2017年全国高校西班牙语专业八级水平测试笔试试卷(2017.01.10)
西语专八练习题
西语专八练习题西语是一门世界上使用人数最多的语言之一，它是西班牙、哥伦比亚、墨西哥等国的官方语言。
对于学习西班牙语或拥有西语专八资格的人来说，专业的练习题是必不可少的。
下面将介绍一些适合西班牙语专八考试的练习题。
一、阅读理解题目：请阅读以下短文，根据短文内容选择正确答案。
Hace muchos años, vivía una niña llamada Lucia en una pequeña aldea en España. Lucia se levantaba temprano todas las mañanas y se dirigía a la escuela con su hermano Luis.El camino hacia la escuela era largo y a veces se encontraban con animales y personas en el camino. A Lucia le encantaba ver los pájaros en los árboles y escuchar su canto. Siempre quería llevar una libreta consigo para anotar los nombres de los pájaros que veía.Un día, mientras Lucia caminaba hacia la escuela, vio una hermosa ave que no conocía. Era de tamaño mediano, con plumas de colores fuertes y brillantes. Lucia se quedó fascinada y se detuvo para observarla.La niña decidió que esta sería su misión especial, encontrar el nombre de ese pájaro tan hermoso. Durante varias semanas, buscó en libros y preguntóa los maestros y vecinos, pero nadie podía decirle el nombre exacto de ese pájaro.Finalmente, Lucia decidió escribirle una carta a un famoso ornitólogo en España para pedirle ayuda. Días después, recibió una respuesta delornitólogo. Le dijo que el pájaro era un abejaruco, una especie que migraba desde África hasta España en primavera.Lucia quedó encantada con la respuesta y se sintió feliz por haber encontrado el nombre del pájaro. A partir de ese día, su amor por la ornitología creció aún más y decidió estudiar y proteger las aves.1. ¿Qué hacía Lucia todas las mañanas antes de ir a la escuela?A) Observaba los pájaros en los árboles.B) Jugaba con su hermano Luis.C) Escuchaba música en su casa.D) Estudiaba para sus exámenes.2. ¿Qué decidió hacer Lucia cuando vio el pájaro desconocido?A) Preguntar a sus padres sobre el pájaro.B) Buscar en libros y preguntar a los maestros.C) Seguir caminando hacia la escuela.D) Ignorar al pájaro y continuar su camino.3. ¿Qué recibió Lucia días después de enviar la carta?A) Una respuesta del ornitólogo.B) Un libro sobre aves.C) Una invitación a un evento ornitológico.D) Un premio por sus esfuerzos.二、语法与词汇填空题：根据句子意思及语法规则，选择正确的单词或短语填空。
2017年专业英语八级考试真题及答案
2017年专业英语八级考试真题及答案PART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn 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 WORDS 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 your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1. A. Comprehensive. B. Disheartening. C. Encouraging. D. Optimistic.2. A. 200. B. 70. C. 10. D. 500.3. A. Lack of international funding.B. Inadequate training of medical personnel.C. Ineffectiveness of treatment efforts.D. Insufficient operational efforts on the ground.4. A. They can start education programs for local people.B. They can open up more treatment units.C. They can provide proper treatment to patients.D. They can become professional.5. A. Provision of medical facilities.B. Assessment from international agencies.C. Ebola outpacing operational efforts.D. Effective treatment of Ebola.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.6. A. Interpreting the changes from different sources.B. Analyzing changes from the Internet for customers.C. Using media information to inspire new ideas.D. Creating things from changes in behavior, media, etc.7. A. Knowing previous success stories.B. Being brave and willing to take a risk.C. Being sensitive to business data.D. Being aware of what is interesting.8. A. Having people take a risk.B. Aiming at a consumer leek.C. Using messages to do things.D. Focusing on data-based ideas.9. A. Looking for opportunities.B. Considering a starting point.C. Establishing the focal point.D. Examining the future carefully.10.A. A media agency.B. An Internet company.C. A venture capital firm.D. A behavioral study center.PART II READING COMPREHENSIONSECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) It’s 7 pm on a balmy Saturday night in June, and I have just ordered my first beer in I Cervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal’s south-west coast. The place is empty, but this doesn’t surprise me at all. I have spent two weeks in this area, driving along empty roads, playing with my son on empty beaches, and staying in B&Bs where we are the only guests.(2) No doubt the restaurant, run by two brothers for the past 28 years, is buzzingin July and August, when Portuguese holidaymakers descend on the Alentejo coast. But for the other 10 months of the year, the trickle of diners who come to feast on fantastically fresh seafood reflects the general pace of life in the Alentejo: sleepy, bordering on comatose.(3) One of the poorest, least-developed, least-populated regions in western Europe, the Alentejo has been dubbed both the Provence and the Tuscany of Portugal. Neither is accurate. Its scenery is not as pretty and, apart from in the capital Evora, its food isn’t as sophisticated. The charms of this land of wheat fields, cork oak forests, wildflower meadows and tiny white-washed villages, are more subtle than in France or Italy’s poster regions.(4) To travel here is to step back in time 40 or 50 years. Life rolls along ata treacly pace; there’s an unnerving stillness to the landscape. But that stillness ends abruptly at the Atlantic Ocean, where there is drama in spades. Protected by the South West Alentejo and Costa Vicentina national park, the 100 km of coastline from Porto Covo in the Alentejo to Burgau in the Algarve is the most stunning in Europe. And yet few people seem to know about it. Walkers come to admire the views from the Fisherman’s Way, surfers to ride the best waves in Europe, but day after day we had spectacular beaches to ourselves.(5) The lack of awareness is partly a matter of accessibility (these beaches are a good two hours’ drive from either Faro or Lisbon airports) and partly to do with a lack of beachside accommodation. There are some gorgeous, independent guesthouses in this area, but they are hidden in valleys or at the end of dirt tracks.(6) Our base was a beautiful 600-acre estate of uncultivated land covered in rock-rose, eucalyptus and wild flowers 13km inland from Zambujeira. Our one-bedroom home, Azenha, was once home to the miller who tended the now-restored watermill next to it. A kilometre away from the main house, pool and restaurant, it is gloriously isolated.(7) Stepping out of the house in the morning to greet our neighbours – wild horses on one side, donkeys on the other – with nothing but birdsong filling the air, I felt a sense of adventure you normally only get with wild camping.(8) “When people first arrive, they feel a little anxious wondering what they are going to do the whole time,” Sarah Gredley, the English owner of estate, told me. “But it doesn’t usually take them long to realise that the whole point of being here is to slow down, to enjoy nature.”(9) We followed her advice, walking down to the stream in search of terrapins and otters, or through clusters of cork oak trees. On some days, we tramped uphill to the windmill, now a romantic house for two, for panoramic views across the estate and beyond.(10) When we ventured out, we were always drawn back to the coast – the gentle sands and shallow bay of Farol beach. At the end of the day, we would head,sandy-footed, to the nearest restaurant, knowing that at every one there would be a cabinet full of fresh seafood to choose from – bass, salmon, lobster, prawns, crabs, goose barnacles, clams … We never ate the same thing twice.(11) A kilometre or so from I Cervejaria, on Zambujeira’s idyllic natural harbour is O Sacas, originally built to feed the fishermen but now popular with everyone. After scarfing platefuls of seafood on the terrace, we wandered down to the harbour where two fishermen, in wetsuits, were setting out by boat across the clear turquoise water to collect goose barnacles. Other than them, the place was deserted – just another empty beauty spot where I wondered for the hundredth time that week how this pristine stretch of coast has remained so undiscovered.11.The first part of Para. 4 refers to the fact that ______.A.life there is quiet and slowB.the place is little knownC.the place is least populatedD.there are stunning views12.“The lack of awareness” in Para. 5 refers to ______.A.different holidaying preferencesB.difficulty of finding accommodationC.little knowledge of the beauty of the beachD.long distance from the airports13.The author uses “gloriously” in Para. 6 to ______.A.describe the scenery outside the houseB.show appreciation of the surroundingsC.contrast greenery with isolationD.praise the region’s unique feature14.The sentence “We never ate the same thing twice” in Para. 10 reflects the ______of the seafood there.A.freshnessB.delicacyC.tasteD.variety15.Which of the following themes is repeated in both Paras. 1 and 11?A.Publicity.ndscape.C.Seafood.D.Accommodation.PASSAGE TWO(1) I can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom.(2) They had seen promises come and go and mere words weren't going to convince them, which was a shame as it was mere words that we were principally dealing with. Most teachers were unimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for the rather dry list of suggested tales was passed on to their students and everyone was pleased when that part of the syllabus was over. It was simply a box ticking exercise. We needed to do something more. We neededa very different approach.(3) That was ten years ago. Now we have a different approach, and it works. Here’s how it happened (or, like most good stories, here are the main parts. You have to fill in some of yourself employing that underused classroom device, the imagination.) We started with three main precepts:(4) First, it is important to realize that all of us are storytellers, tellers of tales. We all have our own narratives – the real stories such as what happened to us this morning or last night, and the ones we have been told by others and we haven’t experienced personally. We could say that our entire lives are constructed as narratives. As a result we all understand and instinctively feel narrative structure. Binary opposites – for example, the tension created between good and bad together with the resolution of that tension through the intervention of time, resourcefulness and virtue – is a concept understood by even the youngest children. Professor Kieran Egan, in his seminal book ‘Teaching as Storytelling’ warns us not to ignore this innate skill, for it is a remarkable tool for learning.(5) We need to understand that writing and reading are two sides of the same coin: an author has not completed the task if the book is not read: the creative circle is not complete without the reader, who will supply their own creative input to the process. Samuel Johnson said: A writer only begins a book. A reader finishes it. In teaching terms, we often forget that reading itself can be a creative process, just as writing is, and we too often relegate it to a means of data collection. We frequently forget to make that distinction when presenting narratives or poetry, and often ask comprehension questions which relate to factual information – who said what and when, rather than speculating on ‘why’, for example, or examining the context of the action.(6) The third part of the reasoning that we adopted relates to the need to engage the students as readers in their own right, not as simply as language learners; learning the language is part of the process, not the reason for reading. What they read must become theirs and have its own special and secret life in their heads, a place where teachers can only go if invited.(7) We quickly found that one of the most important ways of making all the foregoing happen was to engage the creative talents of the class before they read a word of the text. The pre-reading activities become the most important part of the teaching process; the actual reading part can almost be seen as the cream on the cake, and the principle aim of pre-reading activities is to get students to want to read the text. We developed a series of activities which uses clues or fragments from the text yet to be read, and which rely on the student’s innate knowledge of narrative, so that they can to build their own stories before they read the key text. They have enough information to generate ideas but not so much that it becomes simply an exercise in guided writing; releasing a free imagination is the objective.