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英语专业八级模拟试题15
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分数:105分
用时:192分钟(建议)
描述:英语专业八级模拟试题15
预览试卷结构
预览试卷内容
Part I Listening Comprehension
共 25分 / 32分钟
Section A
Mini-Lecture
10 小题
10分
Section B
Conversations
5 小题
10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 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
25分 / 32分钟
Part II Reading Comprehension
20分 / 30分钟
Part III General Knowledge
10分 / 10分钟
Part IV 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.
A. The science part includes
1)
and equipment. B. The artistic part includes photographer's artistic goals, vision, etc. C. They are
2)
to each other.
3)
. B. Optical problems a) Lenses of the camera introduce optical difficulties. b) The brush paints precisely what painters intend to paint. C. Sensitization of light a) Film, or digital
4)
,introduce a number of changes. b) Paintbrushes are noise free and
5)
-independent. D. Coloring of image a) Printing the image
6)
a number of changes. b) Each printer has a unique color
7)
and contrast range. c) Printers need to be profiled properly. d) Image
8)
is an issue as certain inks fade faster than others.
9)
introduced by mechanical devices.
10)
, and stop thinking and start feeling.
Section B
In this section, you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow.
Questions 11 to 15 are based on the following conversation. At the end of the conversation, you will answer the questions.
Now, listen to the conversation.
11.
A) they are not sure about the meaning of the word
B) they know what it means
C) they fear the punishment
D) they don't know what it means
12.
A) liberalist
B) opponent of sexual caste
C) socialist
D) real feminist
13.
A) Gloria thought that the structure would have changed more.
B) Gloria was too pessimistic about how much such a radical change could spread.
C) Gloria was too optimistic about the state of democracy in her country.
D) Once we got the majority in the women's movement everything would be fine.
14.
A) supporting women business owners
B) purchasing goods and services from companies fair to women
C) having jobs that one cannot be fired from
D) re-defining the concept of work
15.
A) they realize that they are also deprived
B) they fight to be their whole self
C) they do jobs men are not supposed to do
D) all of the above
Section C
In this section you will hear several news items. Listen to the news items carefully and then answer the questions that follow.
News Broadcast One
Questions 16 to 17 are based on the following news. At the end of the news item, you will answer the questions.
Now, listen to the news.
16.
The example in the news item is cited mainly to show _____.
A) that morning sunlight could significantly cut the nation's carbon footprint
B) that many Japanese people waste electric power at night time
C) that household CO
2
emissions can be reduced by the campaign
D) that the Morning Challenge campaign will benefit the nation's health
17.
According to the ministry spokesperson, __________.
A) watching TV until very late is one type of power-wasting
B) watching TV until very late is the major reason of power-wasting
C) many Japanese people waste electric power at day time
D) many Japanese people reduce carbon dioxide emissions
News Broadcast Two
Questions 18 to 18 are based on the following news. At the end of the news item, you will answer the questions.
Now, listen to the news.
18.
In 2050, the population of Asia will add _____.
A) 6.9 billion
B) 1 billion
C) 2 billion
D) 1.3 billion
News Broadcast Three
Questions 19 to 19 are based on the following news. At the end of the news item, you will answer the questions.
Now, listen to the news.
19.
According to the news, which of the following is NOT true?
A) Two warrants were issued by the ICC for Bashir's arrest.
B) It was the first time Bashir had traveled to Chad.
C) Bashir was welcomed at the airport by his Chadian counterpart.
D) Human Rights Watch has called on Chad to hand Bashir over to the ICC.
News Broadcast Four
Questions 20 to 20 are based on the following news. At the end of the news item, you will answer the questions.
Now, listen to the news.
20.
The ultimate goal of BP's operation is to _____.
A) finish the pressure tests
B) dry the oil reservoir
C) drill a relief well
D) seal the leaking well
Section A
In this section there are several passages followed by some questions or unfinished staments, each with four suggested answers marked A, B, C and D. Choose the one that you think is the best answer. Mark your answers on your answer sheet.
Text A
Happy birthday, Walden.
Today in 1854, Henry David Thoreau released his nuanced and readable account of the two years that he spent largely alone in a cabin near Concord, Massachusetts.
