专业八级-589_真题-无答案-USB迷|专注于互联网分享

2024年4月13日发(作者：钞雅艳)

专业八级-589

(总分100,考试时间90分钟)

PART Ⅰ LISTENING COMPREHENSION

SECTION A

In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While

listening to the mini-lecture, **plete the gap-filling task on ANSWER SHEET ONE and write NO

MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both

grammatically and semantically acceptable. You may use the blank sheet for note-taking.

You have THIRTY seconds to preview the gap-filling task.

Evaluating Speaking

Ⅰ. What to evaluate

A. 1

targets:

—the individual sounds

—stressed and weak sounds in words and speech

— 2 and intonation patterns

standard:

a typical listener"s 3

B. rules of language

rules : structure, lexis and discourse

evaluator: providing suitable tasks and a suitable 4

targets:

— 5

—grammatical structure

— 6

—etc.

C. 7 devices

targets: use of eye contact and facial expression, gestures

problems with evaluation: standards and 8

D. communicative functions

targets: the ability to choose

—specific 9

—intonation and stress

—changes in 10

—etc. for the purpose of communication

evaluator: observation **parison against a standard

E. 11

targets: the ability to use

—formal and informal language

—the degree of 12

understanding of conversational principals and rules

evaluator: providing suitable tasks which recreate 13

such as status and age

Ⅱ. How to evaluate

A. the use of an effective format for evaluation

to 14 various elements

B. reducing the impact of emotional factors

C. practical concerns around available resources

D. 15

Ⅲ. Conclusion

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10.

11.

12.

13.

14.

15.

SECTION B

In this section you will hear ONE interview. The interview will be divided into TWO parts. At the

end of each part, five questions will be asked about what was said. Both the interview and the

questions will be spoken ONCE ONLY. After each question there will be a ten-second pause.

During the pause, you should read the four choices of A, B, C and D, and mark the best answer to

each question on ANSWER SHEET TWO.

You have THIRTY seconds to preview the questions.

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A. Creativity of Google engineers.

B. The "twenty cents".

C. The recent recession.

D. The importance of creativity.

A. To let the two proceed on their own.

B. To ask people to work together.

C. To choose one for them to develop.

D. To order them to change subjects.

A. America suffers badly from the recession.

B. America has more financial support than other countries.

C. America has more jobs lost and more jobs created per year.

D. America has more experience in starting from scratch.

A. **panies are born by defeating old ones.

B. New jobs are created while old ones are lost.

C. **panies are formed out of recession.

D. Some jobs **panies are destroyed creatively.

A. Positive. B. Negative.

C. Neutral. D. Ambiguous.

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A. Because during tough times personal costs will be minimized.

B. Because during tough times government will give more incentives.

C. Because innovation occurs everywhere.

D. Because few resources lead to more focus on ongoing attempts.

A. It will remain much the same as today.

B. It will continue to focus on end users.

C. It will retain the same values.

D. It will continue to focus on creativity.

A. To show that Google will double its size in 18 months.

B. To indicate Google"s prospect in ten years.

C. To demonstrate that everything will be better in the future.

D. To offer a look into a farther developed world in the future.

A. Because it"ll be more convenient.

B. Because it"ll be much cheaper.

C. Because it"ll be much faster.

D. Because people prefer that way.

10.

A. A goggle producer. B. A critic.

C. A Google user. D. Google CEO.

PART Ⅱ READING COMPREHENSION

PASSAGE ONE

Water shortages plague a fifth of southern Europe. And with temperatures in the region forecast to

rise several degrees this century—reducing rainfall another 30%—things will only get worse.

Several thousand miles to the northwest, however, global warming is increasing the number of

icebergs calving off Greenland; they now number about 15,000 a year. An iceberg is a floating

reservoir. Water from icebergs is the purest water, which was formed some 10,000 years ago. All

those bergs eventually dissolve in the ocean"s brine. Why not capture and haul some of them to

Europe"s arid south?

