[專業(yè)英語考試復(fù)習(xí)資料]專業(yè)八級(jí)分類模擬160

1、專業(yè)英語考試復(fù)習(xí)資料專業(yè)八級(jí)分類模擬160專業(yè)英語考試復(fù)習(xí)資料專業(yè)八級(jí)分類模擬160專業(yè)八級(jí)分類模擬160LISTENING COMPREHENSIONSECTION AIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORD

2、S 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. Now, listen to the mini-lecture. When it is over, you will be given THREE minutes to check

3、your work. Stress Management . The goal of stress management taking charge of thoughts, emotions, 1 and environment etc. the 2 a balanced life . Sources of stress not always obvious too easy to 3 the real stress . 4 to manage stress A. Avoid unnecessary stress say no to 5 avoid people who cause stre

4、ss to you take control of environment cut down to-do list: a) 6 of schedule, responsibilities and daily tasks b) distinguish the shoulds and the musts c) drop unnecessary tasks or 7 B. 8 voice your feelings be more assertive better time 9 C. Adapt to the stressor 10 problems Set 11 standards concent

5、rate on positive things D. Accept 12 focus on things that can be changed rather than those 13 face challenges in an upside way to share to forgive E. Make time for 14 F. Adopt a healthy lifestyle 15 exercise healthy diet enough sleep (如需獲取本MP3聽力錄音請搜索標(biāo)題名) 1.答案:schedule原力原文 Stress Management Good morn

6、ing, everyone. Today, well talk about stress management. It may seem that theres nothing you can do about your stress level. The bills arent going to stop coming, there will never be more hours in the day for all your errands, and your study will always be demanding. But you have a lot more control

7、than you might think. In fact, the simple realization that youre in control of your life is the foundation of stress management. Managing stress is all about taking charge: taking charge of your thoughts, your emotions, your schedule, your environment, and the way you deal with problems. The ultimat

8、e goal is a balanced life. It starts with identifying the sources of stress in your life. This isnt as easy as it sounds. Your true sources of stress arent always obvious, and its all too easy to overlook your own stressinducing thoughts, feelings, and behaviors. Sure, you may know that youre consta

9、ntly worried about work deadlines. But maybe its your procrastination, rather than the actual job demands, that leads to deadline stress. Unfortunately, many people cope with stress in ways that compound the problem, such as smoking, sleeping too much, withdrawing from friends, and activities. Its t

10、ime for you to find healthier ones. There are many healthy ways to manage and cope with stress, but they all require change. You can either change the situation or change your reaction. When deciding which option to choose, its helpful to think of the four As: avoid, alter, adapt, or accept. Here ar

11、e some strategies to manage stress. Number 1: Avoid unnecessary stress. Learn how to say noWhether in your personal or professional life, refuse to accept added responsibilities when youre close to reaching them. Taking on more than you can handle is a surefire recipe for stress. Avoid people who st

12、ress you outIf someone consistently causes stress in your life and you cant turn the relationship around, limit the amount of time you spend with that person or end the relationship entirely. Take control of your environmentIf the evening news makes you anxious, turn the TV off. If going to the mark

13、et is an unpleasant chore, do your grocery shopping online. Pare down your to-do listAnalyze your schedule, responsibilities, and daily tasks. If youve got too much on your plate, distinguish between the shoulds and the musts. Drop tasks that arent truly necessary to the bottom of the list or elimin

14、ate them entirely. Number 2: Alter the situation. If you cant avoid a stressful situation, try to alter it. Figure out what you can do to change things so the problem doesnt present itself in the future. Often, this involves changing the way you communicate and operate in your daily life. Express yo

15、ur feelings instead of bottling them up. If something or someone is bothering you, communicate your concerns in an open and respectful way. If you dont voice your feelings, resentment will build and the situation will likely remain the same. Be more assertive. Dont take a backseat in your own life.

