专业英语八级模拟试卷660(题后含答案及解析)

专业英语八级模拟试卷660 (题后含答案及解析)

题型有：1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITING

PART I LISTENING COMPREHENSION (35 MIN)

SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.

听力原文： An Approach to Factual Writing Good morning. Today we are going to talk about a new approach to factual writing. Our literate society demands that we read and write a wide range of texts. It is an observable fact that many of the texts we, as adult members of society, encounter everyday and need to deal with are nonfiction texts. (1) Much of the research of the last few decades into the development of children’s writing has tended to concentrate on personal and fictional texts; (2)nonfiction writing often has been neglected. The increasing demand that children read and respond to all kinds of writing means that we need to look closely at how we can help students become aware, and develop into competent writers,of differing nonfiction text. Persuasion, explanation, report and discussion are powerful forms of language that we use to get things done. These forms have been called the language of power,and it can be argued that students who leave our classrooms unable to operate successfully within these powerful genres are denied access to becoming fully functioning members of society. (5) This fact suggests that it is not sufficient for us simply to accept the overwhelming dominance of recounts in our students’ nonfiction writing. We have to do something about broadening their range. Students too often are expected to move into the independent writing phase before they are really ready; often the pressure to do so is based on the practical problem of teachers being unable to find the time to spend with them in individual support. What is clearly needed is something to span the joint-activity and independent-activity phase. We have called this additional phase the scaffolded phase—a phase where we offer our students strategies to aid writing but they can use without an adult being alongside them. One such strategy that we are going to explore is writing frames. A writing frame consists of a skeleton outline given to students to scaffold their nonfiction writing. The skeleton framework consists of different key words or phrases, according to the particular generic form. The template of starters, connectives , and sentence modifiers that constitute a writing frame gives students a structure within which they can concentrate on communicating what they want to say

while it scaffolds them in the use of a particular generic form. (8) By using the form students become increasingly familiar with it. Writing frames were all developed in collaboration with teachers and have been widely used with children throughout the elementary- and middle-school years and across the full range of abilities, including students with special needs. On the strength of this extensive trialing we are reasonably confident in saying that not only do writing frames help students become familiar with unfamiliar genres, but that they also help students overcome many of the other problems often associated with nonfiction writing. Next, I’d like to talk about the genres of writing frames in practical use. There are mainly two kinds of writing frames in common use. First,the recount genre. Using a recount frame designed to encourage the use of previous knowledge,9-year-old Rachel wrote about her trip to Plymouth Museum. Her writing suggests that the frame had helped her structure her ideas and allowed her to make sense of what she had seen. It had encouraged her to reflect upon her learning. Her writing is also noticeably different to that which children often produce after an educational visit,that is,a simple retelling of what they did during the day. Rachel here is recounting her learning. Secondly, the discussion genre. Using a discussion frame helped 11 -year-old Kerry write a thoughtful discussion about boxing. The frame encouraged her to structure the discussion to look at both sides of the argument. Many students of this age have difficulty with discussion because they find it challenging to see things from someone else’s point of view. The use of a frame should always begin with discussion and teacher modelling before moving on to joint construction and then to the student undertaking writing supported by the frame. This oral, teacher-modelling, joint-construction partem of teaching is vital,for it not only models the generic form and teaches the words that signal connections and transitions, but it also provides opportunities for developing students’ oral language and their thinking. Some students, especially those with learning difficulties, may need many oral sessions and sessions in which their teacher acts as a scribe before they are ready to attempt their own framed writing. We are convinced that writing in a range of genres is most effective if it is located in meaningful experiences. (10) The concept of situated learning suggests that learning is always context dependent. For this reason, we have always used the frames within class topic work rather than in isolated study-skills lessons. We do not advocate using the frames for the direct teaching of generic structures in skills-centered lessons. The frame itself is never a purpose for writing. There is much debate about the appropriateness of the direct teaching of generic forms and we share many of the reservations expressed by such commentators. Our use of a writing frame has always arisen from students’ having a purpose for undertaking some writing. The appropriate frame was then introduced if the students needed extra help. We have found writing frames helpful to students of all ages and all abilities. They have been used with students from ages 5 to 16. However,teachers have found the frames particularly useful with students of average writing ability,with those who find writing difficult, and with students who have special needs in literacy. Teachers have commented on the improved quality and quantity of writing that has resulted from using the frames with these students. That’s

all for today’s lecture. Thank you.