The idea of towing icebergs to the world"s thirstiest regions goes back to the 1950s. Georges

Mougin, a French engineer and eco-entrepreneur, began looking seriously at the concept in the

mid-1970s. Technologies to handle such a massive undertaking didn"t exist then. But they do now,

thanks to Mougin, who at 86 is still working full tilt. A few years ago, he came up with the idea to

enclose the bottom half of an iceberg with a skirt fashioned from insulating geotextile material to

reduce melting en route. Then he imagined a scenario in which ocean currents could be used to

help steer the tugboat pulling the iceberg and drastically reduce fuel consumption—a principle

Mougin calls assisted drift. But a trial tow of a 7 million-ton iceberg would cost about $10

million—a sum that chilled investors.

The problem was that he couldn"t show them his vision—until now. Thanks to a virtual- reality

boost from French **pany Dassault Systèmes, he can simulate an iceberg"s entire journey from

Newfoundland to the Canary Islands. The collaboration is part of an effort by Dassault, which

sells high-end product-testing software to **panies as Boeing and Toyota, to offer modeling

expertise to researchers like Mougin whose lofty ideas often dwarf their budgets.

Two years ago, Dassault placed its 3-D imaging technologies and 15 of its engineers at Mougin"s

disposal. Many hours and algorithms later, the team concluded recently that Mougin"s big idea

would work. One standard-size tug traveling at 1 knot, using assisted drift, could get a skirted 7

million-ton berg to the Canaries in about 141 days with only 38% of it melting. Better yet, larger

bergs would lose proportionately less, because the amount of ice that melts off the sides is fairly

static.

Mougin was inspired to approach Dassault after watching a documentary that used **pany"s 3-D

modeling to bring to life architect Jean-Pierre Houdin"s theory on how the Great Pyramid of Giza

was built. Dassault believes sharing the modeling software is a high-profile way to show off the

cool things its products can do while simultaneously supporting scientific inquiry. "It"s a way to

contribute to **munity of innovators," says Cédric Simard, project director. Aside from supporting

innovators, Dassault gives the software to French and U.S. programs aimed at improving science,

technology and engineering education in schools.

Engineers on the iceberg project charted the journey under numerous scenarios. The model relied

heavily on historical meteorologic and oceanographic data as well as forecasts in real time culled

from satellites, buoys and balloons. Temperature, salinity, winds, swells, currents and eddies were

all calculated; the model even factored in a fierce storm on day 22 of a trip. The model was also

able to track the melt rate and the tugboat"s fuel consumption.

Using 3-D glasses, Mougin"s team virtually examined the berg from all angles and inspected both

the insulation skirt and the seine used to capture and tow it. While ultimately proving Mougin"s

theories were correct, the simulation wasn"t without drama. Indeed, the first trial was a disaster,

which confirmed the wisdom of modeling. The simulated tug hit a huge eddy and spent a month

circling in place before moving on, resulting in too much melting and heavy fuel consumption.

Despite some initial hand-wringing, the necessary fix proved quite simple: moving the departure

date from mid-May to mid-June.

The next step for Mougin is to secure funding—from $2.96 million to $4.44 million—for a pilot

study using a smaller fragment of ice to give the theory a real-world test. He and Wadhams got an

encouraging response but no money when they sought a European Union grant a few years ago,

but that was before the Dassault simulation. They expect the 3-D visuals will improve their

chances of landing a grant or a commercial partner.

Mougin hopes to launch the pilot test next year and advance to a full-scale trial a year or two later.

He"s also confident of the gambit"s commercial potential and has formed a company called WPI

to exploit it. After nearly 40 years of effort, Mougin anticipates serving frozen drinks en masse

soon.

PASSAGE TWO

In 1990, William Deresiewicz was on his way to gaining a Ph.D. in English literature at Columbia

University. Describing that time in the opening pages of his sharp, endearingly self-effacing new

book, A Jane Austen Education, Deresiewicz explains that he faced one crucial obstacle. He

loathed not just Jane Austen but the entire gang of 19th-century British novelists : Hardy, Dickens,

the lot.

At 26, Deresiewicz wasn"t experiencing the hatred born of surfeit that Mark Twain described

when he told a friend, "Every time I read Pride and Prejudice I want to dig her up and hit her over

the skull with her own shinbone." What Deresiewicz was going through was the rebel phase in

which Dostoyevsky rules Planet Gloom, that stage during which the best available image of

marriage is a prison gate.

