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大学英语专业八级水平测试试卷-01
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分数：100分
用时：185分钟（建议）
描述：大学英语专业八级水平测试
预览试卷结构
预览试卷内容
Part I LISTENING COMPREHENSION
共 20分 / 25分钟
Section A
MINI-LECTURE
10 小题
10分
Section B
CONVERSATION & INTERVIEW
5 小题
5分
Section C
NEWS BROADCAST
5 小题
5分
Part II READING COMPREHENSION
共 20分 / 30分钟
Section A
MULTIPLE CHOICE
20 小题
20分
Part III GENERAL KNOWLEDGE
共 10分 / 10分钟
Section A
MULTIPLE CHOICE
10 小题
10分
Part IV PROOFREADING & ERROR CORRECTION
共 10分 / 15分钟
Section A
ERROR CORRECTION
10 小题
10分
Part V TRANSLATION
共 20分 / 60分钟
Section A
TRANSLATION (CHINESE TO ENGLISH)
1 小题
10分
Section B
TRANSLATION (ENGLISH TO CHINESE)
1 小题
10分
Part VI WRITING
共 20分 / 45分钟
Section A
WRITING
1 小题
20分
Part I
Part II
Part III
Part IV
Part V
Part VI
Part I LISTENING COMPREHENSION
20分 / 25分钟
Part II READING COMPREHENSION
20分 / 30分钟
Part III GENERAL KNOWLEDGE
10分 / 10分钟
Part IV PROOFREADING & ERROR CORRECTION
10分 / 15分钟
Part V TRANSLATION
20分 / 60分钟
Part VI WRITING
20分 / 45分钟
Section A
In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task on ANSWER SHEET after the mini-lecture. Use the blank sheet for note-taking.
Now listen to the mini-lecture.
Complete the gap-filling task. Some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may refer to your notes.
Two types of research methods:
I. Secondary Research uses secondary sources, i.e.
1)
.
II. Primary Research: two kinds
1. Quantitative Research
a. Before the research begins, there is already a
2)
.
b. The main idea is to separate things to be counted statistically.
c. The result of the research is
3)
.
2.
4)
Research
a. The focus of the study becomes more apparent as time progresses.
b. The result of the research may be
5)
.
c. Feature: both research subjects and researchers may be
6)
.
3. However, there is no clear line between the two kinds of research.
Many disciplines use a
7)
.
III. Some aspects one needs to be careful with in primary research:
1.
8)
a. Get permission
b. No physical or emotional harm
c. Be accurate in report
2. Some pitfalls
a.
9)
b. Biased methodology
c. Confusing cause and effect
d. Fail to consider all aspects
IV. Four methods useful for writers:
1. Interviews
2.
10)
3. Observations
4. Analysis
Section B
In this section, you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow.
11.
Employees in the US are paid for their time. This means that they are supposed to
A) work hard while their boss is around.
B) come to work when there is work to be done.
C) work with initiative and willingness.
D) work through their lunch break.
12.
One of the advantages of flexible working hours is that
A) pressure from work can be reduced.
B) working women can have more time at home.
C) traffic and commuting problems can be solved.
D) personal relationships in offices can be improved.
13.
On the issue of working contracts in the US, which statement is NOT correct?
A) Performance at work matters more than anything else.
B) There are laws protecting employees' working rights.
C) Good reasons must be provided in order to fire workers.
D) Working contracts in the US are mostly short-term ones.
14.
It can be assumed from the interview that an informal atmosphere might be found in
A) small firms.
B) major banks.
C) big corporations.
D) law offices.
15.
The interview is mainly about _____ in the USA.
A) office hierarchies
B) office conditions
C) office rules
D) office life
Section C
In this section you will hear several news items. Listen to the news items carefully and then answer the questions that follow.
16.
How many people are infected with HIV in Ukraine?
A) 330.
B) 40,000,000.
C) 330, 000.
D) 1,500,000.
17.
Which of the following was NOT a result of the earthquake in Indonesia?
A) A landslide.
B) A tsunami.
C) Collapse of hospitals.
D) Destruction of houses.
18.
