. the open system helps to tide the country overD. orderliness has alleviated unemploymentSECTION B SHORT ANSWER QUESTIONS1. What is the author"s suggestion on helping Native American students?(PASSAGE ONE)2. How does a knight show his chivalry to the lady to whom he has professed a pure and dedicated love?(PASSAGE TWO)3. What was Eliot wrapped up in when he began to write poems?(PASSAGE THREE)4. What"s the theme of the poem "Song: The Moonflower Open"?(PASSAGE THREE)5. What does this passage primarily concern?(PASSAGE THREE)6. What attitude do Danes adopt towards their country?(PASSAGE FOUR)7. What"s the author"s reaction to the statement by the Ministry of Business and Industry?(PASSAGE FOUR)8. How do Danes resemble Germans and Swedes?(PASSAGE FOUR)PART Ⅲ LANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way.For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word, mark the position of the missing word with a "∧" sign and write the word you believe to be missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.Proofread the given passage on ANSWER SHEET THREE as instructed.Now, it is clear that the decline of a language must ultimatelyhave political and economical causes: it is not due simply to the bad 1influence of this or that individual writer. But an effect can become of 2a cause, reinforce the original cause and producing the same effect 3in an intensified form, and so on indefinitely. A man may take drink 4because he feels himself to be a failure, and then fail all the most 5completely because he drinks. It is rather the same thing that is happeningto the English language. It becomes ugly and inaccuratebecause our thoughts are foolish, but the sloven of our language 6makes it easier for us to have foolish thoughts. The point is that theprocess is irreversible. Modern English, especially written English, 7is full of bad habits which spread by imitation and which can beavoided if one is willing to take the necessary trouble. If one getsrid of these habits one can think more clearly, and think clearly is a 8necessary first step towards political regeneration: so that the fightagainst bad English is not frivolous and is not the exclusive concerning 9of professional writers. I **e back to this present, and I hope 10by that time the meaning of what I have said here will have become clearer.1.2.3.4.5.6.7.8.9.10.PART Ⅳ TRANSLATIONTranslate the following text into English. Write your translation on ANSWER SHEET THREE. 1. 我常常听人说，他想读一点书，苦于没有时间。

专业英语八级(听力)模拟试卷28(题后含答案及解析)

专业英语八级（听力）模拟试卷28(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART 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：Watching Movies in English Hello, everyone. Today’s lecture is about learning English by means of watching movies. English learners have a big advantage over learners of other languages: Hollywood is in America and it makes English-language movies. So, if you know English and you like movies, why don’t you watch movies in English? You can have fun and, at the same time, learn a lot of English. The first question we are going to answer is why watch movies in English. If you are a fan of movies, you will notice that they are much better in the original. Watching a dubbed film will never be as good as watching the original version. Why? Because in the original version, the actor’s voices are real. Everything is just like the director imagined. Learning English by watching movies is learning by input. The learning process is similar. First you get lots of correct English sentences into your head. Then you can imitate them and you can make your own sentences. And isn’t that why you are learning English—to be able to make your own sentences? That is why watching movies is such a great way to learn English. Of course, there are important differences between movies and books. With books, you learn how native speakers write in English. With movies, you learn how they speak English. You learn what words they use. When speaking, native speakers use words and phrases that you often won’t find in a book. Spoken language is different from “book language”. In many movies, the dialogue is real spoken English. Movies also let you learn informal and slang words which are not yet in English dictionaries. You learn how they say these words. Movies let you improve your pronunciation, not only grammar and vocabulary. If you listen to Americans or Britons speaking English, you can learn to speak like them. You learn to understand spoken language. Movies are made for native speakers, not for learners of English. So the actors talk fast, just like native speakers talk in real life. Then, the second question is how to learn as much as possible? You won’t learn anything from the movie if you don’t understand it. You probably won’t enjoy it, either. This is one big problem with movies: They are much more difficult to understand than books. If you don’t understand a word in a book, you can simply look it up in a dictionary, because the word is written there. With a movie, you sometimes hear something, but you don’t know what it is. Sometimes youdon’t even know if you’ve heard one word or two. There are other reasons why listening is more difficult than reading, and they all mean one thing: If you want to understand a movie, you have to know a lot of English words—and not only their spelling, but also their pronunciation. So, you may wonder: What to do when you don’t understand something? If you are playing the movie from tape or DVD, you can stop it whenever you don’t understand a sentence. You can then play the sentence many times and perhaps you’ll be able to understand all the words in the sentence. If you still don’t understand a word or two, you can try to look them up in a dictionary. Most DVDs let you turn on subtitles. With subtitles, there is no problem with quick or unclear dialogue—everything is just written on the screen. It is also easy to look up difficult words in your dictionary, because you know their spelling. The problem with subtitles is that they make you lazy—you stop listening and concentrate on reading. This is not good if you want to exercise your listening skills. Therefore, you should probably try to watch movies without subtitles. Turn subtitles on only if you’re having a hard time understanding the sentences in the movie, and it doesn’t help when you listen to them repeatedly. Moreover, the movie guides can help you when watching movies. There is a great alternative to subtitles. is a website which has “guides” to popular movies. A guide is a list of over 100 difficult sentences from a movie with explanations. Now the most important thing: You first read the explanations; then you watch the movie. So, when you’re watching the film, you already know the necessary vocabulary! We think this is the best strategy for watching movies, because: It feels great to understand a movie in the original! It’s very, very motivating when you learn a word, and then the knowledge of this word lets you enjoy the movie. It gives you a lot of pleasure—so you will want to learn more English vocabulary to understand even more. You don’t have to stop the movie, or you have to stop it less frequently. You