2011年英語專業(yè)八級考試試題參考答案(星火英語版)

1、2011年英語專業(yè)八級考試試題參考答案（星火英語版）PART I LISTENING COMPREHENSIONSECTION A1. outside the message 2. the context 3. sense of involvement/closeness4. body language 5. multiple 6. in the message 7. personal space8. monochronic 9. lateness 10. being necessary/importanceSECTION B1. B 2. D 3. A 4. C 5. BSECTION C6

2、. A 7. C 8. B 9. A 10.DPART II READING COMPREHENSION11. C 12. B 13. D14. A 15. B 16. D17. B18. A19. C20. A21. D 22. B 23. C24. C 25. D 26. D27. B 28. A29. C30. BPART III GENERAL KNOWLEDGE31. B 32. D 33. A 34. B35. D 36. C 37. A 38. C 39. A 40. C PART IV PROOFREADING ERROR CORRECTION1. grewup 2. cons

3、cienceconsciousness3. soonsooner4. 第一個themiddle 5. disagreeingdisagreeable 6. imaginativeimaginary 7. literalliterary 8. in刪除in9. whichwhere 或者whichin10.ThereforeNeverthelessPART V TRANSLATIONSECTION A參考譯文People always spend their earthly existence in shuttling between haste and leisuretwo distinct

4、life styles, thoughsometimes even hardly conscious of which way they are on. For instance, while still vacationing at the resort, we receive a call from the boss all of a sudden, knowing that some troubles are with the clients or the work. At this moment the handy cell phone is exposed as an evil an

5、d dismal device more than a modern and advanced tool. The subsequent leisure is the mere showy as such a call has shadowed our leisure tour and made us restless with anxiety.SECTION B參考譯文飛機(jī)飛越尼泊爾上空時，你很容易天馬行空起來，假想自己很渺小像只蝴蝶而地面的一切仿佛變成了建筑師手中的三維地圖，只是這地圖的層層輪廓變成了環(huán)繞一座座山脊的梯田。尼泊爾是個小國家。我們的飛機(jī)在12,000英尺的高空向東飛去。從左邊

6、的機(jī)窗望去，能夠清晰地看到30英里開外雄偉的喜馬拉雅山脈，仿似海市蜃樓一般閃爍著白色的光芒。從右邊的機(jī)窗望去，三四條成階梯狀的高聳山脊突然向前延伸至印度平原。盡管在尼泊爾步行是最主要的交通方式，古老的小路縱橫交錯在整個國家，但是此刻，幾乎看不見地面上的路。好在這里也有沙土鋪設(shè)的機(jī)場跑道，這對我來說是幸運(yùn)的，因?yàn)槲覜]有時間花兩周半跋涉到我的目的地。我正在飛往當(dāng)?shù)貦C(jī)場的航班上。PART VI WRITING參考范文Higher Entry Fees during Peak Travel Seasons: Not a Smart MoveWith the increased income and a

7、ccumulated wealth among general public, a lot of tourism attractions witness great tourists increase in recent years, especially during some national holidays, such as International Labors Day, National Day and so on, as well as some peak seasons, such as winter season in Hainan and the like. Having

8、 observed such a trend, a lot of tourism sites are considering adopting higher ticket prices. However, when it comes to charging tourists higher entry fees during peak travel seasons, I am strongly against it. And my reasons against such a practice can be divided into the following three parts. The

9、first thing that would come up in my mind is the nature of such a policy, which is unexpected to travelers, and it is introduced without negotiation or adjustment through market mechanism. When such a procedure can not be justified, the final result of raising the ticket prices is simply unreasonabl

10、e. When travelers are making their traveling plans, they are using the ordinary prices for reference. And the sudden price rising without any warning in advance will cause nothing but resentment and even anger among travelers. And this will lead to my second reason to believe that such a policy will

11、 surely lower the satisfaction level and receive various negative feedbacks from travelers. And when we take a look at the researches regarding the feeling of general travelers during the peak season, we can get a deep impression that dissatisfaction is a dominant category in the research result, an

12、d temporarily higher prices surely contribute a lot to this dissatisfaction. And we can also move naturally to the third point that conducts like this will inevitably lead to a tourism industry that is not sustainable. Simply taking money from the general citizens without providing them with better

