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最新英语专八考试辅导提分训练
在平时的学习、工作中，我们最离不开的就是考试题了，借助考试题可以更好地考查参试者所掌握的知识和技能。大家知道什么样的考试题才是好考试题吗？下面是小编为大家收集的最新英语专八考试辅导提分训练，仅供参考，欢迎大家阅读。
最新英语专八考试辅导提分训练 1
SECTION A
MINI-LECTURE
In this section, you will hear a mini-lecture. You willhear the lecture ONCE ONLY. While listening,takenotes on the important points. Your notes will not bemarked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture isover,you’ll be given two minutes to check yournotes, and another 10 minutes to complete thegap-filling task. Now listen to the mini-lecture.
In this lecture, we’ll discuss English vocabulary. First, let’s define the term “vocabulary”. Whatis vocabulary? It usually refers to a complete inventory of the words in a language. But it mayalso refer to the words and phrases used in the variants of a language, such as dialect,register, terminology, etc. The vocabulary can be divided into active vocabulary and passivevocabulary. The active vocabulary refers to lexical items which a person uses. The passivevocabulary refers to the words which he understands. The English vocabulary is characterizedby a mixture of native words and borrowed words. First, about the native words. Most of thenative words are of Anglo-Saxon origin. They form the basic word stock of the Englishlanguage. In the native stock, we find words denoting the commonest things necessary for life,such as those words denoting natural phenomena,divisions of the year, parts of the body,animals, foodstuffs, trees, fruits, human activity. And also other words denoting the mostindispensable things. The native stock also includes auxiliary and modal verbs, pronouns,most numerals, prepositions and conjunctions. Though they are small in number, these wordsplay no small part in linguistic performance and communication. Next, we come to borrowedwords. Borrowed words are also known as loan-words. They refer to linguistic forms takenover by one language or dialect from another. The English vocabulary has replenished itself bycontinually taking over words from other languages over the centuries. The adoption of foreignwords into the English language began even before the English came to England. We know thatthe Angles and Saxons formed a part of the Germanic people. Long before the Anglo-Saxonscame to England, the Germanic people had been in contact with the civilization of Rome. Thus,Words of Latin origin denoting objects belonging to the Roman civilization gradually found theirway into the English language. For example, wine, butter, cheese, inch, mile, mint, etc. Whenthe English, or the Anglo-Saxons, were settled in England, they continued to borrow wordsfrom Latin, especially after Roman Christianity was introduced into the island in the sixth andseventh centuries. A considerable number of Latin words were adopted into the Englishlanguage. These words chiefly signify things connected with religion or the services of thechurch, such as bishop, candle, creed, monk, priest, and a great many others. The Englishvocabulary also owes a great deal to the Danes and Northmen. From these settlers, Englishadopted a surprising number of words of Scandinavian origin that belong to the core-vocabulary today. Such as they, them, their, both, ill, die, egg, knife, low, skill, take, till, though,want, etc. The Norman Conquest in 1066 introduced a large number of French words into theEnglish vocabulary. French adoptions were found in almost every section of the vocabulary. Forexample, in the section of law, there are such words as justice, evidence, pardon; in thesection of warfare, there are conquer, victory; in religion, there are grace, repent, sacrifice;in architecture, there are castle, pillar, tower; in finance, there are pay, rent, ransom; in rank,there are prince, princess; in clothing, there are collar, mantlet; in food, there are dinner, feast,sauce, etc. In the first 43 lines of the Prologue to Chaucer’s Canterbury Tales, there are 39words of French origin. We can see the English vocabulary takes in so many words from French.And in the fourteenth, fifteenth and sixteenth centuries, the Renaissance swept Europe. It wasa revival of art and literature based on ancient Greek learning. The Renaissance opened up anew source for the English vocabulary to enrich itself. And English borrowed many words fromGreek through the medium of Latin, such as crisis, topic, coma, etc. a wide range of learnedaffixes are also from Greek, such as bio-, geo-, hydro-, auto-, homo-, para-, -ism, -logy, -graph, -meter, -gram and many others. From