1、2006年 2006-1 TEST FOR ENGLISH MAJORS (2006) GRADE EIGHT TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION 35 MIN SECTION A MINI-LECTURE In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be mark
2、ed, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking. SECTION B INTERVIEW In thi
3、s section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored answer sheet. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the
4、following five questions.Now listen to the interview.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? A
5、 Doing surveys at workplace. B Analyzing survey results. C Designing questionnaires. D Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in A the nature of work. B office decoration. C office location. D wo
6、rk procedures.4. Why did Miss Green want to leave the advertising agency? A She felt unhappy inside the company. B She felt work there too demanding. C She was denied promotion in the company. D She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job? A She
7、was willing and ready. B She sounded mildly eager. C She a bit surprised. D She sounded very reluctant. SECTION C NEWS BROADCAST In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored an
8、swer sheet. Questions 6 and 7 are 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.6. The man stole the aircraft mainly because he wanted to A destroy the European Central Bank. B have an interview with a TV station.
9、 C circle skyscrapers in downtown Frankfurt. D remember the death of a U.S. astronaut.7. Which of the following statements about the man is TRUE? A He was a 31-year-old student from Frankfurt. B He was piloting a two-seat helicopter he had stolen. C He had talked to air traffic controllers by radio.
10、 D He threatened to land on the European Central Bank. Questions 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.8. The news is mainly about the city governments plan to A expand and improve the existing subwa
11、y system. B build underground malls and parking lots. C prevent further land subsidence. D 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. Now listen to the news.9. Accordi
12、ng to the news, what makes this credit card different from conventional ones is A that it can hear the owners voice. B that it can remember a password. C that it can identify the owners voice. D that it can remember the owners PIN. 10. The newly developed credit card is said to have all the followin
13、g EXCEPT A switch. B battery. C speaker. D built-in chip.专八 历 年 真 题 2006年 2006-2 PART II READING COMPREHENSION 30 MIN 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 colored answer sheet. TEXT A
14、 The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearl
15、y every key assumption we have about higher education today. 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 computerize
16、d university could have many advantages, such as easy 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
17、, a line of franchised courseware, produced by a few superstar 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
18、 enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professor
19、s David Rooney and Greg Hearn. On the other hand, while global 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 acad
20、emia, including scholars contributing to this volume, are 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 res
21、earch efforts on existing problems in their local communities 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 profess
22、ionals”? Co-editor Jennifer Gidley shows how tomorrows university 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 co
23、urse offerings available from institutions all around the 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
24、 as well as instructing them. A third new role for faculty, 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 technol
25、ogical solutions to specific real-world problems. Moreover, there 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-
26、world problem-focused institution. As co-editor Sohail Inayatullah 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
27、 and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities. 11. When the book reviewer discusses the Internet University, A he is in favour of it. B his view is balanced. C he is slightly critical of it. D he is strongly cr
28、itical of it. 12. Which of the following is NOT seen as a potential danger of the Internet University? A Internet-based courses may be less costly than traditional ones. B Teachers in traditional institutions may lose their jobs. C Internet-based courseware may lack variety in course content. D The
29、Internet University may produce teachers with a lot of publicity. 13. According to the review, what is the fundamental mission of traditional university education? A Knowledge learning and career building. B Learning how to solve existing social problems. C Researching into solutions to current worl
30、d problems. D Combining research efforts of teachers and students in learning. 14. Judging from the three new roles envisioned for tomorrows university faculty, university teachers A are required to conduct more independent research. B are required to offer more course to their students. C are suppo
31、sed to assume more demanding duties. D are supposed to supervise more students in their specialty. 15. Which category of writing does the review belong to? A Narration. B Description. C Persuasion. D Exposition. TEXT B Every street had a story, every building a memory. Those blessed with wonderful c
32、hildhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out. The town had changed, but then it hadnt. On the highwa
33、ys leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything with no permit, no inspection, no notice to adjoining landowners. Nothing. Only hog farms and
34、 nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year. But in the older sections, nearer the square, the town had not changed at all. The long shaded streets were as clean and neat as when Ray roamed them on his bike. Most of the hou
35、ses were still owned by people he knew, or if those folks had passed on, the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned. This deep in Bible country, it was still an unwritten rule in the town that little was done on 2006年
36、 2006-3 Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended. It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was D
37、izzy Dean Park where he had played little League for the Pirates, and here was the public pool hed swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches Baptist, Methodist, and Presbyterian facing each other at the intersection of Second a
38、nd Elm like wary sentries, their steeples competing for height. They were empty now, but in an hour or so the more faithful would gather for evening services. The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the disc
39、ount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasnt a single empty or boarded-up building around the square no small miracle. The retail shops were mixed in with the banks and law offices and cafs, all closed for the
40、Sabbath. He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money hed never seen must have been buried in those graves. He parked and walked
41、 to his mothers grave, something he hadnt done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged. Soon, in less than an hour, he would be sitting in his fathers study, sipping bad instant tea and receiving instructions on exactly how his fa
42、ther would be laid to rest. Many orders were about to give, many decrees and directions, because his father (who used to be a judge) was a great man and cared deeply about how he was to be remembered. Moving again, Ray passed the water tower hed climbed twice, the second time with the police waiting
43、 below. He grimaced at his old high school, a place hed never visited since hed left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team. It was twenty minutes before five, Sunday, May 7. Time for the f
44、amily meeting. 16. From the first paragraph, we get the impression that A Ray cherished his childhood memories. B Ray had something urgent to take care of. C Ray may not have a happy childhood. D Ray cannot remember his childhood days. 17. Which of the following adjectives does NOT describe Rays hom
45、etown? A Lifeless. B Religious. C Traditional. D Quiet. 18. From the passage we can infer that the relationship between Ray and his parents was A close. B remote. C tense. D impossible to tell. 19. It can be inferred from the passage that Rays father was all EXCEPT A considerate. B punctual. C thrif
46、ty. D dominant. TEXT C Campaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors
47、 down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in priv
48、ate or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; e
49、very clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed
