黑糖miko
Importance of a Computer
As citizens of advanced but vulnerable economies, we musteither relentlessly increase the quality of our skills or see ourstandard of living erode. For the future, competition betweennations will be increasingly based on technological skill. Oil andnatural resources will still be important, but they no longer willdetermine a nation’s economic strength. This will now be amatter of the way people organize them selves and the natureand quality of their work. Japan and the “new Japans “of EastAsia are demonstrating this point in ways that are becoming painfully obvious to the older industrialcountries.
There is simply no way to rest on our past achievements. Today’s competition rendersobsolete huge chunks of what we know and what forces us to innovate. For each individual.Several careers will be customary, and continuing education and retraining will be inescapable. Toattain this extraordinary level of education, government, business, schools, and even individuals willturn to technology for the answer.
In industry, processing the information and designing the changes necessary to keep up withthe market has meant the growing use of computers. The schools are now following close behind.Already some colleges in the United States are requiting a computer for each student. It isestimated that 500,000 computers are already in use in American high schools and elementaryschools. Although there is an abysmal lack of educational software, the number of computers inschools expands rapidly.
The computer is the Proteus of machines, as it takes on a thousand forms and serves athousand functions. But its truly revolutionary character can be seen in its interactive potential.With advanced computers, learning can be individualized and self-paced. Teachers can becomemore productive and the entire learning environment enriched.
It is striking how much current teaching is a product of pencil and paper technology. With thecomputer’s capacity for simulation and diverse kinds of feedback, all sorts of new possibilities openup for the redesign of curriculums. Seymour Papert, the inventor of the computer languageLOGO, believes that concepts in physics and advanced mathematics can be taught in the earlygrades with the use of computers. On every-day level, word-processing significantly improves thecapacity for written expression. In terms of drill and practice, self-paced computer-assistedinstruction enables the student to advance rapidly—without being limited by the conflicting needsof the entire class. In short, once we learn to use this new brain outside the brain, education willnever be the same.
Industry, faced with the pressures of a rapidly shifting market, is already designing newmethods to retrain its workers, In the United States, a technological university has been set up toteach engineering courses by satellite. And the advances in telecommunications and computationalpower will dramatically expand the opportunities for national and international efforts in educationand training.
Without romanticizing the machine, it is clear that computers uniquely change the potential forequipping today’s citizens for unprecedented tasks of the future. Particularly in Europe and theUnited States, innovation will be the basis for continued prosperity.
New competitors are emerging to challenge the old economic arrangements. How successfullywe respond will depend on how much we invest in people and how wisely we employ the learningtools of the new technology.
1. What is the decisive factor in future competition between nations?
[A] Oil. [B] Technological skill.
[C] Natural resources [D] Education
2. The main idea of this passage is
[A] Knowledge of a Computer. [B] Importance of a Computer.
[C] Function of Knowledge. [C] Function of Technology.
3. Why does further study become indispensable?
[A] People want to so more jobs.
[B] People want to attain this extraordinary level of education.
[C] People would not rest on the past achievements.
[D] What we know becomes obsolete.
4. The word “Proteus” is closest in meaning to
[A] flexibility. [B] diversity. [C] variety. [D] multiplicity.