the sixteenth century forward, there was a greatincrease in the number of languages, and English borrowed many words from these languages.French continued to provide a considerable number of new words, for example, trophy, vase,moustache, unique, soup. English borrowed a lot of words from Italian in the field of art, musicand literature, for example, model, sonnet, opera, quartet, etc. there was also a Spanishelement in English, for example, potato, cargo, parade, cigar. Besides, German, Portugueseand Dutch were also fertile sources of loan words, for example, dock, zinc and plunder arefrom German; cobra, buffalo and pagoda are from Portuguese; tackle, buoy and skipper arefrom Dutch. At the turn of the nineteenth and twentieth centuries, with a growth ofinternational trade and the urge to colonize the known world, English made a number of directadoptions from languages spoken outside Europe. Some examples are: sultan and ghoul fromArabic, lichi and typhoon from Chinese, shah and shawl from Persian, yoghurt from Turkish,czar from Russian. Since the end of the Second World War, still more loan words have beenincorporated into the English vocabulary For example, cuisine from French, sushi from Japanese,mao tai from Chinese, and many others. In the twentieth century, it should be observed thatEnglish has created many words out of Latin and Greek elements, especially in the field ofscience and technology, such as antibiotic, astronaut, auto-visual, autolysis, etc. Although allthese Latin and Greek derived words are distinctly learned or technical, they do not seem and,in this respect, they are very different from the recent loanwords from living languages, such ascappuccino, angst, and sputnik. Thus, for the Modern English period a distinction must bemade between the adoptions from living languages and the formations derived from the twoclassical languages. That’s the end of today’s lecture. Next time we’ll concentrate on Englishword formation. Thank you for your attention!
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Section B
INTERVIEW
In this section you will hear everything ONCE ONLY.Listen carefully and then answer the questions thatfollow. Questions 1 to 5 are based on an interview.At the end of the interview, you will be given 10seconds to answer each of the following 5 questions.Now listen to the interview.
Interviewer(M): Mrs. Hobson, would you pleasedescribe some of the things you do withaggressive children in this special school?
Mrs. Hobson(W): Well, you must realize that when he comes here he is meeting otheraggressive children, and aggressive children all together usually gum each other up.
M: Umm.
W: And they find that aggressive here doesnt pay off because you can be jolly sure theresone tougher and worse than he is.
M: Umm.
W: So I usually have ohm... Sometimes have organized fights.
M: Organized fights? You actually...
W: Yes.
M: You actually encourage the children to.
W: We have a ring and we have a bell.
M: A boxing ring?
W: Yes! They must conform, they must keep to the rules, and when they have either lost orwon, we discuss what it is to be the winner and what it is like to lose. And we carry on with ourdiscussion and go on to what it is like in life.
M: Umm.
W: We must win or lose and we must do each very gracefully.
M: Would you please describe some children you have had problems with?
W: I had one boy who cut off his dogs ears.
M: Cut off his dogs ears? Good lord!
W: Yes. And put a stone around his neck and drowned him.
M: The dog?
W: Yes. Then there was another boy that used to attack me.
M: Attack you?
W: Yes. Umm...with anything at hand. I hid scissors. Umm...he tried to cut my hair once.And...
M: When you werent looking?
W: Yes. You have to be strong. And of course...er...
M: By strong you mean...
W: Physically strong and mentally.
M: So that you can shove them away?
W: Well, so that you can defend yourself. I always say to them Im going to win. And once Iveestablished that, were all right.
M: Mrs. Hobson, why do you think some children are aggressive?
W: If a child is one of six or seven children in a family, its pretty sure that he is naughty andaggressive because he is crying out for attention and in this large family hes found that a jollygood way of getting attention is to shout, be naughty. At least mummy turns round and says, "Be quiet, be a good boy, or youll get this or that."
M: So some children are aggressive simply in order...
W: To gain attention! Aggressiveness usually is that. Its really the children crying out andsaying, "Look at me, please."