An Approach to Factual WritingI. The demands of differing nonfiction text—Much of the research into the development of children’s writing has tended to concentrate on personal and (1)_____texts.—Nonfiction writing often has been (2)_____.II. Language of (3)_____A. Powerful forms of language -(4)_____—Explanation —Report —DiscussionB. (5)_____ the children’s range of nonfictionalwriting.C. Spanning the joint-activity and independent activity phase.III. Writing framesA. The (6)_____phase;where we offer our studentsstrategies to aid writing but they can use without an adult being alongside them.B. Writing frames:—A (n) (7)_____outline: keywords or phrases—Effects: a) Students become increasingly (8)_____with unfamiliar genres.b) Students overcome many problems often associated with nonfictional writing.IV. The genres of writing frames in practical useA. The (9)_____genre;encouraging the use of previous knowledge.B. The discussion genre;using a discussion frame.V. Significance—(10)_____learning suggests that learning is always context dependent.—The frame itself is not a purpose for writing.—Writing frames are helpful to students of all ages and all abilities.

1．

正确答案：fictional

解析：本题为细节题。原文讲到Much of the research of the last few decades into the development of children’s writing has tended to concentrate on per—sonal and fictional texts．最近几十年的儿童写作方面的研究很多关注的是小说类的作品，因此填入fictional。 知识模块：讲座

2．

正确答案：neglected

解析：本题为细节题。演讲者认为非小说类写作通常被忽视了：nonfiction writing often has been neglected．故填人neglected。 知识模块：讲座

3．

正确答案：power

解析：本题为要点题。讲座讲到Persuasion，explanation，report and discussionare powerful forms of language that we use to get things done．These forms have beencalled the language of power．即这四种形式都属于有力的语言，故填入power。 知识模块：讲座

4．

正确答案：Persuasion

解析：本题为细节题。此处考查有力的语言形式：Persuasion，explana-tion，

report and discussion are powerful forms of language that we use to get thingsdone．因此填入Persuasion。 知识模块：讲座

5．

正确答案：Broadening

解析：本题为细节题。此处讲到This fact suggests that it is not sufficient for us simply to accept the overwhelming dominance of recounts in ourstudents’nonfiction writing．We have to do something about broadening theirrange．即需要拓宽学生的写作视野，故填入Broadening，注意首字母要大写。 知识模块：讲座

6．

正确答案：scaffolded

解析：本题为细节题。此处讲到的是We have called this additionalphase the scaffolded phase—a phase where we offer our students strategies to aidwriting but they can use without an adult being alongside them．这个传统的学习阶段称为“鹰架式教学”，故填入scaffolded。 知识模块：讲座

7．

正确答案：skeleton

解析：本题为细节题。此处讲到写作框架：A writing frame consists of a skeleton outline given to students to scaffold their nonfiction writing．The skeleton framework consists of different key words or phrases，according to the particular genericform．写作框架包括以关键词和短语为主的结构提纲。因此填入skeleton。 知识模块：讲座

8．

正确答案：familiar

解析：本题为细节题。原文讲到By using the form students become increasinglyfamiliar with it．学生们会对不熟悉的类别更加了解。所以填入familiar。 知识模块：讲座

9．

正确答案：recount

解析：本题为要点题。此处讲到第一个类别——叙述体：First，the recountgenre．Using a recount frame designed to encourage the use of previous knowl-edge…．可知此处应填人recount。 知识模块：讲座

10．

正确答案：Situated

解析：本题为细节题。原句为The concept of situated learning suggests thatlearning is always context dependent．主要依赖于语境的概念，故填入Situated。 知识模块：讲座

SECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.