16、Deal with problems head on, doing your best to anticipate and prevent them. If youve got an exam to study for and your chatty roommate just got home, say up front that you only have five minutes to talk. Manage your time better. Poor time management can cause a lot of stress, and its hard to stay ca

17、lm and focused. But if you plan ahead and make sure you dont overextend yourself, you can alter the amount of stress youre under. Number 3: Adapt to the stressor. If you cant change the stressor, change yourself. You can adapt to stressful situations and regain your sense of control by changing your

18、 expectations and attitude. Reframe problems. Try to view stressful situations from a more positive perspective. Rather than fuming about a traffic jam, look at it as an opportunity to pause and regroup, listen to your favorite radio station. Adjust your standards. Perfectionism is a major source of

19、 avoidable stress. Stop setting yourself up for failure by demanding perfection. Set reasonable standards for yourself and others, and learn to be okay with good enough. Focus on the positive. When stress is getting you down, take a moment to reflect on all the things you appreciate in your life, in

20、cluding your own positive qualities and gifts. This simple strategy can help you keep things in perspective. Number 4: Accept the things you cant change. Some sources of stress are unavoidable. You cant prevent or change stressors such as the death of a loved one, or a national recession. In such ca

21、ses, the best way to cope with stress is to accept things as they are. Acceptance may be difficult, but in the long run, its easier than railing against a situation you cant change. Dont try to control the uncontrollable. Many things in life are beyond our control. Rather than stressing out over the

22、m, focus on the things you can control such as the way you choose to react to problems. Look for the upside. When facing major challenges, try to look at them as opportunities for personal growth. If your own poor choices contributed to a stressful situation, reflect on them and learn from your mist

23、akes. Share your feelings. Talk to a trusted friend or make an appointment with a therapist. Expressing what youre going through can be very cathartic, even if theres nothing you can do to alter the stressful situation. Learn to forgive. Accept the fact that we live in an imperfect world and that pe

24、ople make mistakes. Let go of anger and resentments. Free yourself from negative energy by forgiving and moving on. Number 5: Make time for fun and relaxation. Beyond a take-charge approach and a positive attitude, you can reduce stress in your life by nurturing yourself. Dont get so caught up in th

25、e hustle and bustle of life that you forget to take care of your own needs. Nurturing yourself is a necessity, not a luxury. If you regularly make time for fun and relaxation, youll be in a better place to handle lifes stressors when they inevitably come. Number 6: Adopt a healthy lifestyle. You can

26、 increase your resistance to stress by strengthening your physical health. Remember to exercise regularly, eat a healthy diet and get enough sleep. All these play a key role in reducing and preventing the effects of stress. OK. This brings us to the end of todays lecture. I hope now you can have a b

27、etter understanding of stress management. Thank you for your attention. 解析 這篇講座的主題是關(guān)于“stress management(壓力管理)”。講座一開始便提到排解壓力其實(shí)就是在掌控你的思想、情緒、計(jì)劃、環(huán)境和處理問題的方式，因此答案為schedule。2.答案:ultimate goal/final goal解析 講座談到，最終的目的就是生活平衡。填入原詞ultimate goal或者近義詞final goal都可以。3.答案:overlook解析 講座提到壓力的來源并不明顯，而且人們很容易忽視(overlook)

28、自身的壓力。此空缺少的是overlook一詞。4.答案:Strategies解析 根據(jù)講座的表述：Here are some strategies to manage stress可知，這里填入Strategies，注意根據(jù)題目設(shè)置規(guī)律，首字母大寫。5.答案:added responsibilities解析 排解壓力的策略之一就是要學(xué)會(huì)說“不”，無論是私人生活還是工作生活，要懂得拒絕接受額外的責(zé)任。由refuse to accept added responsibilities可知，此空應(yīng)填入added responsibilities。6.答案:analysis解析 避免不必要的壓力的方法之

29、一就是要削減任務(wù)清單，根據(jù)空格后的提示詞of以及錄音中的關(guān)鍵語句analyze your schedule，responsibilities, and daily tasks，可推斷出此處應(yīng)填入analyze的名詞形式analysis。7.答案:eliminate them(entirely)解析 在談到削減任務(wù)清單的最后，講座提到，放棄那些不必要的任務(wù)或者完全刪除，故填eliminate them (entirely)。8.答案:Alter the situation解析 此空很簡單，可從錄音原文直接找到答案，即排解壓力的第二個(gè)策略：改變處境。因此答案為Alter the situation