M: Umm.
W: Im not saying its the answer in all circumstances but it usually is.
M: What are the advantages of your school, as compared with ordinary school?
W: The classes are smaller for one thing.
M: How small?
W: Er...we only have groups up to five or six.
M: And in a normal school?
W: Oh. that varies of course but it could be thirty to forty.
M: Umm.
W: Here he does have individual attention every day.
M: Do you think the work is important?
W: I do. Without our unit or something similar.
M: The unit is the school?
W: Yes, the whole unit. I think a lot of children would be left and then perhaps at the age ofsixteen we would have our juvenile delinquent. Im not saying were curing them all, but I thinkat least with the unit available to these children, they have had a chance to make good.
M: Umm.
W: Im not saying it always pays off, but they have had a chance.
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Section C NEWS BROADCAST
In this section, you will hear everything ONCE ONLY.Listen carefully and then answer the questions thatfollow. Questions 6 to 7 are based on the followingnews. At the end of the news item, you will be given10 seconds to answer each of the two questions.Now listen to the news.
Now that the U.S. space shuttle Discovery is back onEarth, future shuttle missions are postponed untilthe space agency NASA solves the problem of launchdebris endangering the orbiters. Whenever missions resume, they will continue building theInternational Space Station, which the United States operates with Russia and the support ofEurope, Canada, and Japan. But there is a legal obstacle that may keep the U.S. astronautsoff the Space Station. The issue dates back to 1996, when the two countries agreed thatRussia would provide the United States free crew and cargo transportation to the stationuntil next April. This provision proved crucial during the long ban on shuttle flights after theColumbia disaster in 2003, for the United States had no other way to get its astronauts andsupplies to the station. 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. Now listen to the news. MalaysianPresident Abdullah Badawi says the Muslim world should do more to improve the economicstanding of all Muslims. He told business leaders gathered in Hong Kong Monday that theIslamic world must do all it can to end poverty among all Muslims. Mr. Abdullah, who currentlychairs the 57-nation Organization of Islamic Conference, says the time has come for the OIC toemphasize the economic development of its members. He says Muslim populations must notonly strive for peace, but also for economic vitality. Many of the OICs members are developingcountries in Africa and the Middle East. Malaysia has recently been taking steps to promoteIslamic banking and finance. Next week, senior officials from the Islamic Development Bank, thefunding agency of the OIC, will meet in Kuala Lumpur to discuss and formulate economicprograms for the organizations poorer members. Questions 9 and 10 are based on thefollowing news. At the end of the news item, you will be given 10 seconds to answer each of thetwo questions. Now listen to the news.) This is the 59th annual Tony awards ceremonybroadcast nationwide from Radio City Music Hall. Monty Pythons Spamalot has been a sold-outhit since it opened on Broadway in March. It won the Antoinette Perry Awards, the Tonys, forbest musical, and for director and featured actress in the musical category. A new musical,The Light in the Piazza, won the largest number of awards, six. Broadways top dramatichonors went to the much-acclaimed play, Doubt, A Parable. The story of a nuns suspicion ofchild abuse at a parochial school won the Pulitzer Prize earlier this year after switching toBroadway from a successful off-Broadway run. Veteran actress Cherry Jones and directorDoug Hughes also took home the top honors in the dramatic category. Playwright EdwardAlbee, the author of Broadway classics, such as Whos Afraid of Virginia Woolf, A DelicateBalance and The Zoo Story, was presented with a special Lifetime Achievement Award.
最新英语专八考试辅导提分训练 2
The majority of successful senior managers do not closely follow the classical rational model of first clarifying goals, assessing the problem, formulating options, estimating likelihoods of success, making a decision, and only then taking action to implement the decision. Rather, in their day-by-day tactical maneuvers, these senior executives rely on what is vaguely termed intuition to manage a network of interrelated problems that require them to deal with ambiguity, inconsistency, novelty, and surprise; and to integrate action into the process of thinking.