(8) Moving from pre-reading to reading, we may introduce textual intervention activities. ‘Textual Intervention’ is a term used by Rob Pope to describe the process of questioning a text not simply as a guide to comprehension but as a way of exploring the context of the story at any one time, and examining points at which the narrative presents choices, points of divergence, or narrative crossroads. We don’t do this for all texts, however, as the shorter ones do not seem to gain much from this process and it simply breaks up the reading pleasure.(9) Follow-up activities are needed, at the least, to round off the activity, to bring some sense of closure but they also offer an opportunity to link the reading experience more directly to the requirements of the syllabus. Indeed, the story may have been chosen in the first place because the context supports one of the themes that teachers are required to examine as part of the syllabus – for example, ‘families’, ‘science and technology’, ‘communications’, ‘the environment’and all the other familiar themes. There are very few stories that can’t be explored without some part of the syllabus being supported. For many teachers this is an essential requirement if they are to engage in such extensive reading at all.(10) The whole process – pre-, while and post reading – could be just an hour’s activity, or it could last for more than one lesson. When we are designing the materials for exploring stories clearly it is isn’t possible for us to know how much time any teacher will have available, which is why we construct the activities into a series of independent units which we call kits. They are called kits because we expect teachers to build their own lessons out of the materials we provide, which implies that large amounts may be discarded. What we do ask, though, is that the pre-reading activities be included, if nothing else. That is essential for the process to engage the student as a creative reader..(11) One of the purposes of encouraging a creative reading approach in the language classroom is to do with the dynamics we perceive in the classroom. Strategictheorists tell us of the social trinity, whereby three elements are required to achieve a dynamic in any social situation. In the language classroom these might be seen as consisting of the student, the teacher and the language. Certainly from the perspective of the student – and usually from the perspective of the teacher – the relationship is an unequal one, with the language being perceived as placed closer to the teacher than the student. This will result in less dynamic between language and student than between language and teacher. However, if we replace ‘language’ with narrative and especially if that is approached as a creative process that draws the student in so that they feel they ‘own’ the relationship with the text, then this will shift the dynamic in the classroom so that the student, who has now become a reader, is much closer to the language – or narrative – than previously. This creates a much more effective dynamic of learning. However, some teachers feel threatened by this apparent loss of overall control and mastery. Indeed, the whole business of open ended creativity and a lack of boxes to tick for the correct answer is quite unsettling territory for some to find themselves in.16.It can be inferred from Paras. 1 and 2 that teachers used to ______.A.oppose strongly the teaching of extended readingB.be confused over how to teach extended readingC.be against adopting new methods of teachingD.teach extended reading in a perfunctory way17.The sentence “we all understand and instinctively feel narrative structure”in Para. 4 indicates that ______.A.we are good at telling storiesB.we all like telling storiesC.we are born story-tellersD.we all like listening to stories18.Samuel Johnson regards the relationship between a writer and a reader as ______(Para. 5).A.independentB.collaborativeC.contradictoryD.reciprocal19.In Para. 7, the author sees “pre-reading” as the most important part of readingbecause _____.A.it encourages students’ imaginationB.it lays a good foundation for readingC.it can attract students’ attentionD.it provides clues to the text to be read20.“Textual Intervention” suggested by Rob Pope (in Para. 8) is expected tofulfill all the following functions EXCEPT ______.A.exploring the contextB.interpreting ambiguitiesC.stretching the imaginationD.examining the structurePASSAGE THREE(1) Once again, seething, residual anger has burst forth in an American city. And the riots that overtook Los Angeles were a reminder of what knowledgeable observers have been saying for a quarter century: America will continue paying a high price in civil and ethnic unrest unless the nation commits itself to programs that help the urban poor lead productive and respectable lives.(2) Once again, a proven program is worth pondering: national service.(3) Somewhat akin to the military training that generations of American males received in the armed forces, a 1990s version would prepare thousands of unemployable and undereducated young adults for quality lives in our increasingly global and technology-driven economy. National service opportunities would be available to any who needed it and, make no mistake, the problems are now so structural, to intractable, that any solution will require massive federal intervention.(4) In his much quoted book, “The Truly Disadvantaged,” sociologist William Julius Wilson wrote that “only a major program of economic reform” will prevent the riot-prone urban underclass from being permanently locked out of American economic life. Today, we simply have no choice. The enemy within and among our separate ethnic selves is as daunting as any foreign foe.(5) Families who are rent apart by welfare dependency, job discrimination and intense feelings of alienation have produces minority teenagers with very little self-discipline and little faith that good grades and the American work ethic will pay off. A military-like environment for them with practical domestic objectives could produce startling results.(6) Military service has been the most successful career training program we’ve ever known, and American children born in the years since the all-volunteer Army was instituted make up a large proportion of this targeted group. But this opportunity may disappear forever if too many of our military bases are summarily closed and converted or sold to the private sector. The facilities, manpower, traditions, and capacity are already in place.(7) Don’t dismantle it: rechannel it.(8) Discipline is a cornerstone of any responsible citizen’s life. I was taught it by my father, who was a policeman. May of the rioters have never had any at all. As an athlete and former Army officer, I know that discipline can be learned. More importantly, it must be learned or it doesn’t take hold.(9) A precedent for this approach was the Civilian Conservation Corps that worked so well during the Great Depression. My father enlisted in the CCC as a young man with an elementary school education and he learned invaluable skills that served him well throughout his life. The key was that a job was waiting for him when he finished. The certainty of that first entry-level position is essential if severely alienated young minority men and women are to keep the faith.(10) We all know these are difficult times for the public sector, but here’s the chance to add energetic and able manpower to America’s workforce. They could be prepared for the world of work or college – an offer similar to that made to returning GI after Word War II. It would be a chance for 16- to 21-year-olds to live among other cultures, religions, races and in different geographical areas. And these young people could be taught to rally around common goals and friendships that evolve out of pride in one’s squad, platoon, company, battalion – or commander.(11) We saw such images during the Persian Gulf War and during the NACC Final Four basketball games. In military life and competitive sports, this camaraderie doesn’t just happen; it is taught and learned in an atmosphere of discipline and earned mutual respect for each other’s capabilities.(12) A national service program would also help overcome two damaging perceptions held by America’s disaffected youth: the society just doesn’t care about minority youngsters and that one’s personal best efforts will not be rewarded in our discriminatory job market. Harvard professor Robert Reich’s research has shown that urban social ills are so pervasive that the upper 20 percent of Americans – the “fortunate fifth” as he calls them – have decided quietly to “secede”from the bottom four-fifths and the lowest fifth in particular. We cannot accept such estrangement on a permanent basis. And what better way to answer skeptics from any group than by certifying the technical skills of graduates from a national service training program?(13) Now, we must act decisively to forestall future urban unrest. Republicans must put aside their aversion to funding programs aimed at certain cultural groups. Democrats must forget labels and recognize that a geographically isolated subgroup of Americans – their children in particular – need systematic and substantive assistance for at least another 20 years.(14) The ethnic taproots of minority Americans are deeply buried in a soil of faith and loyalty to traditional values. With its emphasis on discipline, teamwork, conflict resolution, personal responsibility and marketable skills development, national service can provide both the training and that vital first job that will reconnect these Americans to the rest of us. Let’s do it before the fire next time.21.According to the author, “national service” is comparable to “militarytraining” because they both cultivate youngsters’ ______.A.good gradesB.self disciplineC.mutual trustD.work ethic22.The author cites the example of his father in order to show ______.A.the importance of disciplineB.the importance of educationC.the necessity of having strong faithD.the effectiveness of the program23.According to the author, a national service program can bring the followingbenefits to America’s youngsters EXCEPT ______.A.increase in incomeB. a sense of responsibilityC.confidence and hopeD.practical work skills24.According to the context, what does “the fire” refer to (Para. 14)?A.Discrimination.B.Anger.C.Riots.D.Aversion.SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in SECTION A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE25.What does Para. 2 tell us about the restaurant business on the Alentejo coastthroughout the year?26.According to Para. 5, what are the two main reasons of the Alentejo’sinaccessibility?PASSAGE TWO27.What does “It was simply a box ticking exercise” mean in Para. 2?28.Paras. 4-6 propose three main precepts for the now approach. Please use ONEphrase to summarize each of the three precepts.29.What does the author suggest to shift the dynamic in the classroom (Para. 11)?PASSAGE THREE30.What is the purpose of the program proposed by the author (Paras. 1-3)?31.What does the word “it” in “Don’t dismantle it: rechannel it.” refer to(Para. 7)?32.What do Robert Reich’s findings imply (Para. 12)?PART III LANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one inthe blank provided at the end of the line.For a missing word, mark the position of the missing word with a “∧” signand write the word you believe to be missing in theblank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash “/” and put the word in the blank provided at the end of the line.ExampleWhen∧art museum wants a new exhibit, (1) an__________it never buys things in finished form and hangs (2) never__________them on the wall. When a natural history museumwants an exhibition, it must often build it. (3) exhibit__________Proofread the given passage on ANSWER SHEET THREE as instructed.PART IV TRANSLATIONTranslate the underlined part of the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.我小的时候特别盼望过年，往往是一过了腊月，就开始掰着指头数日子。
