专业八级TEM-8在线考试练习1

TEXT F
First read the question.
27. The message of the passage is that shares can now be sold ______
A. through the computer.
B. in the shop.
C. at the bank.
D. through the mail.

Now, go through the text quickly and answer the question.
Investors seeking a cheap, no-frills way to sell privatisation shares need look no further than the post box.

Most stockbrokers offer bargain-basement deals on postal trades. They are ideal for selling a small holding for the lowest possible commission.

But the arrangements leave investors at the mercy of the Royal Mail and a seller will not know in advance how much a sale will produce.

Data processing engineer Mark Stanistreet of Bradford sold by post after buying a few National Power and PowerGen shares when they were privatised.

He says: "I didn’t really know where to go to for help. An information slip with the shares gave details of Yorkshire Building Society’s share shop service, which offered to sell for a flat fee of £5.

"It was an ideal first step that showed me how easy and cheap it is to sell shares. I have been investing in a small way since then.

"I use Yorkshire’s telephone service, which has a £9 minimum fee."

Many stock brokers offer postal deals as part of their usual dealing services, but clients may normally sell only big company or privatisation shares this way. ShareLink’s minimum postal commission is ’7.50, Skipton Building Society’s is ’9 and Nat West’s is ’9.95.

TEXT G
First read the question.
28. In the passage the author’s attitude towards the subject under discussion is ______
A. factual.
B. critical.
C. favourable.
D. ambiguous.

Now, go through the text quickly and answer the question.
With increasing prosperity, Western European youth is having a fling that is creating distinctive consumer and cultural patterns.

The result has been the increasing emergence in Europe of that phenomenon well known in America as the "youth market." This is a market in which enterprising businesses cater to the demands of teenagers and older youths in all their rock mania and pop-art forms.

In Western Europe, the youth market ma y appropriately be said to be in its infancy. In some countries such as Britain, West Germany and France, it is more advanced than in others. Some manifestations of the subject of organized consumer research and promotion.

Characteristics of the evolving European youth market indicate dissimilarities as well as similarities to the American youth market.

The similarities:
The market’s basis is essentially the same -- more spending power and freedom to use it in the hands of teenagers and older youth. Young consumers also make up an increasingly high proportion of the population.

As in the United States, youthful tastes in Europe extend over a similar range of products -- records and record players, transistor radios, leather jackets and "way out." extravagantly styled clothing, cosmetics and soft drinks. Generally it now is difficult to tell in which direction trans-Atlantic teenage influences are flowing.

Also, a pattern of conformity dominates European youth as in this country, though in Britain the object is to wear clothes that "make the wearer stand out." but also make him "in," such as tight trousers and precisely tailored jackets.

Worship and emulation of "idols" in the entertainment field, especially the "pop" singers and other performers is pervasive. There is also the same exuberance and unpredictability in sudden fad switches. In Paris, buyers of stores catering to the youth market carefully watch what dress is being worn by a popular television teenage singer to be ready for a sudden demand for copies. In Stockholm other followers of teenage fads call the youth market "attractive but irrational."
The most obvious differences between the youth market in Europe and that in the United States is in size. in terms of volume and variety of sales, the market in Europe is only a shadow of its American counterpart, but it is a growing shadow.

But there are also these important dissimilarities generally with American youth market:
In the European youth market, unlike that of that United States, it is the working youth who provides the bulk of purchasing power.

On the average, the school-finishing age still tends to be 14 years. This is the maximum age to which compulsory education extends, and with Europe’s industrial manpower shortage, thousands of teenage youths may soon attain incomes equal in many cases to that of their fathers.

Although, because of general prosperity, European youths are beginning to continue school studies beyond the compulsory maximum age, they do not receive anything like the pocket money or "allowances" of American teenagers. The European average is about ’5 to ’10 a month.

Working youth, consequently, are the big spenders in the European youth market, but they also have less leisure than those staying on at school. who in turn have less buying power.

TEXT H
First read the question.
29. The passage mainly ______
A. discusses patterns in company car use.
B. advertises famous British company cars.
C. recommends inexpensive company cars.
D. introduces different models of cars.

