2004 年英语专业八级考试历年全真试卷
试卷一 (95 min)
Part Ⅰ Listening Comprehension (40 min) In Sections A,B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.? SECTION A TALK Questions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 75 seconds to answer the questions. Now listen to the talk.?
  1.The parallel between waltzing and language use lies in .? A.the coordination based on individual actions B.the number of individual participants ? C.the necessity of individual actions D.the requirements for participants ?
  2.In the talk the speaker thinks that language use is a(n) process.? A.individual B.combined C.distinct D.social ?
  3.The main difference between personal and nonpersonal settings is in .? A.the manner of language use
B.the topic and content of speech ? C.the interactions between speaker and audience D.the relationship between speaker and audience ?
  4.In fictional settings, speakers .? A.hide their real intentions B.voice others’ intentions ? C.play double roles on and off stage D.only imitate other people in life ?
  5.Compared with other types of settings, the main feature of private setting is .? A.the absence of spontaneity B.the presence of individual actions ? C.the lack of real intentions D.the absence of audience ??
SECTION B INTERVIEW Questions 6 to 10 are based on an interview. At the end of the interview you wi ll be given 75 seconds to answer the questions. Now listen to the interview.?
  6.What was education like in Professor Wang’s days?? A.Students worked very hard.
B.Students felt they needed a second degree.? C.Education was not career ? oriented. D.There were many specialized subjects.?
  7.According to Professor Wang, what is the purpose of the present ? day educati on?? A.To turn out an adequate number of elite for the society.? B.To prepare students for their future career.? C.To offer practical and utilitarian courses in each programme.? D.To set up as many technical institutions as possible.?
  8.In Professor Wang’s opinion, technical skills .? A.require good education B.are secondary to education ? C.don’t call for good education D.don’t conflict with education ?
  9.What does Professor Wang suggest to cope with the situation caused by increas ing numbers of fee ? paying students?? A.Shifting from one programme to another. B.Working out ways to reduce student number.? C.Emphasizing better quality of education. D.Setting up stricter examination standards.?
  10.Future education needs to produce graduates of all the following categories EXCEPT .?
A.those who can adapt to different professions B.those who have a high flexibility of mind ? C.those who are thinkers, historians and philosophers D.those who possess only highly specialized skills ??
SECTION C NEWS BROADCAST ? Questions 11 to 13 are based on the following news. At the end of the news ite m, you will be given 45 seconds to answer the questions. Now listen to the news.?
  11.Which of the following regions in the world will witness the sharpest drop in life expectancy?? A.Latin America. B.Sub ? Saharan Africa.? C.Asia. D.The Caribbean.?
  12.According to the news, which country will experience small life expectancy d rop?? A.Burma. B.Botswana. C.Cambodia.
  13.The countries that are predicted to experience negative population growth ar e mainly in ? A.Asia. B.Africa. C.Latin America.D.The Caribbean.??
Questions 14 and 15 are based on the following news. At the end of the news ite m, you will be given 30 seconds to answer the questions. Now listen to the news.?
  14.The trade dispute between the European Union and the US was caused by . ? A.US refusal to accept arbitration by WTO B.US imposing tariffs on European steel ? C.US refusal to pay compensation to EU D.US refusal to lower import duties on EU products ?
  15.Who will be consulted first before the EU list is submitted to WTO?? A.EU member states. B.The United States.? C.WTO. D.The steel corporations.??
NOTEGAP APSECTION D NOTE-TAKING AND GAP-FILLING In this section you will hear a mini ? lecture. You will hear the lecture ONCE ONLY. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15 ? minute gap ? filling task on ANSWER SHEET ONE after the mini ? lecture. Use the blank shee t for note ? taking. Conversation Skills ? People who usually make us feel comfortable in conversations are good talkers. And they have something in common, i.e. skills to put people at ease.?
  1. Skill to ask question ?
  1) be aware of the human nature: readiness to answer other’s questions rega rdless of (
  1) _?
  2) start a conversation with some personal but unharmfull ? questions about one’s (
  2) job (
  2)? (
  3)? (
questions about one’s activities in the (
  3) be able to spot signals for further talk
  2. Skill to (
  4)for answers
  1) don’t shift from subject to subject ? ? sticking to the same subject: signs of (
  5)in conversation ?
  2) listen to (
  6)of voice
? If people sound unenthusiastic, then change subject.?
  3) use eyes and ears ? ? steady your gaze while listening ?
  3. Skill to laugh ? Effects of laughter:? ? ease people’s (
  7) ? help start (
  4. Skill to part ?
  1) importance: open up possibilities for future friendship or ? contact ?
  2) ways:? ? men: a smile, a (
  9) ? women: same as (
  10)now ? how to express pleasure in meeting someone.?? (
  9)? (
  10)? (
  7)? (
Part Ⅱ Proofreading and Error Correction (15 min) 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 passag e and correct it in the following way: For a wrong word, underline the wrong word and write the correct one in the bla nk provided at the end of the line.?
For a missing word, mark the position of the missing word with a “∧” sign an d 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 t he word in the blank provided at the end of the line.??
Example ? When ∧ art museum wants a new exhibit, (
  1) an it never buys things in finished form and hangs (
  2) never them on the wall. When a natural history museum ? wants an [ZZ(Z]exhibition[ZZ)], it must often build it. (
  3)exhibit ? Proofread the given passage on ANSWER SHEET TWO as instructed.