can simply watch it and enjoy it. A guide doesn’t explain all the difficult sentences in the movie. But the explanations in the guide should be enough to help you understand what’s happening in the movie. What else can you do to learn from movies more effectively? The same things that you should do when reading books. Pay attention to interesting things: new words, phrases, and grammar structures. Use your dictionary to learn about these interesting things. You can stop the movie to look up difficult words. You can also write down all the interesting sentences, and look them up later. But do use your dictionary! Add these interesting things to SuperMemo. If there is an ESLnotes guide to the movie, you can add all the sentences in the guide to your SuperMemo collection—before watching the film. Later, you can also add the words that you have written down when watching the movie. To conclude, don’t forget the interesting way—watching movies to learn English in your daily life. Thanks.Watching Movies in EnglishI. One great advantage of English learners:Being able to watch【B1】______ in English【B1】______since Hollywood is in AmericaII. The reasons for watching movies in EnglishA. Watching a(n)【B2】______ version is better than a dubbed one【B2】______B. Learning by input: watching movies—getting lots of correct English sentences into your head—【B3】______ and making one’s own sentences【B3】______—learning different things from differentinput:books vs. movies: written English vs. spoken English—learning informal and(4)words from movies【B4】______—learning how native speakers pronounce words—learning to understand spoken EnglishIII. How to learn as much as possibleA. You have more【B5】______ in watching movies than in reading【B5】______—words occurring so quickly mat dictionary doesn’t help—lots of words being required to understand a movieboth spelling and【B6】______【B6】______B. What to do when you don’t understand some words—stopping tape or DVD whenever you want—replaying the sentences several times—turning on【B7】______【B7】______a)problem: make people lazyb)reminder: watching movies without them helps learningC. Watching with the help of【B8】______【B8】______— a list of explanations over 100 difficult sentences—the strategy: read the explanations, and then watch movies—not have to stop the movieD. Pay attention to interesting things:new words, phrases and【B9】______【B9】______E. Use dictionary to learn interesting thingsF. Make a【B10】______ of new and interesting things【B10】______1．【B1】正确答案：movies／／lots of movies／／many movies解析：讲座的主题是learning English by means of watching movies(看电影学英文)，开头提到了英语相比其他语言学习的优势，其中说到“美国好莱坞生产英语影片”，对照问题，可知答案为movies，也可以填入lotsof movies或many movies。

专业英语八级(听力)模拟试卷24(题后含答案及解析)

专业英语八级（听力）模拟试卷24(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART 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：Some Theories of History Good morning, everyone. In today’s lecture, we are going to talk about some theories of history. How much of man’s history do we know? We really know very little. Written records exist for only a fraction of what we suppose to have been man’s time as a unique species. Furthermore, the accuracy of these records is often suspected, and the scope and selection of significant detail in them often needs improvement. It is worse when we try to reconstruct man’s history before the development of writing, and this is unfortunate because the history of the early development of human society is lost to us. The most that we can do is to use traces, deduction, speculation and the knowledge we have of the habits of those animals which have some elementary social order to help us make a partial reconstruction. This is hardly a satisfactory substitute for precise information. With our knowledge of human history, which is only fragmentary at best, it is therefore nearly impossible to reconstruct the beginning, and to deduce the end, of the story of man. Thus, there have developed many schools of thought on the subject, each of which attempts to give coherence to the human past by fitting it into the framework of a theory of history. The first theory I want to introduce is assumed that man continually progress. He has evolved from a lower to a higher form of being, and he continues to evolve. This evolution takes place both in terms of his potentials and his abilities to actualize these potentials. If one holds this theory, one feels that modern man must be more intelligent and civilized today than his ancestors, as well as physically and morally superior to them. One further assumes that this progress will continue into an ever more glorious future. Here deduction often ends and dreams of Utopia begin, for it seems that most of us find it hard to think of the human race developing into a race of angels. All in all, as a theory of history, the above view has had many eminent supporters. It might be well to mention here a variation on this theory that used to be popular, namely the idea that man rose from a low condition to a Golden Age at some time in the remote past, and that things have gone straight downhill ever since. Many eminent men have found a sort of gloomy comfort in this idea, but science has now opened up possibilities for the future which makes this theory less defendable. Perhaps for this reason the theoryhas little modern support. A second theory of history is held by those men who see man’s history as something quite different from a simple progression from a lower to a higher state. They see it as a cycle of stages of development which are predictable in their broad outlines and main features. As surely as a civilization rises and comes into being, so also must it decline and fall. The chief pattern one sees in history is the rise and fall of civilization. To holders of this theory, modern man is not looked upon as the most superior social being yet produced. He is simply the typical product of the current stage in the cycle of our civilization. In fact he may actually be inferior to members of past civilizations. It all depends upon what stage of civilization we happen to be living in. Indeed, it has been said that the average modern literate city dweller is comparatively more ignorant of his era’s fund of knowledge than other literate city dwellers of the past While the staggering fund of knowledge in our technologically advanced world is undoubtedly greater than that of any past civilization, it is probably true that the average modern man, relying on such repetitive forms of entertainment as television and working in a narrowly specialized job, knows a great deal less sheer information about his world than did earlier people. In a third theory of history, the two above theories are to some degree reconciled. According to this theory, which is often termed the spiral view of history, human societies do repeat a cycle of stages, but overall progress observable in the long historical perspective. Civilizations do rise and fall, as the advocates of the second theory maintain, but the new civilization which replaces the first, usually by conquest, contains superior qualities which enable it to rise to a higher stage of development until it, too, declines and is replaced by yet a third civilization. The above theories interpret history in term as if the overall progress of mankind in general without respect to differentiations within the social order. It is also possible to view human history in terms of the interaction of socioeconomic groups. Human history, according to this theory, is most clearly interpreted as the disappearance of class struggle. Most people who hold this theory assume an eventual resolution of the struggle through the disappearance of class differences, although it would be just as correct to assume that the struggle could continue unresolved. Those who assume that the struggle can eventually be resolved hold that history has a goal and that progress can be measured in terms of how quickly mankind is reaching that goal. OK. This brings us to the end of today’s lecture. I hope now you can have a better understanding of what history is. Thank you for your attention.Some Theories of History I. The problems of understanding history History with written records: the records may be【B1】______ and inaccurate.【B1】______ History before writing: we can only make a partial reconstruction.II. Some theories have been proposed to give coherence to human historyTheory 1 Man continually【B2】______ in terms of his potentials and【B2】______his abilities to actualize these potentials. Modern man is superior to his ancestors【B3】______, physically and morally.【B3】______ A branch of the theory: man rose to a【B4】______ before.【B4】______Theory 2 Man’s history is a【B5】______ of stages of development, whose pattern is【B5】______the rise and fall of civilization. Whether modern man is superior to his ancestors depends onwhat【B6】______ ofcivilization he is in.【B6】______Theory 3 In this theory, the first two theories 【B7】______ with each other.【B7】______ It is known as the【B8】______ of history.【B8】______Theory 4 This theory views human history from the【B9】______【B9】______of socioeconomic groups. Human history can be interpreted as the【B10】______ of class snuggle.【B10】______1．【B1】正确答案：incomplete∥fractional解析：讲座的主题是“some theories of history(一些历史理论)”。

大学专业英语八级考试模拟试题(带答案)

大学专业英语八级考试模拟试题PART ⅠLISTENING 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.Non-Verbal Communications Across CulturesNon-verbal communications can affirm, complement or even contradict what is being verbally transmitted. In addition to this, non-verbal communications vary from country to country.Ⅰ. Gesture—Pointinga) Pointing with a single finger is considered 1 in Asiab) American people use 2 fingers to pointc) German people use pinky to pointd) In UK, flashing a peace sign with the back of one's hand is an3 of flipping someone the bird—Greetinga)USA: 4b) Somewhere else: a kissⅡ. Eye Contact—West: direct eye contact is 5—African-Americans: more eye contact when speaking, less when listening—Anglo-Americans: 6 African-Americans—Northern Europe: more flirtatious facets—Middle East: prolonged eye contact means to show 7—Some Asian countries: avoiding eye contact means to show 8Ⅲ. Physical Contact—Americans will shake hands, 9 , upon encountering someone—Islamic cultures: 10 is not allowed—Asian cultures: touching the head is considered 11 the soulⅣ. 12—Some cultures think Americans do not bathe 13—Some think Americans over-bathe themselvesⅤ. Time—14 is highly valued in Switzerland, Germany and Sweden—Europeans: 15 of vacation is the norm—Americans: 2 weeks is the normSECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews 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 choices.16、A. He never feels road rage when he is out driving.B. He sometimes is aggressive when he is out driving.C. He manages to stay in the car when he feels road rage.D. He always tries to keep away from minor accidents.17、A. 68%. B. 23%. C. 40%. D. 50%.18、A. Around 13,333-20,000. B. Around 13,333-26,666.C. Around 20,000-26,666.D. Around 26,666-40,000.19、A. Drivers lose their cool and change lanes carelessly.B. Drivers lock their vehicle and refuse to leave the highways.C. Drivers get angry at other motorists and move into physical confrontation.D. Drivers aggressively pursue other cars with their own and smash into them.20、A. It involved a father of two. B. The father was shot.C. The father changed lanes carelessly.D. The father refused to get out of the car.21、A. A super flexible body.B. A tremendously strong body.C. An independent personality with strong will power.D. A peaceful mind.22、A. Because we feel healthy enough.B. Because they are less important than making money.C. Because they cause no visible impact on our daily routine.D. Because we are feeling tired and have no time to exercise.23、A. It was caused by yoga exercise. B. Yoga helped alleviate it.C. It was caused by cardio exercise.D. Yoga helped exacerbate it.24、A. Because yoga provides stress relief. B. Because yoga is easy.C. Because yoga is fashionable.D. Because yoga is cool.25、A. They are good for all people. B. They are as good as yoga.C. They may not be suitable for old people.D. They help lose weight.PART ⅡREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are three 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 and mark your answers on ANSWER SHEET TWO.PASSAGE ONE26When I was 10 years old one of my father's customers had caught a bigcatfish on a weekend trip to the Colorado River. It weighed 86 pounds, a swollen, gasping, grotesque netherworld creature pulled writhing and fighting up into the bright, hot, dusty world above.27The man had brought the fish, wrapped in wet burlap, all the way out to my father's service station in the back of his car. We were to have a big barbecue that weekend, and I was given the job of keeping the fish watered and alive until the time came to kill and cook it.28All day long that Friday—in late August, school had not yet started—I knelt beside the gasping fish and kept it hosed down with a trickle of cool water, giving the fish life one silver gasp at a time, keeping its gills and its slick gray skin wet: the steady trickling of that hose, and nothing else, helping it stay alive. We had no tub large enough to hold the fish, and so I squatted beside it in the dust, resting on my heels, and studied it as I moved the silver stream of water up and down its back.29The fish, in turn, studied me with its eyes, which had a gold lining to their perimeter, like pyrite. The fish panted and watched me while the heat built all around us, rising steadily through the day from the fields, giving birth in the summer-blue sky to towering white clouds. I grew dizzy in the heat, and from the strange combination of the unblinking monotony and utter fascination of my task, until the trickling from my hose seemed to be inflating those clouds—I seemed to be watering those clouds as one would water a garden. Do you ever think that those days were different—that we had more time for such thoughts, that time had not yet been corrupted? I am speaking less of childhood than of the general nature of the world we are living in. If you are the age I am now—mid-50s—then maybe you know what I mean.30The water pooled and spread across the gravel parking lot before running in wandering rivulets out into the field