2017年全国高校西班牙语专业八级水平测试听力真题
2017年全国高校西班牙语专业八级水平测试听力试卷学校 _____________________姓名 _____________________编号 _____________________2017年3月24日考生注意事项1、考生必须自觉服从监考人员的管理，不得妨碍监考人员履行职责，考场内不准喧哗、吸烟，不得扰乱考场秩序。
2、考试过程中不准交头接耳、互打暗号或做手势。
3、试卷封面上务必注明考生所在院校和考生姓名。
4、必须用0.5mm黑色签字笔答题，用2B铅笔涂写答题卡。
5、考生进入考场，只准携带考试必需的文具用品；不准携带任何书籍、笔记、字典、报纸、草稿纸、手机及有存储、编程、查询等功能的电子设备等。
凡携带者必须在考试前主动上交上述物品。
6、考生必须在答题卡上按照题目要求答题。
答案写在试卷或草稿纸上无效。
笔译或作文如需草稿纸，应向监考人员索取。
A continuación vas a escuchar tres noticias. Escucharás cada una de ellas tres veces. Al terminar la tercera audición, haz los ejercicios que se te proponen al final de cada texto. (20/100, 1×20)Extensión: apx. 451 palabrasDuración: apx. 3m19sVocabulariovariopinto, ta adj. 多种多样的grafólogo, ga m., f. 笔迹学家intromisión f. 干涉boticario m. 药剂师magistral adj. 按方配制的enrevesado, da adj. 难以理解的 prescripción médica 医嘱 escribano m. 抄写员 Satanás m. 撒旦 avidez f. 渴望 jocoso, sa adj. 戏谑的 entrañable adj. 深情的Elige la opción que consideres más adecuada para completar el siguiente texto de acuerdo con el contenido de la audición que has escuchado. Marca las opciones elegidas en la Hoja de respuestas. (10/100, 1×10)Solemos decir ‘tener una letra de médico’ de aquella persona que ___1___. ¿Por qué reconocer la letra de los médicos es un trabajo costoso? Se trata de una pregunta ___2___. Hay quien dice que la mala letra sería bien una muestra inconsciente del médico cuando ___3___, o el refugio al que acude para eludir posibles responsabilidades futuras. Otros dicen que en tiempos pasados, se trataba de un método para evitar que más gente supiera las fórmulas del medicamento, ya que la ley prohibía al médico ___4___.1. A. imita la letra de los médicosB. tiene una letra difícil de entenderC. quiere ser médico de profesión2. A. que tiene diversas respuestasB. cuya respuesta se desconoceC. que no tendrá ninguna respuesta3. A. ha recetado algún medicamento erróneoB. no está seguro del medicamento que recetaC. está distraído en su consulta médica4. A. revelar las recetas de sus fórmulasB. preparar personalmente los pedidosC. emitir la receta sin ponerla por escritoDe ahí que la letra de los médicos ___5___. Pero la verdad es que ___6___.5. A. fuera convirtiéndose en una escritura poco comprensibleB. empezara a ser utilizada por los estudiantes de MedicinaC. se transformara en un símbolo de la carrera más larga6. A. ni muchos médicos la pueden llegar a entenderB. la letra de médico la tenemos nosotros tambiénC. no todos los médicos escriben de esa maneraNos quejamos porque a los pacientes ___7___. No obstante los médicos no eran ___8___. Así eran también los escribanos, de cuya letra incluso don Quijote llegó a decir que ni Satanás la entendía. En fin, quejarnos o no depende de si ___9___.7. A. nos impacienta que el médico escriba de esa maneraB. nos importa mucho entender lo que nos dice el médicoC. nos molesta la impaciencia con que nos trata el médico8. A. los únicos que tenían una mala letraB. los que trabajaban con más impacienciaC. los que más criticaban la mala letra9. A. tiene paciencia el que escribe la recetaB. estamos impacientes cuando leemosC. es importante lo que estamos leyendoHoy en día, con el uso del ordenador, ___10___.10.A. todos han dejado de tener la ‘letra de médico’B. la ‘letra de médico’ la dejan de usar los médicosC. ya nadie utiliza la expresión ‘letra de médico’Extensión: apx. 722 palabrasDuración: apx. 4m18sVocabularioplaticar intr.谈话abocarse v. prnl.全心投入（做某事）cotejar vt.对比，比照Marca en la Hoja de respuestas la letra A si consideras correcta la aseveración y la B, si la consideras errónea, de acuerdo con el contenido de la audición que has escuchado. (5/100, 1×5) ‘movilidad social’ se refiere a cómo hacerse rico u obtener un alto gradode profesión en México. ( )12.Casi la mitad de los que no han recibido estudios básicos desean que sushijos accedan a una mejor profesión. ( )13.Los hijos de los padres que trabajan en el comercio tienen más probabilidadde hacerse ricos. ( )14.El ‘techo de cristal’ se refiere al estado en que las mujeres apenas tienenoportunidades de ascenso, cuando ocupan ya cierto cargo. ( ) limitación a las mujeres es evidente debido a los mecanismos y reglasformalmente establecidos en la sociedad. ( )Extensión: apx. 288 palabrasDuración: apx. 1m38sVocabularioemérito, ta adj.荣誉退职的esclusa f.船闸comandar vt.领导ensanche m.扩展，加宽Completa las oraciones con la opción que consideres más adecuada de acuerdo con el contenido de la audición que has escuchado y marca la letra que la encabece en la Hoja de respuestas. (5/100, 1×5) ampliación del Canal de Panamá ______.A.costó una gran inversión de tiempo y de dineroB.fue llevada a cabo por un enorme buque chinoC.fue una iniciativa conjunta sino-española17.Según la noticia, ______.A.más de 70 representantes participaron en el eventoB.el Canal de Panamá se construyó hace un sigloC.el actual rey de España asistió a la inauguración capacidad de tránsito de contenedores se ha aumentado con ______. puesta en marcha de un nuevo juego de esclusas construcción de un nuevo puente de agua adopción de nuevas medidas medioambientales19.Según la noticia, ______.A.Sacyr logró reciclar la mayor parte del agua marinaB.Sacyr empleó en 2007 más de 10 mil trabajadoresC.empresas de 4 países participaron en esa mega obra20.Según la audición, ______.s esclusas tienen un tamaño de 2 pirámides de KeopsB. 3 de los 5 mil millones de dólares se están por autorizar obra se estimó en costar más de 8 mil millones de dólares。
2017年专业英语八级真题试卷(题后含答案及解析)
2017年专业英语八级真题试卷(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITINGPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn 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 WORDS 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.听力原文：The Modes of Language Good morning, everyone! In our last lecture, I was talking about language as part of our semiotic system, and today I am going to move onto another topic. That is, the modes of language. As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. Well, you know that there is also a third mode, which is not that frequently used as speech and writing. The third mode is called signing, which is used by deaf people. But in today’s lecture we will just focus on speech and writing, and specific features of these two modes. In linguistics, it is commonly noted that speech is primary and writing secondary. Linguists take this position because all languages are spoken, except those dead languages such as Latin, which is only existing in written form All children will naturally acquire the spoken version of a language if they are exposed to it They acquire the spoken form of their mother tongue during the formative period of language acquisition. However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we may call speech “primary” and writing “secondary”. It implies that writing has a second-class status when compared with speech. In fact, it is more accurate to view the two modes as having different but complementary roles. For instance, in most legal systems, while an oral contract is legally binding, a written contract is preferred. The reason is simple: unlike speech, writing provides a permanent record of the contract. Thus, if the terms of the contract are disputed, the written record of the contract can be consulted and interpreted. Disputes over an oral contract will involve one person’s recollection of the contract versus another person’s. While, writing may be the preferred mode for a contract, in many other contexts, speech will be more appropriate. Because the most common type of speech —face-to-face conversations —is highly interactive, this mode is well suited to many social contexts: such as casual conversations over lunch, business transactions in a grocery store, discussions between students and teachers in a classroom. And in these contexts, interactive dialogues have many advantages over writing. For instance, individuals engaged in conversation can ask for immediate clarification if there is aquestion about something said: in a letter to a friend, in contrast, such immediacy is lacking. When speaking to one another, speakers are face to face and can therefore see how individuals react to what is said. On the other hand, writing creates distance between writer and reader, preventing the writer from getting any immediate reaction from the reader. Speech is oral, thus making it possible to use intonation to emphasize words or phrases and express emotion. Of course, one might say that writing has punctuation: well, it can express only a small proportion of the features that intonation has. Because speech is created “on-line,” it is produced quickly and easily. This may result in many “ungrammatical”constructions, but rarely do these rough sentences cause miscommunications. You know, if there is a misunderstanding, it can be easily corrected. On the contrary, writing is much more deliberate. It requires planning, editing and thus taking much more time to produce on the part of the writer. Because of all of these characteristics of writing, if an individual desires a casual, intimate encounter with a friend, he or she is more likely to meet personally than write a letter. In this case, writing a letter to a friend might turn out to be too formal. Of course, in today’s world, the highly developed technology has made such encounters possible with “instant messaging”, over a computer or a smartphone. And if someone wishes to have such an encounter with a friend living many miles away, then this kind of on-line written “chat”can mimic a face-to-face conversation. But because such conversations are a hybrid of speech and writing, they still lack the intimacy and immediacy of a face-to-face conversation. While speech and writing are often viewed as discrete modes, it is important for us to note that there is a continuum between speech and writing. While speech is in general more interactive than writing, various kinds of spoken and written English display various degrees of interactivity. For instance, various linguistic markers of interactive discourse such as first and second person pronouns, contractions, and private verbs such as think and feel, occurred very frequently in telephone and face-to-face conversations but less frequently in spontaneous speeches, interviews, and broadcasts. In addition, some kinds of writing, such as academic prose and official documents, exhibited few markers of interactive discourse, but other kinds of written texts, particularly personal letters, ranked higher on the scale of interactivity than many of the spoken texts. In other words, how language is structured depends less on whether it is spoken or written but more on how it is being used. For example, a personal letter, even though it is written, will contain linguistic features marking interactivity because the writer of a letter wishes to interact with the receiver of the letter. On the other hand, in an interview, the goal is not to interact necessarily but to get information from the person being interviewed. Therefore, though interviews are spoken, they have fewer markers of interactivity and contain more features typically associated with written texts. OK, to sum up, we have been dealing with the modes of language in today’s lecture. The two most frequently used modes are speech and writing. As two different modes of language, speech and writing, have their own characteristics. Speech is a preferred mode in many social contexts while interactivity is needed. Of course, when a formal, stable record is preferred, writing should be an appropriate mode. Finally, I have also emphasized that there is a continuum between speech and writing. In the followinglecture, we will concentrate on the linguistic structure of language. Thank you.The Modes of LanguageThree modes of language speech writing 【T1】______【T1】______Speech and writing speech is considered【T2】______ because【T2】______—all languages are spoken—children acquire spoken language first—【T3】______ requires reading and writing【T3】______ speech and writing have【T4】______ roles【T4】______—legal contracts are written for- providing permanent records-【T5】______disputes over oral contracts【T5】______ speech is more appropriate in【T6】______【T6】______—face-to-face casual conversations —business transactions in stores—discussions in a classroom 【T7】______of speech and writing【T7】______—immediate clarification in speech—visible【T8】______in conversation【T8】______—sense of【T9】______in writing【T9】______—use of intonation to express【T10】______【T10】______—writing seen to be more【T11】______【T11】______—lack of【T12】______ in on-line written “chat”【T12】______ 【T13】______ between speech and writing【T13】______—linguistic markers of interactivity vary with【T14】______【T14】______—how language is structured depends more on【T15】______【T15】______ConclusionAs two different modes of language, speech and writing have their own characteristics.1．【T1】正确答案：signing解析：讲座开篇部分提到了语言的三种模式(mode)，除口语(speech)和书面语(writing)外就是失聪人士用的“手语”(signing)。