Now, go through the text quickly and answer the question.
Motorists would rather pay more tax than lose the place in the corporate pecking order conferred on them by their company cars.

And is is the company car -- which accounts for half of all new motor sales each year -- which continues to be the key method of measuring your progress up the greasy pole.
Although a Roll-Royce or Bentley is the ultimate success symbol, a Jaguar is still desired by most top directors, according to the survey by top people’s pay and perks experts at the Monks Partnership.

About 40 per cent of company cars are perks rather than necessities for the job, even though the average company car driver with a 500cc engine is paying more than three times as much in tax compared to a decade ago.

Average cash allowances for a company car rise from £1,500 for those whose job requires them to have four wheels, to £4,000 for chief executives.

For company chairmen, the BMW 7 series and Jaguar’s Daimler Double Six top the list of favoured cars, with upper range Mercedes-Benz models close behind.

The chief executive’s tastes follow a similar pattern with Jaguar’s Sovereign 4.0 litre and XJ6 3.2, Mercedes-Benz’s 320/300 and the BMX 7-series proving most popular.

Or other directors, the BMX 5 series is tops, followed by the Mercedes-Benz 200 series, jaguar’s XJ6 3.2 and the Rover 800 series.

Senior managers favour the BMX 3 and 5 series, depending on their rank and company size.
Sales representatives drive the 1.8 and 1.6 litre Ford Mondeos, Rover 200 and 400 series and Peugeot’s 405.

Top of the prohibited list are sports cars and convertibles.

But British policies are being relaxed, with64 per cent of companies offering Japanese cars. The practice of employees trading up making cash contribution to the value of the car they want is becoming more common, with some firms reporting take-up rates in excess of 70 per cent.

TEXT I
First read the questions.
30. _____ deals with Marx’s intellectual impact.
A. Chapter I
B. Chapter II
C. Chapter III
D. Chapter IV 

31. The chapter that discusses an important source of learning in high-technology industries is ______
A. Chapter III.
B. Chapter IV.
C. Chapter V.
D. Chapter VI.

32. The role of market forces in innovative activities is addressed in ______
A. Part I.
B. Part II.
C. Part III.
D. Part IV.

Now, go through the text quickly and answer the questions.
The book opens with a broad survey, in part I, of the historical literature on technical change. It attempts to provide a guide to a wide range of writings that illuminate technological change as a historical phenomenon. The first chapter discusses aspects of the conceptualization of technological change and then goes on to consider what the literature has had to say on (1) the rate of technological change, (2) the forces influencing its direction, (3) the speed with which new technologies have diffused, and (4) the impact of technological change on the growth in productivity.

A separate chapter is devoted to Marx. Marx’s intellectual impact has bee so pervasive as to rank him as a major social force in history as well as an armchair interpreter of history.
Part II is, in important respects, the core of the book. Each of its chapters advantages an argument about some significant characteristics of industrial technologies. Chapter 3 explores a variety of less visible forms in which technological improvements enter the economy. Chapter 4 explicitly considers some significant characteristics of different energy forms. It examines some of the complexities of the long-term interactions between technological change and energy resources.

Chapter 5, "On Technological Expectation," addresses an issue that is simultaneously relevant to a wide range of industries -- indeed, to all industries that are experiencing, or are expected to experience, substantial rates of technical improvement.
The last two chapters of Part II are primarily concerned with issues of greatest relevance to high-technology industries. Chapter 6, "Learning by Using," identifies an important source of learning that grows out of actual experience in using products characterized by a high degree of system complexity. In contrast to learning by doing, which deals skill improvements that grow out of the productive process, learning by using involves an experience that begins where learning by doing ends.

The final chapter in Part II, "How Exogenous Is Science?" looks explicitly at the nature of science technology interactions in high-technology industries. It examines some of the specific ways in which these industries have been drawing upon the expanding pool of scientific knowledge and techniques.

The three chapters constituting Part III share a common concern with the role of market forces in shaping both the rate and the direction of innovative activities. They attempt to look into the composition of forces constituting the demand and the supply for new products and processes, especially in high-technology industries.
Chapter 8 examines the history of technical change in the commercial aircraft industry over a fifty-year period 1925-1975.