Which of the following statements is TRUE?
A) About a dozen people were killed in the earthquake.
B) Padang, the capital of Sumatra, was the epicentre.
C) Some places lost electricity and telecommunications.
D) Singapore and Malaysia were also striken by the earthquake.
19.
How fast would the supersonic car be expected to reach?
A) 1,000mph.
B) 760mph.
C) 763mph.
D) 950mph.
20.
Which of the following is FALSE?
A) A British team has built a car designed to smash all previous land speed records.
B) The supersonic car, called Bloodhound, is expected to go faster than even the speed of sound.
C) The car looks more like a plane without wings.
D) It will also travel much faster than most passenger aircraft.
Section A
In this section there are several reading passages followed by a total of twenty multiple-choice questions. Read the passages and then mark your answers on your answer sheet.
Text A
In a dusty half-acre potato patch near the tiny (pop. 1,000) farming community of Tulelake, Calif., scientists in canary yellow overalls clambered aboard a tractor last week and began what looked like a workaday farmyard chore. They were planting ordinary potatoes, 2,000 tubers in all, that had been treated with an extraordinary additive: a genetically altered bacterium designed to inhibit the formation of frost. This experiment — and a similar one performed only five days earlier — marked a turning point in the efforts of scientists to apply the advances of recombinant DNA technology to agriculture: the first authorized release of man-made microbes into the environment.
The routine Tulelake operation stood in marked contrast to the more dramatic previous test, 350 miles away in a Brentwood, Calif., strawberry field. There, technicians wrapped in head-to-foot "space suits" — required by federal regulations governing airborne use of potentially toxic substances — sprayed 2,400 strawberry plants with a slightly different strain of the same ice-inhibiting bacterium. The event drew a crowd of reporters and government officials, who arrived with elaborate devices to sniff the air and taste the dirt around the test site. The start of the experiment was delayed for an hour because of an act of sabotage: the night before, vandals, apparently expressing their disapproval of the experiment, cut through a chain-link fence and uprooted some 2,000 plants.
The uninjured berries were quickly replanted, and the project proceeded without further incident, but the protest was symptomatic of the fierce controversy surrounding the open-air trials. They have become the focal point of a bitter debate over the creation of new organisms and the risks involved in releasing them. Most biologists have argued that the outdoor tests are a necessary first step that may help reduce the $1.5 billion lost by U.S. farmers each year to frost and may someday lead to the replacement of chemical fertilizers and pesticides with biodegradable, nonpolluting microbes.
Opponents, captained by Washington-based Activist Jeremy Rifkin, have raised legitimate questions about how well these experiments are regulated and monitored. But Rifkin and his supporters have also played on public fears by painting the specter of a biotech Chernobyl — an experiment gone haywire, spreading man-made germs that could ruin crops, change rain patterns and render large swatches of California uninhabitable.
The current experiments, almost everyone agrees, do not pose any such threat. They involve a modest bit of genetic engineering on the bacterium Pseudomonassyringae, a common parasite that lives on the bark and leaves of many plants. The bacterium produces a protein that serves as a seed for the formation of ice crystals when the temperature drops below 32 degrees F. By snipping the seed-making gene from the DNA of the microbe, Berkeley Plant Pathologists Steven Lindow and Nickolas Panopoulos created a mutant form of P. syringae that does not promote frost. They call their new microbe "ice-minus." In the laboratory, leaves coated with the microbes have briefly withstood temperatures as low as 23 degrees F.
In 1982 Lindow and Panopoulos applied for permission to treat potatoes with ice-minus. They failed to anticipate Rifkin. A former antiwar activist with a fertile imagination and a knack for using the bureaucratic process, Rifkin organized what may be the longest-running regulatory battle ever. One of his victories: a 1984 temporary injunction against Lindow and Panopoulos issued by Federal District Judge John Sirica of Watergate fame.