西班牙语专业八级的真题
西班牙语专业八级的真题2021年西语专八的西语朋友们，报名考试要趁早，能2021年考就不要拖到2022年，考试要趁早。
复习时间也要自己安排好，多做历年真题总结解题思路和方法很重要。
下面给大家带来关于西班牙语专业八级的真题，希望对你们有所帮助。
西班牙语专业八级真题听力理解一、单项选择(每小题1分，共10题，计10分。
) 根据对话的内容，从选项中选择一个正确答案填写在空格内，对话只播放1遍。
对话1.1. Antonio es hincha de: a) Ronaldo, de Madrid; b) Ronaldo, del equipo brasileño; c) Ronaldo, de Real Madrid; d) Ronaldo, de la Ciudad Real.2. Ronaldo puso su firma en: a) una camiseta; b) una chaqueta; c) una pelota. d) un papelito.对话2.1. Lo que Andrés tenía, era: a) fiebre baja; b) dolor de garganta; c) simplemente indigestión; d) gripe e indigestión.2. El médico le recomendó a) tomar mucha agua; b) seguir sus consejos; c) tomar tabletas para quitarse el dolor; d) tomar mucho descanso;对话 3.1. El testigo vio el robo a) de cerca, con sus propios ojos; b) de lejos, pero sin perder detalles; c) desde la calle; d) desde la plaza.2. Cuando entró el ladrón, el testigo a) estaba sentado en la sala del banco ; b) esta ba sentándose en el banco de la sala; c) estaba paseando por la calle; d) estaba sentado en un banco de la plaza.对话4.1. La población de la ciudad aumentó a) en 3 millones dentrode 2 años; b) en 2 millones dentro de 3 años; c) en 3 millones más o menos; d) en 2 millones dentro de 2 años.2. Cuando Carlos mencionó la cifra, se refería a la población:a) registrada; b) reciente; c) joven; d) total.对话5.1. A lo mejor la película fue premiada a) por ser aburrida; b) por mejor dirección; c) por su argumento or iginal; d) por mejor actuación.2. La película trata a) de un amor de verdad que pocos entienden; b) de un posible amor entre un rico y una pobre; c) del imposible amor entre una rica y un pobre; d) de un eterno amor que dura para siempre.二、填空(每小题1分，共10题，计10分。
西班牙语专业八级考试真题大纲
一、听力测试
学生在限定时间内听三篇西班牙语国家电台或电视台原文新闻井完成判断和选择等试题，分值为20分。
二、口语测试
口语测试采用视译形式。
考生在拿到试卷后准备4分钟，之后在3分钟内将一篇150字左右的中文短文口头翻译成西班牙语。
趕纲词在文章中用西班牙语注出，分值为10分。
提示：
1、阅卷单位将只接受音频光盘，不再接受录音磁带。
2、超纲词在试卷上用汉语或西语注出。
3、测试题在播放语料前或视译前下发。
全国高校西班牙语专业八级水平测试笔试总分为70分。
下面对每部分分值和题型做具体说明。
—、人文知识
客观题。
阅读有关西班牙语国家史地，时政、经济、社会、文化文学等五方面内容的题目,在答题卡上标出正确的选项。
以上五方面内容每个方面各2题，其中西班牙和拉美各1题，每题0.5分，共10题，共计5分。
二、阅读理解
客观题。
阅读4篇文章，共计2500-3000词。
每篇5小题.每小题1.5分，共计30分。
西班牙语专八考试真题
西班牙语专八考试真题西班牙语专八考试真题之填空阅读对于要考专八的西班牙学者来说，大家毕竟多练了两年西语，各种类型的考试也去转了一圈，应当是很有自己的学习节奏了。
对于语法知识不能忽略，要重点提高自己的阅读理解能力。
下面给大家带来西班牙语专八真题，希望对你们有所帮助。
西班牙语专八考试真题之填空completa las oraciones siguientes seleccionando una de las cuatro opciones enla Hoja de respuestas. (5/100,0.5×10)1. En 1959 la Revolucion cubana liderada por Fidel Castro,Ernesto Guevara y Raul Castro acab6 con la dictadura de__—r i lc..intercirlitA. Anastasio SomozaB. Jorge Rafael VidelaC. Fulgencio BatistaD. Augusto Pinochet2. Entre los siguientes cultivos,______no es procedente del continente americano.A. la cocaB. la patatac.C. el tomateD. el café3.Parlamento autonomicos de Cataluna Parlamento autonomicos de Cataluna en aplicacion del Articulo 155_A. del Estatuto de Autonomia de CatalunaB. del Codigo Civil de EspanaC. del Codigo Penal de EspaiaD. de la Constitucion de Espana4. En junio de 2017,China estableci6 relaciones diplomaticascon_A. GuatemalaB. NicaraguaC. PanamaD. Paraguay5. La adhesion de Espaia a____en el aio 1986 marco un antes y un después en la historia economica del pais.A. la OTANB. la UNESCOC. la CEED. la OMC6. Actualmente tres economias latinoamericanas forman parte del Foro de Cooperacion Economica Asia-Pacifico (APEC): Mexico, Chile y_____A. EcuadorB. Peru .C. ColombiaD. Panama7. EI nuevo estadio del Atletico de Madrid es_____A. el Estadio Wanda MetropolitanoB. el Estadio Santiago BernabeuC. el Estadio Camp NouD. el Estadio San Siro8. La Tercera es un peribdico_____de circulacion diaria.A. mexicanoB. argentinoC. cubanoD. chileno9._____. no se cuenta entre los elementos recurentes en la narrativa del escritor argentino Jorge Luis Borges.A. EI laberintoB. La voragineC. EI espejoD. La biblioteca10._____es el filosofo espanol mas importante del siglo X.A. Julian MariasB. Fermando SavaterC. Ortega y GassetD. Miguel de Unamuno西班牙语专八考试真题之阅读Lee derndamente los siguientes textos para hacer los ejercicios que vienen al final. (30/100, 1.5x20)Texto ILee el texto y responde a las preguntas 11-15. Selecciona las opciones correctas y marcalas en la Hoja de respuestas. (7.5/100 1.5x5)Queriamos evaluar y terminamos contandoPor VV. AA.Una de las plticas de mayor impacto y continuidad para orientar y regular el desempeno del personal academico de tiempo completo en las universidades publicas del pais esta sustentada en los programas disenados para premiar, mediante cuotas de sobresueldo, la productividad academica expresada bisicamente en el numero y la calidad de los productos de investigacion, asi como la actividad docente. medida por el numero de asignaturas. tutorias y tesis dirigidas. (12) Como la asignacion de las categorias es por periodos determinados, previa evaluacion, los aspirantes pueden ascender, conservar la categoria, 0 descender. Esta condicion-A se traduce en una presion continua para enfocar la actividad individual a laacumulacion de tareas y productos contermplados en los protocolos y reglas operativas.De esta manera, los estimulos se han consolidado como nrutas de la trayectoria profesional del personal academico. Para elos, son prioridades el trabajo individual,el enfoque de competitividad de tarcas y resultados, la produccion documentable, y el uso del tiempo de trabajo en las actividades que acreditan la satisfaccion de requisitos.Se trata de una meritocracia (业绩至上) que tiende a desplazar a otras l6gicas academicas, principalmente aquells relacionadas con la simple satisfaccion de contribuir, desde la vocacion, la responsabilidad y el compromiso compartido, a los cjes centrales de la mision universitaria: formar estudiantes, generar bienes de conocimniento y cultura, y participar en su difusion social.LO que los distintos programas de evaluacion generaron fue un aparato burocratico dedicado al recueto curicular. Los programas miden lo que se puede medir, no lo que se requiere sistematizar para promover la calidadde las actividades academicas. Es mas facil contar las publicacioncs que evaluar los rsutdos de las labores docentes, por lo que estas se han menospreciado entre los indicadores, minimizando el esfuerzo que los academicos destinan allslslB. Por oto lado, los programas actuales, mas que istancias que busquen mejorar los resultados de academicos e instituciones, parecen mecanismosde supervision y control, bausados en ln desconfianza mutua cntre gobiermo e instituciones, y entre las instituciones y sus nuendemicos.La periodicidad y cantidad de los programns de evaluncion desalicnta los tabajos de investigacion de largo plazo, desplazndos frecuentemnentc por proyectcs de corto alceance.EstolC ha conducido n ln institucionalizacion de vicios y simulaciones,promoviendo un productivismo sin impacto organizacional ni diseiplinario que se asocia directamente con la bisqueda de recursos cconomicos adicionales.Podenos afrmar que las actuales evaluacioncs no cumplen con varios de los requisitos esenciales en cualquier proccso de evaluacion acndemica:●que la evaluaciOn tenga la fnalidad de promover cl dsarrollo de los evaluados y no la de premiar 0 castigar;●que los evalundores emitan recomendaciones quc aportcna mcjorar los resultados y a propiciar la conluencia entre los objctivos de las trayectorias personales y las metas de las instituciones en que se participa;que los criterios de evaluacion respondan a las particularidades de lo que se evalin y que consideren las mltiples dimensiones del trabajo academico;que las reglas y los procedimientos sean explicitos y claros para todos los participantes;que los resultados sean transparentes;que existan recursos de revision.Proponemos reemplazar el recuento curricular por una evaluacion de caraicter diagnostico, en la medida en que se leve a cabo como un cjercicio de reflexion colectiva,de retroalinentacion (信息反馈) y de intercambio entre colegas que asumen el papel de interlocutores y no de jueces.Para realizar una valoracion integral de los expedientes (材料) , proponemos que el resutado de la evaluacion sea una areciacion global del trabajo de cada academico, en la que consten en breve dos cuestiones: 1) un balance general quevalore la calidad del trabajo realizado; 2) sugerencias que le permitan al academico hacer los ajustes neesarios para reorientar su plan de trabajo hacia el logro de un mejor desempeio.De la misna manera, independientemente de la modalidad de evaluacion de que se trate, siempre debera garantizarse el derecho al recurso de revision y a solitar, segin el caso, una nueva evaluacion a cargo de evaluadores distints de los que emitieron elprimer resultado.Dada la gran cantidad de expedientes que tipicamente hay que atender, haria falta estimar con mayor seriedad el numero necesario de evaluadores en funcion del tiempo real que exige la evaluacion rigurosa de cada expediente. No es recomendable recargar a los evaluadores con un numero excesivo de expedientes, como sucede en la actualidad.Es deseable que los evaluadores sean elegidos por los profesores de las unidades academicas de una lista de sus presl-, y que estos no sean las autoridades de la institucion.11. ;Cual de las siguientes afimaciones es corecta?A. La secuencia esta condlelnI1 se reliere a: Como la asignacion de las calegorias es por periodos determinados, previa evaluacion, los aspranites pueden ascende, comsernvar la categoria, 0 descender.B. EI pronombre lsa" se refiere a las invsrigaciones academicas.C. E pronombre estol-C se refiere a; que los programas de evaluacidn son periddicas y maumerosos.D. La secuencia sus pares1- se refere a: los candidatos enyo nimero es el doble de lor evaluadores elgidos.12. iComo se intepreta el primer pirrafo de este texto?A. Desde hace mucho tiempo las universidades piblicas serigen por estindares nomalizados para el profesorado, dando mayor prioridnd a las publicacincs acadcmicas que a los trabajos cotidianos de enseianza,B. Las universidades publicas han establecido unos requisitos basados fundamentalmente en metodos estadisticos, para firmar 0 renovar contratos laborales con los profsores tanto tiulrs como suplentes."C. Una de las pllicas fundamentales de las universidades publicas consiste estimular la eficiencia de los profesores con pagos extras, tanto en : la elabonacion de tesis de investigcion como en el trabajo docente.D. Los criterios crepondients de evaluacion apuestan por relener en las universidades poblias al personal de mayor competitividad aceademica apoyaindose en nds pesupucstos extmordinarios del Estado.13. ;Cual de las siguientes afimaciones NO es consecuencia de ests actuales pliticas?A. Los profesores, obligudos a someter Ssu trabajo a la consideracion de losevaluadores, no tienen derecho a rclamar contra el fllo.B. Los catedriticos intentan sacar adclante y rematar cuanto antes los proyectos de investiacion en detimento de la formacion de los alumnos.s instituciones adoptan una actiud recelosa hacia los profesores apostando asiduamente por la meritocracia.D. A un rector universiario le puede caer encima una Iluvia de expedientes por califcar y presentar comentarios construecivos al respecto.14. iQuienes serin los autores de este articulo?A. Funcionarios del Ministerio de FomentoB. Profesores y scademicos de universidadC. Altos ejsqutivos de una empresaD. Doctorandos de centros de investigacion.15. EI lcxto cA. una cartin de rclrneeB. un tnbajio de lvnipeilenC. uma ppuceta alermativnD. unmuificsto rivinidcativei。
2017-2018年专八（TEM8）真题、答案及听力原文（整理打印版）.do..