13、service accordingly will never produce a tourism industry that is healthy enough to support its future development.With the above analysis, we can see the unreasonable nature of such a policy to raise ticket prices temporarily. Of course, we also understand that retaining the current situation simpl

14、y with the ticket prices unchanged would be the way out. We still need to build a better system of informing the updates in certain tourism attractions so the travelers can make better decisions. In addition, improved service quality, more rational outing schedules as well as balanced distribution o

15、f tourists among different destinations can only be achieved through the interaction between tourism consumers and service providers in the years to come. 參考答案：(1) context of message(2) whats happening / the context(3) closeness to people(4) body language(5) poly-chronic(6) message itself(7) the mes

16、sage(8) mono-chronic(9) lateness(10) great influence / significanceTIPS：(1) 根據(jù)原文中一句“A high-context culture is a culture in which the context of the message, or the action, or an event carries a large part of its meaning and significance.”可知答案。(2) 根據(jù)原文“What this means is that in a high-context cultur

17、e, more attention is paid to whats happening in and around the message than to the message itself.”可知答案。(3) 根據(jù)原文“Generally speaking, in a high-context culture, because this greater dependency on group thinking, people lean towards heavier sense of involvement or closeness to people.”可得出答案。(4) 根據(jù)原文“A

18、nd also people from a high-context culture pay attention to body language.”可得出答案。(5) 根據(jù)原文“People in high-context cultures, are considered to have, what is called a poly-chronic attitude toward time.”可得出答案。(6) 根據(jù)原文“A low-context culture is one in which the message, the event or the action is a separa

19、te entity, having meaning onto itself, regardless of the surroundings or the context.”可得出答案。(7) 根據(jù)原文“And youll also see that people might pay less attention to body language, because as I said, the message is, the message is everything.”可得出答案。(8) 原文提到在low-context culture中，人們對時間的態(tài)度可稱為mono-chronic。(9)

20、 根據(jù)原文“People in a low-context culture would be much more upset with lateness, because they feel that everyone should follow the same time.”可得出答案。(10) 根據(jù)文章末尾部分“If youre in business, negotiations, interpersonal relations, if youre dealing with people from different cultures in any way, its going to af

21、fect every part of your life. In any multi-cultural situation, these assumptions need to be taken into account for successful interactions.”可知，在商務(wù)活動、談判、人際交往中，與來自不同文化的人打交道時，這些想法對成功的交際起著非常重要的作用。script: Classifications of CulturesGood morning, everyone! Today, well look at culture or rather classificat

22、ions of cultures. Usually, when we deal with different people, we deal with them as if we were all members of the same culture. However, its possible that people from different cultures have different assumptions about the world. We got in such important and basic ideas as time, personal space. And

23、this is the view of Edward Hall. And Edward Hall is an anthropologist who spent a large part of his life studying American Indians, their culture, their language. But he was different from a lot of other anthropologists who just study one culture. He was interested in the relations between cultures,

24、 how cultures interact. What Hall believes is that cultures can be classified by placing them on a continuum, ranging from what he called high-context to low-context. OK, what is a high-context culture? A high-context culture is a culture in which the context of the message, or the action, or an eve

25、nt carries a large part of its meaning and significance. What this means is that in a high-context culture, more attention is paid to whats happening in and around the message than to the message itself. Now, let me give you examples. First, in terms of personal space. Generally speaking, in a high-

26、context culture, because this greater dependency on group thinking, people lean towards heavier sense of involvement or closeness to people. And they have less respect for privacy, for personal space. If you go into that culture, people might stand closer when theyre talking to you. They might touch

27、 more. And if theyre jostled in a crowd, they wont feel violated. And also people from a high-context culture pay attention to body language. Because remember what I said, the definition of a high-context culture is that more attention is paid to the context of the message than to the message itself

28、. And part of the context is body language. Second, in terms of time. People in high-context cultures, are considered to have, what is called a poly-chronic attitude toward time. Here, poly means multiple and chronic means time. What this means is that they believe people, things, events have their

