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英语专业八级模拟试题21
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分数:100分
用时:194分钟(建议)
描述:英语专业八级模拟试题21
预览试卷结构
预览试卷内容
Part I Listening Comprehension
共 20分 / 34分钟
Section A
Mini-Lecture
10 小题
10分
Section B
Conversations
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 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 / 34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.
I.Opening remarks II. Why students plagiarize? A. Deadlines that come around quickly B.
1)
assignments C. Confused boundaries of plagiarism and research III. Forms of plagiarism and
2)
techniques A. Intentional plagiarism a) Searching vs. researching: — Problem: Original analysis and
3)
may seem like "busy work". — Solution: Tell them what they do with that information that is important. b) Making the grade — Problem: Students tend to focus on the end results. — Solution: Explain to students that research and writing skills are
4)
. c) Poor planning — Problem: Students cannot judge how much time their assignments will take. — Solution:
5)
stages of progress on their papers. B.
6)
plagiarism a) Citation
7)
— Problem: An ignorance of the proper forms of citation. — Solution: Consult instructor to determine the appropriate form. b) Plagiarism vs. paraphrasing — Problem: Students have trouble knowing when they are paraphrasing and when they are
8)
— Solution: Do exercises in order to discuss the differences. c) Confusion about expectations — Problem: Students may not be aware of what proper research requires. — Solution: Explain such terms as "analyze" and "discuss", and stress on
9)
ideas. IV. Cultural perspectives on plagiarism A. Western cultures: "Ideas" can be the
10)
of individuals. B. Other cultures may hardly understand the distinctions. V. Ending
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.
Which of the following is the cause of the declining of teachers' and parents' authority?
A) The problem of discipline.
B) Children's need and right for self-expression.
C) Children's purpose of living peacefully and harmoniously.
D) Inequalities of opportunity and educational standards.
12.
Prof. Benson's remark on competitive educational atmosphere in Japan is ________.
A) confusing
B) critical
C) cynical
D) cautionary
13.
According to the conversation, "school without walls" probably means ________.
A) distant learning
B) outdoor school
C) society as school
D) open school
14.
The report in a London newspaper mentioned in this conversation suggests that _____.
A) black children can also perform great academic results
B) the new knowledge of multi-dimensional way of education is now noticeable
C) much will be learned of the true needs and inner capacities of the child
D) education will become individually tailored in coming future
15.
According to the conversation, which of the following is NOT true?
A) Autonomy of the child should be accepted.
B) Education should respond to the child's changing needs.
C) Education should prepare the child for the higher echelons.
D) Education should consider the variety of gifts of the children.
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 16 are based on the following news. At the end of the news item, you will answer the questions.
Now, listen to the news.
16.
In 2009, Nintendo's sales for the first half of its financial year were about _____.
A) 69.5 billion
B) 363.16 billion
C) 550 billion
D) 31 billion
News Broadcast Two
Questions 17 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.
17.
According to the news, which of the following is NOT true?
A) At least 343 people have died on the Mentawai Islands.
B) An aid ship has arrived in the disaster zone.
C) The president has arrived in the Mentawai Islands.
D) The scale of the damage in the worst-affected communities remains unclear.
News Broadcast Three
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.
The news item is mainly about _____.
A) fuel crisis
B) workers' strike
C) retirement reform
D) Lady Gaga
News Broadcast Four
Questions 19 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.
19.
The key issue in the report by Refugees International is _____ in refugee camps in Haiti.
A) sexual violence
B) situation of emergency
C) humanitarian condition
D) disastrous earthquake
20.
According to the news item, all of the following is true EXCEPT __________.