Sardonic students do not, as Deresiewicz points out, make suitable shrine-tenders for a female

novelist whose books, while short on wedding scenes, never skimp on proposals. Emma Bovary

fulfilled all the young scholar"s expectations of literary culture at its finest; Emma Woodhouse left

him cold. "Her life," he lamented, "was impossibly narrow." Her story, such as it was, "seemed to

consist of nothing more than a lot of chitchat among a bunch of commonplace characters in a

country village." Hypochondriacal Mr. Woodhouse, garrulous Miss Bates—weren"t these just the

sort of bores Deresiewicz had spent his college years struggling to avoid? Maybe, he describes

himself conceding, the sole redeeming feature of smug Miss Woodhouse was that she seemed to

share his distaste for the dull society of Highbury.

The state of outraged hostility is, of course, a setup. Many of Deresiewicz"s readers will already

know him as the author of the widely admired Jane Austen and the Romantic Poets. One of the

novelist"s most appreciative critics isn"t about to knock Austen off her plinth. Nevertheless, a

profound truth lies embedded in Deresiewicz"s witty account of his early animosity. He applies

**ic narrative device to her **pleted novels. Considered so, each work reveals itself as a teaching

tool in the painful journey toward becoming not only adult but useful.

The truth is that young readers don"t easily attach themselves to Austen. Mr. Darcy, "haughty as a

Siamese cat", isn"t half as appealing on the page as Colin Firth stalking across the screen in

Andrew Davies"s liberty-taking film. Seventeen-year-old Catherine Morland seems coltish and

naive to readers of her own age today, while Emma Woodhouse, all of 20, appears loud, vain and

bossy. And who, at 27 or thereabouts, now feels sympathy for the meekness of Anne Elliot, a

young woman who has allowed a monstrous father and a persuasive family friend to ruin her

chances of happiness with the engaging Captain Wentworth?

Deresiewicz"s emphasis on Austen"s lack of appeal to young readers struck a chord. The memory

still lingers of being taken to lunch by my father to meet a cultured man who might, it must have

been hoped, exert a civilizing influence on a willful 20-year-old. We"d barely started on the

appetizers before Jane Austen"s name came up. "I hate her," I announced, brandishing my scorn as

a badge of pride. Invited to offer reasons, I prattled on, much like Deresiewicz"s younger self,

about her dreary characters: all so banal, so unimportant. Glancing up for admiration, I caught an

odd expression on our guest"s face, something between amusement and disgust. I carried right on.

It was another five years before I comprehended the shameless depths of my arrogance. I had

matched Emma—at her worst.

It happens that Emma at her worst is the turning point in Deresiewicz"s account of his own

conversion. The fictional scene that taught him to understand the subtlety of Austen"s

manipulation of the reader was the picnic at which Emma, cocksure as ever, orders gentle Miss

Bates to restrict her utterance of platitudes during the meal. Miss Bates blushes painfully, and yet

accepts the truth of Emma"s critique. The reader has no option but to admire, however grudgingly,

such quiet humility.

Although he"s a shrewd critic of Austen"s work, Deresiewicz is less at ease when entering the

genre of memoir. **e and go; a controlling father is described without ever being quite brought to

life; personal experiences of community in a Jewish youth movement are awkwardly yoked to the

kindly naval group evoked by Austen in the Harville-Benwick household of Persuasion. Very

occasionally, as in a startling passage that offers a real-life analogy to the socially ambitious

Crawfords of Mansfield Park, a sentence leaps free of Deresiewicz"s selective recollections. "You

guys are lunch meat now," a friend"s rich wife advises both him and her husband. "Wait a few

years—you"ll be sirloin steak." Here, slicing up through the text like a knife blade, surfaces a

statement to match Austen"s own scalpel-wielding.

Teaching became Deresiewicz"s chosen vocation. And Austen, he claims, taught him the difficult

art of lecturing without being didactic, in just the way that Henry Tilney instructs a wide-eyed

Catherine Morland—and that Austen herself lays down the law to her readers.

