- 相關(guān)推薦
最新英語專八考試輔導(dǎo)提分訓(xùn)練
在平時(shí)的學(xué)習(xí)、工作中，我們最離不開的就是考試題了，借助考試題可以更好地考查參試者所掌握的知識(shí)和技能。大家知道什么樣的考試題才是好考試題嗎？下面是小編為大家收集的最新英語專八考試輔導(dǎo)提分訓(xùn)練，僅供參考，歡迎大家閱讀。
最新英語專八考試輔導(dǎo)提分訓(xùn)練 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!
-----------------------------------------------------------------------------------------------------------------
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.
-----------------------------------------------------------------------------------------------------------------
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.
最新英語專八考試輔導(dǎo)提分訓(xùn)練 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.
答案與考點(diǎn)解析
1. 「答案」D
「考點(diǎn)解析」這是一道歸納推導(dǎo)題。本題題干中的senior managers暗示本題的答案信息在第三段，因?yàn)榈谌问拙浒}干中的senior managers。通過仔細(xì)閱讀和理解本段中所談到的五點(diǎn)，我們可推導(dǎo)出本題的正確選項(xiàng)是選項(xiàng)D.本題選項(xiàng)A、B、C所涉及的內(nèi)容分別在本段的第五點(diǎn)、第一點(diǎn)和第三點(diǎn)提到�？忌诮忸}時(shí)一定要學(xué)會(huì)認(rèn)真歸納和總結(jié)原文所表達(dá)的每一層含義。
2. 「答案」D
「考點(diǎn)解析」這是一道句間關(guān)系題。題干已將本題的答案信息圈定在第二段。本段中的第二句是本題答案信息的最主要來源，通過閱讀和理解此句，我們可推導(dǎo)出本題的正確選項(xiàng)是D.考生在解題時(shí)一定要適當(dāng)理解上下句之間的關(guān)系。
3. 「答案」C
「考點(diǎn)解析」本題是一道審題定位題。題干中的who uses intuition to reach decisions暗示本題的答案信息在第四段，因?yàn)榈谒亩问拙浜泻皖}干中who uses intuition to reach decisions大致相同的the intuitive style of executive management。通過仔細(xì)閱讀和理解第四段的每一句話，我們可發(fā)現(xiàn)第四段的第一句話都在強(qiáng)調(diào)act(行動(dòng))，可見本題的正確選項(xiàng)應(yīng)該是強(qiáng)調(diào)行動(dòng)的選項(xiàng)C.本題的答案信息來源是第四段的第二句話�？忌诮忸}時(shí)一定要首先準(zhǔn)確地審題定位，然后要善于歸納和理解原文中的中心主旨信息。
4. 「答案」D
「考點(diǎn)解析」本題是一道審題定位題。題干中并沒有明確指出本題答案信息在原文的準(zhǔn)確位置。在這種情況下，考生往往迷失解題思路。在考生迷失解題思路時(shí)一定要牢記全文中心主旨，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。如果考生能夠抓住第一段的尾句，并結(jié)合第三段的第四、五句，就可以推導(dǎo)出本題的正確選項(xiàng)應(yīng)該是D.考生在解題時(shí)，尤其是在迷失解題思路時(shí)，一定要首先抓全文的中心主旨句，同時(shí)還要抓一些明確表示啟承轉(zhuǎn)合關(guān)系的句子結(jié)構(gòu)。
5. 「答案」B
「考點(diǎn)解析」本題是一道段落結(jié)構(gòu)題。第一句話中的do not和第二句句首的.rather是破解本題的關(guān)鍵。抓住這兩個(gè)關(guān)鍵就可以推導(dǎo)出本題的正確選項(xiàng)應(yīng)該是B.考生在解題時(shí)一定要注意表示否定的詞語以及表示啟承轉(zhuǎn)合的詞語，更要注意句子之間的相互關(guān)系。
[參考譯文] 大部分成功的高層管理人員并不拘泥于傳統(tǒng)的推理模式，即：首先確定目標(biāo)，然后估定問題，擺出各種可能性，估計(jì)成功率，再做決定，最后才付諸行動(dòng)去實(shí)施。相反，在這些人的日常決策過程中，他們靠一種定義模糊的直覺應(yīng)付大量相關(guān)問題，這些問題使他們必須在一堆含糊不清，自相矛盾，奇特?zé)o比或者令人驚異的事物中做抉擇，而且在考慮過程中就要有相應(yīng)的行動(dòng)。
管理學(xué)作品的寫作者早就注意到了實(shí)踐當(dāng)中一些管理者對(duì)直覺依賴很強(qiáng)。不過總的來說，這些寫作者未曾表達(dá)出什么叫做直覺。有些人將其視作理性的對(duì)立面，還有人認(rèn)為它是反復(fù)無常的(做法、性格)的一個(gè)借口。
Isenberg最近對(duì)高層管理人員認(rèn)知過程的研究揭示了管理者的直覺并不是上述的任何一種情況。高層管理者是在五個(gè)不同的方面使用直覺。首先，他們直覺地感到有問題存在。第二，依靠直覺，管理者們能很快表現(xiàn)出有教養(yǎng)的行為方式。這種直覺并不是任意，非理性的，而是在多年實(shí)踐磨練，和親身體驗(yàn)培養(yǎng)出的技能的基礎(chǔ)上形成。第三，直覺把一些零散的數(shù)據(jù)和實(shí)際情況組合為一個(gè)完整畫面，這經(jīng)常表現(xiàn)為一聲Aha式的體驗(yàn)。第四，有些管理者也應(yīng)用直覺來檢驗(yàn)更理性化分析的結(jié)果。大部分高層管理人員熟知傳統(tǒng)的決策分析模式和工具，那些使用這些正式的系統(tǒng)化方法做出決定的人經(jīng)常會(huì)對(duì)一種情況保持警惕，那就是有時(shí)此方法得出的結(jié)論和他們對(duì)正確行為的感覺不符。最后，管理者可通過直覺繞開深?yuàn)W的分析而快速產(chǎn)生一個(gè)可能的解決辦法。這么使用時(shí)，直覺幾乎是一個(gè)瞬間的思維過程，這一模式為管理者所熟悉。
這些管理者用直覺方式的一個(gè)特點(diǎn)是思考和行動(dòng)不能分開。由于(在這種方式中)管理者在分析和解釋問題之前就已經(jīng)明白應(yīng)該怎么去做，他們經(jīng)常是先行動(dòng)，后解釋。在思考?D行動(dòng)的循環(huán)中，分析是必不可少的。在這其中管理者們不是靠分析他們面對(duì)的形勢(shì)來思考其公司、組織的情況，而是行動(dòng)和分析在高度一致地進(jìn)行。
由于管理者們經(jīng)常面對(duì)許多不確定的情況，他們鼓勵(lì)采取各種行動(dòng)來對(duì)問題作一番深入了解。他們藉此對(duì)問題做出更深的體會(huì)。這種思考行為循環(huán)的一個(gè)特點(diǎn)即：行動(dòng)是確定問題的一部分，而不只是解決問題的步驟。
【最新英語專八考試輔導(dǎo)提分訓(xùn)練】相關(guān)文章：
英語專四閱讀考試提分訓(xùn)練04-13
最新英語專八改錯(cuò)試題輔導(dǎo)訓(xùn)練03-28
英語專八翻譯提分要領(lǐng)05-20