"His distillation of two years living in relative seclusion offers deep insights not just into the natural world and humanity's place in it, but how that relationship was being impacted — and degraded — by the Industrial Revolution," Wired's Randy Alfred reminds us. "It remains to this day a trenchant criticism of the excesses of technology."
Walden is a fantastically good book, and Thoreau's unadorned style feels shockingly contemporary, even if his analysis of networks differs from our own. "We are in great haste to construct a magnetic telegraph from Maine to Texas; but Maine and Texas, it may be, have nothing important to communicate," he wrote. And in one of the most famous and beautiful passages from the book, we read:
"We do not ride on the railroad; it rides upon us. Did you ever think what those sleepers are that underlie the railroad? Each one is a man. ... The rails are laid on them, and they are covered with sand, and the cars run smoothly over them. They are sound sleepers, I assure you. And every few years a new lot is laid down and run over; so that, if some have the pleasure of riding on a rail, others have the misfortune to be ridden upon."
Looking back at Thoreau, though, it's important to realize that he was as out of sync with his own times as he sometimes seems with ours. He's part of a long-standing American counterculture, the one that wonders whether all of our irritable striving to build and buy things is worth the bother.
The prominent journal, The North American Review declared as early as 1832 that "the general sentiment is decidedly, so far as we have been able to ascertain it, in favor of machinery. A few apostles of the opposite doctrine have arisen here and there; but their converts have not been numerous." The American love for machinery was widespread, and as historian Hugo Meier noted, "perplexed European observers."
In a country where so many gamely adopt the latest new gadget, we need our Thoreaus, not to stop the profusion of technology, but simply to remind us to use them well. There are spaces shot through our massively complex society to find "Simplicity! Simplicity! Simplicity!" by simply deciding to look for it.
Take another grave and important personality of the time, Abraham Lincoln. His views on technology, delivered in a series of speeches on "Discoveries and Inventions" in the years directly after Thoreau's Walden, were more positive. For Lincoln, technology did not debase humanity, as Thoreau would have contended, but it also wasn't a magical staircase leading to a better world under the label of Progress.
"Although convinced that 'discoveries and inventions' had rescued humankind from savage beginnings, produced abundance, and put genuine democracy within reach, Lincoln recognized that advancing technology alone would not guarantee freedom, but might bring new forms of mastery," the historian Eugene Miller summarized in a 2001 article for The Review of Politics. "Lincolnian statecraft seeks to moderate or limit this advance not through stringent controls, but by a moral teaching that builds on the natural to oneself and includes a doctrine of labor."
21.
According to the author, the idea in <i>Walden</i> is _____.
A) modern
B) cynical
C) conservative
D) countercultural
22.
"We do not ride on the railroad; it rides upon us" (Paragraph 5) implies that _______.
A) technology controls people
B) things that we believe make life simpler actually make it more complicated
C) first railroads were built with a lot of sacrifice from labors
D) railroads do not ride upon their passengers, but ride upon tracks
23.
Thoreau and Lincoln differ in _______.
A) the understanding of humanity
B) the understanding of technology
C) the style of letters
D) the attitude toward life
24.
According to the context, the word "stringent" in the last paragraph means ___________.
A) constrict
B) difficult
C) strict
D) stern
25.
This passage mainly focuses on _________.
A) <i>Walden</i> and Thoreau
B) technology and humanity
C) Thoreau and Lincoln
D) complexity and simplicity
Text B
Our culture — the media and the broader populace — is obsessed with the economy. And since Lehman Brothers went kablooey in September 2008, our fascination has gone to a deeper level. Googling the word "business" gets a scarcely feasible 1.6 billion hits. "Economics" gets 92 million.
And this is fine: money is important, we all need jobs; redundancy is awful. I wouldn't dismiss that in any way. But should economic and attendant political matters be given so much weight? Is this the highest ambition of human beings, to attain or hold on to material wealth and power? Should we not have matured beyond that after four billion years of slow evolution from simple-celled prokaryotes to homo sapiens? Should we not have reached the point where higher matters concern us? Matters such as pondering the mysteries of life. The nature of the self. Dreams and consciousness. Language and thought. The search for a fundamental truth to it all.