There have been excesses and lapses on both sides. Rifkin, who makes his living speaking against genetic engineering, sowed fear and doubt among the public even after his supporters had concluded that the experiments were safe. But the scientists have not been blameless. Advanced Genetic Sciences Inc., the Oakland-based start-up firm that conducted the strawberry tests, managed to alienate most of California's Monterey County in 1986 when its closely held plans to test the microbes in that area were uncovered by a local newspaper. While that issue was being debated, Rifkin revealed that AGS scientists had already injected mutant bacteria into fruit and nut trees growing on the roof of their Oakland labs — a violation of federal and state regulations. AGS was fined $13,000 for its transgression.
AGS learned its lesson. This month's experiments were preceded by a well- orchestrated campaign that included public meetings, mounds of explanatory literature and plant tours for county officials. The final legal hurdle fell the day before the first test. "The court is convinced," said Sacramento Superior Court Judge Darrel Lewis, "that (the experiments) are not unleashing some deleterious bacteria that are going to consume the city of Brentwood or anywhere else."
It was a setback for opponents of such research, and for Rifkin in particular. But it does not mean smooth sailing for the genetic engineers. Strict guidelines are now in place, and as long as there are industry watchdogs, every experiment will be closely checked. Rifkin shows no signs of giving up. "We will battle every step of the way," he promised last week. "This protest is not going to go away." For Lindow, however, the long battle was over. Said he, when the tubers were finally in the ground: "It's quite a relief to finally see science progress."
21.
The experiment in a dusty half-acre potato patch near the farming community of Tulelake, Calif., marked a turning point _____.
A) in the efforts of scientists to apply the advances of recombinant DNA technology to agriculture
B) in the efforts of scientists to release microbes into the environment
C) in the efforts of scientists to apply the advanced technology of biology to science
D) in the efforts of scientists to apply man-made microbes to the environment
22.
Which of the following is NOT true according to the passage?
A) Most biologists argue that the experiment may result in reduction of $1.5 billion lost by U.S. farmers each year.
B) <i>Pseudomonas syringae</i> is a common parasite that lives on the bark and leaves of many plants.
C) In the end, Rifkin was persuaded by the judge that the experiment does not pose any threat.
D) As long as there are industry watchdogs, every experiment will be carefully checked in order to prevent harm to the environment.
23.
What is "ice-minus"?
A) A new kind of microbe that can withstand temperatures as low as 23 degrees F.
B) A mutant form of <i>Pseudomonas syringae</i> that does not promote frost.
C) A kind of bacterium which produces a protein that serves as a seed for the formation of ice crystals when the temperature drops below 32°F.
D) A type of bacterium that can melt the ice.
24.
What did Lindow and Panopoulos apply for in 1982?
A) They applied for permission to treat potatoes with ice-minus.
B) They applied for permission to treat seeds with ice-minus.
C) They applied for permission to treat strawberry with ice-minus.
D) They applied for permission to treat the environment with ice-minus.
25.
According to the passage, which of the following conducted the strawberry tests?
A) California's Monterey County.
B) Rifkin and his supporters.
C) Scientists from Advanced Genetic Sciences Inc.
D) Berkeley Plant Pathologists Steven Lindow and Nickolas Panopoulos.
Text B
Key to any Thanksgiving Day menu is a fat turkey and cranberry sauce. But if you overeat at Thanksgiving dinner, there's a price to be paid for all this plenty: the Thanksgiving "food coma". The post-meal fatigue may be real, but the condition is giving turkeys a bad rap. Contrary to legend, the amount of the organic protein tryptophan in most turkeys isn't responsible for drowsiness. Instead scientists blame booze, the sheer caloric size of an average feast, or just plain old relaxing after stressful work schedules.
Where Did Thanksgiving Come From?