Rachel M. Brownstein"s Why Jane Austen? offers a different approach. Excellent in her overview

of Austen"s ascent of the Olympian literary slope, Brownstein speaks down to her readers from an

equally dizzy height. Pity the "smart, eloquent and clubbable" former pupil Brownstein names and

thanks for having, at the end of the term, "helpfully clarified things by telling me what I had been

saying." Ouch. Students, Brownstein loftily declares, are best introduced to Austen"s novels by

being informed, for example, that the title "Mr. Knightley of Donwell Abbey" conceals the code

words "knightly" and "donewell." No indication is given that this formidable tutor would embrace

the collaborative observations from her pupils that Deresiewicz has learned to welcome and enjoy.

Brownstein remains, however, a superb critic, seen at her best when illuminating Austen"s mastery

of significant detail—a quality, she reminds us, Walter Scott was quick to discern and praise.

Exasperated though I was when Brownstein remarked that partaking of the daily feasts at the

Rockefeller Foundation"s Bellagio Center presented her with a "moral" obligation, I"d gladly

forgive worse for the pleasure of learning how artfully Austen sows our mistrust of her nastier

characters.

I have, however, one suggestion. Brownstein, almost as socially obsessed as her elegant scapegoat

of choice, Lionel Trilling, dithers over exactly where to place Austen. Snobs, she declares, without

much evidence, are among the novelist"s firmest fans. But Austen belonged neither to the

aristocracy nor to the rising middle class. There"s no need for her to be pigeon-holed, but if a

place must be granted, how about "vicarage class"—for the position from which a parson"s clever

daughter could observe the **edy of all walks of life?

PASSAGE THREE

The languages of the world can be divided into a number of families of related languages, possibly

grouped into larger stocks, plus a residue of isolates, languages that appear not to be genetically

related to any other known languages, languages that form one-member families on their own. The

number of families or stocks, languages, and isolates is hotly disputed. The disagreements centre

around differences of opinion as to what constitutes a family or stock, as well as the acceptable

criteria and methods for establishing them.

Linguists are sometimes divided into lumpers and splitters according to whether they lump many

languages together into large stocks, or divide them into numerous smaller family groups. Merritt

Ruhlen is an extreme lumper: in his classification of the world"s languages he identifies just

nineteen language families or stocks, and five isolates. More towards the splitting end is

Ethnologue, which identifies some ninety-four top-level families, as well as thirty-six isolates, and

forty-three unclassified languages. About two hundred other exceptional languages are identified

as well, including deaf sign languages. Even so, in terms of what has actually been established by

application of **parative method, the Ethnologue system is wildly lumping!

Some families, for instance Austronesian and Indo-European, are well established, and few serious

doubts exist as to their genetic unity. Others are quite contentious. Both Ruhlen and Ethnologue

identify an Australian family, although there is as yet no firm evidence that the languages of the

continent are all genetically related. At least as contentious is Joseph Greenberg"s putative

Amerind stock of Native American languages.

The Indo-European languages have been recognized as forming a family since at least the late

seventeenth century, when Andreas Jger observed in 1686 that Persian and many of the languages

of Europe are descendants of a single language. Since Jger"s time, many more languages have

been shown to belong to the family. Indeed, Indo-European languages are spoken throughout most

of Europe, across Iran, through Central Asia, and into India. With the colonial expansions of the

fifteenth to nineteenth centuries, they spread into the Americas, Australia, New Zealand, Africa,

and Asia, in the process, diversifying into numerous dialects. They have become major languages

in many of the former colonies, and are spoken by a staggering two and a half billion speakers.

The family consists of just over 400 languages (430 according to the latest edition of Ethnologue),

which can be grouped together into a number of subfamilies or branches.

More **parative work has been done on Indo-European than any other language family, and many

lexemes have been reconstructed for proto-Indo-European, as well as some of its grammar.

Proto-Indo-European was an inflecting language, like ancient Indo- European languages such as

Latin, Hittite and Ancient Greek, with a complex verbal system with different inflections for

different persons and numbers of the subject, tense, aspect, mood, as well as case-marking for

nouns.

