专业英语八级测验试题partilisteningWord文件下载.docx

1、1. Which of the following statements is TRUE about Miss Greens university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment? Doing surveys at workplace. Analyzing survey results.

2、Designing questionnaires. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in the nature of work. office decoration. office location. work procedures.4. Why did Miss green want to leave the advertising age

3、ncy? She felt unhappy inside the company. She felt work there too demanding. She was denied promotion in the company. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job? She was willing and ready. She sounded mildly eager. She a bit surprised. She sound

4、ed very reluctant.SECTION C NEWS BROADCASTQuestions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted to destroy the European Central Bank. h

5、ave an interview with a TV station. circle skyscrapers in downtown Frankfurt. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE? He was a 31-year-old student from Frankfurt. He was piloting a two-seat helicopter he had stolen. He had talked to air traffi

6、c controllers by radio. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.8. The news is mainly about the city governments plan to expand and improve the existing subway syste

7、m. build underground malls and parking lots. prevent further land subsidence. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.9. According to the news, what makes this credit

8、 card different from conventional ones is that it can hear the owners voice. that it can remember a password. that it can identify the owner that it can remember the owners PIN.10. The newly developed credit card is said to said to have all the following EXCEPT switch. battery. speaker. built-in chi

9、p.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcas

10、t6-10 DCBCA2006年专业英语八级考试试题（2）PART II READING COMPREHENSION（30MIN）In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian

11、 futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education t

12、oday.The most widely discussed alternative to the traditional campus is the Internet University - a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy

13、scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the worlds great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few su

14、perstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a co

15、llege education in a box could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while gl

16、obal connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content - or other dangers - will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, a

17、re questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local commu

18、nities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become if we believed that child-care workers and teachers in early childhood education should be one of the highest （rather than lowest） paid professionals?Co-editor Jennifer Gidley shows how tomorrows uni

19、versity faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the

20、world. A second group, mentors, would function much like todays faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty,

21、 and in Gidleys view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, t

22、here seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be enrolled in courses offered at virtual campuses on the Internet, between -or even during - sessions at a real-world problem-focused institution.As co-editor Sohail Inayat

23、ullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those w

24、ho care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University, he is in favour of it. his view is balanced. he is slightly critical of it. he is strongly critical of it.12. Which of the following is NOT seen as a potential dan

25、ger of the Internet University? Internet-based courses may be less costly than traditional ones. Teachers in traditional institutions may lose their jobs. internet-based courseware may lack variety in course content. The Internet University may produce teachers with a lot of publicity.13. According

26、to the review, what is the fundamental mission of traditional university education? Knowledge learning and career building. Learning how to solve existing social problems. Researching into solutions to current world problems. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for