专四专八考试题库_网考网(Netkao.com)

Weuselanguageprimarilyasameansofcommunic
We use language primarily as a means of communication withother human beings.Each of us shares with the community inwhich we live a store of words and meanings as well as agreeingS1.______conventions as to the way in which words should be arranged toS2.______convey a particular message; theEnglish speaker has in his dis-S3.______posal a vocabulary and a set of grammatical rules which enables S4.______him to communicate his thoughts and feelings, in a variety ofstyles, to the otherEnglish speakers. His vocabulary, in particular, S5.______both that which he uses actively and that which he recognises, in-creases in size as he grows old as a result of education and S6.______experience. But, whether the language store is relatively small or large, thesystem remains no more than a psychological reality for the indi-vidual , unless he has a means of expressing it in terms able to beseen by another member of his linguistic community; he has to giveS7.______the system a concrete transmission form. We take it for granted the S8.______two most common forms of transmission—by means of sounds pro-duced by our vocal organs (speech) or by visual signs (writing). S9.______And these are among most striking of human achievements. S10.______
Questions1to5arebasedonaninterview.Atthe
Questions 1 to 5 are based on an interview.At the end of the conversation you will be give 10 seconds to answer each of the following five questions.
Now listen to the interview. When the store had a sale, the belt which Mr.Alvin Lok liked priced at ______.A．$100
B．$150
C．$20O
D．$300
Everythingisready,______A．isn'titB．aren'
Everything is ready, ______ A．isn't it
B．aren't they
C．is it
D．are they
{{B}}TEXTC{{/B}}Oneoftheaimsofteachingsc
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E、cellSpacing=0 cellPadding=0 width="100%" border=0> One of the aims of teaching science is, through learning, to enable students to develop a complete personality by creativity, honesty, eagerness to acquire knowledge, freedom of speech and thought, and critical assessment. This is an ambitious aim which we unfortunately, rarely consider.During teaching we de-vote our attention more to the content rather than the aims. We thus see that science is one of the school subjects least favored by students.
The emotional elements of music, dancing, painting, poetry and drama have a strong emotional impact on students. For science to evoke the same feelings, it should be taught with the help of the expressive arts. Unlike traditional didactic approaches, drama also offers a synthesis of visual, kinetic and auditory experiences, apart from the understanding of facts and figures as a result of rational and analytical perception.Drama and other artistic activities can assist in reaching the cognitive goals of the curriculum, as they are effective means of motivation. Isn’t there a better chance that students who have developed a love for science will learn it more easily Science too can be aesthetic, creative and emotional.
By using drama techniques, we facilitate collaboration between the left and right hemispheres of the brain, whereas traditional techniques of teaching science stress only the use of abilities found in the left hemisphere--that is, the analytical perception of scientific notions and phenomenA、We allow students to engage in the learning process as full personalities with all their knowledge and abilities. Thus we develop not only logical and mathematical intelligence, but also a wider spectrum of the students’ abilities. Our educational experience is largely based on a linear perception of the subject.As students, we have not been used to developing ways of creative and intuitive thinking, especially in scientific subjects. This is why combining expressive arts with science is accepted with difficulty by many.
When using drama in teaching science, we meet paradoxes which can, on the one hand, make the use of drama unsuccessful, and, On the other hand, enable the knowledge of science to be integrated into society and social phenomena that is life in general. Science is taught on the basis of scientific discoveries--laws and explanations of phenomena which are clearly defined and allow no individual or sociological interpretations.Drama, however, is based on developing imagination and different individual interpretations of the same event. Stealing a wallet, for example, will be interpreted as something negative by the owner and as something positive by the pickpocket.Drama broadens our imagination, science is said to narrow it. When observing traditional didactic forms of teaching science, we see that students are required to understand very abstract notions. The notion of the atom or the molecule is demonstrated by concrete means including symbols, various types of atom and molecule models, sketches, experiments, photographs and animated films. These help students to develop their imagination and conceptions which can, individually, be very different despite the fact that they were all taught with the same techniques and materials.
These differences arise from the differences in students’ personalities. We must take into account that students have different sensory abilities. They receive information through visual, auditory and kinetic channels of perception with different intensity. They also have different intellectual abilities. Thus it is easy for some students to logically combine scientific laws with scientific phenomena or visualize what the latter looks like.
In order to motivate st
{{I}}Questions28to30arebasedonthefollowi

