今年英语专业八级考试全真试卷_专业八级

listening comprehension (40 min)

and then answer the questions that follow. mark the correct answer to each ques

tion on your coloured answer sheet.

ill be given 15 seconds to answer each of the following five questions. now list

en to the talk.

are small in size mainly because ___.

cept ___.

to the interview.

now listen to the news.

, you will be given 30 seconds to answer the questions. now listen to the news.

, you will be given 30 seconds to answer the questions. now listen to the news.

ury to about 1840. throughout those years the total urban population remained sm

all and so with the cities. at the first federal census in 1790, city dwellers

made up nearly 5.1% of the total population and only two places had more than 25

,000 inhabitants. fifty years later only 10.8% of the national population fell i

nto the urban category and only one city, new york, contained more than 250,000

people. largely because of the unsophisticated modes of transportation, even the

more populous places in the early 19th century remained small enough that peop

le could easily walk from one end of the city to the other in those days.

though smaller in modern standards these walking cities, as it were, perfor

med a variety of functions in those days. one was economic. throughout the pre-mod

ern era, this part of urban life remained so overwhelmingly commercial that almo

st every city owed its development to trade. yet city dwellers concerned themsel

ves not only with promoting agricultural activities in their own areas, they als

o collected and processed goods from these areas and distributed them to other c

ities. from the beginning line and increasingly in the 18th and early 19th centu

ries, cities served as centres of both commerce and simple manufacturing.

apart from the economical functions, the early cities also had important no

n-economic functions to play. since libraries, museums, schools and colleges wer

e built and needed people to go there to visit or to study, cities and the large

early towns with their concentration of population tended to serve as centres o

feducational activities and as places from which information was spread to th

e countryside. in addition, the town with people of different occupational, ethn

ic, racial and religious affiliations became focuses of formal and informal organi

zations which were set up to foster the security and to promote the interests an

d influence of each group. in those days the pre-industrial city in america func

tioned as a complex and varied organizing element in american life, not as a sim

ple, heterogeneous and sturdy union.

the variety of these early cities was reinforced by the nature of their loc

ation and by the process of town spreading. throughout the pre-industrial period

of american history, the city occupied sites on the eastern portion of the the largely under-developed continent, and settlement on the countryside generally

followed the expansion of towns in that region. the various interest groups in e

ach city tended to compete with their counterparts in other cities for economic,

social and political control first nearby and later more distant and larger are

as. and always there remained the underdeveloped regions to be developed through

the establishment of new towns by individuals and groups. these individuals and

groups sought economic opportunities or looked for a better social, political o

r religious atmosphere. in this sense, the cities better developed a succession of urban frontiers. while this kind of circumstance made americans one o

f the most prolific and self-conscious city-building peoples of their time, it d

id not retard the steadily urbanizing society in the sense that decade by decade

an ever larger proportion of the people lived in cities.

in 1680 an estimated 9 to 10 percent of american colonists lived in urban s

ettlements. a century l

ater, that was the end of the 18th century, though 24 pla

ces had 2500 persons or more, city dwellers accounted for only 5.1% of the total

population. for the next thirty years, the proportion remained relatively stabl

e and it was not until 1830 that the urban figure moved back up to the level

of 1690.

in short, as the number of cities increased after 1680, they sent large num

bers of people into the countryside and their ratainers. nonetheless the continuous

movement of people into and out of the cities made life in the many but relativ

ely small places lively and stimulating.

r several well-known national and multi-national companies. hello, janet.

w: hello.

m：now janet, you’ve experienced and observed the negotiation strategies used by people from different countries and speakers of different languages. so befor

e we comment on the differences, could i ask you to comment, first of all, on what

such encounters have in common?

w：ok, well, i’m just going to focus on the situations where people are speakin

g english in international business situations.
m: i see. now, not every one speaks to the same degree of proficiency. maybe tha

t affects the situation.

w: yes, perhaps. but that is not always so significant. well, because, i mean, n

egotiations between business partners from different countries normally mean we

have negotiations between individuals who belong to distinct cultural traditions

m: oh, i see.