30、。表示順序或?qū)哟蔚脑~句后是要點(diǎn)，筆記中不可缺少。9.答案:management解析 演講人講到排解壓力的策略時(shí)提到，要更好的管理時(shí)間，差勁的時(shí)間管理會(huì)導(dǎo)致很多壓力的出現(xiàn)，使人難以平靜下來或集中精力。根據(jù)題目要求，此處應(yīng)填入名詞management。10.答案:reframe解析 在談到第三點(diǎn)“適應(yīng)壓力”時(shí)，講座提到，要reframe problems(重構(gòu)問題)，即從一個(gè)更積極的角度看待壓力。此空填reframe。11.答案:reasonable解析 講座提到，適應(yīng)壓力需要調(diào)整個(gè)人標(biāo)準(zhǔn)，不能過于追求完美，應(yīng)該為自己和他人設(shè)定合理的標(biāo)準(zhǔn)(set reasonable standards)，因此答

31、案為reasonable。12.答案:unchangeable things解析 講座談到的第四個(gè)策略是接受你不能改變的東西。如果用原詞the things you cant change的話，超過了三個(gè)詞，故概括為unchangeable things。13.答案:beyond control解析 講座提到不要試圖去改變無法改變的事情。生活中很多事情是超乎人所能控制的，應(yīng)該把焦點(diǎn)放在你所能改變的事情上，而不是那些改變不了的。根據(jù)筆記歸納答案beyond control。14.答案:fun and relaxation解析 講座談到的第五個(gè)策略是花時(shí)間娛樂。填入原文提到的fun and rel

32、axation即可。15.答案:regular解析 講座提到排解壓力的最后的一個(gè)策略就是健康的生活方式(healthy lifestyle)，包括定期地做運(yùn)動(dòng)、健康的飲食和充足的睡眠等。此空注意要將原文中regularly的轉(zhuǎn)變?yōu)槠湫稳菰~regular。Types of Language Testing . Placement sort new students into 16 test the students 17 rather than specific points of learning Interview as a good form of placement tests: - 1

33、8 both positive and negative factors that are not revealed by written tests -assess both 19 and fluency . Diagnostic also called 20 or progress tests check students progress after learning 21 the results 22 those learning well, meanwhile, give feedback to those not . 23 also called 24 examine a long

34、er period of learning than diagnostic tests determine which level a student lies with 25 standard . Proficiency assess the students ability in 26 test students ability to repair 27 in communication An example of proficiency test: 28 - 29 : to measure the ability to understand English as it is spoken

35、 in US -Structure and Written Expression: to examine the knowledge of structural and 30 points in standard written English -Vocabulary and Reading Comprehension: to test the ability to understand a variety of reading materials (如需獲取本MP3聽力錄音請搜索標(biāo)題名) 16.答案:teaching groups原力原文 Types of Language Testing

36、Good morning, everyone. Today, well talk about the language tests. As we know, the testing history in the world can be traced back to nearly two thousand years ago. And in todays lecture, Id like to mainly discuss the different types of language testing. The first one is a placement test, which is d

37、esigned to sort new students into teaching groups, so that they can start a course at approximately the same level as the other students in the class. It is concerned with the students present standing, and so relates to general ability rather than specific points of learning. As a rule, the results

38、 are needed quickly so that teaching may begin. A variety of tests is necessary because a range of different activities is more likely to give an accurate overall picture of a students level than a single assessment. Sometimes one member of staff sees each student individually before the final class

39、 allocation is made. This procedure has several advantages. It helps to complete the assessment for each individual student by disclosing factors which are not revealed by the written tests, either positive ones such as a friendly, outgoing character or a higher level of production than a writing te

40、st suggests, or negative ones such as a slight stammer or more than average shyness. Perhaps the greatest advantage of the interview is that there is now the opportunity to assess both oral production (the ability to make English sounds) and fluency (the ability to sound English in a social situatio

41、n) at one and the same time. Secondly, let us look at diagnostic tests. This test, sometimes called a formative or progress test, checks on students progress in learning particular elements of the course. It is used, for example, at the end of a unit in the course hook or after a lesson designed to

42、teach one particular point. These tests can take the form of an extension of the lesson from a practice phase into an assessment phase. They can provide information about progress which may be used systematically for remedial work. The diagnostic test tries to answer the question How well have the s

43、tudents learned this particular material? If his learning has been successful, the results will give a considerable lift to the students morale and he is likely to approach the next learning tasks with fresh enthusiasm. If he finds he has not mastered the point at issue, the test should give him cle