beyond, where bright butterflies swarmed and fluttered, dabbing at the mud I was making.31Throughout the afternoon, some of the adults who were showing up wandered over to examine the monstrosity. Among them was an older boy, Jack, a 15-year-old who had been kicked out of school the year before for fighting. Jack waited until no adults were around and then came by and said that he wanted the fish, that it was his father's—that his father had been the one who had caught it—and that he would give me five dollars if I would let him have it.32"No," I said, "my father told me to take care of it."33Jack had me figured straightaway for a Goody Two-Shoes. "They're just going to kill it," he said. "It's mine. Give it to me and I'll let it go. I swear I will," he said. "Give it to me or I'll beat you up."34As if intuiting or otherwise discerning trouble—though trouble followed Jack, and realizing that did not require much foresight—my father appeared from around the corner, and asked us how everything was going. Jack, scowling but saying nothing, tipped his cap at the fish but not at my father or me, and walked away.35"What did he want?" my father asked.36"Nothing," I said. "He was just looking at the fish." I knew that if I told on Jack and he got in trouble, I would get beaten.37"Did he say it was his fish?" my father asked. "Was he trying to claim it?"38"I think he said his father caught it."39"His father owes us $67," my father said. "He gave me the fish instead. Don't let Jack take that fish back."40"I won't," I said.41I can't remember if I've mentioned that, while not poor, we were right at the edge of poor.42The dusty orange sky faded to the cool purple-blue of dusk. Stars appeared and fireflies emerged from the grass. I watched them, and listened to the drum and groan of the bullfrogs in the stock tank in the field below, and to the bellowing of the cattle. I kept watering the fish, and the fish kept watching me, with its gasps coming harder. From time to time I saw Jack loitering, but he didn't come back over to where I was.43Later in the evening, before dark, but only barely, a woman I thought was probably Jack's mother—I had seen her talking to him—came walking over and crouched beside me. She was dressed as if for a party of far greater celebration than ours, with sequins on her dress, and fiat leather sandals. Her toenails were painted bright red, but her pale feet were speckled with dust, as if she had been walking a long time. I could smell the whiskey on her breath, and on her clothes, I thought, and I hoped she would not try to engage me in conversation, though such was not to be my fortune.44"This's a big fish," she said.45"Yes, ma'am," I said, quietly. I dreaded that she was going to ask for the fish back.46"My boy and my old man caught that fish," she said. "You'll see. Gonna have their pictures in the newspaper." She paused and stared at the fish as if in labored communication with it. "That fish is worth a lot of money, you know?" she said.47I didn't say anything. Her diction and odor were such that I would not take my first sip of alcohol until I was 22.PASSAGE TWO26Improving the balance between the working part of the day and the rest of it is a goal of a growing number of workers in rich Western countries. Some are turning away from the ideals of their parents, for whom work always came first; others with scarce skills are demanding more because they know they can get it. Employers, caught between a falling population of workers and tight controls on immigration, are eager to identify extra perks that will lure more "talent" their way. Just now they are focusing on benefits (especially flexible working) that offer employees more than just pay.27Some companies saw the change of mood some time ago. IBM has more than 50 different programmes promoting work-life balance and Bank of America over 30. But plenty of other firms remain unconvinced and many lack the capacity to cater to such ideas even if they wanted to. Helen Murlis, with Hay Group, a human-resources consultancy, sees a widening gap between firms at the creative endof employment and those that are not.28The chief component of almost all schemes to promote work-life balance is flexible working. This allows people to escape rigid nine-to-five schedules and work away from a formal office. IBM says that 40% of its employees today work off the company premises. For many businesses, flexible working is a necessity. Globalization has spread the hours in which workers need to communicate with each other and increased the call for flexible shifts.29Nella Barkley, an American who advises companies on work-life balance, says that large firms are beginning to understand the value of such schemes, "but only slowly". For most of them, they still mean little more than child care, health care and flexible working.30Yet some schemes go well beyond these first steps. American Century Investments, an investment manager in Kansas City, pays adoption expenses and the cost of home-fitness equipment for its employees. Rob Marcolina, a consultant with Bain & Company based in Los Angeles, was allowed time off to marry his partner in Canada. Mr Marcolina, who has an MBA from the high-ranked Kellogg business school, says his employer's understanding makes him want to be "part of Bain for some time".31Businesses have other good reasons for improving employees' work-life balance. Wegmans Food Markets, a grocery chain based in Rochester, New York, frequently appears near the top of lists of the best employers in America. It has a broad range of flexible-work programmes, which gives it one of the lowest rates of employment turnover in its industry—8% a year for full-tinge workers, compared with 19% across the industry.32Simple programmes can be surprisingly cost-effective. IBM, for instance, is spending $50m over five years on "dependant-care" facilities for its employees. Although that sounds generous, it is the equivalent of little more than $30 for each IBM employee every year. That is far cheaper than a pay rise and probably a better way to retrain talented mothers and fathers. Ernst & Young, a global accounting firm, has a low-cost range of initiatives called "People First". It provides breaks for people to provide care and has over 2,300 flexi-time employees in the United States. James Freer, a senior executive, says he is "absolutely convinced" the initiatives help produce better financial results.33DeAnne Aguirre, a mother of four and a senior partner in San Francisco with Booz Allen Hamilton (BAH), says "it is easy to make the business case" for work-life balance programmes at the consultancy by looking at attrition rates. BAH calculated that it was investing more than $2m in turning a raw recruit into a partner, an investment it should be reluctant to write off. Coming, an American glass company, reckons that it costs 1.5 times a worker's salary and benefits to replace him. If it can retain just 20 workers a year who would otherwise have left, Corning reckons it would produce annual savings of $2.6m.34The spread of flexible work has come about at least partly as a result of initiatives to keep women workers. Companies have had to offer