Finally, the two chapters of Part IV place the discussion of technological change in an international context, with the first chapter oriented toward its long history and second toward the present and the future. Chapter 11 pays primary attention to the transfer of industrial technology from Britain to the world-wide industrialization, because nineteenth-century industrialization was, in considerable measure, the story of the overseas transfer of the technologies already developed by the first industrial society. The last chapter speculates about the prospects for the future from an American perspective, a perspective that is often dominated by apprehension over the loss of American technological leadership, especially high-technology industries. By drawing upon some of the the distinctive characteristics of high-technology industries, an attempt is made to identify possible elements of a future scenario.

TEXT J
First read the questions.
33. Who can enter the contest?
A. Postgraduates.
B. Undergraduates.
C. Journalists.
D. Teachers.

34. Which of the following entry rules is NOT correct?
A. Submissions had been published within a specified period.
B. No limits are set on content or length of the submission.
C. Each entrant can submit no more than one entry.
D. A cover letter by the entrant is required. 

Now, go through the text quickly and answer the questions.
THE FIFTH ANNUAL
NATION/I.F. STONE AWARD
FOR STUDENT JOURNALISM
ENTRY DEADLINE: JUNE 29,1994

PURPOSE: The Nation Institute/I.F. Stone Award recognizes excellence in student journalism. Entries should exhibit the uniquely independent journalistic tradition of I.F. Stone. A self-described "Jeffersonian Marxist," Stone combined progressive politics, investigative zeal and a compulsion to tell the truth a commitment to human rights and the exposure of injustice. As Washington editor of The Nation magazine and founder of the legendary I.F. Stone’s weekly, he specialized in publishing information ignored by the mainstream media (which he often found in The Congressional Record and other public Documents overlooked by the big-circulation dailies).
ELIGIBILITY: The contest is open to all undergraduate students enrolled in a U.S. college. Articles may be submitted by the writers themselves or nominated by editors of student publications or faculty members. While entries originally published in student publication are preferred, all articles will be considered provided they were not written as part of a student’s regular course work.

THE PRIZE: The article that, in the opinion of the judges, represents the most outstanding example of student journalism in the tradition of I.F. Stone will be published in a fall issue of The Nation. The winner will receive a cash award of ’1,000.The Nation reserves the right to edit the winning article to conform to the space limitations of the magazine. Announcement of the winning article will be made in The Nation in the fall of 1994.

DEADLINE; All entries must be postmarked by June 29,1994.

ENTRY RULES: All entries must have been written or published between June 30, 1993 and June 29, 1994. Please send 2 photocopies.

Each writer may submit up to three separate entries. A series of related articles will be considered as a single entry. Investigative articles are particularly encouraged. There are no restrictions as to scope, content or length.

Accompanying material in support of entries is not required, but entrants are encouraged to submit a cover letter explaining the context of the submitted story, along with a brief biographical note about the author. Elaborate presentations are neither required nor desire. Entries will not be returned.

Judges reserve the right to authenticate, accept or disallow entries at their discretion. The decision of the judges is final.

All entries must include the writer’s school, home address and telephone number.
ALL ENTRIES SHOULD BE SENT TO:
NATION/STONE AWARD, C/O THE NATION INSTITUTE,
72 FIFTH AVENUE, NEW YORK, NY 10011
FOR FURTHER INFORMATION, PLEASE CALL (212) 463-9270.
A PROJECT OF THE NATION INSTITUTE

TEXT K
First read the question.
35. According to the holiday advertisement, ’939 is for a ______
A. two-week holiday in October.
B. two-week holiday in November.
C. three-week holiday in November.
D. three-week holiday in October.

Now, go through the text quickly and answer the questions.
HAWAII

What price paradise?

Less than you could possibly imagine on this incredible value holiday with Page & Moy, the UK’s No 1your operator to Hawaii.

You can enjoy three weeks for the price of two at the Outrigger Village Hotel for just ’899 during November or ’939 in October.

The Polynesians call Hawaii "paradise on earth". You’ll soon see why, whilst enjoying the facilities of the Outrigger Village Hotel including pool, bars, restaurant and shopping arcade, and just a five minute walk from the legendary Waikiki beach.