答案详解：
1. B. 工艺技术。这在第一段就讲到“在未来，国与国之间的竞争越来越以工艺技术为基础。尽管石油和其他自然资源仍很重要，但它们不会再对一个国家的经济实力起决定性的作用。”
A. 石油。 C. 自然资源，这两项不是决定性因素。 D. 教育。文内教育作为改革的一个方面，其重点是在学校内应用计算机，来改变教学质量，达到革新人才的目的。并不是直接参与竞争。可参看第2题的答案及译注。
2. B. 计算机的重要性。整篇文章都显示了这一点。第三段“工业上，信息处理和制定必要的改革计划以适应市场需要意味着越来越多使用计算机。学校紧跟工业之后……”第四段“计算机是一种变化多端，神通广大的机器，因为它显示千种图象，发挥千种功能。而它的真正的革命性可在其相互作用的潜能中看出。有了先进的计算机，学习可以个别进行，速度自行规定。教师变得更有成效……。”第五段“……由于利用计算机，在学校低年级就能教授物理学和高等数学概念……。”最后一段画龙点睛地指出：“计算机独一无二地改变着那种今天公民能担当未来空前任务的潜能……新的竞争对手正在崛起，自由的经济布局提出挑战。我们如何才能顺利的应战，取决于我们对人的投资的多寡，取决于我们怎么聪慧地应用新技术的学习工具。”所以
A. 计算机知识。 C. 知识的功能。 D. 技术功能，这三项只是计算机重要性中涉及到的一个方面，不能作为中心思想。
3. D. 因为我们知道的.一切变得陈旧。第二段头几句话“我们决不能吃老本，当今的竞争使我们的大部分知识变得陈旧，非加以革新不可。对每个人来说，他们将惯常从事某几种职业，并且非继续学习进修和从新接受训练不可……。”都说明进修学习的原因。
A. 人们要做更多工作。文内没有提到。 B. 人们要到达非同一般的教育水平。这是目的，不是原因。 C. 人们不能吃老本。这话并没有完全讲清楚全部原因。
4. A. 灵活多变。 Proteus 一词，原义是指希腊神话中变幻无常的海神，普罗狄斯，他可以随心所欲边成各种形状。这里指灵活多变。
英国新奇的学业间断年
Talk to any parent of a student who took an adventurous gap year (a year between school and university when some students earn money, travel, etc.) and a misty look will come into their eyes. There are some disasters and even the most motivated, organised gap student does require family back-up, financial, emotional and physical. The parental mistiness is not just about the brilliant experience that has matured their offspring; it is vicarious living. We all wish pre-university gap years had been the fashion in our day. We can see how much tougher our kids become; how much more prepared to benefit from university or to decide positively that they are going to do something other than a degree.
Gap years are fashionable, as is reflected in the huge growth in the number of charities and private companies offering them. Pictures of Prince William toiling in Chile have helped, but the trend has been gathering steam for a decade. The range of gap packages starts with backpacking, includes working with charities, building hospitals and schools and, very commonly, working as a language assistant, teaching English. With this trend, however, comes a danger. Once parents feel that a well-structured year is essential to their would-be undergraduate’s progress to a better university, a good degree, an impressive CV and well paid employment, as the gap companies’ blurbs suggest it might be, then parents will start organising—and paying for—the gaps.
Where there are disasters, according to Richard Oliver, director of the gap companies’ umbrella organisation, the Year Out Group, it is usually because of poor planning. That can be the fault of the company or of the student, he says, but the best insurance is thoughtful preparation. “When people get it wrong, it is usually medical or, especially among girls, it is that they have not been away from home before or because expectation does not match reality.”
The point of a gap year is that it should be the time when the school leaver gets to do the thing that he or she fancies. Kids don’t mature if mum and dad decide how they are going to mature. If the 18-year-old’s way of maturing is to slob out on Hampstead Heath soaking up sunshine or spending a year working with fishermen in Cornwall, then that’s what will be productive for that person. The consensus, however, is that some structure is an advantage and that the prime mover needs to be the student.
The 18-year-old who was dispatched by his parents at two weeks’ notice to Canada to learn to be a snowboarding instructor at a cost of ￡5,800, probably came back with little more than a hangover. The 18-year-old on the same package who worked for his fare and spent the rest of his year instructing in resorts from New Zealand to Switzerland, and came back to apply for university, is the positive counterbalance.
1. It can be inferred from the first paragraph that parents of gap students may_____.
[A] help children to be prepared for disasters [B] receive all kinds of support from their children
[C] have rich experience in bringing up their offspring [D] experience watching children grow up
2. According to the text, which of the following is true?
[A] the popularity of gap years results from an increasing number of charities.
[B] Prince William was working hard during his gap year.
[C] gap years are not as fashionable as they were ten years ago.
[D] a well-structured gap year is a guarantee of university success.
3. The word “packages” (Line 3, Paragraph 2) means_____.
[A] parcels carried in travelling [B] a comprehensive set of activities
[C] something presented in a particular way [D] charity actions
4. What can cause the disasters of gap years?
[A] Intervention of parents. [B] Careful planning. [C] Good health. [D] Realistic expectation.