Proto-Indo-European is widely believed to have been spoken in the south-east of Europe, perhaps

in the region of Turkey, some six to eight thousand years ago. Opinions differ, however, and some

argue for a more northerly location in the steppes of Russia. From the homelands the language

spread east and west, in the process fragmenting into numerous mutually unintelligible languages.

It is now widely believed that the early period of Indo-European expansion that took the languages

as far as India in the east and Ireland in the west, was not via military style invasions like the

Roman conquests of 2,000-odd years ago. One influential idea is that the expansion of the

languages accompanied the spread of agriculture from a centre in the near east, beginning some

six to eight thousand years ago. According to one version of the story, farmers gradually spread

outwards, using land previously occupied by hunters and gatherers, eventually ousting them.

Another version has it that agriculture and the language of the agriculturalists spread by diffusion,

without major population movements. This story is not without difficulties, and it seems that there

are some problems with the timing of some events. An alternative view is that Indo-European

spread instead with the domestication of the horse and the invention of the wheel.

The much smaller Uralic family consists of some thirty-eight languages, of which Finnish and

Hungarian are the best known members. Uralic languages were probably once spoken over a large

area in the north-east of Europe and the south-west of Asia, but were split up by intrusions of

speakers of Indo-European and Altaic languages, leaving many of them geographically isolated.

Hungarian is geographically separated from its relatives as a result of migrations beginning in

about the sixth century AD, and continuing until about the eleventh century.

Altaic is an uncertain grouping of at least three relatively well established families, Turkic,

Tungusic and Mongolic. According to some, Korean and Japanese also belong to this genetic

group, although this is contested; more usually Korean and Japanese are taken to be language

isolates, although according to Ethnologue, Japanese represents a small language family.

Also spoken in this large region are languages of the Caucasian families and the

Chukotko-Kamchatkan family. Caucasian languages are spoken in the Caucasus region, along

with Indo-European and Turkic languages. The Chukotko-Kamchatkan family is a small family of

languages spoken on the two peninsulas with these names in far north-east Siberia. All of these

languages are endangered, including the best known of them, Chukchi.

PASSAGE FOUR

Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy

candidates and the consequent loss of talent to a nation in need of PhDs. Some have placed the

dropouts loss as high as 50 percent. The extent of the loss was, however, largely a matter of expert

guessing. Last week a well-rounded study was published. It was based on 22,000 questionnaires

sent to former graduate students who were enrolled in 24 universities and it seemed to show many

past fears to be groundless.

The dropouts rate was found to be 31 per cent, and in most cases the dropouts, while **pleting the

PhD requirement, went on to productive work. They are not only doing well financially, but,

according to the report, are not far below the income levels of those who went on to complete their

doctorates.

Discussing the study last week, Dr. Tucker said the project was initiated because of the concern

frequently expressed by graduate faculties and administrators that some of the individuals who

dropped out of PhD programs were capable of completing the requirement for the degree. Attrition

at the PhD level is also thought to be a waste of precious faculty time and a drain on university

resources already being used to capacity. Some people expressed the opinion that the shortage of

highly trained specialists and college teachers could be reduced by persuading the dropouts to

return to graduate schools to complete the PhD.

Lack of motivation was the principal reason for dropping out. Most dropouts went as far in their

doctoral program as was consistent with their levels of ability or their specialties. Most dropouts

are now engaged in work consistent with their education and motivation.

Nearly 75 per cent of the dropouts said there was no academic reason for their decision, but those

who mentioned academic reason cited failure to pass the qualifying examination, uncompleted

research and failure to pass language exams. Among the single most important personal reasons

identified by dropouts for **pletion of their PhD program, lack of finances was marked by 19 per

cent.

As an indication of how well the dropouts were doing, a chart showed 2% in humanities were

receiving $20,000 and more annually while none of the PhDs with that background reached this

figure. The PhD"s shone in the $7,500 to $15,000 bracket with 78% at that level against 50% for

the dropouts. This may also be an indication of the fact that top salaries in the academic fields,

where PhDs tend to rise to the highest salaries, are still lagging behind other fields.