In 1541 Spaniard Francisco Vásquez de Coronado and his troops celebrated a "Thanksgiving" while searching for New World gold in what is now the Texas Panhandle. Later such feasts were held by French Huguenot colonists in present-day Jacksonville, Florida, by English colonists and Abnaki Indians at Maine's Kennebec River, and in Jamestown, Virginia, when the arrival of a food-laden ship ended a brutal famine. But it's the 1621 Plymouth Thanksgiving that's linked to the birth of our modern holiday. The truth is the first "real" Thanksgiving happened two centuries later. Everything we know about the three-day Plymouth gathering comes from a description in a letter written by Edward Winslow, leader of the Plymouth Colony, in 1621, Monac said. In 1841 Boston publisher Alexander Young printed Winslow's brief account of the feast and added his own twist, dubbing it the "First Thanksgiving". It wasn't even a Thanksgiving, which in the 17th century was a day of fasting. It was a harvest celebration. But after its mid-1800s century appearance, Young's designation caught on – to say the least. U.S. President Abraham Lincoln declared Thanksgiving Day a national holiday in 1863. He was probably swayed in part by magazine editor Sarah Josepha Hale – the author of the nursery rhyme "Mary Had a Little Lamb" – who had suggested Thanksgiving become a holiday, historians say.
Thanksgiving Turkey-in-Waiting
Each year at least two lucky turkeys avoid the dinner table, thanks to a presidential pardon – a longstanding Washington tradition believed to have originated with U.S. President Harry Truman. Since 1947 the National Turkey Federation has presented two live turkeys – and a ready-to-eat turkey – to the President, according to federation spokesperson Sherrie Rosenblatt. "There are two birds," Rosenblatt explained, "the presidential turkey and the vice presidential turkey, which is an alternate, in case the presidential turkey is unable to perform its duties." Those duties pretty much boil down to not biting the President during the photo opportunity with the press. In 2008 the vice presidential bird, "Pumpkin", stepped in for the appearance with President Bush after the presidential bird, "Pecan", had fallen ill the night before. After their presidential encounter, the birds share the same happy fate as Super Bowl winning quarterbacks. "For the last five years," Rosenblatt said, "they've gone to Disneyland" – living out their days at Big Thunder Ranch in the California theme park's Frontier land.
Consumers Rejoice!
For those who love marching and music, turkey takes a backseat to the Macy's Thanksgiving Day Parade in New York City, originally called the Macy's Christmas parade because it kicked off the shopping season. The tradition began in 1924, when employees recruited animals from the Central Park Zoo to join the parade. Helium-filled balloons made their debut in the parade in 1927 and, in the early years, were released above the city skyline with the promise of rewards for their finders. The parade, first televised nationally in 1947, now draws some 44 million viewers – not counting the 3 million people who actually line the 2.5-mile (4-kilometer) Manhattan route. Thanksgiving weekend also boasts the retail version of the Super Bowl – Black Friday, when massive sales and early opening times attract frugal shoppers. The National Retail Federation reports that some 130 million Americans, give or take a few million each year, brave the crowds to shop on Black Friday or on the following weekend.
Thanksgiving North of the Border
Cross-border travelers can celebrate Thanksgiving twice, because Canada celebrates its own Thanksgiving Day the second Monday in October. As in the U.S., the event is sometimes linked to a historic feast with which it has no real ties – in this case explorer Martin Frobisher's 1578 ceremony, which gave thanks for his safe arrival in what is now New Brunswick. Canada's Thanksgiving, established in 1879, was inspired by the U.S. holiday. Dates of observance fluctuated, sometimes coinciding with the U.S. Thanksgiving or the Canadian veteran-appreciation holiday, Remembrance Day – and at least once it occurred as late as December. But Canada's colder climate eventually led to the 1957 decision that formalized the October date.
26.
By "giving turkeys a bad rap" (Para. 1), the author means that _______.
A) turkeys are tapped before eaten at Thanksgiving
B) turkeys are stricken sharply after eaten at Thanksgiving
C) turkeys are blamed heavily nowadays
D) turkeys are often talked about nowadays
27.
When did Thanksgiving begin to be popular?
A) In 1541.
B) In 1621.
C) In the 17th century.
D) After the mid-18th century.
28.
What does "boil down to" (Para. 3) mean in the passage?
A) Be cooked until very little liquid is left.
B) Decrease in size, extent or range.
C) Summarize.
D) Reduce to essentials.
29.
Which of the following statements is NOT TRUE according to the last paragraph?
A) Dates of observance of Thanksgiving in Canada had not fixed before the year 1957.
B) Canada's Thanksgiving was inspired by the establishment of Thanksgiving in the U.S.