5. An 18-year-old is believed to take a meaningful gap year when he/she_____.
[A] lives up to his/her parents’ expectations [B] spends time being lazy and doing nothing
[C] learns skills by spending parents’ money [D] earns his or her living and gains working experience
答案：1.D 2.B 3.B 4.A 5.D
词汇
(1)a gap year(中学和大学之间)学业间断的一年，间断年
(2)vicarious(a.)间接感受到的，如He got a ~ thrill out of watching his son score the winning goal(他看到儿子射入获胜的一球，也同样感到欣喜若狂)
(3)package(n.)包，盒，袋;(必须整体接受的)一套东西，一套建议，一揽子交易，如a benefits ~一套福利措施an aid ~综合援助计划
(4)backpack(v.)背包旅行 go ~ing
(5)umbrella(n.)综合体，总体，整体，如an ~ group/fund综合团体/基金
(6)fork out(for sth.)(尤指不情愿地)大量花钱，大把掏钱
(7)slob(n.)懒惰而邋遢的人(v.)slob out/around游手好闲，无所事事
(8)structure(n.)结构，构造;精心组织，周密安排，体系
(9)dispatch(v./n.)派遣，调遣，派出;发出，发送
(10)at short notice随时，没有提前很长时间通知，at two week’s notice提前两周通知
(11)hangover(from sth.)(n.)遗留的感觉(或风俗、习惯等)，如the insecure feeling that was a ~ from her childhood(她儿时留下的不安全感)
(12)counterbalance(v.)抗衡，抵消;对……起平衡作用;(n.)(to sth.)平衡抵消物，抗衡
全文翻译
与度过了新奇的学业间断年的孩子的父母交谈，他们的眼神中会有一种含糊不清的东西。这一年中有一些危机，即使是目的明确、很有条理的学生，在间断年期间也需要家庭从经济上、情感上和体力上给予帮助。父母眼中的含糊不仅仅是因为让他们的孩子成熟起来的美好经历，也是因为他们自己间接感受到的生活方式。我们都希望在我们那个时代大学前的间断年就已经很时兴了。我们能看着孩子们变得更坚强，更好地准备从上大学中有所收获或者积极地决定他们将做一些除了获得学历之外的事情。
学业间断年现在很时兴，这反映在提供它们的慈善团体和私人公司的数目呈巨额增长。威廉王子在智利吃苦的事情发挥了作用，但这种趋势十年来一直在加强。学业间断年期间的一整套活动从背包旅行开始，包括和慈善团体一起工作，修建医院和学校，以及常见的做语言助教、教英语。然而，随着这种趋势而来的也有危险。一旦父母相信那些学业间断年公司介绍的内容，认为精心安排的一个间断年对于想成为本科生的孩子进入更好的大学，获得高学历，得到令人印象深刻的简历和待遇良好的工作是至关重要的，那么他们就会开始组织并资助间断年期间的活动。
按照学业间断年公司综合机构“走出学业间断年团体”的负责人理查德奥利弗埃的观点，出现问题往往是因为计划不周。他说，“这可能是公司或学生的责任，但是最保险的方法是作好审慎的准备。当人们把它搞砸时，往往是因为健康问题，尤其是女孩，因为她们从未离开过家，或者期望与现实不符”。
学业间断年的意义在于它应该是离校生开始做自己喜欢做的事情的时候。如果由父母来决定孩子怎样成熟，那么他们不会真地变成熟。如果18岁时变成熟的方式是在伦敦汉普斯泰德石南园中无所事事地晒太阳，或者花上一年时间和康沃尔郡的渔夫一起工作，那么对于另外一个人来说将是有所收获的。然而，多数人却认为进行某种安排是有利的，而且行动的安排者应是学生自己。
如果18岁的年轻人两周前得到父母的通知，被派去加拿大花5,800英镑学习成为一名滑雪教练，回来后可能只会留下很少的感觉。同样的18岁的年轻人，先通过工作赚钱，再用一年中剩下的时间在从新西兰到瑞士的多个避暑胜地执教，回来后申请大学，这样的经历则是完全不同的积极的做法。