extended periods of leave for them to look after dependants (young and old), and flexible working inbetween. At BAH, women partners take an average of eight-and-a-half extended breaks during their careers. Men take an average of one-and-a-half. Ernst & Young, keen to show that part-time workers can also become partners, recently made the first such appointment in Houston, Texas.35Some of these initiatives are spreading even to the castles of binge working, such as investment banks. Business schools are now climbing on the bandwagon, too. In October Tuck School at Dartmouth, New Hampshire, will start a course on returning to corporate life after an extended absence. Called "Back in Business", the 16-day, $12,000 re-entry programme is open only to students with "'work experience in a high-potential career".36The majority will inevitably be mothers wanting to rejoin the workforce. But fathers are also asking for sabbaticals (公休假). Work-life balance "is not just a women's issue" any more, says Ted Childs, who is in charge of workforce diversity at IBM. "Men, too, are very concerned about it."37The demand is being stoked by the "Generation Y", the tmder-28s. They look sceptically at the idea of lifetime employment within a single organisation and they are wary of the commitment they believe too often drove their parents to the divorce courts. Hay's Ms Murlis says that today's business-school graduates are "looking for a workstyle to go with their lifestyle", not the other way round. They are happy to binge-work for a while, but in return want extended sabbaticals.38Many of the more imaginative schemes come from organisations that are not under pressure to report quarterly to Wall Street. Wegmans and American Century Investments are family-controlled businesses and the big accounting firms and consultancies, such as Ernst & Young, KPMG, Bain and BAH, are partnerships. This allows them to take a longer-term view of growth and costs.39To some extent, the proliferation of work-life-balance schemes is a function of today's labour market. Companies in knowledge-based industries worry about the shortage of skills and how they are going to persuade talented people to work for them. Although white-collar workers are more likely to be laid off nowadays, they are also likely to get rehired. Unemployment among college graduates in America is just over 2%. The same competition for scarce talent is evident in Britain.40For some time to come, talented people in the West will demand more from employers, and clever employers will create new gewgaws to entice them to join. Those employers should note that for a growing number of these workers the most appealing gewgaw of all is the freedom to work as and when they please.PASSAGE THREE26The blind, overweight patient in the wheelchair has terrible pain in her back and burning pain in her legs. She also has advanced arthritis in her knees and end-stage circulatory disease, which have left her with two useless legs that are red, swollen and infected. Now her shoulder has started to hurt. She can't raise her arm to comb her hair. Five or six other things are wrong with her—she tells me about each. Some we can help; most we can't. I tell her as much.27In my office, she listens carefully. I hardly ever have to repeat myself with Doris (not her real name). She asks questions—mostly good ones. She needs lots oftests, various therapies. I ultimately recommend an operation on her shoulder. Sick, weakened by multiple symptoms and with lousy insurance, Doris is—surprise—a really good patient. She communicates efficiently with her doctors and treats us with respect and trust. She has reasonable expectations. I can tell she looks things up, but her knowledge is helpful—never challenging. I've talked about her with other doctors, and we agree on this: when you see Doris' name on your day's list, you know you're going to work hard. But you're usually glad her name is there.28Few patients realize how deeply they can affect their doctors. That is a big secret in medicine—one doctors hate to admit. We think about, talk about, dream about our patients. We went into clinical medicine because we like dealing on a personal, even intimate level with people who have chosen to put their bodies in our hands. Our patients make or break our days.29Take the compliment. Our career choice means we really do think that you —with your aches and pains—are more interesting than trading hot securities, more fun than a courtroom full of lawyers. Massaging the ego is the key to manipulating responsible types like doctors. When we feel your trust, you have us.30The most compelling reasons to be a good patient are selfish ones. You will get more than free drug samples if your doctor is comfortable and communicates easily with you. You'll get more of the mind that you came for, a mind working better because it's relaxed—recalling and associating freely, more receptive to small, even unconscious clues. That means better medical care. But you should try to be a good patient for unselfish reasons too. We worry about you 60 hours a week. We gave up our 20s for you. Why not show us some love? It's not hard.31The medical relationship is intrinsically one-sided. It's about you and your problem. I am going to find out more about you in the next 20 minutes than you will find out about me. Don't fret about that. We don't expect you to ask much about us. Good patients answer questions accurately and completely. They ask questions too.32But many patients talk too much. You might notice that we are writing when we see you—we are creating your chart. We need specific facts but not every fact in your life. Here's a classic exchange:33How long has your shoulder hurt, Beatrice? "Oh, for quite some time now." But for how long? How many months? "Oh, at least since the wedding—well, then again it did act up a bit when Margaret came back from Ireland..."34All I want to do is write something like "Right shoulder, 6 months, no trauma" on my chart. Although I lack the heart to tell her, Beatrice would be a better patient if she tried to be a bit more concise. There are lots of Beatrices.35Here's another classic:36"Well, I don't need to have good mariners—I'm sick—and I'm not going to be a patsy for some smooth talker in a white coat. The squeaky wheel gets the grease, you know."37That is the mind-set of many patients who abuse their doctors; my bet is they abuse other people as well. Any good doctor knows when you're too sick to be polite and will let it roll off his back. The squeaky wheel we don't like is the one playing a dominance game. That big wheel is likely to get a shorter, less sensitiveexamination and more tests, and then still more tests to follow up the abnormalities in the first tests, followed by extra consultations with specialists—anything to relieve the doctor's responsibility for a bad patient.38Are doctors good patients? Others may disagree, but I think they are. Medical terms don't faze them, so communication is easier, and their expectations tend to be more reasonable. Anyone in medicine is painfully aware that there are plenty of problems for which we have no good answer. Nurses tend to be even better