One of the most important non-legislative functions of the U.S Congress ? is the power to investigate. This power is usually delegated to committees - ei ther ? standing committees, special committees set for a specific _? purpose, or joint committees consisted of members of both houses. _? Investigations are held to gather information on the need for ? future legislation, to test the effectiveness of laws already passed,? to inquire into the qualifications and performance of members and ? (
  2) (
officials of the other branches, and in rare occasions, to lay the ? groundwork for impeachment proceedings. Frequently, committees ? rely outside experts to assist in conducting investigative hearings ? and to make out detailed studies of issues. ? There are important corollaries to the investigative power. One ? is the power to publicize investigations and its results. Most ? committee hearings are open to public and are reported _? widely in the mass media. Congressional investigations ? nevertheless represent one important tool available to lawmakers ?
to inform the citizenry and to arouse public interests in national issue s. (
  9) ? Congressional committees also have the power to compel ? testimony from unwilling witnesses, and to cite for contempt ? of Congress witnesses who refuse to testify and for perjury ? these who give false testimony. ?? (
Part Ⅲ Reading Comprehension (30 min) In this section there are four reading passages followed by a total of fifteen multiple ? choice questions. Read the passages and then mark your answers on yo ur coloured answer sheet. TEXT A Farmers in the developing world hate price fluctuations. It makes it hard to pl an ahead. But most of them have little choice: they sell at the price the marke t sets. Farmers in Europe, the U.S. and Japan are luckier: they receive massive government subsidies in the form of guaranteed prices or direct handouts. Last month U.S. President Bush signed a new farm bill that gives American farmers $190 billion over the next 10 years, or $83 billion more than they had been sch eduled to get, and pushes U.S. agricultural support close to crazy European lev els. Bush said the step was necessary to “promote farmer independence and pres erve the farm way of life for generations”. It is also designed to help the Re publican Party win control of the Senate in November’s mid ? term elections.? Agricultural production in most poor countries accounts for up to 50% of GDP, compared to only 3% in rich countries. But most farmers in poor countries grow jus t enough for themselves and their families. Those who try exporting to the We st find their goods whacked with huge tariffs or competing against cheaper subs idized goods. In 1999 the United Nations Conference on Trade and Development co ncluded that for each dollar developing countries receive in aid they lose up t o $14 just because of trade barriers imposed on the export of their manufacture d goods. It’s not as if the developing world wants any favours, says Gerald Ss endwula, Uganda’s Minister of Finance. “What we want is for the rich countrie s to let us compete.”? Agriculture is one of the few areas in which the Third World can compete. Lan d and labour are cheap, and as farming methods develop, new technologies should
improve output. This is no pie ? in ? the ? sky speculation. The biggest succe ss in Kenya’ economy over the past decade has been the boom in exports of cut s flowers and vegetables to Europe. But that may all change in 2008, when Kenya w ill be slightly too rich to qualify for the “least ? developed country” statu s that allows African producers to avoid paying stiff European import duties on selected agricultural products. With trade barriers in place, the horticulture industry in Kenya will shrivel as quickly as a discarded rose. And while agric ulture exports remain the great hope for poor countries, reducing trade barrier s in other sectors also works: Americas African Growth and Opportunity Act, whi ch cuts duties on exports of everything from handicrafts to shoes, has proved a boon to Africa’s manufacturers. The lesson: the Third World can prosper if th e rich world gives it a fair go.? This is what makes Bush’ decision to increase farm subsidies last month all s the more depressing. Poor countries have long suspected that the rich world urges r ade liberalization only so it can wangle its way into new markets. Such suspici ons caused the Seattle trade talks to break down three years ago. But last Nove mber members of the World Trade Organization, meeting in Doha, Qatar, finally a greed to a new round of talks designed to open up global trade in agriculture a nd textiles. Rich countries assured poor countries, that their concerns were fina lly being addressed. Bush’s handout last month makes a lie of America’s commi tment to those talks and his personal devotion to free trade.?
  16.By comparison, farmers receive more government subsidies than others.? A.in the developing world B.in Japan C.in Europe D.in America ?

  17.In addition to the economic considerations, there is a motive behind Bu sh’s signing of the new farm bill.? A.partisan B.social C.financial D.cultural ?
  18.The message the writer attempts to convey throughout the passage is that _.? A.poor countries should be given equal opportunities in trade ? B.“the least ? developed country” status benefits agricultural countries ? C.poor countries should remove their suspicions about trade liberalization ? D.farmers in poor countries should also receive the benefit of subsidies ?
  19.The writer’s attitude towards new farm subsidies in the U.S. is .? A.favourable B.ambiguous C.critical D.reserved ??
Oscar Wilde said that work is the refuge of people who have nothing better to d o. If so, Americans are now among the world’s saddest refugees. Factory worker s in the United States are working longer hours than at any time in the past ha lf ? century. America once led the rich world in cutting the average working we ek?from 70 hours in 1850 to less than 40 hours by the 1950s. It seemed natural that as people grew richer they would trade extra earnings for more leisure. S ince the 1970s, however, the hours clocked up by American workers have risen, t o an average of 42 this year in manufacturing.? Several studies suggest that something similar is happening outside manufactu ring



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