TEST FOR ENGLISH MAJORS (2006)-GRADE EIGHT-TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, 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.Complete the gap-filling task, some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes.Meaning in Literature (2006)In reading literary works, we are concerned with the ―meaning‖ of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.I. Meaning is what is intended by (1) _________. (1) _________Apart from reading an author‘s work in question, readers need to1) read (2) __________by the same author; (2) _________2) get familiar with (3) __________ at the time; (3) _________3) get to know cultural values and symbols of the time.II. Meaning exists ―in‖ the text itself.1) some people‘s vi ew: meaning is produced by the formal propertiesof the text like (4)_______, etc. (4) _________2) speaker‘s view: meaning is created by both conventions of meaning and (5)______. (5) _________ Therefore, agreement on meaning could be created by common traditionsand conventions of usage. But different time periods and different(6) _____ perspectives could lead to different interpretations of meaning in a text. (6) _________III. Meaning is created by (7) __________. (7) _________1) meaning is (8) ___________; (8) _________2) meaning is contextual;3) meaning requires (9) ___________; (9) _________----practicing competency in reading ----practicing other competencies----background research in (10) ___________, etc. (10) _________ SECTION B INTERVIEWIn 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 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 following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green‘s 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. 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. offi ce location.D. work 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 was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant. SECTION C NEWS BROADCASTIn 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 coloured answer 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 each of the two questions. 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.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US 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 traffi c controllers by radio.D. He threatened to land on the European Central Bank.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.8. The news is mainly about the city government‘s plan to ______.A. expand and improve the existing subway 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. According to the news, what makes thi s credit card different from conventional ones is ______.A. that it can hear the owner‘s voice.B. that it can remember a password.C. that it can identify the owner‘s voi ce.D. that it can remember the owner‘s PIN.10. The newly developed credit card is said to said to have all the following EXCEPT ______.A. switch.B. battery.C. speaker.D. built-in chip.PART II READING COMPREHENSION (30MIN)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 coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow‘s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly 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 computerized university could have many advantages, such as easy scheduling, effi cient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world‘s great libraries.Yet the Internet University poses dangers, too. For example, 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 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 then out of business and throwing thousands of career academics out of work, note Australian communications professors 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 academia, 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 research 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 professionals?‖Co-editor Jennifer Gidley shows how tomorrow‘s 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 course offerings available from institutions all around the world. A second group, mentors, would fu nction much like today‘s 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 as well as instructing them.A third new role for fa culty, and in Gidley‘s view the most challenging and rewarding of all, would be as meaning-makers: charismati c sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specifi c 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-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 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 favor of it.B. his view is balanced.C. he i s slightly critical of it.D. he is strongly critical of it.12.Whi ch 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 Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mi ssion of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachers ______.A. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15.Whi ch category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory. Those blessed with wonderful childhoods 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 hadn't. On the highways 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 wiih no permit no inspection, no noti ce to adjoining landowners. nothing. Only hog farms and 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 Kay roamed them on his bike. Most of the houses 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 Sundays except go to church, sit on porches, visit neighbors, 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 Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd 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 and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening servi ces.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn‘t s 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 cafes, all closed for the 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 he‘d never seen must have been buried in those graves. He parked and walked to his mot her‘s grave, something he hadn‘t 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 father‘s study, sipping bad instant tea and receivi ng instructions on exactly how his father would be laid to rest. Many orders were about to be 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, R ay passed the water tower he‘d climbed twi ce, the second time with the police waiting below. He grimaced at his old high school, a place he‘d never visited since he‘d left it. Behind it was the football field where his brother Forres t 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 family 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 Ray‘s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form 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 Ray‘s father was all EXCEPT ______.A. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning 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 down whi ch 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 al ways engaged in private 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; every 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 it faultlessly might passunarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and hi s valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for thes e glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy"to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20.The word debts in "very few debts are left unpaid" in the first paragraph means ______.A. loans.B. accountsC. killingsD. bargains.21.Whi ch of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomed ______.A. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would be ______.A. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's A cademy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before whi ch the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, whi ch became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostri ch eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of thenineteenth century, museum funding took off, allied to the rise of new wealth:London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence "Museum is a slippery word" in the first paragraph means that ______.A. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates from ______.A. the Romans.B. Florence.C. Olympia.D. Greek.27. "... the skill of the fakers grew increasingly refined" in the third paragraph means that ______.A. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century were ______.A. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order to ______.A.protect royal and church treasures.B.improve existing collections.C.stimulate public interest.D.raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.PART III GENERAL KNOWLEDGE(10 MIN)There are ten multiple-choice questions in this section. Choose the best answers to each question. Mark your answers on your colored answer sheet.31.The Presidents during the American Civil War was______.A. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand is______.A. ChristchurchB. AucklandC. WellingtonD. Hamilton33. Who were the natives of Australia before the arrival of the British settlers?A. The AboriginesB. The MaoriC. The IndiansD. The Eskimos34. The Prime Minister in Britain is head of______.A. the Shadow CabinetB. the ParliamentC. the OppositionD. the Cabinet35. Which of the following writers is a poet of the 20th century?A. T. S. EliotB. D. H. LawrenceC. Theodore DreiserD. James Joyce36. The novel For Whom the Bell Tolls is written by______.A. Scott FitzgeraldB. William FaulknerC. Eugene O'NeilD. Ernest Hemingway37. _____ i s defined as an expression of human emotion which is condensed into fourteen linesA. Free verseB. SonnetC. OdeD. Epigram38. What essentially distinguishes semanti cs and pragmatics i s the notion of______.A. referenceB. meaningC. antonymyD. context39. The words "kid, child, offspring" are examples of______.A. dialectal synonymsB. stylistic synonymsC. emotive synonymsD. collocational synonyms40. The distinction between parole and langue was made by______.A. HallidayB. ChomskyC. BloomfieldD. SaussurePART IV PROOFREADING & ERROR CORRECTION (15 MIN)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE wor d is involved You should proof, read the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank pro-vided at the end of the line.For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be mi ssing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.EXAMPLEWhen ^ art museum wants a new exhibit, (1)________it never buys things in finished form and hangs (2)________them on the wall. When a natural history museumwants an exhibition, it must often build it. (3)________We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as (1)________。
2017年高考西班牙语试题
绝密★启用前2017年普通高等学校招生全国统一考试西班牙语本试卷共12页，满分150分。
考试用时120分钟。
考试结束后，将本试卷和答题卡一并交回。
注意事项：1.答题前，考生务必用0.5毫米黑色签字笔将自己的姓名、座号、考生号、县区和科类填写在答题卡和试卷规定的位置上。
2.必须用0.5毫米黑色签字笔作答，答案必须写在答题卡各题目指定区域内相应的位置，不能写在试卷上。
如需改动，先划掉原来的答案，然后再写上新的答案；不能使用涂改液、胶带纸、修正带。
不按以上要求作答的答案无效。
第一部分听力（共两节，满分30分）第一节（共5小题，每小题1.5分，满分7.5分）听下面5段录音，每段录音后有1个小题，从A,B,C三个选项中选出最佳选项。
每段录音后，都留有10秒钟的时间回答该小题和阅读下一小题，每段录音只播放一遍。
1.¿De quién es la oficina?A.Del señor García.B.De la señora González.C.De la señora Fermández.2.¿Ouéle ha parecido a Josésuúltimo viaje por Europa?A.Ha sido muy cansado.B.Ha sido muy aburrido.C.Ha sido muy interesante.3.¿Quién le regalóla corbata a Manuel?A.Su hermano.B.Su compañero de trabajo.C.Un amigo de su hermano.4.¿Quiénes no irán a la fiesta de Ana？A.Sus profesores.B.Unos amieos suyos.C.Sus comnañeros de clase.5.¿Por quéestátan preocupada María？A.Porque Elena estáenferma.B.Porque no sabe por quéElena no ha ido a clase.C.Porque a Elena le ha pasado algo malo en la escuela.第二节（共15小题，每小题1.5分，满分22.5分）听下面4段录音，每段录音后有几个小题，从A,B,C三个选项中选出最佳选项。
西语专四专八真题答案解析
西语专四专八真题答案解析西班牙语专四专八真题答案解析近年来，越来越多的中国学生选择考取西班牙语专四专八证书，这是对他们在西班牙语学习中的成果和能力的一种认可。
为了帮助大家更好地备考，本文将对西班牙语专四专八的一些真题答案进行解析，希望能给考生们一些参考和启发。
首先，我们来看一道典型的听力题。
这道题目要求考生听一段对话，然后根据对话内容回答问题。
听力题是西班牙语专四专八考试中最重要的部分之一，因此在备考过程中要注重训练听力技巧。
对于这道题目，正确答案是B。
在原文中，对话中的两个人在商量下次见面的时间，一方提到“el lunes,”也就是星期一。
因此，选择“el lunes”作为正确答案。
接下来，我们来看一道阅读理解题。
这道题目要求考生阅读一篇短文，然后回答相关问题。
在这道题目中，正确答案是C。
在原文中，短文提到了一位歌手的最新专辑，并称其为“un éxito rotundo”，也就是大获成功。
因此，选择“un éxito rotundo”作为正确答案。
再来，我们看一道写作题。
这道题目要求考生根据给定的情境，写一篇文章。
对于此题而言，正确答案并不唯一，关键是要能够明确表达自己的观点并展开逻辑思维。
解析这道题目的目的是希望帮助考生理解写作的要点和逻辑。
在此题中，正确答案可能会从以下几方面展开：介绍西班牙文化的魅力、谈论西班牙语的学习方法和难点、讨论西班牙和拉美国家的差异等等。
最后，考生们可能还会遇到一些翻译题和补全对话题。
在这些题目中，正确答案与原文表达的意思相符即可。
解答这类题目时，考生需要有扎实的词汇和语法基础，灵活运用所学知识。
综上所述，西班牙语专四专八考试是一个对考生综合能力的全面测试。
备考过程中，考生需要注重听力、阅读、写作和翻译等各个方面的技巧训练。
熟悉真题，并理解题目的答案解析，可以帮助考生更好地掌握考试的要点和考察方向。
希望本文的解析对考生们有所帮助，祝愿大家能够顺利通过西班牙语专四专八考试，取得优异的成绩！。
2017年英语专业八级真题
Q U E S T I O N B O O K L E T试卷用后随即销毁。
TEST FOR ENGLISH MAJORS (2017)-GRADE EIGHT-TIME LIMIT: 150 MIN PART I LISTENING COMPREHENSION [25 MIN]SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. Whilelistening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and writeNO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) bothgrammatically 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 your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, fivequestions will be asked about what was said. Both the interviews and the questions will bespoken ONCE ONLY. After each question there will be a ten-second pause. During the pause,you should read the four choices of A, B, C and D, and mark the best answer to each questionon ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1. A. Comprehensive. B.Disheartening. C. Encouraging.D.Optimistic.2.3. A. 200. B. 70. C. 10. D. 500.4.5.6. A. Lack of international funding.7. B. Inadequate training of medical personnel.8. C. Ineffectiveness of treatment efforts.9. D. Insufficient operational efforts on the ground.10.11. A. They can start education programs for local people.12. B. They can open up more treatment units.13. C. They can provide proper treatment to patients.14. D. They can become professional.15.16. A. Provision of medical facilities.17. B. Assessment from international agencies.18. C. Ebola outpacing operational efforts.19. D. Effective treatment of Ebola.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.20. A. Interpreting the changes from different sources.21. B. Analyzing changes from the Internet for customers.22. C. Using media information to inspire new ideas.23. D. Creating things from changes in behavior, media, etc.24.25. A. Knowing previous success stories.26. B. Being brave and willing to take a risk.127. C. Being sensitive to business data.28. D. Being aware of what is interesting.29.30. A. Having people take a risk.31. B. Aiming at a consumer leek.32. C. Using messages to do things.33. D. Focusing on data-based ideas.34.35. A. Looking for opportunities.36. B. Considering a starting point.37. C. Establishing the focal point.38. D. Examining the future carefully.39.40. A. A media agency.41. B. An Internet company.42. C. A venture capital firm.43. D. A behavioral study center.PART II READING COMPREHENSION [45 MIN]SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For eachmultiple choice question, there are four suggested answers marked A, B, C and D. Choose the one thatyou think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) It ’ s7 pm on a balmy Saturday night in June, and I have just o rdered my firstbeer in ICervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal -westcoast. The place is empty, but this doesn ’ t surprise me at all. I have spent two weeks in this area,driving along empty roads, playing with my son on empty beaches, and staying in B&Bs where we arethe only guests.