patients, being adept at following doctors' orders—a virtue lacking in doctors.39Doctors and nurses also know when to respect an educated opinion. When the MRI says one thing and I want to do another, they are more likely to be on my side. But you need not be a medical professional, or educated at all, to be a great patient. It's pretty much the same strain of human decency— a truthful consideration of who the people around you are and of what they are trying to do—that infects a good patient and any good person.26、The author's behavior of guarding the fish showed (PASSAGE ONE.A. bravery and serf-control.B. wisdom and responsibility.C. devotion and romance.D. chivalry and charity.27、From the fourth paragraph, we get the impression that (PASSAGE ONE.A. the author cherished his childhood memories.B. the author spent much time in daydreaming.C. the author may not have a happy childhood.D. the author can't remember his childhood days.28、"Jack had me figured straightaway for a Goody Two-Shoes." (Paragraph Eight) means that (PASSAGE ONE.A. I was not the boy as Jack supposed to be.B. I was much stingier than Jack thought.C. I was viewed as virtuous and righteous.D. I was irritating and foolish in Jack's eyes.29、It can be inferred from the passage that Jack was all EXCEPT (PASSAGE ONE.A. cunning.B. bad-tempered.C. rude.D. considerate.30、Employees tend to demand more from their employers because (PASSAGE TWO)A. they always give priority to their work.B. they are pursuing a more balanced lifestyle.C. they are equipped with special skills.D. they focus on benefits rather than salary.31、The current situation about the work-life balance problem is that (PASSAGE TWO)A. many companies launch varying programmes for the problem.B. most companies are ready to take effective solutions.C. companies are at two extremes in solving the problem.D. most companies are indifferent to the problem.32、IBM is cited as an example in the third paragraph to show that (PASSAGE TWO)A. IBM has many different programmes enhancing work-life balance.B. the tendency of large firms to improve employee's work-life balance.C. flexible working includes allowing employees to work outside offices.D. flexible working is adopted to meet the new demand of communication.33、Which of the following is NOT the cause for the spread of flexible work? (PASSAGE TWO)A. Low turnover rate.B. Initiatives to stabilise workforce.C. General thirst for talents.D. Labour force competition.34、The word gewgaws in the last paragraph probably means (PASSAGE TWO)A. jewelry.B. positions.C. strategies.D. payment.35、The first two paragraphs in the passage (PASSAGE THREE.A. cite an example as a hook to start the issue.B. bring out the theme with strong argument.C. provide ways to deal with the issue.D. introduce the issue with an extreme case.36、The expression "massaging the ego" in Paragraph Four most probably means (PASSAGE THREE.A. affecting doctors deeply.B. praising doctors sincerely.C. showing interest in doctors.D. staying in touch with doctors.37、The benefit for one to be a good patient is that (PASSAGE THREE.A. his doctor will be receptive to all clues.B. his doctor will undercharge him for medicine and operation.C. he can get free drug samples and better care.D. he can get more time to talk with his doctor.38、If one intends to become a good patient, he should learn (PASSAGE THREE.A. to find out more about his doctor.B. to respect both doctors and nurses.C. to become as unselfish as possible.D. to accurately follow his doctor's orders.39、The text is mainly about (PASSAGE THREE.A. what makes a good patient.B. how deeply patients can affect their doctors.C. the relationship between patients and doctors.D. the most significant reasons to be a good patient.40、SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on tire passages in SECTION A. Answer each question in NO more than 10 words in the space provided on ANSWER SHEET TWO.Why did the author water the fish? (PASSAGE ONE.41、What created the towering clouds? (PASSAGE ONE.42、Why did the author hope Jack's mother not to engage him in conversation? (PASSAGE ONE.43、What do the examples of American Century Investments and Bain & Company in Para.5 show? (PASSAGE TWO)44、Why does IBM invest money for employees? (PASSAGE TWO)45、What are the characteristics of today's business-school graduates? (PASSAGE TWO)46、What does the first classic exchange show? (PASSAGE THREE.47、What might happen to the big wheel style patients? (PASSAGE THREE.PART ⅢLANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank provided atthe end of the line.For a missing word, mark the position of the missing word with a "∧" sign and write the wordyou believe to be missing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "—" and put the word in the blankprovided at the end of the line.For centuries, immigrants have come to America seeking thepromise of life, liberty, and the pursuit of happiness. Some camefleeting religions persecution. Others came for the possibility of a 48better life. But all were inspired by the freedoms that exist in theUnited States because of the rule of law.Throughout our history, immigrants have contributed toAmerican society and help build the American dream. But today 49 we face with an immigration crisis. Lax enforcement of our 50immigration laws threatens the promise of life, liberty, and thepursuit of happiness that has made America that it is today. In 51order to protect the American dream, we must enforce ourimmigration laws.According to a report by the Government AccountabilityOffice, only 44 percent of the U.S.-Mexico border is under the"operational control" of the U.S. Border Patrol. Forty-four percentis a failure grade. Holes in the security of our borders threaten 52American lives. The first promise of the American dream is "life."In order to protect that promise, we must secure the U.S.-Mexicoborder.We must also do more to prohibit Americans from criminal 53illegal immigrants. Despite the Obama administration has 54increased the deportation of criminal immigrants, two SupremeCourt rulings created a safe haven for dangerous criminalimmigrants who can be removed. Because these rulings prohibit 55 criminal immigrants from detained longer than six months 56when they cannot be deported, federal officials have been forced to 57。

专业英语八级(听力)模拟试卷42(题后含答案及解析)