听力原文： InspectorInterviewer: According to local news, more details are emerging of yesterday’s raid on the city’s central branch of the Northern Bank. Police have spent the day interviewing eyewitnesses and piecing together information hey have received via a special telephone hotline. We’ll be giving you that number again later in the program. Here to tell us more about the enquiry, though, is Inspector Tom Wells of Wessex CID. Hello, Inspector.Inspector: Hello.Interviewer: This seems to have been quite a daring raid, doesn’t it?Inspector: Yes, indeed. The robbers drove up to the bank in broad daylight and parked right outside.Interviewer: Do we know what kind of car they were driving?Inspector: Yes, we know they were in a blue Ford van and thanks to a very sharp-eyed witness, we know that the registration number was BWV593 with either an A or an H at the end and I’d like to ask you viewers to keep an eye open for that vehicle and let us know if they see it. It’s probably been abandoned somewhere by now.Interviewer: What else can you tell us at this stage?Inspector: Well, one man entered the bank at about 3:20, leaving the other at the wheel of the van. He must have put on a mask to hide his face when he was just inside the door. He then produced a sawn-off shotgun and made the three customers who were in the bank at the time lie on the floor before demanding money from the cashiers.Interviewer: Do you know if it was a real gun?Inspector: He didn’t actually fire the gun of course, thank goodness, but we’re pretty sure it was a real gun and there’s no reason to believe it wasn’t loaded. The manager, who was in his office, saw what was happening and pressed the alarm bell. He then came out to help his staff to pack the money into a bag. The gunman gagged him and tied him to a chair afterwards, but he didn’t actually injure him. While that was happening, a customer managed to run out of the bank and call for help. But, unfortunately, the robber was able to grab the bag and make his escape before the police arrived on the scene. But he did drop a scarf he was wearing on the pavement as he escaped and that may give us some clues.Interviewer: But thankfully there were no injuries. I believe you’ve issued a description of the man in connection with the robbery, haven’t you?Inspector: That’s right yes, we’ve had a couple of pretty good descriptions of the man who entered the bank and we now also have an artist’s impression of him. He’s described as in his mid thirties, and of medium height. He’s got shoulder-length sandy-coloured hair, quite wavy, and a pale, rather unhealthy-looking complexion. He was wearing an earring in one ear and several witnesses reported seeing a sticking plaster on his face

so we believe he may have a cut of some kind on his left cheek.Interviewer: Well, that sounds like a very useful description. Do you know what he was wearing ?Inspector: Yes. He was wearing a kind of light coloured ski-type jacket and dirty jeans with a tear in one of the knees and he had sports shoes on. Oh, one other tiling; the bank’s security camera shows hire holding his gun in his left hand suggesting that he may be left-handed.Interviewer: So, if you see this man... what would the viewers do, Inspector?Inspector: Well, don’t approach him. We believe he may be dangerous. If you see him, telephone the hotline on 574301 or call your local police station.Interviewer: Thank you, Inspector Tom Wells. That number again is 574301 if you have any information which you think would help the police.

11． Considering that the robbers ______,this is quite a daring bank robbery. A．stole a Ford just outside the bank

B．didn’t cover the registration plate of the car

C．parked the car just outside the bank and robbed the bank in broad daylight D．abandoned the car after the robbery

正确答案：C

12． The registration number of the car the robbers drove is ______. A．BWA59CA or BWH59CH B．BWV593A or BWV593H C．BWA593 or BWH593 D．BWA59C or BWH59C

正确答案：B

13． Which of the following is TRUE?

A．The robber fired a shot to make the customers lie on the floor. B．The robber fired the gun after he loaded it.

C．The robber didn’t fire the gun because it wasn’t loaded. D．The robber didn’t fire the gun although it may be loaded.

正确答案：D

14． Which of the following is NOT TRUE?

A．The police came after the manager pressed the alarm bell. B．The police came after one customer called for help.