Generations of writers on management have recognized that some practicing managers rely heavily on intuition. In general, however, such writers display a poor grasp of what intuition is. Some see it as the opposite of rationality; others view it as an excuse for capriciousness.
Isenbergs recent research on the cognitive processes of senior managers reveals that managers intuition is neither of these. Rather, senior managers use intuition in at least five distinct ways. First, they intuitively sense when a problem exists. Second, managers rely on intuition to perform well-learned behavior patterns rapidly. This intuition is not arbitrary or irrational, but is based on years of painstaking practice and hands-on experience that build skills. A third function of intuition is to synthesize isolated bits of data and practice into an integrated picture, often in an Aha! experience. Fourth, some managers use intuition as a check on the results of more rational analysis. Most senior executives are familiar with the formal decision analysis models and tools, and those who use such systematic methods for reaching decisions are occasionally leery of solutions suggested by these methods which run counter to their sense of the correct course of action. Finally, managers can use intuition to bypass in-depth analysis and move rapidly to engender a plausible solution. Used in this way, intuition is an almost instantaneous cognitive process in which a manager recognizes familiar patterns.
One of the implications of the intuitive style of executive management is that thinking is inseparable from acting. Since managers often know what is right before they can analyze and explain it, they frequently act first and explain later. Analysis is inextricably tied to action in thinking/acting cycles, in which managers develop thoughts about their companies and organizations not by analyzing a problematic situation and then acting, but by acting and analyzing in close concert.
Given the great uncertainty of many of the management issues that they face, senior managers often instigate a course of action simply to learn more about an issue. They then use the results of the action to develop a more complete understanding of the issue. One implication of thinking/acting cycles is that action is often part of defining the problem, not just of implementing the solution.
1. According to the text, senior managers use intuition in all of the following ways EXCEPT to
[A] Speed up of the creation of a solution to a problem.
[B] Identify a problem.
[C] Bring together disparate facts.
[D] Stipulate clear goals.
2. The text suggests which of the following about the writers on management mentioned in line 1, paragraph 2?
[A] They have criticized managers for not following the classical rational model of decision analysis.
[B] They have not based their analyses on a sufficiently large sample of actual managers.
[C] They have relied in drawing their conclusions on what managers say rather than on what managers do.
[D] They have misunderstood how managers use intuition in making business decisions.
3. It can be inferred from the text that which of the following would most probably be one major difference in behavior between Manager X, who uses intuition to reach decisions, and Manager Y, who uses only formal decision analysis?
[A] Manager X analyzes first and then acts; Manager Y does not.
[B] Manager X checks possible solutions to a problem by systematic analysis; Manager Y does not.
[C] Manager X takes action in order to arrive at the solution to a problem; Manager Y does not.
[D] Manager Y draws on years of hands-on experience in creating a solution to a problem; Manager X does not.
4. The text provides support for which of the following statements?
[A] Managers who rely on intuition are more successful than those who rely on formal decision analysis.
[B] Managers cannot justify their intuitive decisions.
[C] Managers intuition works contrary to their rational and analytical skills.
[D] Intuition enables managers to employ their practical experience more efficiently.
5. Which of the following best describes the organization of the first paragraph of the text?
[A] An assertion is made and a specific supporting example is given.
[B] A conventional model is dismissed and an alternative introduced.
[C] The results of recent research are introduced and summarized.
[D] Two opposing points of view are presented and evaluated.