(2) No doubt the restaurant, run by two brothers for the past 28 years, is buzzing in July andAugust, when Portuguese holidaymakers descend on the Alentejo coast. But for the other 10 monthsof the year, the trickle of diners who come to feast on fantastically freshseafood reflects the general pace of life in the Alentejo: sleepy, bordering oncomatose.(3)One of the poorest, least-developed, least-populated regions in westernEurope, the Alentejo has been dubbed both the Provence and the Tuscany of Portugal.Neither is accurate. Its scenery is notas pretty and, apart from in the capital Evora, its food isn ’ t as sophisticated. The charms ofwheat fields, cork oak forests, wildflower meadows and tiny white-washed villages, are more subtlethan in France or Italy ’ s poster regions.(4)To travel here is to step back in time 40 or 50 years. Life rolls along at atreacly pace; there unnerving stillness to the landscape. But that stillness endsabruptly at the Atlantic Ocean, where there is drama in spades. Protected by the SouthWest Alentejo and Costa Vicentina national park, the 100 km of coastline from PortoCovo in the Alentejo to Burgau in the Algarve is the most stunning in Europe. And yetfew people seem to know about it. Walkers come to admire the views from the FishermanWay, surfers to ride the best waves in Europe, but day after day we had spectacular beaches to ourselves.2(5) The lack of awareness is pa rtly a matter of accessibility (these beaches are a good two hoursdrive from either Faro or Lisbon airports) and partly to do with a lack ofbeachside accommodation. There are some gorgeous, independent guesthouses in thisarea, but they are hidden in valleys or at the end of dirt tracks.(6)Our base was a beautiful 600-acre estate of uncultivated land covered inrock-rose, eucalyptus and wild flowers 13km inland from Zambujeira. Our one-bedroomhome, Azenha, was once home to the miller who tended the now-restored watermill nextto it. A kilometre away from the main house, pool and restaurant, it is gloriouslyisolated.(7) Stepping out of the house in the morning to greet our neighbours –wild horses on one side, donkeys on the other – with nothing but birdsong filling the air, I felt a sense of adventure younormally only get with wild camping.(8)“ When people first arrive, they feel a little anxious wondering what they are going to do thewhole time, ” Sarah Gredley, the English owner of estate,told me. “ But it doesn ’long to realise that the whole point of being here is to slow down, to enjoy nature.(9) We followedheradvice, walking downto the stream insearch ofterrapins andotters, orthrough clusters of cork oak trees. On some days, we tramped uphill to the windmill, now a romantichouse for two, for panoramic views across the estate andbeyond.(10) When we ventured out, we were always drawn back to the coast– thegentle sands andshallow bay of Farolbeach. Atthe end of the day, wewould head, sandy-footed, to the nearestrestaurant, knowing that at every one there would be a cabinet full of freshseafood to choose from–bass, salmon, lobster, prawns, crabs, goose barnacles, clams ⋯ We never ate the same thing tw(11 ) Akilometre or so from ICervejaria, on Zambujeira’idyllicsnatural harbouris O Sacas,origina lly built to feed thefishermen but now popular with everyone. After scarfingplatefuls ofseafood on the terrace, we wandered down to the harbour where two fishermen, in wetsuits, weresetting out by boat across the clear turquoise water to collect goose barnacles. Other than them, theplace was deserted –just another empty beauty spot where I wondered for the hundredth time thatweek how this pristine stretch of coast has remained so undiscovered.44.The first part of Para. 4 refers to the fact that ______.A.life there is quiet and slowB.the place is little knownC.the place is least populatedD.there are stunning viewsE.45. “ The lack of awareness ” in Para. 5 refers to .A.different holidaying preferencesB.difficulty of finding accommodationC.little knowledge of the beauty of the beachD.long distance from the airportsE.46. The author uses “ gloriously ” in Para. 6 to .A.describe the scenery outside the houseB.show appreciation of the surroundings3C.contrast greenery with isolationD. praise the region ’ s unique featureE.47. The sentence “ We never ate the same thing twice ” in Para. 10 reflects the ______ of the seafoodthere.A.freshnessB.delicacyC.tasteD.varietyE.48.Which of the following themes is repeated in both Paras. 1 and 11?A.Publicity.ndscape.C.Seafood.D.Accommodation.PASSAGE TWO(1)I can still remember the faces when I suggested a method of dealing withwhat most teachers of English considered one of their pet horrors, extended reading.The room was full of tired teachers, and many were quite cynical about the offer towork together to create a new and dynamic approachto the place of stories in theclassroom.(2) They had seen promises come and go and mere words weren't going to convincethem, whichwas a shame as itwas mere wordsthat wewere principallydealing with. Mostteacherswereunimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for therather dry list of suggested tales was passed on to their students and everyone was pleased when thatpart of the syllabus was over. It was simply a box ticking exercise. We needed to do something more.We needed a very differentapproach.(3) That was ten years ago.Now we have a differentapproach, andit works. Here’ s howithappened (or, likemost goodstories,herearethe main parts. You have tofill in someofyourselfemploying that underused classroom device, the imagination.) We started with three main precepts:(4)First, it is important to realize that all of us are storytellers, tellersof tales. We all have our own narratives –the real stories such as what happened tous this morning or last night, and the ones wehave been told by others and we haven ’ t experienced personally. We couldaysthat our entire livesare constructed as narratives. As a result we all understand and instinctively feel narrative structure. Binary opposites – for example, the tension created between good and bad together with the resolution of that tension through the intervention of time, resourcefulness and virtue –is a concept understood by even the youngest children. Professor Kieran Egan, in his seminal bookStorytelling ’ warns us not to ignore this innate skill, for it is a remarkable tool for le arning.(5)We need to understand that writing and reading are two sides of the samecoin: an author has not completed the task if the book is not read: the creativecircle is not complete without the reader, who will supply their own creative inputto the process. Samuel Johnson said: A writer only begins abook. A reader finishes it. In teaching terms, we often forget that reading itself can be a creative process, just as writing is, and we too often relegate it to a means of data collection. Wefrequentlyforget to make that distinction when presenting narratives or poetry, and often ask comprehension4questions which relate to factual information –who said what and when, rather than speculating on ‘ why ’ , for example, or examining the context of the actio n.(6) The third part of the reasoning that we adopted relates to the need to engage the students asreaders in the ir own right, not as simply as languag e learner s; learnin g the languag e is partof the process, not the reason for reading. What they read must become theirs and have its own special and secret life in their heads, a place where teachers can only go if invited.(7) We quickly found that one of the most important ways of making all the foregoing happen wasto engage the creativ e talents of the clas s before they read a word of the text. The pre-reading activities become the most important part of the teaching process; the actual reading part can almost be seen as the cream on the cake, and the principle aim of pre-reading activities is to get students to want to read the text. We developed a series of activities which uses clues or fragments from the text yet to be read, and which rely on the student ’ s innate knowledge of narrative, so that they can to build their own stories before they read the key text. They have enough information to generate ideas but not so much that it becomes simply an exercise in guided writing; releasing a free imagination is theobjective.(8) Moving from pre-reading to reading, we may introduce textual intervention activ ities . ‘ Textual Interventio n ’ is a term used by Rob Pope to describe the process of questioning a text not simply as a guide to comprehension bu t as a way of exploring the context of the stor y at any one time, and examining points at which the narrative presents choices, points of divergence, or narrative crossroads.We don ’ t do thi s for al l texts, however , as the shorter ones do not seem to gai n much from this process and it simply breaks up the reading pleasure.(9) Follow-up activities are needed, at the least, to round off the activity, to bring some sense ofclosure bu t they also offer an opportunity to lin k the reading experienc e more directly to the requirements of the syllabus. Indeed, the story may have been chosen in the first place because the context supports one of the themes that teachers are required to examine as part of the syllabus –forexample, ‘ families ’ , ‘ science and technology ’ , ‘ communications ’ , ‘ theenvironment the other familiar themes. There are very few stories that can be explored without some ’t part of the syllabus being supported. For many teachers this is an essential requirement if they are to engage in such extensive reading at all.(10) The whole–pre-, while and post–could be just an’ty,sprocess reading hour actoritvicouldlast for more than one lesson. When we are designing the materials for exploringstories clearly it isisn ’tpossiblefor us to know how much time any teacherwill have available, which is why weconstruct the activities into a series o f independentunitswhich we callkits.They are called kitsbecause we expect teachers to build their own lessons out of the materials weprovide, which impliesthat large amounts may be discarded. What we do ask, though, is that the pre-reading activities be included, if nothing else. That is essential for the processto engage the student as a creative reader..(11)One of the purposes of encouraging a creative reading approach in thelanguage classroom is to do with the dynamics we perceive in the classroom. Strategictheorists tell us of the social trinity,whereby three elements are required to achieve a dynamic in any social situation. In the languageclassroom these might be seen as consisting of the student, the teacher and the language. Certainlyfrom the perspective of the student –and usually from the perspective of the teacher –the relationshipis an unequal one, with the language being perceived as placed closer to the teacher than the student.This will result in less dynamic between language and student than between language and teacher.However, if we replace ‘ language ’ with narrative and especially if that is approached as a creativeprocess that draws the student in so that they feel they ‘ own ’ the relationship with the text, t5will shift the dynamic in the classroom so that the student, who has now become a reader, is muchcloser to the language –or narrative –than previously. This creates a much more effectivedynamic of learning. However, some teachers feel threatened by this apparent loss ofoverall control and mastery. Indeed, the whole business of open ended creativity and a lackof boxes to tick for the correct answer is quite unsettling territory for some to findthemselves in.49.It can be inferred from Paras. 1 and 2 that teachers used to ______.A.oppose strongly the teaching of extended readingB.be confused over how to teach extended readingC.be against adopting new methods of teachingD.teach extended reading in a perfunctory wayE.50. The sentence “ we all understand and instinctively feel narrative structure ” in Pthat ______.A.we are good at telling storiesB.we all like telling storiesC.we are born story-tellersD.we all like listening to storiesE.51.Samuel Johnson regards the relationship between a writer and a reader as ______ (Para. 5).A.independentB.collaborativeC.contradictoryD.reciprocalE.52. In Para. 7, the author sees -reading“ pre” as the most important part of reading because _____.A. it encourages students ’ imaginationB.it lays a good foundation for readingC. it can attract students ’ attentionD.it provides clues to the text to be readE.53.“ Textual Intervention ” suggested by Rob Pope (in Para. 8) is expected to fulfill all thefollowing functions EXCEPT ______.A.exploring the contextB.interpreting ambiguitiesC.stretching the imaginationD.examining the structurePASSAGE THREE(1) Once again, seething, residual anger has burst forth in an American city. And the riots thatovertook Los Angeles were a reminder of what knowledgeable observers have been saying for aquarter century: America will continue paying a high price in civil and ethnicunrest unless the nation commits itself to programs that help the urban poor leadproductive and respectable lives.(2) Once again, a proven program is worth pondering: national service.(3) Somewhat akin to the military training that generations of American males received in the armed forces, a 1990s version would prepare thousands of unemployable and undereducated youngadults for quality lives in our i ncreasingly global and technology-driven economy. National service opportunities would be available to any who needed it and, make no mistake, the problems are now so structural, to intractable, that any solution will require massive federal intervention.6(4) In his much quoted book, “ The Truly Disadvantaged, ” sociologist William Julius Wilson wrotethat “ only a major program of economic reform ” will prevent the riot-prone urban underclass frombeing permanently locked out of American economic life. Today, we simply have no choice. The enemy within and among our separate ethnic selves is as daunting as any foreign foe.(5) Families who are rent apart by welfare dependency, job discrimination and intense feelings of alienation have produces minority teenagers with very little self-discipline and little faith that good grades and the American work ethic will pay off. A military-like environment for them with practical domestic objectivescould produce startling results.(6) Military service has been the most successful career training program we ’ ve ever known, andAmerican children bor n in the years sinc e the all-volunteer Army was instituted make up a large proportio n of thi s targeted group . But this opportunity may disappear forever i f too many of our militar y bases ar e summarily close d and converted or sol d to th e privat e sector. The facilities, manpower, traditions, and capacity are already in place.(7) Don ’t dismantle it: rechannel it. (8) Discipline is a cornerstone of any responsible citizen ’ s life. I was taught it by my fathe was a policeman. May of the rioters have never had any at all. As an athlete and former Army officer, I know that discipline can be learned. More importantly, it must be learned or it doesn(9) A precedent for this approach was the Civilian Conservation Corps that worked so well during the Great Depression . My father enlisted in the CCC as a young man with an elementary school education and he learned invaluable skills that served him well throughout his life. The key was that a job was waiting for him when he finished. The certainty of that first entry-level position is essential if severely alienated young minority men and women are to keep the faith.