A) the people of Haiti are still living in a state of emergency
B) Refugees International issued a new report on humanitarian conditions of Haiti
C) it is high time that women in Haiti should be protected
D) UN police officers and military personnel sat still and did nothing
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
Intelligent life on a planet comes of age when it first works out the reason for its own existence. If superior creatures from space ever visit earth, the first question they will ask, in order to assess the level of our civilization, is: "Have they discovered evolution yet?" Living organisms had existed on earth, without ever knowing why, for over three thousand million years before the truth finally dawned on one of them. His name was Charles Darwin. To be fair, others had had inklings of the truth, but it was Darwin who first put together a coherent and tenable account of why we exist. Darwin made it possible for us to give a sensible answer to the curious child whose question heads this chapter. We no longer have to resort to superstition when faced with the deep problems: Is there a meaning to life? What are we for? What is man? After posing the last of these questions, the eminent zoologist G. G. Simpson put it thus: "The point I want to make now is that all attempts to answer that question before 1859 are worthless and that we will be better off if we ignore them completely." Today the theory of evolution is about as much open to doubt as the theory that the earth goes round the sun, but the full implications of Darwin's revolution have yet to be widely realized. Zoology is still a minority subject in universities, and even those who choose to study it often make their decision without appreciating its profound philosophical significance. Philosophy and the subjects known as "humanities" are still taught almost as if Darwin had never lived. No doubt this will change in time. In any case, this book is not intended as a general advocacy of Darwinism. Instead, it will explore the consequences of the evolution theory for a particular issue. My purpose is to examine the biology of selfishness and altruism. Before beginning on my argument itself, I want to explain briefly what sort of an argument it is, and what sort of an argument it is not. If we were told that a man had lived a long and prosperous life in the world of Chicago gangsters, we would be entitled to make some guesses as to the sort of man he was. We might expect that he would have qualities such as toughness, a quick trigger finger, and the ability to attract loyal friends. These would not beinfallible deductions, but you can make some inferences about a man's character if you know something about the conditions in which he has survived and prospered. The argument of this book is that we, and all other animals, are machines created by our genes. Like successful Chicago gangsters, our genes have survived, in some cases for millions of years, in a highly competitive world. This entities us to expect certain qualities in our genes. I shall argue that a predominant quality to be expected in a successful gene is ruthless selfishness. This gene selfishness will usually give rise to selfishness in individual behavior. However, as we shall see, there are special circumstances in which a gene can achieve its own selfish goals best by fostering a limited form of altruism at the level of individual animals. "Special" and "limited" are important words in the last sentence. Much as we might wish to believe otherwise, universal love and the welfare of the species as a whole are concepts that simply do not make evolutionary sense.
21.
The significance of Darwin's revolution is that people now know the following EXCEPT _____.
A) there are superior creatures from space
B) who we are
C) why we exist
D) what man is
22.
The author thinks that philosophy adopts a(n) _____ attitude towards Darwin's theory.
A) modest
B) mysterious
C) deprecating
D) unfriendly
23.
The word "altruism" mentioned in the 2nd paragraph probably means ______.
A) happiness
B) selflessness
C) egoism
D) insensitivity
24.
The sentence "These would not be infallible deductions" in the last paragraph probably means __________.
A) these deductions are absolutely right
B) these deductions are absolutely wrong
C) these deductions may be wrong
D) none of the above
25.
This passage mainly focuses on _________.
A) Darwinism
B) philosophy
C) gene selfishness
D) individual behavior
Text B
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.
26.
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
27.
Appearing firstly in the 5th paragraph, "edutainer" is a ______ word.
A) loan
B) clipped
C) blending
D) coinage
28.
The most crucial trait of an "edutainer" is ________.
A) vulnerability
B) humor
C) wit
D) none of the above
29.
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
30.