{{I}}Questions 28 to 30 are based on the following news.At the end of the news item, you will be given 15 seconds to answer the questions.
Now, listen to the news.{{/I}}
What is NOT true to that WorldCupA．It was held in 1986.
B．The disputed goal occurred in the quarterfinals.
C．The score betweenArgentina andEngland was 2 to 1.
D．Argentina eventually lifted the WorldCup with the score of 2 to 1.
___поездприехалвШанхай.A．Четвертьвосьмог
___ поезд приехал в Шанхай. A．Четверть восьмого
B．Без четверти восьмой
C．В четверти восьмого
D．Без четвертей восемь
Questions8to10arebasedonthefollowingconv
Questions 8 to 10 are based on the following conversation.At the end of the conversation, you will be given 15 seconds to answer the questions.
Now listen to the conversation.
When would the man have the second interviewAt 10:30A、m. on Thursday.
B．At 2:30 p.m. on Thursday.
C．At 10:30A、m. on Friday.
D．At 2:30 p.m. on Friday.
ThedestructionattheFukushimaDaiichiplant
The destruction at the FukushimaDaiichi plant, already a catastrophe for Japan, is also likely to (31) any effort to build a new generation of nuclear plants in the United States (and perhaps in other countries as well).As a matter of scientific policy, that is (32) news indeeD、Nuclear power is the only (33) energy source we have that (34) nearly no greenhouse gases.As a matter of public policy, (35) , the fear (36) through the containment walls in Sendai will only hasten the inevitable. The (37) for nuclear plants Was always going to be long, expensive, and ugly. We don’t have the time and we don’t have the (38) .
Many (39) have come to support nuclear power. My favorite converter by far is StewartBrand; the greenest man of the 1960s,Brand started the WholeEarthCatalog and has been a (40) of reason and restraint for nearly fifty years.As he likes to point out, (41) you used only power (42) by nuclear energy throughout your life, the waste could fit into a can ofCoca-ColA、The waste from burning (43) , on the other hand, would fill dozens of boxcars, for each of us. So it makes sense, (44) , for President Obama and serious (45) to support nuclear power.
Alas, it is also a mistake. Science doesn’t always matter; emotion (46) our lives just as often, as anyone privy to the vaccine wars or the vicious battle over genetically (47) foods (another environmentally benign product endorsed byBrand) can report. It isn’t enough for nuclear energy to make sense: the fighting that comes with it will only (48) us from our goal, (49) is to make clean fuel. There is an obvious way to do that: (50) in the next industrial revolution. We can use biology to make clean gas.
A．biologists
B．politicians

C、climatologists
D．geologists
A．increasedB．changedC．decreasedD．lowered
A．increased
B．changed
C．decreased
D．lowered
"Iwanttocriticizethesocialsystem,andtosh
"I want to criticize the social system, and to show it at work, at its most intense." Virginia Woolf’ s provocative statement about her intentions in writing Mrs.Dalloway has regularly been ignored by the critics, since it highlights an aspect of her literary interests very different from the traditional picture of the "poetic" novelist concerned with examining states of dream and vision and With following the intricate pathways of individual consciousness.But Virginia Woolf was a realistic as well as a poetic novelist, a satirist and social critic as well as a visionary: literary critics’ casual dismissal of Woolf’ S social vision will not withstand thorough examination.
In her novels, Woolf is deeply engaged by the questions of how individuals are shaped (or deformed) by their social environments, how historical forces impinge on people’ s lives, how class, wealth, and gender help to determine people’ s fates. Most of her novels are rooted in a realistically represented social setting and in a precise historical time.
Woolf’s focus on society has not been generally recognized because of her intense antipathy to propaganda in art. The pictures of reformers in her novels are usually satiric or sharply critical.Even when Woolf is fundamentally sympathetic to their causes, she portrays people anxious to reform their society and possessed of a message or program as arrogant or dishonest, unaware of how their political ideas serve their own psychological needs. (Her Writer’sDiary notes: "the only honest people are the artists" whereas "these social reformers and philanthropists" harbor discreditable desires under the disguise of loving their kinD、..) Woolf had an abhorrance of what she called "preaching" in fiction, too, and criticized novelistD、H. Lawrence (among others) for working by tiffs methoD、
Woolf’ s own social criticism is expressed in the language of observation rather than in direct commentary, since for her, fiction is a contemplative, not an active art. She describes phenomena and provides materials for a judgment about society and social issues: it is the reader’ s work to put the observations together and understand the coherent point of view behind them.As a moralist, Woolf, works by indirection, subtly undermining officially accepted mores, mocking, suggesting, calling into question, rather than asserting, advocating, bearing witness: hers is the satirist’ s an.
Woolf’s literary models were acute social observers likeChekhov andChaucer.As she put it in TheCommon Reader, "It is safe to say that not a single law has been framed or no stone set upon another because of anythingChaucer said or wrote; and yet, as we read him, we are absorbing morality at every pore." LikeChaucer, Woolf chose to understand as well as to judge, to know her society root and branch — a decision crucial in order to produce art rather than polemiC、
The most probable reason Woolf realistically described the social setting in the majority of her novels was that she______.A．was aware that contemporary literary critics considered the novel to be the most realistic of literary genres
B．was interested in the effect of a person’ s social milieu on his or her character and actions
C．needed to be as attentive to detail as possible in her novels in order to support the arguments
D．wanted to show that a painstaking fidelity in the representation of reality did not hamper the artist