专业英语八级（听力）模拟试卷42(题后含答案及解析) 题型有：1. LISTENING COMPREHENSIONPART 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：Five Types of Books Good morning. This lecture is going to introduce 5 types of books that can increase intelligence. As you know, we read for information, with the hope that information we acquire will improve our minds, giving us the means to improve our lives. In the modern Age of Information, more reading material is available than ever, making it increasingly difficult to allocate our reading time efficiently. All books are not created equal, and it follows that all readers are not equal either. To read prodigiously and to read profitably are two very different things. A great amount of time is wasted reading books that are forgotten a short time after they’re completed. But time spent reading books that cultivate intelligence and wisdom is a labor that yields continuous benefit over a lifetime. Although it is certainly necessary, for the purposes of business and everyday life, to read about the latest news and trends, that type of reading is outside the scope of this article. My aim is to encourage the reading of books that permanently increase intelligence and, as a result, improve our chances of leading prosperous and fulfilling lives. The first choice is books about science. Science is not restricted to scientific text books. It includes all books that increase our understanding of the natural world. This includes books on commerce and society, with the unifying theme being the use of evidence to explain events. The great value of these books comes, not from the theories they prove which will likely be disproved in the future, but from the development of curiosity and the methods of learning. Scientific books teach us how to investigate our intuition and validate it with evidence. They also inspire wonder and respect for the physical world and for our own intellect. Then, philosophy comes as our second choice. In ancient times, science and philosophy grew from the seed of analytical thought. If science teaches us to understand the outside world, philosophy teaches us to understand ourselves. It could very well be called the science of human life. In addition to the classic philosophical works, this category also includes the great religious texts. The Bible, Koran, Bhagavad Gita, etc. are not universally valuable because of religious dogma, but because of the wisdom and beauty that has inspired billions to live loving, pious lives. It is an unfortunate modern bias that philosophy is considered irrelevant. Although we worship at the shrine of modern technology, this isstill a very human world. Philosophy will increase your understanding of human needs and desires, knowledge that is essential for spreading ideas and predicting human behavior. The third one is serious fiction. I’d like to permanently discredit the belief that fictional works are inferior because they’re only “made up stories”. Only a person totally devoid of imagination could believe that. Great works of fiction contain more truth than any other literary genre because they allow the reader to experience a new reality. Fiction creates experiences that elevate your level of consciousness. Serious fiction also contains a great deal of philosophy, psychology, and history. Truman Capote said that a good novel is worth more than any scientific study. For the purpose of increasing individual human intelligence, I’m inclined to agree. Great fiction is also great language. And as I’ve written before, reading great language is the only way to become a better writer. It will also make you a better thinker, speaker, and conversationalist. Moreover, history books are also included. History feels boring because as children it meant dull text books, memorizing dates, and tedious lectures. And who can blame us? The public schools have done their best to take the humanity out of history. But at its best, history is fascinating anecdotes, remarkable characters, and the evolution of ideas that have shaped civilization. By learning about the past we are able to interpret our own times. We are able to recognize modern prejudices and the nature of humanity. Although history may not help us predict the future, it increases self understanding and awareness. It teaches us the timelessness of ideas and morality. The last type is poetry. I saved poetry for last because convincing you to take it seriously provides the greatest challenge. Poetry arouses images of Shakespearian actors reciting flowery rhymes. It’s no wonder most people think it lacks substance and applicability. But to maintain this opinion is to ignore one of the great joys of human intelligence and underestimate the mysterious power of words. It’s no coincidence that many languages use the same word for poet and prophet. The reading of great poetry produces a feeling that cannot be adequately described, a feeling of awe and reverence for the power of words. Great poetry is the fusion of music and meaning. It is the medium of humanity’s most ancient masterpieces. Poetry sharpens language skills and develops eloquence. Meaning is only half of the great language. The best authors write with a style that is both pleasurable and instructive. An appreciation of poetry is essential for reaching this degree of excellence. As to resources, I can’t make a formal set of recommendations. There are just too many great books and my experience is too limited. How could I presume to know your tastes or area of interest? What I can do is point out a couple of places where you’ll be sure to find something of interest. Anyone who follows this site knows that I’m a whore for the old stuff. Strangely, the Internet is the best thing that’s happened to old books since the printing press. Bartleby contains an extensive collection of materials that are well formatted for online reading. You should read for self improvement, not to feel educated and superior. Reading, even the most rigorous intellectual type, should be a labor of love. It might be easier to read lighter books, but the moments of discovery created by challenging books are more pleasurable and exhilarating than any suspense novel. If you make an effort to read more profitably, you’ll be rewarded with wisdom, beauty,and many hours of productive leisure.Five Types of Books I. IntroductionA. Reading for information, hoping to—improve our minds with the information acquired—give us the means to improve our livesB. Reading prodigiously & reading【B1】______: two different things【B1】______—to read books that increase intelligence—to read books that helps improve our chances of a happy livingII. The first choice: books about【B2】______【B2】______A. Including not only scientific text books, but alsothe books that increase our understanding of the natural worldB. The value of these books:—the development of【B3】______【B3】______—the methods of learning—how to investigate our intuition and validate it with evidence—inspiring wonder and respect for【B4】______【B4】______III. The second choice: philosophyA. Teaching us to understand【B5】______【B5】______B. Including:—the classic philosophical works —the great texts of【B6】______【B6】______IV. The third choice: serious fictionA. Great works of fiction: containing more truthB. Fiction:【B7】______ experiences 【B7】______C. Serious fiction: containing a lot of philosophy, psychology & historyD. Great fiction: being also great languageV. The fourth choice: history booksA. helping us to interpret our own timesB. recognizing modern prejudices and the nature of humanityC. Increasing our self understandingD. Teaching us that ideas and morality are【B8】______【B8】______VI. The last type: poetryA. Producing a feeling of【B9】______ for the power of words【B9】______B. Appreciation of poetry: essential for reading—sharpening language skills—developing eloquenceVII. ResourcesA. No formal set of【B10】______【B10】______B. The Internet 1．【B1】正确答案：profitably／／usefully解析：讲座的主题是“5 types of books that can increase intelligence(五类能够提高智力的书)”，根据原文“广泛地阅读和有益地阅读是不同的”，可知答案为profitably(也可填意思相近的usefully)。