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 C
Plagiarism has long been considered an evil in the cultural world. Typically it has been viewed as the theft of language, ideas, and images by the less than talented, often for the enhancement of personal fortune or prestige. Yet, like most mythologies, the myth of plagiarism is easily inverted. Perhaps it is those who support the legislation of representation and the privatization of language that are suspect; perhaps the plagiarist's actions, given a specific set of social conditions, are the ones contributing most to cultural enrichment. Prior to the Enlightenment, plagiarism was useful in aiding the distribution of ideas. An English poet could appropriate and translate a sonnet from Petrarch and call it his own. In accordance with the classical aesthetic of art as imitation, this was a perfectly acceptable practice. The real value of this activity rested less in the reinforcement of classical aesthetics than in the distribution of work to areas where otherwise it probably would not have appeared. The works of English plagiarists, such as Chaucer, Shakespeare, Spenser, Sterne, Coleridge, and De Quincey, are still a vital part of the English heritage, and remain in the literary canon to this day. At present, new conditions have emerged that once again make plagiarism an acceptable, even crucial strategy for textual production. This is the age of the recombinant: recombinant bodies, recombinant gender, recombinant texts, and recombinant culture. Looking back through the privileged frame of hindsight, one can argue that the recombinant has always been key in the development of meaning and invention; recent extraordinary advances in electronic technology have called attention to the recombinant both in theory and in practice (for example, the use of morphing in video and film). The primary value of all electronic technology, especially computers and imaging systems, is the startling speed at which they can transmit information in both raw and refined forms. As information flows at a high velocity through the electronic networks, disparate and sometimes incommensurable systems of meaning intersect, with both enlightening and inventive consequences. In a society dominated by a "knowledge" explosion, exploring the possibilities of meaning in that which already exists is more pressing than adding redundant information (even if it is produced using the methodology and metaphysic of the "original"). In the past, arguments in favor of plagiarism were limited to showing its use in resisting the privatization of culture that serves the needs and desires of the power elite. Today one can argue that plagiarism is acceptable, even inevitable, given the nature of postmodern existence with its techno-infrastructure. In a recombinant culture, plagiarism is productive, although we need not abandon the romantic model of cultural production which privileges a model of ex nihilo creation. Certainly in a general sense the latter model is somewhat anachronistic. There are still specific situations where such thinking is useful, and one can never be sure when it could become appropriate again. What is called for is an end to its tyranny and to its institutionalized cultural bigotry. This is a call to open the cultural data base, to let everyone use the technology of textual production to its maximum potential. Plagiarism often carries a weight of negative connotations (particularly in the bureaucratic class); while the need for its use has increased over the century, plagiarism itself has been camouflaged in a new lexicon by those desiring to explore the practice as method and as a legitimized form of cultural discourse. Readymades, collage, found art or found text, intertexts, combines, detournement, and appropriation — all these terms represent explorations in plagiarism. Indeed, these terms are not perfectly synonymous, but they all intersect a set of meanings primary to the philosophy and activity of plagiarism. Philosophically, they all stand in opposition to essentialist doctrines of the text: They all assume that no structure within a given text provides a universal and necessary meaning. No work of art or philosophy exhausts itself in itself alone, in its being-in-itself. Such works have always stood in relation to the actual life — process of society from which they have distinguished themselves. Enlightenment essentialism failed to provide a unit of analysis that could act as a basis of meaning. Just as the connection between a signifier and its referent is arbitrary, the unit of meaning used for any given textual analysis is also arbitrary. Roland Barthes' notion of the lexia primarily indicates surrender in the search for a basic unit of meaning. Since language was the only tool available for the development of meta-language, such a project was doomed from its inception. It was much like trying to eat soup with soup. The text itself is fluid — although the language game of ideology can provide the illusion of stability, creating blockage by manipulating the unacknowledged assumptions of everyday life. Consequently, one of the main goals of the plagiarist is to restore the dynamic and unstable drift of meaning, by appropriating and recombining fragments of culture. In this way, meanings can be produced that were not previously associated with an object or a given set of objects.
31.
Chaucer, Shakespeare, Spenser, etc. are mentioned to demonstrate that ______.
A) plagiarism contributed to cultural enhancement
B) they were all plagiarists
C) to some degree plagiarism helped distribution of ideas
D) their works are a crucial part of the English legacy
32.
The reasons that plagiarism became a crucial strategy for textual production include the following EXCEPT ______.
A) unexpected advances in technology
B) faster information flows
C) "knowledge" explosion
D) plagiarism is productive
33.
Today one can argue that plagiarism is even inevitable because of ___________.
A) postmodern existence
B) recombinant culture
C) the need of knowledge sharing
D) cultural bigotry
34.
The author quotes Roland Barthes' notion to support his view that _________.
A) the unit of meaning used for any given textual analysis is arbitrary
B) the search for a basic unit of meaning is a fallacy
C) the text itself is fluid and changing through time
D) meanings can be freely produced and associated with
35.
Throughout the passage, the writer's tone towards the
plagiarism
was ______.