As to the possibility of getting dropouts back on campus, the outlook was glum. The main

condition which would have to prevail for at least 25% of the dropouts who might consider

returning to graduate school would be to guarantee that they would retain their present level of

income and in some cases their present job.

1. The fix to the first trial was moving the departure date from mid-May to mid-June because

______.(PASSAGE ONE)

A. the current travelled fast in mid-June than in mid-May

B. it was hotter in mid-June than in mid-May

C. there were no more eddies en route in mid-June

D. there were no more winds en route in mid-June

2. According to the passage, which of the following statements is NOT true?(PASSAGE ONE)

A. Larger bergs would lose proportionately less, because less amount of ice would melt off the

sides.

B. Ocean currents could be used to reduce fuel consumption.

C. 3-D imaging technologies could prove that idea of towing icebergs would work.

D. The first trial confirmed the wisdom of modeling.

3. The writer"s attitude towards the idea of towing icebergs is ______.(PASSAGE ONE)

A. favourable B. ambiguous

C. critical D. reserved

4. "Struck a chord" in the sixth paragraph is closest in meaning to ______.(PASSAGE TWO)

A. bring back recollections

B. strike a straight line

C. play musical notes

D. identify with something

5. According to the passage, Deresiewicz"s job is ______.(PASSAGE TWO)

A. a teacher B. a critic

C. a dramatist D. a novelist

6. William Deresiewicz"s attitude to Jane Austen is ______.(PASSAGE TWO)

A. hostile B. appreciative

C. outraged D. neutral

7. A suitable title for the passage would be ______.(PASSAGE TWO)

A. Lessons from Jane Austen

B. Lessons from William Deresiewicz

C. A Novelist"s Story

D. Lessons from Rachel M. Brownstein

8. Which of the following is the best title for this text?(PASSAGE THREE)

A. Survey of the World"s Languages

B. Survey of European and Asian Languages

C. Survey of European and Asian Language Families

D. Survey of the Languages in Europe and Parts of Asia

9. Which one of the following statements is TRUE of the Ethnologue system?(PASSAGE

THREE)

A. It identifies less top-level families than isolates.

B. It is attached towards the splitting end.

C. It fails to identify an Australian family.

D. It moves more towards the lumping end.

10. How many families are mentioned in the text?(PASSAGE THREE)

A. 7. B. 8.

C. 6. D. Unknown.

11. Which one of the following statements is INCORRECT?(PASSAGE THREE)

A. Latin belongs to one of ancient Indo-European languages.

B. Korean and Japanese belong to the group of Altaic.

C. Proto-Indo-European was perhaps spoken in the region of Turkey.

D. Finnish belongs to the Uralic family.

12. The author states that many educators feel that ______.(PASSAGE FOUR)

A. steps should be taken to get the dropouts back to campus

B. the dropouts should return to a lower quality school to continue their study

C. the PhD holder is generally a better adjusted person than the dropout

D. The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty

members

13. The well-rounded study has shown ______.(PASSAGE FOUR)

A. dropouts are substantially below PhDs in financial attainment

B. the incentive factor is a minor one in regard to pursuing PhD studies

C. the PhD candidate is likely to change his field of specialization if he drops out

D. about one-third of PhD candidates do **plete their doctorates

14. Nearly 75 per cent of the dropouts didn"t mention ______ for their decision.(PASSAGE

FOUR)

A. financial reasons

B. academic reasons

C. personal reasons

D. none of the above

15. What does the sentence "Mougin anticipates serving frozen drinks en masse soon" in the last

paragraph mean?(PASSAGE ONE)

16. How does the author pigeon-hole Jane Austen?(PASSAGE TWO)

17. According to the passage, what do both Ruhlen and Ethnologue identify?(PASSAGE THREE)

18. How many people are speaking Indo-European languages?(PASSAGE THREE)

19. What will the paragraph following most likely discuss?(PASSAGE THREE)

20. According to the passage, what do some people suggest to reduce the shortage of highly

trained specialists and college teachers?(PASSAGE FOUR)

21. What is the main reason for dropping out?(PASSAGE FOUR)

22. According to the context, what does the word "glum" mean?(PASSAGE FOUR)

PART Ⅲ LANGUAGE USAGE

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:

For awrongword ? ? ? ? ?underline the wrong word and write the correct one in the blank

provided at the end of the line.