(10) We all know these are difficult time s fo r the public sector, but here ’ sthe chance t o add energetic and able manpow er to America ’ s workforce. They could be prepared for the world of work or college –an offer similar to that made to returning GI after Word War II. It would be a chance for 16- to 21-year-olds to live among other cultures, religions, races and in different geographical areas. And these young people could be taught to rally around common goals and friendships that evolve out of pride in one ’ s squad, platoon, company, battalion or commander. –(11) We saw such images during the Persian Gulf War and during the NACC Final Four basketballgames. In military life and competitive sports, this camaraderie doesn ’ t just happen;it islearned in an atmosphere of discipline and earned mutual respect foreach other ’ s c(12) A nationalserviceprogram would also help overcome two damaging perceptions held byAmerica ’sdisaffected youth:the society just doesn’ tcare about minority youngsters and thatone ’ s personal best efforts will not be rewarded in our discriminatory jobmarket. Harvard professo rRobert Reich ’ s research has shown that urban social ills are so pervasive that the upper 20 percent ofAmericans –the “ fortunatefifth” as he calls themhave decided –quietly to“ secede” fromthebottom four-fifths and thelowestfifthinparticular. We cannotaccept such estrangement on apermanent basis. And what better way to answerskeptics from any group than bycertifying thetechnical skills of graduates from a national servicetraining program?(13) Now, we must act decisively to forestall future urban unrest. Republicans mustput aside theiraversio n to funding programs aimedat certain culturalgroups.Democrats must forgetlabels andrecognize that a geographically isolated subgroup of Americans –their children inparticular –needsystematic and substantive assistance for at least another 20 years.7(14) The ethnic taproots of minority Americans are deeply buried in a soil of faith and loyalty totraditional values. With its emphasis on discipline, teamwork, conflict resolution, personalresponsibility and marketable skills development, national service can provide both the training andthat vital first job that will reconnect these Americans to the rest of us. Let ’ s dtime.54. According to the author, “ national service ” is comparable to “ military trainingboth cultivate youngsters ’ ______.A.good gradesB.self disciplineC.mutual trustD.work ethicE.55.The author cites the example of his father in order to show ______.A.the importance of disciplineB.the importance of educationC.the necessity of having strong faithD.the effectiveness of the program56.According to the author, a national service program can bring the followingbenefits to America youngsters EXCEPT ______.A.increase in incomeB. a sense of responsibilityC.confidence and hopeD.practical work skillsE.57. According to the context, what does “ the fire ” refer to (Para. 14)?A. Discrimination.B. Anger.C. Riots.D. Aversion.SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in SECTION A.Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE58. What does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year?59. According to Para. 5, what are the two main reasons of the Alentejo ’s inaccessibility ?PASSAGE TWO60. What does “ It was simply a box tickingexercise” mean in Para.2?61.Paras. 4-6 propose three main precepts for the now approach. Please use ONE phrase to summarizeeach of the three precepts.62.What does the author suggest to shift the dynamic in the classroom (Para. 11)?PASSAGE THREE63. What is the purpose of the program proposed by the author (Paras. 1-3)?864. What does the word “ it ” in “dismantleDon’t it:rechannel it.” refer to(Para. 7)?65. What do Robert Reich ’s findings imply (Para. 12)?PART III LANGUAGE USAGE [15 MIN]The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:For a wrong word, underline the wrongword and writethe correct oneinthe blank provided at the end ofthe line.For a missing word, mark the position of the missing wordwith a“ ∧”signand write the word you believe to be missing in the blank provided at the end of theline.For an unnecessary cross the unnecessary word with aslash“/ ” and puttheword, word in the blank provided at the end of the line.ExampleWhen ∧art museum wants a new exhibit, (1)anit never buys things in finished form and hangs (2) neverthem on the wall. When a natural history museumwants an exhibition, it must often build it. (3)exhibitProofread the given passage on ANSWER SHEET THREE as instructed.PART IV TRANSLATION [20 MIN]Translate the underlined part of the following text from Chinese into English. Write yourtranslation on ANSWER SHEET THREE.我小的时候特别盼望过年，往往是一过了腊月，就开始掰着指头数日子。
【星火英语版】2017年专业八级考试参考答案
【星⽕英语版】2017年专业⼋级考试参考答案PartⅠ LISTENING COMPREHENSIONSECTION A MINI-LECTURE1. signing2. primary3. literacy4. different but complementary5. avoiding6. many other contexts7. characteristics/features8. reaction9. distance10. emotion11. deliberate12. intimacy and immediacy13. continuum14. types of language15. the usageSECTION B INTERVIEW1. What is international leaders’ assessment of the current battle against Ebola?答案：B. Disheartening.2. How many people are now working in the treatment unit in Liberia?答案：A. 200.3. According to Mary, what is the challenge in the battle against Ebola?答案：D. Insufficient operational efforts on the ground.4. Why do health workers need case management protocol training?答案：B. They can open up more treatment units.5. What does this interview mainly talk about?答案：C. Ebola outpacing operational efforts.6. What is Tom’s main role in his new position?答案：C. Using media information to inspire new ideas.7. According to Tom, what does innovation require of people?答案：B. Being brave and willing to take a risk8. What does Tom see as game-changing chances in the future?答案：B. Aiming at a consumer level.9. What does Tom do first to deal with the toughest part of his work?答案：D. Examining the future carefully.10. Which of the following might Tom work for?答案：A. A media agency.PartⅡ READING COMPREHENSIONSECTION A MULTIPLECHOICE QUESTIONSPASSAGE ONE11. The first part of Para. 4 refers to the fact that____________ .答案：[A] life there is quiet and slow12. “The lack of awareness” in Para. 5 refers to _________.答案：［C］little knowledge of the beauty of the beach13. The author uses “gloriously” in Para. 6 to _________.答案：［C］contrast greenery with isolation14. The sentence “We never ate the same thing twice” in Para. 10 reflects the of the seafood there.答案：［D］variety15. Which of the following themes is repeated in both Paras.1 and 11?答案：［A］Publicity.PASSAGE TWO16. It can be inferred from Paras.1 and 2 that teachers used to _________.答案：［D］teach extended reading in a perfunctory way17. The sentence “we all understand and instinctively feel narrative structure” in Para.4 indicates that _________.答案：［C］we are born story-tellers18. Samuel Johnson regards the relationship between a writer and a reader as (Para.5).答案：［B］collaborative19. In Para.7, the author sees “pre-reading” as the most important part of reading because ________.答案：［C］it can attract students’ attention20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functions EXCEPT_________ .答案：［C］stretching the imaginationPASSAGE THREE21. According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’__________ .答案：［B］self discipline22. The author cites the example of his father in order to show_________ .答案：［A］the importance of discipline23. According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT __________.答案：［A］increase in income24. According to the context, what does “the fire” refer to (Para. 14)?答案：［B］Anger.SECTION B SHORTANSWER QUESTIONS即可。
2017年西班牙语专业八级考试听力真题_真题-无答案
2017年西班牙语专业八级考试听力真题(总分20,考试时间60分钟)INSTRUCCIÓNA continuación vas a escuchar tres noticias. Escucharás cada una de ellas tres veces. Al terminar la tercera audición, haz los ejercicios que se te proponen al final de cada texto. (20/100, 1×20)TEXTO 1A continuación vas a escuchar tres noticias. Escucharás cada una de ellas tres veces. Al terminar la tercera audición, haz los ejercicios que se te proponen al final de cada texto. (20/100, 1×20)Extensión: apx. 451 palabras Duración: apx. 3m19sVocabulariovariopinto, ta adj. 多种多样的grafólogo, ga m., f. 笔迹学家intromisión f. 干涉boticario m. 药剂师magistral adj. 按方配制的enrevesado, da adj. 难以理解的prescripción médica 医嘱escribano m. 抄写员Satanás m. 撒旦avidez f. 渴望jocoso, sa adj. 戏谑的entrañable adj. 深情的Elige la opción que consideres más adecuada **pletar el siguiente texto de acuerdo con el contenido de la audición que has escuchado. Marca las opciones elegidas en la Hoja de respuestas. (10/100, 1×10)Solemos decir ‘tener una letra de médico’ de aquella persona que ___1___. ¿Por qué reconocer la letra de los médicos es un trabajo costoso? Se trata de una pregunta ___2___. Hay quien dice que la mala letra sería bien una muestra inconsciente del médico cuando ___3___, o el refugio al que acude para eludir posibles responsabilidades futuras. Otros dicen que en tiempos pasados, se trataba de un método para evitar que más gente supiera las fórmulas del medicamento, ya que la ley prohibía al médico ___4___.De ahí que la letra de los médicos ___5___. Pero la verdad es que ___6___.Nos quejamos porque a los pacientes ___7___. No obstante los médicos no eran ___8___. Así eran también los escribanos, de cuya letra incluso don Quijote llegó a decir que ni Satanás la entendía. En fin, quejarnos o no depende de si ___9___.Hoy en día, con el uso del ordenador, ___10___.【点此下载音频文件】1.A. imita la letra de los médicosB. tiene una letra difícil de entenderC. quiere ser médico de profesión2.A. que tiene diversas respuestasB. cuya respuesta se desconoceC. que no tendrá ninguna respuesta3.A. ha recetado algún medicamento erróneoB. no está seguro del medicamento que recetaC. está distraído en su consulta médica4.A. revelar las recetas de sus fórmulasB. preparar personalmente los pedidosC. emitir la receta sin ponerla por escrito5.A. fuera convirtiéndose en una escritura **prensibleB. empezara a ser utilizada por los estudiantes de MedicinaC. se transformara en un símbolo de la carrera más larga6.A. ni muchos médicos la pueden llegar a entenderB. la letra de médico la tenemos nosotros tambiénC. no todos los médicos escriben de esa manera7.A. nos impacienta que el médico escriba de esa maneraB. nos importa mucho entender lo que nos dice el médicoC. nos molesta la impaciencia con que nos trata el médico8.A. los únicos que tenían una mala letraB. los que trabajaban con más impacienciaC. los que más criticaban la mala letra9.A. tiene paciencia el que escribe la recetaB. estamos impacientes cuando leemosC. es importante lo que estamos leyendo10.A. todos han dejado de tener la ‘letra de médico’B. la ‘letra de médico’ la dejan de usar los médicosC. ya nadie utiliza la expresión ‘letra de médico’TEXTO 2Extensión: apx. 722 palabras Duración: apx. 4m18sV ocabularioplaticar intr. 谈话abocarse v. prnl. 全心投入（做某事）cotejar vt. 对比，比照Marca en la Hoja de respuestas la letra A si consideras correcta la aseveración y la B, si la consideras errónea, de acuerdo con el contenido de la audición que has escuchado. (5/100, 1×5)【点此下载音频文件】11. La ‘movilidad social’ se refiere a cómo hacerse rico u obtener un alto grado de profesión en México.A. 正确B. 错误12. Casi la mitad de los que no han recibido estudios básicos desean que sus hijos accedana una mejor profesión.A. 正确B. 错误13. Los hijos de los padres que trabajan en el comercio tienen más probabilidad de hacerse ricos.A. 正确B. 错误14. El ‘techo de cristal’ se refiere al estado en que las mujeres apenas tienen oportunidades de ascenso, cuando ocupan ya cierto cargo.A. 正确B. 错误15. La limitación a las mujeres es evidente debido a los mecanismos y reglas formalmente establecidos en la sociedad. A. 正确B. 错误TEXTO 3Extensión: apx. 288 palabras Duración: apx. 1m38sVocabularioemérito, ta adj. 荣誉退职的esclusa f. 船闸comandar vt. 领导ensanche m. 扩展，加宽Completa las oraciones con la opción que consideres más adecuada de acuerdo con el contenido de la audición que has escuchado y marca la letra que la encabece en la Hoja de respuestas. (5/100, 1×5)【点此下载音频文件】16. La ampliación del Canal de Panamá ______.A. costó una gran inversión de tiempo y de dineroB. fue llevada a cabo por un enorme buque chinoC. fue una iniciativa conjunta sino-española17. Según la noticia, ______.A. más de 70 representantes participaron en el eventoB. el Canal de Panamá se construyó hace un sigloC. el actual rey de España asistió a la inauguración18. La capacidad de tránsito de contenedores se ha aumentado con ______.A. la puesta en marcha de un nuevo juego de esclusasB. la construcción de un nuevo puente de aguaC. la adopción de nuevas medidas medioambientales19. Según la noticia, ______.A. Sacyr logró reciclar la mayor parte del agua marinaB. Sacyr empleó en 2007 más de 10 mil trabajadoresC. empresas de 4 países participaron en esa mega obra20. Según la audición, ______.A. las esclusas tienen un tamaño de 2 pirámides de KeopsB. 3 de los 5 mil millones de dólares se están por autorizarC. la obra se estimó en costar más de 8 mil millones de dólares。
西班牙语专业八级-常识题
西班牙语专业八级常识题1. 诺贝尔文学奖西班牙语国家到2009年一共出了10个诺贝尔文学奖得主。
其中5个是西班牙的，5个是拉丁美洲的，一半一半。
1904年，José Echegaray；西班牙戏剧家、诗人；作品（1881年）：《El gran Galeoto》(伟大的牵线人)1922年，Jacinto Benavente；西班牙作家；作品（1913年）：《La Malquerida》（不吉利的姑娘）1945年，Gabriela Mistral；智利作家；作品（1924年）：《Desolación》（柔情）1956年，Juan Ramón Jiménez；西班牙诗人；作品（1903年）：《Arias Tristes》（悲哀的咏叹调）1967年，Miguel Ángel Asturias；危地马拉诗人、小说家；作品（1949年）：小说《Hombres de Maíz》（玉米人）1971年，Pablo Neruda；智利诗人；作品（1924年）：诗、散文《Veinte Poemas de Amor y una canción desesperada》（情诗•哀诗•赞诗）1977年，Vicente Alexánder Melo；西班牙诗人；作品（1944年）：诗《Sombra del Paraíso》（天堂的影子）1982年，Gabriel Gracía Márquez；哥伦比亚记者，作家；作品（1967年）：《Cien Años de Soledad》（百年孤独）1989年，Camilo José Cela；西班牙小说家；作品（1951年）：《La Colmena》（蜂巢）1990年，Octavio Paz；墨西哥诗人；作品（1949年）：《Piedra del Sol》（太阳石），选自作品集《Libertad bajo Palabra》2. 地理情况这个实在是没法说了，给个地图自己看下吧3. 首都PaísPoblaciónExtensión (km²)Capital% español lengua maternaArgentina40.914.000 2.780.400 Buenos Aires100%Belice287.005 22.966 Belmopán50%Bolivia10.227.299 1.098.581 Sucre[1]64%Chile17.094.275 756.950 Santiago de Chile 100%Colombia45.273.936 1.141.748 Bogotá99,03%Costa Rica4.579.000 51.100 San José 97,25%Cuba11.451.652 110.860 La Habana100%República Dominicana10.090.000 48.730 Santo Domingo 98,98% Ecuador14.067.000 283.520 Quito92,96%El Salvador7.185.000 20.041 San Salvador100%Guatemala14.655.189 108.890 Ciudad de Guatemala 64,7%Honduras7.793.000 112.492 Tegucigalpa97,16%México109.955.400 1.972.550 Ciudad de México 92,17%Nicaragua5.743.000 129.494 Managua87,4%Panamá3.450.349 78.200 Ciudad de Panamá99,8%Paraguay6.996.245 406.750 Asunción55,1%Perú29.165.000 1.285.216 Lima80,3%Puerto Rico3.994.259 9.104 San Juan 95,10% Uruguay3.415.920 176.220 Montevideo96,60%Venezuela28.384.132 916.445 Caracas96,48%Hispanoamérica 374.721.661 12.004.5124. 没有和中国建交的国家（2010年新版，Moi与Vicente共同制作）欧洲1个：梵蒂冈Ciudad del Vaticano非洲4个：斯威士兰Swazilandia布基纳法索Burkina Faso冈比亚Gambia圣多美和普林西比Sao Tomé e Príncipe拉丁美洲12个：巴拿马Panamá海地Haití巴拉圭Paraguay萨尔瓦多El Salvador多米尼加La República Dominicana危地马拉Guatemala洪都拉斯Honduras圣文森特和格林纳丁斯 San Vicente y las Granadinas圣基茨和尼维斯San Cristóbal y Nieves伯利兹Belice尼加拉瓜Nicaragua圣卢西亚Santa Lucía大洋洲6个瑙鲁Nauru图瓦卢Tvalu所罗门群岛Islas salomón马绍尔群岛共和国Islas Marshall帕劳Palaos基里巴斯Kiribati5.世界性会议G8峰会：Canadá, Rusia, Japón, Reinos Unidos, EE. UU., Francia, Alemania, Italia G20 峰会：由G8集团国，十一个新兴工业国家（China, Argentina, Australia, Brasil, La India, Indonesia, México, Arabia Saudita, Sudáfrica, Corea de Sur y Turquía）和欧盟（UE）组成。