Why is there virtually no mainstream news or debate about the deeper questions of existence? Will we ever see Anna Botting announcing that 72% of people suffer from an existential malaise? Jeremy Paxman aggressively asking a stuttering minister why, shockingly, three-quarters of us have never sought to attain enlightenment? A News at Ten report on new research suggesting life is a collective dream out of which we "wake" at the moment of death? The odd contemplative gem sparkles in the dull firmament of mass culture — Radio 4's wonderful In Our Time and Moral Maze, Alain de Botton's lively, accessible primers — but they are few.
Surely there is more to the only self-aware creature in existence than jobs and money, and even other important matters such as healthcare, education and the social fabric. We need to reverse the Cartesian maxim and create a society defined by "I am, therefore I think." Besides, most people say they're sick of hearing about the recessionof economy. So why not ease back on that (and lay off the vacuous celebrity rubbish while we're at it) and discuss philosophical matters instead?
I'd even introduce it to schools. Perhaps not to exam level — indeed, part of the point of philosophy is that it makes exams somewhat redundant — but it should be taught to children each day, from an early age. I don't mean religion, folklore, mythology or eastern esoterica, valid subjects of study though these are. I mean the western tradition of philosophical enquiry, defined as "the rational investigation of the truths and principles of being, knowledge or conduct".
A good grounding in philosophy can impart an immeasurable gift: the ability to think clearly, rationally, precisely and imaginatively. More than that: it imbues you with a profound instinct to think. Contemplation becomes reflexive, like breathing. Philosophy makes you question everything, mull it over and come to your own conclusions. It cautions that those conclusions may not be valid, and to always be open to amendment. It provides the intellectual building blocks of reason, patience, divergence, dialectic and curiosity. And it instils a sense of wonder at just about everything: from great existential questions about the nature of reality and our place in it, to ethics and aesthetics, to something as simple but fundamental as: who am I?
For both adults and children, philosophy is a balm, a consolation, an instrument and an inspiration. And who knows, it may even give all our economic woes the perspective they sorely need.
26.
According to the passage, the word "homo sapiens" (Paragraph 2) means _______.
A) homosexual
B) species
C) modern human
D) human beings
27.
The main idea of Paragraph 3 is that _______.
A) mainstream news or debate is superficial
B) accessible radio and TV programs are few
C) mainstream media are distracting attention
D) mainstream media are vulgar
28.
In the first sentence of Paragraph 5, "it" refers to ________.
A) existential question
B) religion, folklore, mythology or eastern esoterica
C) the western tradition of philosophical enquiry
D) the rational investigation of the truths
29.
A good training in philosophy can benefit us in the following way EXCEPT _______.
A) it enables us to think clearly, rationally, precisely and imaginatively
B) it cautions that conclusions may not be valid
C) it instills a sense of wonder at everything
D) it answers the fundamental question of "Who am I?"
30.
A suitable title for this passage would be _______.
A) Can Philosophy Save Us?
B) Questions of Existence
C) Philosophy and Inspiration
D) I Am, Therefore I Think
Text C
To penetrate the fog in Hamlet's mind many of us would love to know what parchment volume the young prince is reading in Act II, Scene Two, of Shakespeare's timeless drama, when he parries lord chamberlain Polonius's concerned "What do you read, my lord?" with his sarcastic "Words, words, words". Of course the book is never identified. For reading is the issue: the wealth of information that demands of every mature individual the daily exercise of rational choice, analysis, and understanding. Those not yet mature, or simply overwhelmed by information overload, will neglect the nous for the noise. The scene's greater lesson: there is indeed a way past the individual words, the cacophony of data. By turning information into knowledge one can meet, understand and enrich one's future. Through this, one can achieve one's merited majority ... and avoid young Hamlet's fate.
Hamlet's quandary is mentioned here because today it is civilization's own. In the past, communication was slow, faulty, limited and dear. Now it is instant, mostly reliable, unlimited and cheap. It is also drowning us in information.