For amissingword ? ? ? ?mark the position of the missing word with a "∧" sign and

write the word you believe to be missing in the blank provided at

the end of the line.

For anunnecessaryword ? cross the unnecessary word with the slash "—" and put the word

in the blank provided at the end of the line.

Variation according to the gender of the speaker has

been the subject of a lot of recent research. In some

cultures, there are much more markable differences 1

between male and female speech. Quite different

pronunciations of certain words in male and female

speech have been document in some North American 2

Indian languages such as Gros Ventre and Koasati.

Nevertheless, when Europeans first encountered the 3

different vocabulary of male and female speech among 4

the Carib Indians, they reported that the different sexes

used different languages. What have, in fact, been found 5

was an extreme version of variation according to the

gender of the speaker.

In contemporary English, there are many reported

differences in the talk of males and females. In same

genders pairs having conversations , women generally 6

discuss their personal feelings rather than men. Men 7

appear to prefer non-personal topics such as sport and

news. Men tend to answer to an expression of feelings or 8

problems by giving advice on solutions, while women

are more likely to mention personal experiences that

match or connect with the other woman. There is a 9

pattern documented in American English social contexts

of women co-operating and seeking advice via language, 10

whereas men are **petitive and concerned with

power via language.

10.

PART Ⅳ TRANSLATION

Translate the following text into English. Write your translation on ANSWER SHEET THREE.

1. 我把信取来一看，心里就突突地跳了几跳，原来我前回寄去的一篇德文短篇的译稿，已

经在某杂志上发表了，信中寄来的是五元钱的一张汇票。我囊里正是将空的时候，有了这五

元钱，非但月底要预付的来月的房金可以无忧，并且付过房金以后，还可以维持几日食料。

当时这五元钱对我的效用的广大，是谁也不能想得出来的。

PART Ⅴ WRITING

1. Animal rights are a controversial topic right now. Actually, the debate is focused mainly on

animal testing. The following are opinions from both sides. Read the excerpts carefully and write

your response in about 300 words, in which you should:

1. summarize briefly the opinions from both sides, and then

2. give **ment.

Marks will be awarded for content relevance, content sufficiency, organization and language

quality. Failure to follow the above instructions may result in a loss of marks.

Animals are used for research in a variety of settings, including tests to determine the safety of

drugs, cosmetics and other substances. Whether or not humans should use animals for testing

purposes, however, is a controversial subject.

Dr. Bob Miller, a medical researcher from Michigan State University, states that one of the

primary advantages of animal testing is that it allows researchers to develop new medications and

treatments, advancing the field of medicine and enhancing the health of society. For instance,

many drugs used to treat or prevent cancer, HIV, diabetes, infections and other medical maladies

have resulted from tests performed on animals.

Moreover, animal testing enables scientists and researchers to test the safety of medications and

other substances with which humans have regular contact. Drugs, for instance, may pose

significant risks to humans, so testing them on animals first gives researchers a chance to

determine drugs" safety before human trials are performed. While scientists are cognizant of the

differences between humans and animals, the similarities are considered significant enough to

produce relevant, useful data that they can then apply to humans. Thus, animal testing reduces

harm to humans and saves lives.

However, Prof. Abhay Shina, a leading critic of animal testing, points out that the major

disadvantage to animal testing is that a significant number of animals are harmed or die as a result

of experiments and testing. Unfortunately, many of the substances used on animal subjects never

receive approval for human use or consumption. Humans receive no direct benefits as a result of

the deaths of these animals. He also argues that animals are dissimilar enough from humans to

make the results of animal tests unreliable. A related criticism is that testing induces stress in the

animals, meaning that the subjects do not react to experimental substances in the same way that

they might in more natural circumstances, making the results of experiments less valid.

Using animals as research subjects is also expensive, because the animals require food, shelter,

care and treatment in addition to the costs of experimental substances. Long-term or multi-phase

tests can increase the costs of the practice as well. The actual price paid for the animals is also

worth consideration; there **panies that breed and sell animals specifically for testing purposes.