A) complimentary
B) supportive
C) sarcastic
D) bitter
Text D
I've finally figured out the difference between neat people and sloppy people. The distinction is common sense. Sloppy people have none, while common sense guides the lives of those that are neat. Sloppy people believe that they carry a precise plan that is so stupendous, so perfect, that it cannot be achieved in this world or the next. The problem is the word "plan". Sloppy people don't know the difference between dreaming and planning. In fact, they think those words are one and the same. This is why sloppy people never actually accomplish anything, but in their own fantasies they have extreme moral rectitude. They aim too high and one day they will straighten out the world, but meanwhile the world is filthy and cluttered and only the neat people are available to make it worth living. Sloppy people can't bear to part with anything because they give lovely attention to every detail. The problem is they can't see the forest through the trees. While neat people see the "big picture", the sloppy people will live their life fussing through the details and never seeing the beauty and the ultimate objective that comes to focus in a beautiful picture that guides the brain of those that are neat — the sloppy peoples' moral objective is out of focus and becomes merely a scattering of light and can never be as perfect as the sound vision of morality that a neat person witnesses. Sloppy people care more about process than they do about results, like a beautiful gymnast that has perfect technique but fails to make the award stand, because they forgot to read the rules. Neat people want to get the whole thing over with so they can spend time with their family, while sloppy people put their fantasies aside for the "moment" so they can watch TV, while their desks fill up with papers and clutter. Neat people are especially vicious with mail. Everything but paychecks goes immediately into the trash, and the paychecks are responded to immediately so that the neat people do not forget. Sloppy people have bad credit because their bills are piled up for over a month before they get to them. If there is a charity that a neat person wants to donate to, they have already researched that possibility online and have acted on it, whereas a sloppy person keeps the charity mail but never gets around to helping those children in need. When neat people move they sell their furniture. Moving (work and costs) is more efficient this way. A sloppy person may take a year boxing up all their junk and saying that one day they will be ready to move. A neat person doesn't have to pay for movers or a truck, because the furniture is already sold. That extra money goes far when buying nice new furniture that the dog didn't pee on. Neat people would never dream of clipping coupons. Sloppy people that clip coupons brag about how much they save. In reality, they are making less than minimum wage in coupon money for the work and hours they spent cutting them. By the time they find their coupons to use them, they have already expired. Sloppy people think they are more sentimental than neat people, because they save memoirs, cards, letters, etc. In reality, the way a sloppy person's mind works is once something is out of sight it is gone forever — out of sight out of mind. Once that letter from their dying relative is thrown out, it is like that relative never existed. Sloppy people think that neat people are insensitive, but secretly neat people keep their memoirs saved in a file cabinet somewhere in their closet. Neat people buy all of their groceries in expensive little single portions. Why should one have to take unnecessary time to go shopping for items they just bought last week? Neat people know exactly what they need to buy before going shopping and the process takes no more than a half an hour. Sloppy people have to make lists before they shop, and check to see if they ran out of toothpaste that they already bought last week. Most of the time they have to make two trips because they forgot something. They spend three hours searching for the best prices. Again the money saved in groceries is minimum wage payment for the hours they spent writing lists and checking for low prices. Neat people love a child as much a sloppy person does. If it seems like a neat person's children have been sent away to boarding school, it is not because there are too many scuff marks on the hardwood floors. It is because they have found jobs. Unlike sloppy children, they actually had folders for all of their classes. A sloppy child's folder is one and the same as his / her pocket.
36.
What trait does the author link "dreaming" to in the 1st paragraph?
A) Sloppiness.
B) Neatness.
C) Bad-planner.
D) Good dreamer.
37.
The text proceeds by way of ________ between neat people and sloppy people.
A) block arrangement comparison
B) point-by-point comparison
C) block arrangement contrast
D) point-by-point contrast
38.
Which of the following is NOT an instance of
hyperbole
?
A) "... a precise plan that is so stupendous, so perfect, that it cannot be achieved in this world or the next."
B) "A sloppy person may take a year boxing up all their junk ..."
C) "That extra money goes far when buying nice new furniture that the dog didn't pee on."
D) "Once that letter from their dying relative is thrown out, it is like that relative never existed."
39.
With the alternating repetition of "sloppy people" and "neat people" at the beginning of each paragraph, the author manages to _______.
A) arrange the text in a set manner
B) make the contrasts between them blurry
C) brainwash the reader with his notion
D) make the distinction between them rooted in readers' mind
40.