The US, for example, was publishing only ten scientific, technical and review journals in 1750. Fifty years later, ten times more. Fifty years after that, ten times more again. Fifty years after that, ten times more again. And another fifty years later — by now it is 1950 — ten times more, to number one hundred thousand titles. From then until 2000 the growth was five fold, to a total of half a million us titles. But online journals are now multiplying exponentially, and are available to a global audience at a mouse-click. Multiplication, diversification, proliferation and acceleration of written matter characterize the present "information pandemic". And as it is a reading-based phenomenon, reading-based strategies comprise the present response.
One particularly successful social strategy is the new incarnation of the traditional bookshop: the modern bookstore. Multi-storeyed, spacious, elegant, even exciting, the bookstore as a human experience is currently our planet's perceived ideal for the macro-accessing of printed information. (Public libraries have begun copying this new strategy.) Gone are the days of Babel-high shelves stacked according to authors' last names. In the snug islands of individual book collections the modern reader encounters a harmonious and well-organized environment that exalts a compartmentalization enabling oversight and encouraging personal identification. Colorfully featured in these user-friendly "communal niches" are many ancient writers as well as those trendy volumes appealing individually and directly to, among others, computer connoisseurs, sports enthusiasts, cooking aficionados, film and music buffs, travel enthusiasts, DIY devotees, women's advocates, gays, lesbians, the religious, New Age disciples and many more – especially children. Everyone in this New Alexandria shares the same simple mandate: to delight in the written word. It explains why many people today perceive the bookstore to be a place not only of refuge and solace, but also of personal discovery and growth.
For many, it is what the local church used to be.
The personal computer is rapidly becoming an extension of the same idea, at the individual level. Everyone using a PC can access the world at home or school, almost always involving reading and writing in some way. The act empowers a universal community of like-minded readers. We may be awash with information but, so long as we feel "connected" as netizens, we seem no longer to be swimming alone. The entire world is our bookstore.
Yet, as ever, individual reading requires selection, analysis, and understanding. And herein lies modern civilization's most pressing challenge. "We have to be taught to manage this abundance of information", the French historian Henri-Jean Martin has cautioned us, "and this gift of freedom — that is, we must be better prepared and taught that the end of human society is the human person". It is a timely caution. Not by accident does a TV documentary-maker position her expert before an arresting bookshelf. As with Herr Klosterman's rows of blind bindings in eighteenth century Russia, the reader as Image veils a more deep-seated malaise: the mature reader as the new privileged, a person apart from society at large. Though the knowledge of millennia lies a mere mouse-click away, few people, it seems, make responsible use of the wonderful amenity: once the day's work is done, most readers still make do with the newspaper or magazine, followed perhaps, after an evening's television viewing, by 10 or 15 minutes of book reading to encourage sleep. In contrast to only a century ago, today the names Shakespeare, Goethe, Hugo and Cervantes (forget Homer and Virgil) connote as a rule high school, college and university assignments, rarely to be enjoyed after graduation. Educational systems still try to uphold civilization's literary pillars and do awaken, in some, a permanent hunger for more. But, in stark contrast to nineteenth-century trends, the craving seems to befall an ever diminishing segment of society.
31.
Hamlet's story is mentioned to show _________.
A) that Hamlet didn't know how to read
B) that mature individuals are overwhelmed by information overload
C) how to avoid young Hamlet's fate
D) the dilemma of information in our era
32.
All of the following features characterize the "information pandemic" EXCEPT ______.
A) multiplication of written matter
B) diversification of written matter
C) availability of written matter
D) proliferation of written matter
33.
Concerning the modern bookstore, which of the following is NOT true?
A) It is more individual and comfortable.
B) It provides both classics and trendy volumes.
C) It is more accessible for the public.
D) It is only a place of personal discovery and growth.
34.
The figure of speech applied in "New Alexandria" (Paragraph 4) is _______.
A) metaphor
B) metonymy
C) simile
D) personification
35.
We CANNOT infer from the last paragraph that ________.