C) Canadians couldn't have celebrated Thanksgiving at the same day with Americans before the year 1957.
D) Canadians celebrate Thanksgiving in October because of the harsh weather.
30.
The writing style of the author is ______.
A) humorous
B) straightforward
C) plain
D) evasive
Text C
The teacher is the most important factor for success of students within the school setting. Yes, it is true. Some may contend that it is standardized testing, reform, accountability, or other initiatives that have been used in the past twenty years. But at the end of the day none of that matters if the teacher in the classroom is not an effective educator. Research suggests that students are most successful when they "feel" connected to the teacher and classmates.
However, teachers who are successful are so because they possess the core skills needed to be an effective teacher. These skills of an effective educator involve communication, organization, planning, management, and developing authentic relationships with students, parents, and colleagues. Just as these "core" skills are important, so is the ability to deliver relevant and engaging information to students.
When the "experts" look to "fix" education, it is often to expand professional training or implement new initiatives that involve more content, curriculum, or the hard skills of education rather than the soft skills. We can all recount the latest bandwagon or many bandwagons that were supposed to be the magic bullet to "fix" education. Whether it is a new teaching model, or more professional development for educators.
Educators in the twenty-first century must take a different approach to teaching if we are to prepare students for an ever-changing world.
Edutainer rationale is the paradigm shift that is needed by teachers to be highly effective educators. An Edutainer is a combination of educator and entertainer. This individual possesses such traits as vulnerability, wit, excitement, humor, and, most important, a desire to motivate students to excel.
When you think about an effective entertainer and an effective educator there are striking similarities. It is these similarities or principles that will be presented in this book. Think of someone like Jerry Seinfeld, Jeff Foxworthy, or Bill Cosby, who are considered effective entertainers. Among the many entertainers in the industry, these individuals stand out because they have been successful, but what are their keys to success?
First, they are visionaries. They understand that a change in culture requires a change in methods and presentation. They make their material relevant to present culture. They also have self-confidence or would end up with stage fright and not be able to perform.
Preparation is also vital to these performers. They organize and plan their material long before they get on stage or they would bomb the performance. But they also have to be effective communicators or the material wouldn't matter anyway. Finally, they have to deliver a performance that is relatable to the audience or they would be booed off the stage.
Now think of the highly effective educator. She is also a visionary who understands that students want relevant and relatable experiences in the classroom. The effective educator has to organize and plan her lessons before she teaches them. She has to manage her time and scheduling to get all the content areas covered. She needs effective communication skills and self-confidence to deliver the information effectively.
Finally, she also has to deliver the information in an applicable and relatable manner, or the students will be disengaged. So, as you can see, there are many similarities between an entertainer and an educator. When these skills are utilized effectively, the Edutainer will deliver a stellar performance.
The story behind the Edutainer concept is based upon the collaborative effort of the authors' more than thirty years of combined teaching experience at the K–12 and collegiate level within public and independent school systems.
Through these experiences, advanced degrees, and scholarly research we discovered and quantified what made us different and developed the key principles for success in the classroom of the twenty-first century. While we both knew intuitively we were unique in our approach, we also knew our approach delivered extraordinary results year after year.
When we met eight years ago, we realized that we shared these same characteristics and principles of effective teaching. We enjoyed teaching, were entertaining in our delivery, had high expectations of our students, and made real world application to the material. We also understood the importance of involving everyone in the educational process and developing authentic relationships with students, parents, and colleagues. Therefore, the Edutainer concept presents methodologies for teachers to thrive, enjoy, and feel empowered while producing a learning environment where students are engaged, responsible, and successful in "owning" their own learning.
31.
In the 3rd paragraph, "the magic bullet" probably means _______.
A) the latest bandwagons
B) expanded professional training
C) new curricula
D) a fast and effective solution
32.
Appearing firstly in the 5th paragraph, "edutainer" is a ______ word.
A) loan
B) clipped
C) blending
D) coinage
33.
The most crucial trait of an "edutainer" is ________.
A) vulnerability
B) humor
C) wit
D) none of the above
34.