C．The police came and grabbed’ the scarf of the robber before he made his escape.

D．The police came after the robbers made their escape.

正确答案：C

15． Which of the following details does not match the description of the robber? A．Long hair. B．Tattered jeans. C．Broad shoulder.

D．A sticking plaster on the face.

正确答案：C

SECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.

听力原文： U. S. officials have shut down nine websites accused of offering free access to films, including Toy Story 3. The crackdown, which included seizing assets from 15 bank accounts, involved police, customs and the movie industry. The closure of the sites, which had 6.7m visitors combined each month, was described as the “largest takedown of illegal movie and TV websites in a single action”by the government. Some films were available hours after their release in U. S. cinemas. Previous crackdowns on film piracy have focused on illegally copied DVDs. The latest action is the first of its scale to target websites which profit—by selling advertising or taking donations—from offering pirated films for free.

16． U. S. officials have shut down websites that A．provide illegal film-viewing services.

B．crack websites of banks and movie producers. C．cheat visitors of access fees to movies.

D．offer free advertising services to filmmakers.

正确答案：A

PART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

In the 1960s scientists begin to recognize that environmental contaminants could not only affect the health and survival of individual animals but also alter the prospects for their off-spring and thereby potentially change the genetic makeup of entire populations. Researchers were first altered to problems in wildlife in the 40s after the populations of eagles, falcons, and the other fish-eating birds in Britain plummeted. In nest after nest the birds’ eggshells were so thin that they cracked under the weight of the adults during incubation. In the 1960s David Peakall and other wildlife toxicologists demonstrated that the accumulation of very high levels of such

pesticides as DDT in the birds’ tissues had seriously impaired their productive capabilities. Some of these declines resulted in the complete disappearance of populations from large portions of their former range. In North America, for example, the eastern population of the peregrine falcon was virtually wiped out. More recently, the Golf Coast population of the brown pelican disappeared as a result of eggshell thinning thought to be caused by the organochlorine pesticides dieldrin and endrin. Since then, researchers have provided additional evidence that environmental pollution can affect future generations. For example, exposure to high levels of PCBs has been shown to affect the learning and behavior of children. In the 1980s Snadra W. Jacobson and Joseph L. Jacobson of Wayne State University, Detroit, Michigan, studied a group of children whose mothers had eaten PCB—contained fish from Lake Michigan. The researchers found that the children’s prenatal exposure to these compounds resulted in neurological anomalies at birth and developmental delays in motor function during infancy. The Jacobson retested the children at age 11. In a 1996 report they noted that the children exhibited significantly poorer intellectual function, amounting to a 6.2 point deficit in the IQs of the most highly exposed subjects. Contaminants also have been linked to a critical loss of genetic variability in populations of living organisms. One of the best studies of this phenomenon was published in 1994 by M. H Murdoch and P.D.N. Hebert of the University of Guelph, Ontario. The study measured the variations in the mitochondrial DNA (mtDNA) of populations of brown bullhead catfish in the Great Lakes, comparing bullheads from pristine reference areas with bullheads living in heavily contaminated with such pollutants as organochlorines and petrochemicals. The two researchers used one of the most powerful tools of modern molecular population genetics-molecular analysis of DNA. By revealing differences in the specific code, i.e., in the sequence of nucleotides, contained in the DNA of a particular gene, the technique can help identify and quantify genetic variety within and among populations. For their study, Murdoch and Hebert examinated variations in genes of the cellular mitochondria, which possess their own DNA (mtDNA) that is distinct from the DNA found in the cell nucleus. Because mitochondrial genes are not “shuffled” in the production of sperm and egg cells, as are nuclear genes, and because they are transmitted to offspring only by the mother, they are ideal for charting the relatedness and evolutionary history of spaces. The researchers found that although the numbers of fish were abundant in both types of sites, the levels of genetic variability were always significantly higher in the pristine areas. The most likely explanation is that bullheads populations in polluted waters crashed after their initial contact with contaminants, but the remaining fish were able to repopulate because a few individuals possessed rare genes that allowed them to adapt and survive. Thus, even though the bullhead populations appeared to be thriving in contaminated areas, the genetic makeup of their populations had undergone a damaging simplification, a depletion of the storehouse of adaptations that animals can draw upon to surmount environmental challenges such as the introduction of a new disease of fluctuations in climate. Their genetic diversity potentially could be quickly increased by the influx of new genes from migrant fish, but most fish from other populations might survive in the polluted sites long enough

to contribute to the gene pool.