w: well, every individual has a different way of performing various tasks in eve

ryday life.

m: yes, but, but isn’t it the case that in the business negotiation, they must

ome together and work together to a certain extent. i mean, doesn’t that level

up the style of, the style of differences or somewhat?

w: oh, i am not so sure. i mean there’re people in the so-called western world

ho say that in the course of the past 30 or 40 years, there are a lot of things that have changed a great deal globally, and that as a consequence, national differences

had diminished, giving way to some sort of international amer

icanized style.

m: yeah, i’ve heard that. now some people say this americanized style has acted

as a model for local patterns.

w: maybe it has, maybe it hasn’t. because on the one hand, there does appear to

be a fairly unified even uniform style of doing business with certain basic pri

nciples and preferences, you know, like “time is money”, that sort of thing. b

ut at the same time, it is very important to remember the way all retain aspects

of national characteristics. but it is the actual behaviour that we will talk a

bout here. we shouldn’t be too quick to generalize that to national characteris

tic and stylistic type. it doesn’t help much.

m: yeah. you mentioned americanized style. what is particular about american st

yle of business bargaining or negotiating?

w: well, i’ve noticed that, for example, when americans negotiate with people f

rom brazil, the american negotiators make their points in a direct, sophistical

way.

m: i see.

w: while brazilians make their points in a more indirect way.

m: how?

w: let me give you an example. brazilian importers look at people they’re talki

g to straight in the eyes a lot. they spend time on what some people thinks to b

e background information. they seem to be more indirect.

m: then, what about the american negotiators?

w: american style of negotiating, on the other hand, is far more like that of po

int-making; first point, second point, third point, and so on. now of course, th

is isn’t the only way in which one can negotiate and there’s absolutely no reason why t

his should be considered as the best way to negotiate.

m: right. americans seem to have a different style, say, even from the british, do

n’t they?

w: exactly, which just show how careful you must be about generalizing. i mean,

how about asking you explain how the american negotiators are seen as informal, and so

metimes much too open. for british eyes, americans are too direct even blunt.

m: is that so?

w: yeah, at the same time, the british too. german negotiators can appear direc

t and uncom

promising in the negotiations, and yet if you experience germans and

americans negotiating together, it often is the americans who are too blunt for the

german negotiators.

m: fascinating! so people from different european countries use different styles

, don’t they?

w: that’s right.

m: ok. so what about the japanese then? i mean, is their style different from th

e americans and europeans?

w: oh, well, yes, of course. many europeans nod its extreme politeness of their

japanese counterpart, the way they avoid giving the slightest defense, you know.

they’re also very reserved to people they don’t know well. at the first meeti

s american colleagues have difficulties in finding the right approach sometimes.

but then when you meet the japanese negotiators again, this initial impression

tends to disappear. but it is perhaps true to say the average japanese business

person does choose his or her words really very carefully.

m: so can we say that whatever nationalities you are dealing with, you need to r

emember that different nationalities negotiate in different ways?

w: well it’s perhaps more helpful to bear in mind that different people behave

n negotiating in different ways. and you shouldn’t assume that everyone will be

have in the same way that you do.

m: right. it is definitely a very useful tip for our businessman who often negot

iate with their overseas partners, ok, janet, thank you very much for talking wi

th us.

w: pleasure.

d july 15th to 17th in lasa, capital city of tibet autonomous region. china’s

thnic medicine institute, tibetan bureau and tibetan medical college will co-hos

t the conference. the conference has received more than 500 research papers from

china and abroad. the organizing committee primarily selected 290 articles to

be discussed at the conference. more than 50 foreign guests from the united states,

russia, britain, india, germany, france, italy and nepal will attend the meeting

. the china mainland has sent a delegation consisting of 250 tibetan medicine expe

rts to the conference.