An effective entertainer and an effective educator share the following similarities EXCEPT _______.
A) they are daydreamers
B) they are good material organizers
C) they are effective performers
D) they are good communicators
35.
We can infer from the passage that the author is ____________ "edutainer" as a new approach.
A) self-selling
B) confident of
C) satisfactory with
D) pessimistic about
Text D
The fox really exasperated them both. As soon as they had let the fowls out, in the early summer mornings, they had to take their guns and keep guard; and then again as soon as evening began to mellow, they must go once more. And he was so sly. He slid along in the deep grass; he was difficult as a serpent to see. And he seemed to circumvent the girls deliberately. Once or twice March had caught sight of the white tip of his brush, or the ruddy shadow of him in the deep grass, and she had let fire at him. But he made no account of this.
The trees on the wood-edge were a darkish, brownish green in the full light — for it was the end of August. Beyond, the naked, copper-like shafts and limbs of the pine trees shone in the air. Nearer the rough grass, with its long, brownish stalks all agleam, was full of light. The fowls were round about — the ducks were still swimming on the pond under the pine trees. March looked at it all, saw it all, and did not see it. She heard Banford speaking to the fowls in the distance — and she did not hear. What was she thinking about? Heaven knows. Her consciousness was, as it were, held back.
She lowered her eyes, and suddenly saw the fox. He was looking up at her. His chin was pressed down, and his eyes were looking up. They met her eyes. And he knew her. She was spellbound — she knew he knew her. So he looked into her eyes, and her soul failed her. He knew her, he was not daunted.
She struggled. Confusedly she came to herself, and saw him making off, with slow leaps over some fallen boughs, slow, impudent jumps. Then he glanced over his shoulder, and ran smoothly away. She saw his brush held smooth like a feather; she saw his white buttocks twinkle. And he was gone, softly, soft as the wind.
She put her gun to her shoulder, but even then pursed her mouth, knowing it was nonsense to pretend to fire. So she began to walk slowly after him, in the direction he had gone, slowly, pertinaciously. She expected to find him. In her heart she was determined to find him. What she would do when she saw him again she did not consider. But she was determined to find him. So she walked abstractedly about on the edge of the wood, with wide, vivid dark eyes, and a faint flush in her cheeks. She did not think. In strange mindlessness she walked hither and thither ...
As soon as supper was over, she rose again to go out, without saying why.
She took her gun again and went to look for the fox. For he had lifted his eyes upon her, and his knowing look seemed to have entered her brain. She did not so much think of him: she was possessed by him. She saw his dark, shrewd, unabashed eye looking into her, knowing her. She felt him invisibly master her spirit. She knew the way he lowered his chin as he looked up, she knew his muzzle, the golden brown, and the greyish white. And again she saw him glance over his shoulder at her, half inviting, half contemptuous and cunning. So she went, with her great startled eyes glowing, her gun under her arm, along the wood edge. Meanwhile the night fell, and a great moon rose above the pine trees.
36.
At the beginning of the story, the fox seems to be all EXCEPT
A) cunning.
B) fierce.
C) defiant.
D) annoying.
37.
As the story proceeds, March begins to feel under the spell of
A) the light.
B) the trees.
C) the night.
D) the fox.
38.
Gradually March seems to be in a state of
A) blankness.
B) imagination.
C) sadness.
D) excitement.
39.
At the end of the story, there seems to be a sense of _____ between March and the fox.
A) detachment
B) anger
C) intimacy
D) conflict
40.
The passage creates an overall impression of
A) mystery.
B) horror.
C) liveliness.
D) contempt.
Section A
There are ten multiple-choice questions in this section. Choose the best answer to each question. Mark your answers on your answer sheet.
41.
The following authors were women writers who wrote novels in the late 19th and early 20th century EXCEPT __________.
A) Emily Dickinson
B) Edith Wharton
C) Willa Cather
D) Kate Chopin
42.
Transformational Generative Grammar (TGG) is __________'s great contribution to linguistic development.
A) Saussure
B) Halliday
C) Bloomfield
D) Chomsky
43.