17． The main purpose of the first 3 paragraphs of the passage is to ______. A．prove that contaminants are harmful to health

B．show that contaminants could affect the future generations C．describe some experiments made by toxicologists D．urge that pesticides should be abandoned

正确答案：B

解析：文章前3段的主要目的是在于说明污染物可以影响生物的后代。

18． What is David Peakall? A．He is a farmer.

B．He is a scientist of physics. C．He is a toxicologist.

D．He works at the University of Michigan.

正确答案：C

解析：由文章第二段可知，David是一个toxicologist。

19． From the passage, we know that dieldrin is ______. A．a kind of falcon B．a kind of pesticides C．a kind of catfish

D．not mentioned in the passage

正确答案：B

解析：是一种杀虫剂。A．猛禽与 C．catfish均不正确。

20． Which of the following could be drawn from the passage?

A．Contaminants have nothing to do with a critical loss of genetic variability in populations of living organisms.

B．Contaminants can affect human beings,

C．Before 1960, some experiments about contaminants’ effect on genetic variability in populations of living organisms had been made.

D．Hebert comes from Wayne State University.

正确答案：B 解析：污染物对人类也有影响，这可由文章中所述相关实验所证明。D项错，Herbert应来自University of Guel Ph，Ontario。选项C年份错误，选项A与本文内容不符。

PART III GENERAL KNOWLEDGE (10 MIN)Directions: There are ten multiple-choice questions in this section. Choose the best answer to each question.

21． The Chartist Movement, though failed, was the first nationwide______and drew attention to serious problems.

A．working class movement B．middle class movement C．upper class movement D．peasant movement

正确答案：A

解析：宪章运动虽然失败了，却是第一次全国性的工人阶级运动，使得人们对严重的问题给予关注。 知识模块：英国概况历史

22． The United States of America is the______in the world in population. A．largest

B．secondlargest C．thirdlargest D．fourthlargest

正确答案：C 涉及知识点：美国国家概况

23． The Cuban-Americans have done very well______. A．in Florida

B．in business with Cuba C．politically D．economically

正确答案：D 涉及知识点：美国国家概况

24． Which is the largest freshwater lake in the United States? A．Lake Huron. B．Lake Erie. C．Lake Ontario. D．Lake Superior.

正确答案：D

解析：本题考杏美国地理知识。在加拿大和美国交界处，有五大连湖，这就是闻名世界的五大淡水湖。它们按大小依次为苏必利尔湖(Lake Superior)、休伦湖(Lake Huron)、密歇根湖(Lake Michigan)、伊利湖(Lake Erie)和安大略湖(Lake Ontario)。其中，密歇根湖完全在美国境内，其他四湖位于两国交界处。苏必利尔湖是北美洲五大湖最西北和最大的一个，也是世界最大的淡水湖之一，是世界仅次于里海的第二大湖。

25． Strong affinity to the Chinese and Oriental literature can be found in the works of ______.

A．Mark Twain B．Ezra Pound C．Emily Dikinson D．Arthur Miller

正确答案：B

26． The term “The ‘Lost Generation” mainly refers to the American generation of young people after ______.

A．WWI B．WWII

C．the Civil War D．the Vietnam War

正确答案：A

27． Which Midwestern city of the USA is the automobile capital of the world? A．Chicago. B．Detroit. C．Milwaukee. D．Cleveland.