末日女友CCCccC
英语专八旨在检查英语专业四年级学生运用英语获取、理解和处理一般或与专业相关的信息以达到交际要求的能力。2017英语专八考试题型共有5个部分：听力理解、阅读理解、语言知识、翻译、写作。整个考试需要时间155分钟。
2017英语专八考试题型、题数、计分、比重和各部分考试时间如下：
试卷各部分采用记权方式，折算成百分制。以60分为及格标准。
1. 听力 25分钟：A) 作答题15题，15分;B) 选择题10题，10分。
2. 阅读 45分钟：A) 选择题14题，14分;B) 作答题8题，16分。
3. 语言知识 15分钟：作答题，10题，10分。
4. 翻译 25分钟：作答题，1题，15分。
5. 写作 45分钟，作答题，1题，20分。
总计 155分钟。
根据高校外语专业教学指导委员会《关于2017年英语专业四、八级统测报考须知》，2017专八考试时间安排定于2017年3月18日(星期六)上午8:30开始，请广大报考2017年英语专业八级考试的考生注意。
华晨1234
是的。英语专业八级考试于每年3月份举行，英语专业八级考试（TEM-8，Test for English Majors-Band 8），全称为全国高校英语专业八级考试。自1991年起由中国大陆教育部实行，考察全国综合性大学英语专业学生。英语专业八级考试是由高等学校外语专业教学指导委员会主办的（非教育部主办）。它在每年的三月份举办一次，考试在上午进行，题型包括听力、阅读、改错、翻译和写作。 考试内容涵盖英语听、读、写、译各方面，2005年又加入人文常识。笔试形式考核。口试另外考核，名称为“英语专业八级口语与口译考试”。考试内容涵盖英语听、读、写、译各方面，2005年又加入人文常识。笔试形式考核。口试另外考核，名称为“英语专业八级口语与口译考试”，合格后颁发“英语专业八级口语与口译证书”，但是口试的知名度不够，参加人数也不多，很多英语专业考生都不知道还有专八口试考试。时间是每年3月上旬，对象是英语及相关专业大四学生。非英语及相关专业与非在校生无法参加考试。考试及格者由高等院校外语专业教学指导委员会颁发成绩单。成绩分三级：60-69分是合格；70-79分是良好；80分及以上是优秀。考试合格后颁发的证书终身有效。从2003年起，考试不合格能够补考一次。补考合格后只颁发合格证书。专业八级考试国家教委《高等学校英语专业基础阶段英语教学大纲》规定，高等学校英语专业高年级英语 的教学任务是“继续打好语言基本功，进一步扩大知识面，重点应放在培养英语综合技能， 充实文化知识，提高交际能力上。”同时，《大纲》也指出，“大纲的执行情况主要通过统一测试进行检查。”“测试和评分应力求尽快达到标准化和电脑化，使具有科学性、客观性和可行性”。根据《大纲》中的上述要求，英语专业八级纲规定了以下原则及考试内容：一、考试目的：本考试的目的是检查大纲执行的情况，特别是大纲所规定的八级水平所要达到的综合语言技能和交际能力，促进大纲的进一步贯彻，提高教学质量。二、 考试性质与范围：本考试是一种测试应试者单项和综合语言能力的参照性水平考试。考试的范围包括大纲所规定的听、读、写、译四个方面的技能。由于大规模口试的条件尚不具备，所以有关说 的技能暂缓测试。三、 考试时间与命题：英语专业八级考试于每年3月份举行，由英语专业八级考试命题小组负责命题与实施。四、 考试形式：为了较好地考核学生运用各项基本技能的能力，既照顾到科学性、客观性，又照顾到可行性以及高级英语水平测试的特点，本考试与综合技能测试高度相结合的方法。从总体上来说，客观试题占总分的百分之四十，主观试题 占总分的百分之六十。客观试题与主观试题在各项试题中的具体分布见“考试内容一览表”。五、 考试内容：本考试共有五个部分：听力理解、校对与改错、阅读理解、翻译、写作。五部分共分成两份试卷。试卷一(Paper One)包括前三部分；试卷二（Paper Two）包括后两部分。TEM-8考试的项目、时间、题数及比重见下表。项目时间（分钟） 题数 比重Ⅰ 听力理解 25 15 15%Gap-filling 15 10 10%Ⅱ 校对改错 15 10 10%Ⅲ 阅读理解Ⅳ 翻译 60 2 20%Ⅴ 写作 60 1 20%总计 210 63 100%六、及格标准：TEM-8考试以60分为及格分数。考试及格者由高等院校外语专业教学指导委员会颁发合格证书。