A) reading requires selection, analysis, and understanding
B) few people make responsible use of the reading resources
C) the mature readers are privileged in society
D) some classics are rarely enjoyed after graduation
Text D
In this age few tragedies are written. It has often been held that the lack is due to a paucity of heroes among us, or else that modern man has had the blood drawn out of his organs of belief by the skepticism of science, and the heroic attack on life cannot feed on an attitude of reserve and circumspection. For one reason or another, we are often held to be below tragedy — or tragedy above us. The inevitable conclusion is, of course, that the tragic mode is archaic, fit only for the very highly placed, the kings or the kingly, and where this admission is not made in so many words it is most often implied. I believe that the common man is as apt a subject for tragedy in its highest sense as kings were. On the face of it this ought to be obvious in the light of modern psychiatry, which bases its analysis upon classic formulations, such as the Oedipus and Orestes complexes, for instance, which were enacted by royal beings, but which apply to everyone in similar emotional situations. More simply, when the question of tragedy in art is not at issue, we never hesitate to attribute to the well-placed and the exalted the very same mental processes as the lowly. And finally, if the exaltation of tragic action were truly a property of the high-bred character alone, it is inconceivable that the mass of mankind should cherish tragedy above all other forms, let alone be capable of understanding it. As a general rule, to which there may be exceptions unknown to me, I think the tragic feeling is evoked in us when we are in the presence of a character who is ready to lay down his life, if need be, to secure one thing — his sense of personal dignity. From Orestes to Hamlet, Medea to Macbeth, the underlying struggle is that of the individual attempting to gain his "rightful" position in his society. Sometimes he is one who has been displaced from it, sometimes one who seeks to attain it for the first time, but the fateful wound from which the inevitable events spiral is the wound of indignity, and its dominant force is indignation. Tragedy, then, is the consequence of a man's total compulsion to evaluate himself justly. In the sense of having been initiated by the hero himself, the tale always reveals what has been called his "tragic flaw", a failing that is not peculiar to grand or elevated characters. Nor is it necessarily a weakness. The flaw, or crack in the character, is really nothing — and need be nothing, but his inherent unwillingness to remain passive in the face of what he conceives to be a challenge to his dignity, his image of his rightful status. Only the passive, only those who accept their lot without active retaliation, are "flawless". Most of us are in that category. But there are among us today, as there always have been, those who act against the scheme of things that degrades them, and in the process of action everything we have accepted out of fear or insensitivity or ignorance is shaken before us and examined, and from this total onslaught by an individual against the seemingly stable cosmos surrounding us — from this total examination of the "unchangeable" environment — comes the terror and the fear that is classically associated with tragedy. More important, from this total questioning of what has previously been unquestioned, we learn. And such a process is not beyond the common man. In revolutions around the world, these past thirty years, he has demonstrated again and again this inner dynamic of all tragedy. Insistence upon the rank of the tragic hero, or the so-called nobility of his character, is really but a clinging to the outward forms of tragedy. If rank or nobility of character was indispensable, then it would follow that the problems of those with rank were the particular problems of tragedy. But surely the right of one monarch to capture the domain from another no longer raises our passions, nor are our concepts of justice what they were to the mind of an Elizabethan king. The quality in such plays that does shake us, however, derives from the underlying fear of being displaced, the disaster inherent in being torn away from our chosen image of what or who we are in this world. Among us today this fear is as strong, and perhaps stronger, than it ever was. In fact, it is the common man who knows this fear best. Now, if it is true that tragedy is the consequence of a man's total compulsion to evaluate himself justly, his destruction in the attempt posits a wrong or an evil in his environment. And this is precisely the morality of tragedy and its lesson. The discovery of the moral law, which is what the enlightenment of tragedy consists of, is not the discovery of some abstract or metaphysical quantity.
36.
Few tragedies are written in this age because (of) _______.
A) a paucity of heroes among us
B) we are below tragedy
C) the tragic mode is archaic
D) both A and B
37.
The thesis statement can be found in __________.
A) Paragraph 1
B) Paragraph 2
C) the last paragraph
D) the last but one paragraph
38.
The relationship between Paragraphs 4 and 5 is that ______.
A) each presents one side of the picture
B) Paragraph 5 gives examples to the generalization in Paragraph 4
C) Paragraph 5 is the logical result of Paragraph 4
D) both present author's definition of tragedy
39.
The point of the last paragraph is about what _______ is.