al 21 strategy formulated in 1998 to make hong kong both a regional and world-wi

de internet centre, said carrion, secretary for information technology and broad

casting. she outlined three policy objectives in developing an e-government in h

ong kong at the ibm asian e-government executive seminar. the first policy objec

tive is to develop an electronic and peopleless government so as to improve the

efficiency, cost-effectiveness and quality of public service. the second is to p

romote the wide adoption of e-commence with the government setting a leading exa

mple. the third is, through the e-government program, to integrate service deliv

ery across motorable departments and agencies.

ay back to top form on tuesday by winning the 100-meters at the athletic mee

ting in switzerland in the time of 9.98 seconds. despite unfavorable windy co

nditions, bailey recorded the second best time of the year short of the 9. 91 se

t by double world champion moris greene of the united states on may 13th in noso

ka, japan. “i would have run 9. 80 if i’d really pushed myself. ” said bailey

, 1

996 olympic and 1995 world champion. the canadian has been fighting for form since before the sidney olympics, following a long-term injury which resulted in a disappo

inting series of starts in the season.

y. as we know, students in colleges or universities are expected to master some

academic materials that are fairly difficult to understand. however, some of the

m find it hard to learn some complex, abstract or unfamiliar subject matters. as

a result, a central problem in higher education is how to internalize academic k

nowledge, that is how to make knowledge your own. in order to do so we must conv

ert knowledge from being other’s knowledge to being part of our own way of thin

ing. then how are we going to do it? ￤hat’s the means available to help us in t

e process of learning? there are four key study activities currently used in hig

her education to encourage students to internalize knowledge. they are the ones

we are familiar with: writing essays, going to classes and seminars, having indi

vid

ual tutorials and listening to lectures. the four activities are long-establi

shed features of our higher education, and they are as important now as they wer

e a hundred years ago. now let’s look at the features of them one by one.

first, essay writing. the central focus of university work, especially in h

umanities, for example in literature, history or politics, is on students’ prod

cing regular essays or papers which summarize and express their personal underst

anding of the topic. then what is good about essay writing? firstly, writing ess

ays forces you to select what you find interesting in books and journals and to

express your understanding in the coherent form. individual written work also pr

ovides teachers with the best available guide to how you are progressing in the s

ubject, and allows them to give advice on how to develop your strengths or count

eract your weaknesses. lastly, of course, individual written work is still the b

asis of almost all assessment in higher education. written assignments familiari

ze you with the form your exams will take.

the second key activity in colleges and universities is seminars and class

discussions. their role is to help you to internalize academic knowledge by pro

viding such contexts so that you can talk about such difficult problems as the treatment of inflation and the unemployment in economic policy or the use of

the metaphors in shakespeare’s plays. talking is more active than written work. in conversation you know immediately how effective you are in expressing

your point and can modify what you are saying in response to people’s reaction

. in addition，a normal program of between 10 to 25 classes covers far more topic

s than one subject. then you can hope to manage your written work. participating

in flexible conversations across this range of issues also allows you to practi

se using the broader knowledge gained from other key activities such as lectures

now let’s take a look at another activity, individual tutorials. discussi

ns between the teacher and one or two students are used in many colleges as a su

bstitute for or supplement to group discussion in classes like those mentioned b

efore. tutorials can range from direct explanation by teachers and are subject to

flexible conversational sessions which at their best are very effective in stimu

lating students’ mastery of a body of knowledge. the one-to-one quality of the pe

sonal interaction is very important in stimulating acceptance of ideas and produ

cing fruitful interaction. in order to make individual tutorial really work, st

udents should make good preparation beforehand, and during the tutorial they als

o should ask questions to keep the ball rolling rather than let the teachers tal

k the vacuum.