专业英语八级(听力)模拟试卷305(题后含答案及解析)

专业英语八级（听力）模拟试卷305(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART 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：Types of Language Testing Good morning, everyone. Today, we’ll talk about the language tests. As we know, the testing history in the world can be traced back to nearly two thousand years ago. And in today’s lecture, I’d like to mainly discuss the different types of language testing. The first one is a placement test, which is designed to sort new students into teaching groups, so that they can start a course at approximately the same level as the other students in the class. It is concerned with the student’s present standing, and so relates to general ability rather than specific points of learning. As a rule, the results are needed quickly so that teaching may begin. A variety of tests is necessary because a range of different activities is more likely to give an accurate overall picture of a student’s level than a single assessment. Sometimes one member of staff sees each student individually before the final class allocation is made. This procedure has several advantages. It helps to complete the assessment for each individual student by disclosing factors which are not revealed by the written tests, either positive ones such as a friendly, outgoing character or a higher level of production than a writing test suggests, or negative ones such as a slight stammer or more than average shyness. Perhaps the greatest advantage of the interview is that there is now the opportunity to assess both oral production(the ability to make English sounds)and fluency(the ability to sound English in a social situation)at one and the same time. Secondly, let us look at diagnostic tests. This test, sometimes called a formative or progress test checks on student’s progress in learning particular elements of the course. It is used, for example, at the end of a unit in the course book or after a lesson designed to teach one particular point. These tests can take the form of an extension of the lesson from a practice phase into an assessment phase. They can provide information about progress which may be used systematically for remedial work. The diagnostic test tries to answer the question “How well have the students learned this particular material?” If his learning has been successful, the results will give a considerable lift to the student’s morale and he is likely to approach the next learning tasks with fresh enthusiasm. If he finds he has not mastered the point at issue, the test should give him clear indication of how he falls short, so that he can do some useful revision. Next,achievement test. An achievement test, also called an attainment test, looks back over a longer period of learning than the diagnostic test, for example a year’s work, or a whole course, or even a variety of different courses. It is intended to show the standard which the students have now reached in relation to other students at the same stage. This standard may be established for a country, as with school-leaving certificates: or it may relate to an individual school or group of schools which issues certificates to students attending courses. But the important point which is common to all these situations is that the standard remains constant as far as possible from course to course and from year to year and is external to the individual class or textbook. Lastly, proficiency. The aim of a proficiency test is to assess the student’s ability to apply in actual situations what he has learnt. It seeks to answer the question: “Having learnt this much, what can the student do with it?”This type of test is not usually related to any particular course because it is concerned with the student’s current standing in relation to his future needs. Efforts must be made to use in the tests the kind of language which actually occurs in the situation the student will meet. For example, a test which sets out to assess the proficiency of a student hoping to follow a university course in an English-speaking country would need to take into account not only his level of skill in listening to lectures, but also his ability to take notes, to make full use of what is gained from the lecture in his subsequent writing. An important element in proficiency testing is to assess in some way the student’s ability to repair breakdowns in communication, by asking for a repetition or an explanation, for example, or by rephrasing what he has just tried to say. A rather typical example of a standardized proficiency test is the Test of English as a Foreign Language or TOEFL. It is used by nearly 1,000 institutions of higher education in the United States as an indicator of a prospective student’s ability to undertake academic work in English. The TOEFL consists of the following sections: —Listening Comprehension measures the ability to understand English as it is spoken in the United States. —Structure and Written Expression measures mastery of important structural and grammatical points in standard written English. —V ocabulary and Reading Comprehension tests the ability to understand the meanings and uses of words in written English as well as the ability to understand a variety of reading materials. Proficiency tests sometimes add sections that involve free writing and/or oral production. Lastly, I want to remind you that though it is convenient to say that the purpose of any test can be defined in this way, there are in practice several different purposes for every test. Now, to sum up, in today’s lecture, we have discussed some main types of language testing, namely, placement, diagnostic, achievement and proficiency. In our next lecture, we will take a look at the evolution of the language testing.Types of Language TestingI. Placement—sort new students into【T1】______【T1】______—test the student’s【T2】______rather than specific points of learning 【T2】______—Interview as a good form of placement tests:-【T3】______ both positive and negative factors that【T3】______are not revealed by written tests- assess both【T4】______ and fluency【T4】______II. Diagnostic—also called【T5】______ or progress tests【T5】______—check student’s progress after learning【T6】______【T6】______—the results【T7】______ those learning well, meanwhile,【T7】______give feedback to those notIII.【T8】______【T8】______—also called【T9】______【T9】______—examine a longer period of learning than diagnostic tests—determine which level a student lies with【T10】______ standard【T10】______IV. Proficiency—assess the student’s ability in【T11】______【T11】______—test student’s ability to repair【T12】______in communication【T12】______—An example of proficiency test:【T13】______【T13】______-【T14】______: to measure the ability to understand English【T14】______as it is spoken in US- Structure and Written Expression: to examine the knowledge ofstructural and【T15】______points in standard written English【T15】______- V ocabulary and Reading Comprehension: to test the ability to understand a variety of reading materials1．【T1】正确答案：teaching groups解析：讲座的主题是“types of language testing(语言测试的类别)”。

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