The author justifies neat people in a way that _______.
A) glorifies a neat life
B) is unfair to sloppy people
C) brings people closer to the truth
D) makes sloppy people unbearable
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.
Which of the following cities is NOT located along the coastline of Australia?
A) Darwin.
B) Sydney.
C) Melbourne.
D) Canberra.
42.
The following were the natives of Canada before the British settlers EXCEPT __________.
A) Indians
B) Metis
C) Aborigines
D) Eskimos
43.
Each U.S. state is represented by two senators, regardless of population, and Senators serve staggered ______ terms.
A) two-year
B) four-year
C) six-year
D) eight-year
44.
The University of Harvard was founded in ______.
A) the 15th century
B) the 16th century
C) the 17th century
D) the 18th century
45.
The novel
Jekyll & Hyde
was written by __________.
A) Thomas Hardy
B) Robert L. Stevenson
C) D.H. Lawrence
D) James Joyce
46.
Among the following, _____ is the one who was most influenced by Chinese culture and philosophy.
A) Pearl S. Buck
B) Ralph Waldo Emerson
C) Ezra Pound
D) Robert Frost
47.
Lewis Carroll
was the pseudonym of _______.
A) Samuel Langhorne Clemens
B) Charles Lutwidge Dodgson
C) Mary Ann Evans
D) Eric Arthur Blair
48.
The study of the neurobiological factors that enable humans to acquire, use, comprehend and produce language is part of _______.
A) syntax
B) neurolinguistics
C) sociolinguistics
D) psycholinguistics
49.
The "wife and husband" is an example of _______.
A) gradable antonyms
B) complementary antonyms
C) converse antonyms
D) hyponymy
50.
The Systemic-Functional Grammar is a model of grammar developed by _____.
A) John Searle
B) John Austin
C) M.A.K. Halliday
D) Noam Chomsky
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.
Do men or women feel envy more strongly? The question of
51.
52.
one senses that, for the most part, men and women have taken up
53.
there is a highly social-scientific word — is that men do more
54.
this context, "envious" is the more precise word — by what is usually
55.
not his looks, but what he can get with them — women. Woman
56.
equipped for it is automatically to court envy.
But, then, it may well be that much of male envy generally is
linked to sexual success or the prospects of such success. When envy
57.
58.
59.
for the most part — and for complex reasons — men, even highly
60.
power in the world. They envy instead other men who are able to
attract the attention of women.
Section A
Translate the underlined part of the following text into English. Write your translation on ANSWER SHEET.
有学者认为,中国传统的思维方式有重实用的倾向,且认为这一点并不坏。抱着这种态度,我们很能欣赏一台电动机,这东西有“器物之用”。如何得到“之用”,还是个问题,于是我们就想到了发明电动机的那个人。他的工作对我们可以使用电机有所贡献;换言之,他的工作对器物之用又有点用,可以叫做“器物之用之用”。 在我看来,这样来想问题,岂止是有点笨。我认为在器物的背后是人的方法和技能,在方法与技能的背后是人对自然的了解,在人对自然了解的背后,是人类了解现在﹑过去与未来的万丈雄心。
Section B
Translate the following text into Chinese. Write your translation on ANSWER SHEET.
Let me come to the point boldly; what governs the Englishman is his inner atmosphere, the weather in his soul. It is nothing particularly spiritual or mysterious. When he has taken his exercise and is drinking his tea or his beer and lighting his pipe; when, in his garden or by his fire, he sprawls in an aggressively comfortable chair; when well-washed and well-brushed, he resolutely turns in church to the east and recites the Creed without in the least implying that he believes one word of it; when he hears or sings the most crudely sentimental and thinnest of popular songs, unmoved but not disgusted; when he adopts a party or a sweetheart; when he is hunting or shooting or boating, or striding through the fields; when he is choosing his clothes or his profession — never is it a precise reason, or purpose, or outer fact that determines him; it is always the atmosphere of his inner man.
Section A
Some famous entertainers earn millions of dollars every year. Do you think these people deserve such high incomes? Write an essay of about 400 words on the following topic, and use specific reasons and examples to support your opinion:Pop Stars Certainly Earn Their Money? 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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