答案与考点解析
1. 「答案」D
「考点解析」这是一道归纳推导题。本题题干中的senior managers暗示本题的答案信息在第三段，因为第三段首句包含题干中的senior managers。通过仔细阅读和理解本段中所谈到的五点，我们可推导出本题的正确选项是选项D.本题选项A、B、C所涉及的内容分别在本段的第五点、第一点和第三点提到。考生在解题时一定要学会认真归纳和总结原文所表达的每一层含义。
2. 「答案」D
「考点解析」这是一道句间关系题。题干已将本题的答案信息圈定在第二段。本段中的第二句是本题答案信息的最主要来源，通过阅读和理解此句，我们可推导出本题的正确选项是D.考生在解题时一定要适当理解上下句之间的关系。
3. 「答案」C
「考点解析」本题是一道审题定位题。题干中的who uses intuition to reach decisions暗示本题的答案信息在第四段，因为第四段首句含有和题干中who uses intuition to reach decisions大致相同的the intuitive style of executive management。通过仔细阅读和理解第四段的每一句话，我们可发现第四段的第一句话都在强调act(行动)，可见本题的正确选项应该是强调行动的选项C.本题的答案信息来源是第四段的第二句话。考生在解题时一定要首先准确地审题定位，然后要善于归纳和理解原文中的中心主旨信息。
4. 「答案」D
「考点解析」本题是一道审题定位题。题干中并没有明确指出本题答案信息在原文的准确位置。在这种情况下，考生往往迷失解题思路。在考生迷失解题思路时一定要牢记全文中心主旨，并且抓住各段的核心句。本文的中心主旨句在第一段的尾句。如果考生能够抓住第一段的尾句，并结合第三段的第四、五句，就可以推导出本题的正确选项应该是D.考生在解题时，尤其是在迷失解题思路时，一定要首先抓全文的中心主旨句，同时还要抓一些明确表示启承转合关系的句子结构。
5. 「答案」B
「考点解析」本题是一道段落结构题。第一句话中的do not和第二句句首的.rather是破解本题的关键。抓住这两个关键就可以推导出本题的正确选项应该是B.考生在解题时一定要注意表示否定的词语以及表示启承转合的词语，更要注意句子之间的相互关系。
[参考译文] 大部分成功的高层管理人员并不拘泥于传统的推理模式，即：首先确定目标，然后估定问题，摆出各种可能性，估计成功率，再做决定，最后才付诸行动去实施。相反，在这些人的日常决策过程中，他们靠一种定义模糊的直觉应付大量相关问题，这些问题使他们必须在一堆含糊不清，自相矛盾，奇特无比或者令人惊异的事物中做抉择，而且在考虑过程中就要有相应的行动。
管理学作品的写作者早就注意到了实践当中一些管理者对直觉依赖很强。不过总的来说，这些写作者未曾表达出什么叫做直觉。有些人将其视作理性的对立面，还有人认为它是反复无常的(做法、性格)的一个借口。
Isenberg最近对高层管理人员认知过程的研究揭示了管理者的直觉并不是上述的任何一种情况。高层管理者是在五个不同的方面使用直觉。首先，他们直觉地感到有问题存在。第二，依靠直觉，管理者们能很快表现出有教养的行为方式。这种直觉并不是任意，非理性的，而是在多年实践磨练，和亲身体验培养出的技能的基础上形成。第三，直觉把一些零散的数据和实际情况组合为一个完整画面，这经常表现为一声Aha式的体验。第四，有些管理者也应用直觉来检验更理性化分析的结果。大部分高层管理人员熟知传统的决策分析模式和工具，那些使用这些正式的系统化方法做出决定的人经常会对一种情况保持警惕，那就是有时此方法得出的结论和他们对正确行为的感觉不符。最后，管理者可通过直觉绕开深奥的分析而快速产生一个可能的解决办法。这么使用时，直觉几乎是一个瞬间的思维过程，这一模式为管理者所熟悉。
这些管理者用直觉方式的一个特点是思考和行动不能分开。由于(在这种方式中)管理者在分析和解释问题之前就已经明白应该怎么去做，他们经常是先行动，后解释。在思考?D行动的循环中，分析是必不可少的。在这其中管理者们不是靠分析他们面对的形势来思考其公司、组织的情况，而是行动和分析在高度一致地进行。
由于管理者们经常面对许多不确定的情况，他们鼓励采取各种行动来对问题作一番深入了解。他们藉此对问题做出更深的体会。这种思考行为循环的一个特点即：行动是确定问题的一部分，而不只是解决问题的步骤。
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