the last activity is lectures. as we all know, lectures play a large part o

f most students’ timetable and occupy considerable proportion of teachers’ eff

ts. however the major difficulty with lectures is that they are not interactive

like discussions or tutorials. the lecturer normally talks for the whole time wi

th minimal feed-back from questions. the science and making notes and the lecture while-con

centrating on the argument being developed is often difficult to some students,

especially when the argument is very complicated. we have said that lectures are

clearly valuable in several specific ways. they can provide a useful overview i

n every map, as it were, to familiarize you with the mainland features to be enc

ountered during the course. lectures typically give much more accessible descrip

tions of theoretical perspectives in their oral presentations than can be found

in the academic literature. whenever there is a rapid pace of progress in theory

or practice, lectures play an indispensable part in letting students know the d

evelopment immediately, usually several years before the new material is include

d in textbooks. lastly lectures are often very useful in allowing you to see dir

ectly how exponents of different views build up their arguments. the cues provid

ed by someone talking in person may seem irrelevant, but these cues are i

mportant aids to understanding the subject matter better later.

so far w

e’ve discussed four study activities and their respective features

and roles in higher education. of course study activities are not limited to jus

t these four types. they’re other activities that are equally important, such,

s general reading, project learning, etc. we will cover them during our next lecture.お

1.答案：b

mained small and so with the cities.”由此可见，因为当时城市人口少，所以城市也就

小。

opment to trade.”由此可知，经济贸易活动是当时城市生存下来的主要原因，故答案选a

。

se areas and distributed them to other cities.”因此distribution，processing是包

含在经济活动里，所以应排除选项b和c。commerce意为trade，故可排除a。因此选项d)tran

sportation为正确答案。

pportunities or looked for a better social, political or religious atmosphere.”

这里提到了“更多的经济机会”，“更自由的社会和环境”，“更加宽松的宗教环境”

，只是没有提到“更多的机会”，故选项c为正确答案。

mained relatively stable and it was not until the 1830 did the urban figure move

d back up to the level of 1690.” 由此可知，人口相对稳定是根本原因，故选项d为正

确答案。

的谈判目的。janet回答说“well, because, i mean, negotiations between business pa

rtners from different countries normally mean we have negotiations between indiv

iduals who belong to distinct cultural traditions.”由此可知，不同的文化传统是影

响谈判的主要因素，故答案选b。

iators make their points in a direct, sophistical way.”这里的关键词sophistical

意为“复杂的，老练的”，那么和美国人谈判就必须小心谨慎，故答案选d。

le they’re talking to straight in the eyes a lot. they spend time on what some p

eople thinks to be background information. they seem to be more indirect.…ameri

can style of negotiating, on the other hand, is far more like that of point-maki

ng; first point, second point, third point, and so on.”，这里是说巴西谈判者谈话

不是很直接，而美国谈判者在谈判之前要罗列很多点。由此可知，巴西和美国谈判者在谈判

时都拐弯抹角，故答案选a。

, sophistical way.”而采访中并没有说英国人或德国人谈话直接，故答案选c。

erson does choose his or more really her words very carefully.” 由此可排除选项a

．reserved（矜持的，寡言的）；由“many europeans nod its extreme politeness of t

heir japanese counterpart…”，可排除选项c . polite(礼貌的)；由“they’re also ve

ry reserved to people they don’t know well. ” 由此可排除选项d．prudent（谨慎的

）。只有选项b．prejudiced（偏见的）没有提及，故为正确答案。

rence will be held…”，由此可知，这则新闻主要是讲一次大型医药会的，故答案选b

。

government in hong kong at the ibm asian e-government executive seminar.”由此句

可知，该新闻主要关注香港的e-govermnent问题。

elop an electronic and peopleless government so as to improve the efficiency, co

st-effectiveness and quality of public service. the second is to promote the wid

e adoption of e-commence with the government setting a leading example. the thir

d is, through the e-government program, to integrate service delivery across mot

orable department and agencies.”这里提到了“to improve the efficiency”，“to p

romote the wide adoption of e-commence”，和“to integrate service delivery”，

故可排除选项a、b、c。

f the 9. 91 set…”，由此可知，donovan bailey当年排在第二的最好纪录是9. 91秒。

d really pushed myself. ”即要是他真正冲出去的话，跑9.80秒是没问题的，而实际记录

为9. 91秒，由此可知，他这次并没有发挥好，故选项b为正确答案。

主页 > 实用文摘 > 教育文摘_14 > > 详细内容

今年英语专业八级考试全真试卷_专业八级