44、ar indication of how he falls short, so that he can do some useful revision. Next, achievement test. An achievement test, also called an attainment test, looks back over a longer period of learning than the diagnostic test, for example a years work, or a whole course, or even a variety of different

45、courses. It is intended to show the standard which the students have now reached in relation to other students at the same stage. This standard may be established for a country, as with school-leaving certificates; or it may relate to an individual school or group of schools which issues certificate

46、s to students attending courses. But the important point which is common to all these situations is that the standard remains constant as far as possible from course to course and from year to year and is external to the individual class or textbook. Lastly, proficiency. The aim of a proficiency tes

47、t is to assess the students ability to apply in actual situations what he has learnt. It seeks to answer the question: Having learnt this much, what can the student do with it? This type of test is not usually related to any particular course because it is concerned with the students current standin

48、g in relation to his future needs. Efforts must be made to use in the tests the kind of language which actually occurs in the situation the student will meet. For example, a test which sets out to assess the proficiency of a student hoping to follow a university course in an English-speaking country

49、 would need to take into account not only his level of skill in listening to lectures, but also his ability to take notes, to make full use of what is gained from the lecture in his subsequent writing. An important element in proficiency testing is to assess in some way the students ability to repai

50、r breakdowns in communication, by asking for a repetition or an explanation, for example, or by rephrasing what he has just tried to say. A rather typical example of a standardized proficiency test is the Test of English as a Foreign Language or TOEFL. It is used by nearly 1,000 institutions of high

51、er education in the United States as an indicator of a prospective students ability to undertake academic work in English. The TOEFL consists of the following sections: Listening Comprehension measures the ability to understand English as it is spoken in the United States. Structure and Written Expr

52、ession measures master,/ of important structural and grammatical points in standard written English. Vocabulary and Reading Comprehension tests the ability to understand the meanings and uses of words in written English as well as the ability to understand a variety of reading materials. Proficiency

53、 tests sometimes add sections that involve free writing and/or oral production. Lastly, I want to remind you that though it is convenient to say that the purpose of any test can be defined in this way, there are in practice several different purposes for every test. Now, to sum up, in todays lecture

54、, we have discussed some main types of language testing, namely, placement, diagnostic, achievement and proficiency. In our next lecture, we will take a look at the evolution of the language testing. 解析 講座的主題是“types of language testing(語言測試的類別)”。其中，第一種是安置性測試(placement tests)，即把新生分為不同的教學(xué)組(sort new st

55、udents into teaching groups)。此處填入原文原詞teaching groups。17.答案:general ability解析 安置性測試關(guān)注的是學(xué)生目前的狀況，看綜合能力而不是看具體的知識(shí)點(diǎn)。此處填入原文出現(xiàn)的general ability“綜合能力”。18.答案:disclose解析 講座提到，有的教員在期末考試之前單獨(dú)會(huì)見每個(gè)學(xué)生，這有助于通過發(fā)現(xiàn)筆試所發(fā)現(xiàn)不了的因素來完整評估每個(gè)學(xué)生。在原文中出現(xiàn)的單詞是disclosing，但根據(jù)題目，每個(gè)小點(diǎn)的動(dòng)詞用的都是原形。故此處填入動(dòng)詞原形disclose。19.答案:oral production解析 這里填入的內(nèi)

56、容表示訪問的好處。講座談到，訪問的好處是有機(jī)會(huì)評估話語產(chǎn)出和流利程度。由于空格后已給出了fluency，故填入oral production。20.答案:formative解析 說到診斷性測試(diagnostic test)的時(shí)候，講座說，該測試有時(shí)被稱為影響發(fā)展的或進(jìn)步的測試(formative or progress test)。題目已經(jīng)給出了progress，此處應(yīng)填入formative。21.答案:a/one particular point解析 講座提到，診斷性測試是為了在講完某個(gè)特別點(diǎn)之后進(jìn)行檢測。故填入a/one particular point。22.答案:encourage解析 演講人說，如果學(xué)生的學(xué)習(xí)是成功的，測試結(jié)果會(huì)大大提升他的士氣、讓他充滿熱情地去開始下一個(gè)學(xué)習(xí)任務(wù)。也就是說，測試結(jié)果能夠鼓勵(lì)成績好的學(xué)生。此處