正确答案：B

解析：本题考查美国概况。美国是一个“装载在汽车轮子上的国家”，汽车工业是美国四大支柱产业之一。底特律是密歇根东南部的一座城市，早在20世纪初期就以“世界汽车之都”而闻名。芝加哥(Chicago)是美国伊利诺伊州最大的城市，位于该州的东北部密歇根湖上。密尔沃基(Milwaukee)是美国威斯康星州东南部一城市，位于密执安湖。克利夫兰(Cleveland)是美国俄亥俄州东北部的一座城市，位于伊利湖畔。

28． Noah Webster was a ______. A．novelist B．poet

C．lexicographer D．essayist

正确答案：C

29． In Britain, children must by law receive a full-time education at the age of______.

A．5-16 B．7-18

C．6-16 D．5-12

正确答案：A

30． The Australian Federal Parliament is modeled on ______. A．the Westminster system B．the White House system C．the United Nations system D．the Aboriginal system

正确答案：A

解析：澳大利亚政府体制的机构以英国模式为主。1901年，早期的英国殖民地(现在的六个州)合并组成“澳大利亚联邦”，联邦政府议会分为参议院和众议院。西敏寺(Westminster Abbey)是位于伦敦市中心的大型哥特式建筑教堂，这里一直是英国君主登基或安葬的地点，成为英国政权的象征。

PART IV PROOFREADING & ERROR CORRECTION (15 MIN)Directions: Proofread the given passage. The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:(1)For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.(2)For a missing word, mark the position of the missing word with a “∧” sign and write t

Isabella Santorum, the fragile 3-year-old daughter of Rick Santorum, l.______has pulled over again. She came down with pneumonia over the weekend, a frightening turn of events given that Bella, as she is known, received a diagnosis of a fatally 2. ______ chromosomal disorder called Trisomy 18 shortly after her birth and has lived longer than most babies born with the illness. About two weeks after her birth, doctors sent her home from the hospital on hospice care, which is usually preserved for the end of life, not the beginning. 3. ______ Bella’s condition is a constant challenge for the entire family, especially for Mr. Santorum’s wife, Karen, and their six other children. But her health issues present another kind of challenge to Mr. Santorum. As a presidential candidate, he is constantly traveling and might devote 4. ______ considerate time and energy to his campaign. Yet he is still a father. And 5. ______ ultimately, voters may judge him on both of his roles — as a candidate and a parent. By chance, Mr. Santorum was already with his family when he and his wife noticed that Bella had fallen illness; he had returned home from the campaign 6. ______trail to retrieve his tax information. But politically, the timing is awkward, 7. ______ Despite his victory in the Iowa caucuses, Mr. Santorum has not come close to winning everywhere else and is trailing badly in the polls for the Florida primary, 8. ______ He has been trying to beat back rumors he is aiming for the vice-presidential slot 9. ______ or that he will quit the race and urge

his conservative supporters to back Newt Gingrich in effort to stop the more moderate Mitt Romney. 10.______

31．

正确答案：over——through

解析：本题为介词误用。pull over表示“把车驶到路边”，pull through表示“恢复健康”，句中介绍Isabella Santorum再次病愈了，故用后者。 知识模块：改错

32．

正确答案：fatally——fatal

解析：本题为副词误用。作为名词disorder的前置定语，需用形容词fatal，表示“致命的”。 知识模块：改错

33．

正确答案：preserved——reserved

解析：本题为动词误用。根据句子意思，Isabella Santorum在出生两周后从专门照顾临终病人的医院出院回家。preserve表示保留、保存，而reserve常用于被动语态，表示“把……专门留给”，故用后者。 知识模块：改错

34．

正确答案：might——must

解析：本题为情态动词误用。might表示“许可、可能”，而must表示“义务、必然”。根据句子的意思，作为总统候选人，Rick Santorum必须投入大量时间和精力参选，故用must。 知识模块：改错

35．

正确答案：considerate——considerable 解析：本题为形容词误用。两个词形似义异。considerate表示“体贴周到的”，considerable表示“大量的”。句中指总统候选人必须投入大量时间和精力参选，故用后者。 知识模块：改错