29、own time. And there cant be a standard system of time for everything. What this leads them to believe is that you cant emphasize punctuality. Things happen when they are supposed to happen. So, theres a different attitude toward time; theres no set standard of time; you cant control time; everything

30、 has its own sense of time. So its a culture that pays little attention to time, to clock time. Now, lets move on to low-context culture. A low-context culture is just the opposite. A low-context culture is one in which the message, the event or the action is a separate entity, having meaning onto i

31、tself, regardless of the surroundings or the context. That the message, the event, the action has meaning in itself. So what this means in a low-context culture, is that people pay more attention to the event itself rather than to the context which surrounds the event or the message. For example, in

32、 terms of personal space again, theres more emphasis on individuality. So the concept of privacy is very, very important. Whereas before, as I said, in a high-context culture, they might not even be concerned with privacy or personal space. But in a low-context culture, theres a feeling that we each

33、 have our own personal space. If you get too close, if you dont knock on doors before entering, thats an invasion of privacy. People feel violated. Theres a respect and a desire for privacy. And youll also see that people might pay less attention to body language, because as I said, the message is,

34、the message is everything. They are not going to worry about all the details around it. What you say is the important thing, or what you do is the important thing. Another example of a low-context culture is peoples attitude towards time. In terms of time, I said before, there was a poly-chronic sen

35、se of time in a high-context culture. What do you think there would be in a low-context culture? Mono-chronic? Right! A mono-chronic sense of time and by that we mean that theres one time. And that concept means that people in a low-context culture believe that theres one standard of time. And that

36、should be for everything. And so I am not willing to hear Oh, the traffic was heavy. Thats why Im late or Oh, I slept late. People in a low-context culture would be much more upset with lateness, because they feel that everyone should follow the same time. There shouldnt be all this flexibility with

37、 time and they expect punctuality. And they look at time as almost a commodity that they use expressions like use time, to waste time, to spend time or time is money. All of these expressions reinforce the concept that time is actually something you can hold on to.So, what this is all about is that,

38、 Hall stresses that people need to be aware of these different assumptions or concepts about reality. And he thinks that this has all kinds of relevance no matter what youre doing. If youre in business, negotiations, interpersonal relations, if youre dealing with people from different cultures in an

39、y way, its going to affect every part of your life. In any multi-cultural situation, these assumptions need to be taken into account for successful interactions. OK, today weve taken a brief look at Edward Halls view of culture, mainly his classification of high- or low-context culture with some exa

40、mples. Next week, well look at some more examples of cultures on a continuum between high-context and low-context cultures.SECTION B INTERVIEW/CONVERSATIONIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each ques

41、tion on ANSWER SHEET TWO.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.1. According to Dr. Harley, what makes language learning more difficult after a certain age?A. Dif

42、ferences between two languages. B. Declining capacity to learn syntax. C. Lack of time available. D. Absence of motivation.參考答案： BTIP：答案選B。Harley博士提到有研究表明，語言特別是句法方面的學(xué)習(xí)在12歲以后更難。2. What does the example of Czech speakers show?A. Its natural for language learners to make errors. B. Differences between

43、languages cause difficulty.C. There exist differences between English and Czech.D. Difficulty stems from either difference or similarity.參考答案： DTIP：答案選D。Harley博士提到有研究發(fā)現(xiàn)學(xué)習(xí)英語的捷克人會在相同的捷克語和英語句法上犯錯，因此證明了語言學(xué)習(xí)者的困難也可能來自相似性。3. Which of the following methods does NOT advocate speaking?A. The traditional metho

44、d. B. The audiolingual method.C. The immersion method.D. The direct method.參考答案： ATIP：答案選A。因?yàn)槠渌N方法都要求或強(qiáng)調(diào)口語，而傳統(tǒng)方法強(qiáng)調(diào)語法教學(xué)。4. Which hypothesis deals with the role of language knowledge in the learning process?A. The acquisition and learning distinction hypothesis.B. The comprehensible input hypothesis.