Life can be as busy or as relaxing as you like -- we can even help you create your own itinerary of excursions to the other islands, each stunningly beautiful but very different.
To start your holiday you can choose a 2 night stay in San Francisco, Los Angeles or Las Vegas absolutely free.

Join us in the tropical paradise of Hawaii -- 2 weeks from an unrepeatable price of ’899 with a 3rd week free.
_______________________________________________________________________________
THE PRICE INCLUDES
________________________________________________________________________________
2 nights in San Francisco, Los Angeles or Las Vegas.
Scheduled flights from London/Manchester/Birmingham.
Transfers between airport and hotels (except Las Vegas).
14 nights accommodation in Hawaii -- 3rd week free.
Traditional Lei greeting.
Services of experienced local travel representatives.
Free travel bag.
Holiday Delay Insurance.

PAPER TWO
TIME LIMIT: 120 MIN.
PART IV TRANSLATION [60 MIN.]
36. SECTION A CHINESE TO ENGLISH:
Translation the following underlined part of the text into English. Write your translation on ANSWER SHEET THREE.
来美国求学的中国学生与其他亚裔学生一样，大多非常刻苦勤奋，周末也往往会抽出一天甚至两天的时间去实验室加班，因而比起美国学生来，成果出得较多。我的导师是亚裔人，嗜烟好酒，脾气暴躁。但他十分欣赏亚裔学生勤奋与扎实的基础知识，也特别了解亚裔学生的心理。因此，在他实验室所招的学生中，除有一名来自德国外，其余五位均是亚裔学生。他干脆在实验室的门上贴一醒目招牌：“本室助研必须每周工作七天，早10时至晚12时，工作时间必须全力以赴。”这位导师的严格及苛刻是全校有名的，在我所呆的3年半中，共有14位学生被招进他的实验室，最后博士毕业的只剩下5人。1990年夏天，我不顾别人劝阻，硬着头皮接受了导师的资助，从此开始了艰难的求学旅程。

37. SECTION B ENGLISH TO CHINESE:
Translate the following text into Chinese. Write your translation on ANSWER SHEET THREE.
Opera is expensive: that much is inevitable. But expensive things are not inevitably the province of the rich unless we abdicate society’s power of choice. We can choose to make opera, and other expensive forms of culture, accessible t those who cannot individually pay for it. The question is: why should we? Nobody denies the imperatives of food, shelter, defence, health and education. But even in a prehistoric cave, mankind stretched out a hand not just to eat, drink or fight, but also to draw. The impulse towards culture, the desire to express and explore the world through imagination and representation is fundamental. In Europe, this desire has found fulfillment in the masterpieces of our music, art l, literature and theatre. These masterpieces are the touchstones for all our efforts; they are the touchstones for the possibilities to which human thought and imagination may aspire; they carry the most profound messages that can be sent from one human to another.

38. PART V WRITING:
Some people hold that view that a student’s success in university study follows the same pattern as that of farming, which is characterized by the sowing the seeds, nurturing growth and harvesting the rewards’ process. Write an essay of bout 300 words on the topic given below to support this view with your own experience as a university student.
SOWING THE SEEDS, NURTURING GROWTH AND HARVESTING THE REWARDS
In the first part of your writing you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring what have written to a natural conclusion with a summary.
Marks will be awarded for content, organization, grammar and appropriacy. Failure to follow the above instructions may result in a loss of marks.
Write your response on ANSWER SHEET FOUR.

参考答案：
1.can - 改成 must 　2. not /\ be - 加入 to
3. of - 改成 about 或 for 　4. /to /and - 删去 to 或 and
5. therefore - 改成 but 或 yet 　6. raise - 改成 rise
7. as /\ about - 加入 through 或 if 　8. make - 改成 perform 或 do
9. the - 改成 a 　10. post - 改成 posture
11. C 　12. A 13. D 14. C 15. D 16. C 17. B 18. C 19. B 20. D 21. A 22. B 23. C 24. B
25. A 26. B 27. D 28. A 29. A 30. B
31. D 32. C 33. B 34. C 35. D