成绩分为三个等级：60-69分合格；70-79分良好；80分以上为优秀。七、考试对象：全国高等院校英语及相关专业全日制本科四年级的学生。题型及要求一、听力理解 Listening Comprehension(一）测试要求1、能听懂交际场合中各种英语会话和讲话。2、能听懂VOA或BBC节目中有关政治、经济、历史、文化教育、科技等方面的记者现场报道。3、能听懂有关政治、经济、文化教育、语言文学、科普方面的一般讲座及讲座后的答问。4、能听懂同样题材的电视时事短片及电视剧。(二）题型听力理解部分包括四个项目：Section A，Section B，Section C与Section D。前三项，考试时间共20分钟。Section A：TalkSection B：Conversation or InterviewSection C：News Broadcast以上各项均由五道选择题组成。每道选择题后有15秒间隙。要求学生从试卷所给的四 个选择项中选出一个最佳答案。录音语速为每分钟140—170词。Section D：Note-taking and Gap-filling本项目是由一个700词左右的讲座组成。要求学生边听边做笔记。然后作填空练习。考试时间 约20分钟，其中听录音时间约为5分钟，答题时间为15分钟。二、校对与改错Proofreading and Error Correction（一）测试要求要求学生运用语法、修辞、结构等知识识别短文内的语病并作出改正。（二）题型本题由一篇200词左右的短文组成，短文中有10 行标有题号。该10 行均含有一个语误。要求学生根据“增添”、“删去”或“改变其中的某一单词或短语”三种方法中的一种，改正错误。考试时间共15分钟。三、阅读理解 Reading Comprehension（一）测试要求1、能读懂一般英美报刊杂志上的社论，政治和书评，既能理解其主旨和大意，又能分辨出其中的事实与细节。2、能读懂一般历史传记及文学作品，既能理解其字面意义又能理解其隐含意义。3、能分析上述题材的文章的思想观点，通篇布局，语言技巧及修辞手法。（二）题型阅读理解部分包括二个项目：Section A和Section B。各项目的题型如下：Section A：Reading ComprehensionA项由数段短文组成，其后共有选择题15道，要求学生根据短文的内容，隐含意义及文章特征，在30分钟内完成试题。短文共有2500词左右。Section B：Skimming and ScanningB项测试学生的速读能力，由数段短文组成，短文后共有10道选择题。短文共约3000个词。要求学生运用速读及跳读的技巧在10分钟内根据短文内容完成试题。四、翻译Translation（一）测试要求汉译英项目要求应试者运用汉译英的理论与技巧，速度为每小时约250汉字。译文必须忠实原意，语言通顺。英译汉项目要求应试者运用英译汉的理论与技巧，翻译英、美报刊杂志上的有关政治、经济、历史、文化等方面的论述以及文学原著的节录。速度为每小时约250词。译文要求忠实原意，语言流畅。（二）题型本题为两项：Section A及Section B。考试时间共计60分钟。Section A：A项由一段300词左右的汉语短文所组成，其中有一段150词左右的段落被底线划出。要求根据上下文将此段译成英语。Section B：B项由一段300词左右的短文所组成，其中有一段150词左右的段落被底线划出。要求根据上下文将此段译成汉语。五、写作 Writing（一）测试要求学生能根据所给题目及要求撰写一篇300词左右的说明文或议论文。该作文必须语言通顺，用词得体，结构合理，文体恰当，具有说服力。（二）题型题型由题目及要求两部分组成。要求应试者按题撰写。考试时间为60分钟。答题和计分本考试分为试卷一和试卷二。试卷一(I，II，III )除 I．Section D与Ⅱ．校对与改错外，要求考生从每题所给的A，B，C，D四个选择项中选出一个最佳答案，并按规定用2B铅笔在答题纸上划线，做在试卷上的答案无效。每题只能选择一个答案，多选作废。多项选择题只计算答对的题数，答错不扣分。多项选择题由机器阅卷。听力理解中的Section D与第二部分校对与改错做在另外的答题纸上。做在试卷上的答案一律作废。试卷二(Ⅳ和V)为主观试题，要求考生用钢笔或圆珠笔把翻译和作文直接写在答题卷上。主观试题按统一的评分标准评分。试卷各部分采用计权的方法，折算成百分制。以60分为及格标准。
优质英语培训问答知识库