45、C. The monitor hypothesis.D. The active filter hypothesis.參考答案： CTIP：答案選C。當(dāng)Harley博士在解釋monitor hypothesis時，他提到monitor會使用語法規(guī)則，電臺主持人向他確認(rèn)是否這意味著學(xué)習(xí)者運(yùn)用語言知識確保所說和所寫的正確無誤，Harley博士的回答是肯定的。5. Which of the following topics is NOT discussed during the interview?A. Causes of language learning difficulties.B. Diffe

46、rences between mother tongue and a second language. C. Theoretical conceptualization of second language learning.D. Pedagogical implementation of second language teaching.參考答案： BTIP：答案選B。其他三項(xiàng)在對話中均有提及，D項(xiàng)沒有提及。script: Woman: Good morning, Dr. Harley! Thank you very much for coming on our radio talk. We

47、 know that youre an applied linguist specializing in second language acquisition.Dr. Harley: Right!Woman: So, today, um, well look at this issue. Now, first, Dr. Harley, could you please tell us what is second language acquisition? Dr. Harley: Well, second language acquisition is . happens when a ch

48、ild or adult has already become competent at a language. And then, um, they attempt to learn another.Woman: OK, most people think, including me, it is difficult to learn another language. What are the reasons? Why is it so?Dr. Harley: Well, there are a number of reasons for this. Huh, first, there h

49、ave been research studies. They have shown that some aspects of language learning especially syntax are more difficult beyond a certain age, say, after around 12 years of age.Woman: So, age plays an important role in language learning?Dr. Harley: Yes. But thats not the only reason.Woman: Oh, is that

50、 so?Dr. Harley: Yes, for example, huh, time and interest. All children and adults often have less time and motivation to learn a second language.Woman: Mm Dr. Harley: Another is related to the similarities and differences between ones mother tongue and a second language. We find the learners will ex

51、perience difficulty when their mother tongue and the second language theyre learning differ. In general, the more idiosyncratic a feature is in a particular language relative to other languages, the more difficult it will be to acquire.Woman: Perhaps this is the key issue. Differences between langua

52、ges cause language learning problems. Dr. Harley: Well, this may be one of the issues here. But this cannot be the whole story, as not all differences between languages cause difficulty. Let me give you an example.Woman: OK.Dr. Harley: Research has found that many errors by Czech speakers learning E

53、nglish were made on syntactic constructions in which the two languages do not differ.Woman: Oh, really? The picture is more complicated than weve imagined. Dr. Harley: Definitely yes. Each language learning situation is different. So reasons vary a lot from case to case.Woman: Now, Dr. Harley, since

54、 learning a second language is a difficult process, you know, in one way or another, are there any methods so far, effective methods to teach a second language? Dr. Harley: There again, no method is absolutely effective in all situations. Some may prove effective, others may not. I mean all dependin

55、g on specific conditions. But generally speaking, there are a number of methods that have been used to teach a second language.Woman: Could you mention a few? Dr. Harley: For instance, theres the traditional method. This method is based on translation from one language to another. And it emphasizes

56、grammar teaching. And then you have direct methods which focuses on conversational skills and all teaching must be carried out in the second language.Woman: Oh, I see. Any other methods?Dr. Harley: Yes, for example, the audio-lingual method. This method emphasizes speaking and listening before readi

57、ng and writing.Woman: How interesting!Dr. Harley: Then you have the immersion method. This method teaches learners exclusively through the medium of the second language.Woman: How?Dr. Harley: Well, it simply means that you cannot speak mother tongue. Everything must be done in the language youre lea

58、rning. To me, the most natural method of learning a new language is what I call submersion. That is, to go to that country and be surrounded exclusively by speakers of that language.Woman: Thank you very much Dr. Harley for introducing some of the language teaching methods. Now lets move on to somet

59、hing a bit theoretical. Since second language acquisition and teaching are a fascinating area for researchers, are there any theories to explain second language acquisition? Dr. Harley: Yes, many theories and models have been put forward by researchers so far. Today, Id like to mention the five hypo

60、theses proposed by Steven Krashen.Woman: OK. Dr. Harley: The five hypotheses form what he calls the Monitor Model of second language learning.Woman: What does it mean?Dr. Harley: OK, the first hypothesis is the Acquisition and Learning Distinction Hypothesis. According to Krashen, children acquire t