36．

正确答案：illness—ill

解析：本题为名词误用。fall可以用作系动词，和形容词搭配使用。 知识模块：改错

37．

正确答案：is——was

解析：本题为时态误用。根据句子的意思，Isabella Santorum退出总统竞选的时机不佳，是过去发生的事情，故用一般过去时。 知识模块：改错

38．

正确答案：everywhere——anywhere 解析：本题为副词误用。能用在否定句中且和else搭配使用的只有anywhere。everywhere用在肯定句中。 知识模块：改错

39．

正确答案：rumor∧he—that

解析：本题为缺词错误。that引导的是rumor的同位语从句，不能省略。 知识模块：改错

40．

正确答案：∧effort—an

解析：本题为冠词误用。in an effort to do sth．是固定搭配，表示“努力做某事”。 知识模块：改错

PART V TRANSLATION (60 MIN)

SECTION A CHINESE TO ENGLISHDirections: Translate the following text into English.

41． 由小学到中学，所修习的无非是一些普通的基本知识。就是大学四年，所授课业也还是相当粗浅的学识。世人常称大学为“最高学府”，这名称易滋误解，好像过此以上即无学问可言。大学的研究所才是初步研究学问的所在，在这里做学问也只能算是粗涉藩篱，注重的是研究学问的方法和实习。学无止境，一生的时间都嫌太短，所以古人皓首穷经，头发白了还是继续研究，不过在这样的研究中确是有浓厚的趣味。

正确答案： From primary school to high school, what we have been studying is no more than some basic common knowledge. Even during the four years in college, the lectures given still contain some rather superficial knowledge only. People usually call university the “highest institution of learning”, and this name is likely to cause misunderstanding that as if there were no other knowledge above this level. Research done in the university is only the most preliminary stage of study and the first attempt at conducting research and the emphasis is on the methodology and practice of research. Since knowledge is infinite, one’s whole life is not long enough

to gain knowledge. That’s why hoary-headed people in ancient times studied the classics, which means they continued to study even when their hair turned white with age. However, there is indeed great interest and fun in such kind of study.

SECTION B ENGLISH TO CHINESEDirections: Translate the following text into Chinese.

42． Since adopting a male agenda in life is arguably only another form of submission, quite a number of highly educated and economically privileged women are now opting, to take career breaks so as to be at home with their children for longer than that insulting 18 weeks. The most welcome trend in parenting is that men are participating more and more. Even that is not free of conflict, though. Intellectually, women want men to be equal parents and do their share. But there’s often a contradictory emotional sub-text because children are the last bastion of distaff power in the family. “I want him to help me but this is my territory and being better at it is one of the few things I’ve got as a female.” In truth, although they haven’t had generations of practice, there’s no reason why men can’t rear children as well as women. Men left to cope after bereavement or divorce, as well as some who take on the role of principal carer within a partnership, are already doing it.

正确答案：由于走男人的人生道路可以说是另一种形式的男尊女卑，许多受过高等教育以及经济地位优越的妇女都情愿有一段职业间歇，这样和孩子一起待在家里的时间就能长一些，而不仅是那可怜的18周产假。在养育孩子方面，出现了一个可喜的趋势——男人参与得越来越多。不过即使这样也并非毫无冲突。理智上女人希望男人也同样尽到养育的职责。但感情上常常又会有自相矛盾的潜台词，因为儿女是家庭中女性权力最后一座堡垒。“我希望他来帮我，可这是我的‘地盘’，在养育孩子方面比他强是我作为女性的少数几项优势之一。”说实话，虽然他们没有代代相传养育儿女，但不能因此就说男人不如女人会养育孩子。丧偶或离婚后独立支撑局面的男人以及伴侣关系中担任主要照料人的那些男人已经在这样做了。