A) the definition of tragedy
B) the morality of tragedy
C) the enlightenment of tragedy
D) the quality of tragedy
40.
Which category of writing does the passage belong to?
A) Narration.
B) Description.
C) Argumentation.
D) Exposition.
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 largest city of New Zealand is ________.
A) Wellington
B) Auckland
C) Melbourne
D) Dunedin
42.
Adelaide, the capital of South Australia, is well known for its __________.
A) coffee
B) urbanization
C) valuable minerals
D) arts festival
43.
Which is the most important industry of Hawaii?
A) Ship-building.
B) Fishing.
C) Mining.
D) Tourism.
44.
______ is widely acclaimed as "Father of the American drama".
A) Scott Fitzgerald
B) Arthur Miller
C) Eugene O'Neil
D) Theodore Dreiser
45.
The novel
A) Thomas Hardy
B) Robert L. Stevenson
C) D.H. Lawrence
D) James Joyce
46.
The first American writer to receive the Nobel Prize of Literature was ______.
A) Pearl S. Buck
B) William Faulkner
C) Sinclair Lewis
D) Earnest Hemingway
47.
was written by _______.
A) John Bunyan
B) John Milton
C) John Keats
D) John Galsworthy
48.
The idea of "design features" of human language was introduced by _______.
A) Halliday
B) Hockett
C) Bloomfield
D) Saussure
49.
The phenomenon that a word or phrase whose semantic range is included within that of another word is called _______.
A) hyponymy
B) synonymy
C) polysemy
D) homonymy
50.
The relation between "<i>Lee kissed Kim passionately</i>." and "<i>Kim was kissed by Lee</i>." is that of _____.
A) entailment
B) presupposition
C) contradiction
D) tautology
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: 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.
51.
52.
of the greatest number, wrote Jeremy Bentham, is the foundation of morality.
53.
54.
this thing that people strive for? At first, happiness might seem like just desserts for biological
55.
environment in which we evolved). We are happier when we are healthy, well-fed, comfortable, safe, prosperous, knowledgeable,
56.
these objects of striving are conducive to reproduction. The function
57.
Darwinian fitness. When we are unhappy, we work for the things that make us happy; when we are happy, we keep the status quo.
58.
people would have been wasting their time if they had fretted about
59.
had striven for them instead of better caves and spears. Even among
60.
different times and places. Lest the perfect be the enemy of the good, the pursuit of happiness ought to be calibrated by what can be attained through reasonable effort in the current environment.
Section A
Translate the underlined part of the following text into English. Write your translation on ANSWER SHEET.
学院请来一位洋教师,长得挺怪,红脸,金发,连鬓大胡须;他个子足有二米,每进屋门必须低头,才能躲过门框子的拦击,叫人误以为他进门先鞠躬。顶怪的是,他每每与中国学生聊天,聊到可笑之处时,他不笑,脸上也没表情;可是有时毫不可笑的事,他会冷不防放声大笑,笑得翻江倒海,仰面朝天,几乎连人带椅子要翻过去,喉结在脖子上乱跳,满脸胡子直抖。
Section B
Translate the following text into Chinese. Write your translation on ANSWER SHEET.
It is a mighty change that is made by the death of every person, and it is visible to us who are alive. Reckon but from the sprightfulness of youth, and the fair cheeks and the full eyes of childhood, from the vigorousness and strong flexure of the joints of five-and-twenty, to the hollowness and dead paleness, to the loathsomeness and horror of a three days' burial, and we shall perceive the distance to be very great and very strange. But so have I seen a rose newly springing from the clefts of its hood, and at first it was fair as the morning, and full with the dew of heaven as a lamb's fleece; but when a ruder breath had forced open its virgin modesty, and dismantled its too youthful and unripe retirements, it began to put on darkness, and to decline to softness and the symptoms of a sickly age. The same is portion of every man and every woman …
Section A
We are told that hard work is the only thing that will lead us to success, and luck is the most unreliable. Do you agree or disagree with it? Use specific reasons and examples to explain your position. Write an essay of about 400 words on the following topic:Hard Work or Good Luck?In the first part of your essay 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.Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
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