The head of the church in Anglo-Saxon times was _________.
A) King of Denmark and Norway
B) King of England
C) Julius Caesar
D) Archbishop of Canterbury
44.
Who are the natives in New Zealand?
A) The Aborigines.
B) The Maoris.
C) The Indians.
D) The Eskimos.
45.
The statue of liberty was given to American people by _____ as a gift in 1884.
A) France
B) Spain
C) Italy
D) Britain
46.
Semantics is the study of ___________.
A) linguistic competence
B) language functions
C) meaning
D) social behavior
47.
Britain was able to establish itself as a world leader in shipbuilding in the middle of
A) the 16th century.
B) the 17th century.
C) the 18th century.
D) the 19th century.
48.
"Knowledge is power" was said by _______.
A) Francis Bacon
B) William Shakespeare
C) Bertrand Russell
D) John Locke
49.
The two major novelists of the Romantic period are Jane Austen and _______.
A) Walter Scott
B) George Bernard Shaw
C) Charlotte Bronte
D) Virginia Wolf
50.
The process in which individual learners adapt to the new culture of the L2 community is called
A) motivation.
B) acculturation.
C) fossilization.
D) interference.
Section A
Proofread the given passage on ANSWER SHEET as instructed.
The following passage contains TEN errors. Each indicated line contains a maxinum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:
To correct these mistakes, you may need to change, delete or add a word. If you need to change a word, click the left mouse button to select the word, choose "change" on the menu and write the correct word in the blank. If you need to delete a word, click the left mouse button to select the word and choose "delete" on the menu. If you need to add a word, click the left mouse button to select the space in between the two words where you think there is a word missing, choose "add" on the menu and write the missing word in the blank. And you may use "cancel" on the menu to cancel the choice of the correction way you've just made.
Proofread the given passage as instructed.
Everyone knows that human language can be a superb means
51.
barrier to people's understanding with each other, and never more
52.
53.
white and that man coloured, we say no more
54.
colour of the skin. We can also make neutral and honest comments
55.
the average intelligence, is red-haired, is born in the north, and is
56.
white or coloured, who are tall, stupid, red-haired, northerners, or
57.
make assumptions about other characteristics, which we believe are
58.
59.
60.
We are making them into portmanteau words into which we have
packed our hopes, our wishes, our prejudices and our fears.
Section A
Translate the underlined part of the following text into English. Write your translation on ANSWER SHEET.
人们常常说：“升官发财。”其实这两件事是不并列的，其所以要升官，只因为要发财，升官不过是一种发财的门径。所以官僚虽然依靠朝廷，却并不忠于朝廷，吏役虽然依靠衙署，却并不爱护衙署，头领下一个清廉的命令，小喽罗是决不听的，对付的方法有“蒙蔽”。他们都是自私自利的沙，可以肥己时就肥己。财何从来？是从小民身上刮下来的。小民倘能团结，发财就烦难，那么当然应该想尽方法，使他们变成散沙才好。
Section B
Translate the following text into Chinese. Write your translation on ANSWER SHEET.
Much of the problem is that we live in a passive age. To listen to a record album, to sit through a movie, to watch a television show – all require nothing of the cultural consumer, save his mere presence. To read a book, though, takes an act of will on the part of the consumer. He must genuinely want to find out what is inside. He cannot just sit there: he must do something, even though the something is as simple an action as opening the book, closing the door and beginning to read. In generations before my own, this was taken for granted as an important part of life. But now, in the day of the "information retrieval system", such a reverence is not being placed on the reading, and then saving, of books. If a young American reads at all, he is far more likely to purchase a paperback that may be flipped through and then thrown away. In a disposable age, the book for keeping and rereading is an anachronism, a ponderous dinosaur in a high-speed society.
Section A
An English newspaper is currently running a discussion on whether young people in China today are more self-centred and unsympathetic than were previous generations. And the paper is inviting contributions from university students. You have been asked to write a short article for the newspaper to air your views.
Your article should be about 400 words in length. In the first part of your article you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or make a summary.
You should supply a title for your article.
Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
Write your response on ANSWER SHEET FOUR.
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