解析： 本文段使用断句、增词、转换动名词等翻译手法。原文是关于男、女性在家庭和养育儿女问题方面的论述文，难度中等，文段包含长句较多，翻译时要注意句子中信息点的因果关系，形容词和副词的位置可灵活处理，表达要符合中文句式。 1．adopting a male agenda in life：按照字面直译会显得不通顺，泽为“走男人的人生道路”是标胶好的处理方法。submission：原意是“服从，谦恭”，结合全段涉及男、女性在家庭及养育儿女问题，译文中用“男尊女卑”来表达。take career breaks：职业间歇。insulting 18 weeks：译文中增译了“产假”，是对18周的概念更加具体。 2．welcome trend：welcome在这里不是“欢迎”的意思，是“令人愉快，让人感到可喜”的意思。 3．free of…：无……的，摆脱……的：前面加not，表否定，译为“并非毫无……”。 4．do their share：意思是“分享”养育儿女的责任。 5．contradictory emotional sub-text：译文将emotional(情感上)前置，sub-text是“潜台词”的意思，distaff power：女系、母系权力。 6．处理第六句时译文分为3个并列分句，“territory”原意是“领土、地域”，译文用“地盘”表示，使文段增添谐趣。 7．had generations of practice：

意思是“代代相传养育儿女”。 8．最后一句中“after bereavement or divorce”修饰men；some who：who指代men。

PART VI WRITING (45 MIN)Directions: Write a composition of about 400 words on the following topic.

43． Students living in the campus have different views on visitation hours established for girls’ dormitory, while you can visit boys’ dormitory at any time. What is your view? You are to write a letter of approximately 400 words’ on this issue to the House Council of students’ Dormitory. In the first part of your letter you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring what you have written to a natural conclusion with 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. Write your composition on ANSWER SHEET FOUR.

正确答案： A letter to the House Council of her dormitory Members of House Council, As a resident of Blanding Tower, I am concerned with the visitation hours established for my dormitory. While the hours may be the same in all dormitories, the enforcement of these hours does not correspond with the Tower’ s, and the hours are not fair or just. These hours sabotage the independence of the residents and remove their freedom of choice. My first point is concerning fairness. Is it fair that boys’ dorms and Haggin Hall have endless visiting hours while Blanding Tower has an interrogation unit sitting at the front desk? Why is no I.D. needed when entering Kirwan Tower yet is needed in Blanding Tower? Why are residents of Blan ding treated differently than the rest of campus? Blanding Tower is the strictest dorm on campus. Aren’ t the freshman girls mature enough to decide when visitors are appropriate and when visitors are not? I think we deserve more privileges and more credit than we are receiving. An example of when personal decision would be better than rules, is when a resident wishes to study with a male classmate. During the week when most studying occurs, visitation ends at 11:15. Very few people I know finish studying before 11:15, so what happens when the guy has to leave? A person has two choices, either to quit studying or head to the noisy commons. If one chooses either of these, good luck! Personally I study best in my dorm room, and I think that I should be able to study there with a friend as late as I feel. After all I paid for it. I remember one spectific statement made at Freshman Orientation. An upperclassman stated,” You are on your own now. You must make your own decisions; no one will make them for you.” If this statement is true, why then is a stranger deciding when I can have visitors? Isn’ t my room by private place? I realize that the policy may be set for my own protection, but other choices exist. One suggestion which works on other campuses is having the second set of doors locked and giving each girl a key. With this method only “wanted visitors” are allowed in. Maybe this suggestion is not a workable one for this campus but there must be other choices. Visitation must be changed; the rights of Blanding Tower residents must be considered. Blanding

residents should have just as many rights as anyone else on this campus. Sex or status should not make a difference. Sincerely,...

解析：这是一封信，所以要注意信的特殊格式，另外为了让自己的观点让别人接受，应有足够的论证理由，然后得出结论。 在范文中，作者首先说出自己的观点，不同意对寝室规定的造访时间，然后给出两个理由，首先这样不公平，其次应该给学生自己作决定的自由，最后给出建议。全篇文章前后连贯，观点鲜明。