专八2017年真题和答案解析
B. Considering a starting point.
C. Establishing the focal point.
Hale Waihona Puke D. Examining the future carefully.
10. A. A media agency.
B. An Internet company.
C. A venture capital firm.
SECTION B INTERVIEW In this section you will hear TWO interviews. At the end of each interview, five questions
will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A], [B], [C] and [D], and mark the best answer to each question on ANSWER SHEET TWO.
2017年专业英语八级考试试题及答案（2）
2017年专业英语八级考试试题及答案（2）28. Which of the following best describes the attitude of other people on the train towards the couple?[A] They regarded the couple as an object of fun.[B] They expressed indifference towards the couple.[C] They were very curious about the couple.[D] They showed friendliness towards the couple.29. Which of the following contains a metaphor?[A] ... like a man waiting in a barber's shop.[B] ... his countenance radiant with benevolence.[C] ... sweeping over the horizon, a precipice.[D] ... as darkly brilliant as the surface of a pool of oil.30. We can infer from the last paragraph that in the dining-car[A] the waiters were snobbish. [B] the couple felt ill at ease.[C] the service was satisfactory. [D] the couple enjoyed their dinner.PART III GENERAL KNOWLEDGEThere are ten multiple-choice questions in this section.31. The northernmost part of Great Britain is[A] Northern Ireland. [B] Scotland. [C] England. [D] Wales.32. It is generally agreed that were the first Europeans to reach Australia's shores.[A] the French [B] the Germans [C] the British [D] the Dutch33. Which country is known as the Land of Maple Leaf?[A] Canada. [B] New Zealand.[C] Great Britain. [D] The United States of America.34. Who wrote the famous pamphlet, The Common Sense, before the American Revolution?[A] Thomas Jefferson. [B] Thomas Paine.[C] John Adams. [D] Benjamin Franklin.35. Virginia Woolf was an important female ______ in the 20th-century England.[A] poet [B] biographer [C] playwright [D] novelist36. ______ refers to a long narrative poem that records the adventures of a hero in a nation's history.[A] Ballad [B] Romance [C] Epic [D] Elegy37. Which of the following best explores American myth in the 20th century?[A] The Great Gatsby. [B] The Sun Also Rises.[C] The Sound and the Fury. [D] Beyond the Horizon.38. ______ is defined as the study of the relationship between language and mind.[A] Semantics [B] Pragmatics[C] Cognitive linguistics [D] Sociolinguistics39. A vowel is different from a consonant in English because of[A] absence of obstruction. [B] presence of obstruction.[C] manner of articulation. [D] place of articulation.40. The definition "the act of using, or promoting the use of, several languages, either by an individual speaker or by a community of speakers" refers to[A] Pidgin. [B] Creole.[C] Multilingualism. [D] Bilingualism.PART IV PROOFREADING &ERROR CORRECTIONPART V TRANSLATIONPART V TRANSLATIONTranslate the underlined part of the following text into English.现代社会无论价值的持有还是生活方式的选择都充满了矛盾。
西班牙语往年等级考试真题
西班牙语往年等级考试真题西方语速比较快，所以我们在初学西班牙语的时候肯定要打好基础，为以后的实战做好预备。
每天坚持听各种西班牙语教材至少15分钟以上，最初重点在于练习语感。
下面给大家带来关于西班牙语等级考试真题，盼望对你们有所关心。
西班牙语往年考试真题第一部分听力理解一、单项选择(每小题1分，共10题，共10分。
)依据对话的内容，从选项中选择一个正确答案填写在空格内，对话只播放1遍。
对话1：1. El chico no fue a ver la exposición, porque:a) creía que era una pérdida de tiempo;b) la visita cansaba mucho;c) no sabía que había una exposición;d) había demasiada gente.2. La chica lamentaba que:a) él se hubiera perdido entre los visitantes;b) en el acto de inauguración no estuviera el alcalde;c) no hubiera mucha gente de importancia;d) él no hubiera podido conocer las pinturas de Goya ni a la gente de importancia.对话2：3. La se漀爀愀se quejó de la asistenta, porque:a) salió del trabajo muy temprano, más o menos a las tres de la tarde;b) al salir, ni siquiera saludó a la se漀爀愀;c) no realizó ningún trabajo doméstico;d) el trabajo casi no le importaba.4. La primera asistenta que le habían mandado el día anterior fue aún peor, pues:a) no lavó la ropa; b) no fregó el piso;c) ni limpió los muebles; d) ni siquiera llegó a casa.对话3：5. El chcio tuvo mala suerte:a) su autobús estuvo atascado por dos horas en una esquina;b) el metro en que viajaba tuvo una avería;c) las ruedas de su coche no se encontraban bien;d) la carretera estaba cerrada aquella ma愀渀愀.6. La chica le aconsejó:a) llegar a la oficina más temprano por la ma愀渀愀;b) vivir en la misma oficina para ahorrarse los viajes;c) no sorprenderla más con sus problemas;d) despreocuparse de los problemas del tráfico..对话4：7. Los dos jueces trataban de ponerse de acuerdo:a) a ambos les interesaba el primer aspirante;b) la juez quería saber si su colega prefería al primero;c) el juez prefería al tercero;d) dice el juez que de todos modos don Jorge quería que le ofrecieran el puesto al primero.8. Para don Jorge lo más importante en un aspirante era:a) sus conocimientos profesionales;b) su disposición de colaborar;c) su capacidad de trabajo;d) el apellido familiar.对话5：9. La se漀爀愀dice que en el campo se puede :a) ir en carro a todas partes;b) apreciar mejor la naturaleza;c) madrugar menos que en la ciudad;d) vivir con muchas ventajas y comodidades.10. El se漀爀opina que antes de mudarse a la ciudad,a) no había vivido nunca en una casa de campo;b) no había visto películas con mucha frecuencia;c) había visto muchas autopistas en un solo lugar;d) había visitado museos y había visto obras de teatro.二、填空(每小题1分，共10题，共10分。
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2017 年全国高校西班牙语专业八级水平测试笔试试卷学校 _____________________ 姓名_____________________编号 _____________________2017 年3 月24 日Completa las oraciones siguientes con una de las cuatro opciones que se te ofrece y marca las opciones elegidas en la Hoja de respuestas. (5/100, 0.5×10)1.Panamá se independizó de __________ el 3 de noviembre de 1903.A.Costa RicaB.VenezuelaC.ColombiaD.España2.Los tres ríos sudamericanos más largos y de mayor cauce son, de norte a sur,__________.A.el Orinoco, el Amazonas y el UruguayB.el Amazonas, el Uruguay y el ParaguayC.el Orinoco, el Amazonas y el ParanáD.el Amazonas, el Paraná y el Paraguay3.Según lo previsto en la Constitución, el rey de España no tiene potestad（权限）para __________.A.acreditar a los embajadores del ReinoB.nombrar el presidente del GobiernoC.declarar la guerra y hacer la pazD.presentar propuestas legislativas4.__________ son los dos países latinoamericanos que forman parte de la OPEP.A.Ecuador y VenezuelaB.Venezuela y MéxicoC.México y BrasilD.Brasil y Ecuador5.__________ es uno de los socios fundadores del Banco Asiático de Inversión enInfraestructura.A.ArgentinaB.EspañaC.MéxicoD.Venezuela6.__________ son países miembros del G20.A.México, Brasil, ArgentinaB.Brasil, Chile, EspañaC.España, Francia, AlemaniaD.Chile, Brasil, México7.En España, el horario de verano empieza desde finales de __________ y termina afinales de __________.A.mayo, septiembreB.junio, octubreC.abril, septiembreD.marzo, octubre8． ___________ es una organización argentina formada con el objetivo de localizar a los jóvenes desaparecidos durante la dictadura militar de 1976-1983 y castigar a los responsables. Asociación por los Derechos Civiles Asociación Madres de Plaza de Mayo Amnistía Internacional Sección Argentina OrganizaciónNacional de Derechos Humanos9.__________ no pertenece a la generación del 98.A.García LorcaB.Miguel de UnamunoC.Antonio MachadoD.Valle-Inclán10.__________ ganó el Premio Cervantes 2016.A.Emilio PachecoB.Ana María Matuteardo MendozaD.Fernando del PasoLee detenidamente los siguientes textos para hacer los ejercicios que se dan al final. (30/100, 1.5×20)Texto ILee el texto y responde a las preguntas 11-15. Selecciona las opciones correctas y márcalas en la Hoja de respuestas. (7.5/100, 1.5×5)El 10 de mayo de 1940 Winston Churchill juraba como primer ministro del Reino Unido. Europa estaba en dificultades. Además de armas y soldados, el pueblo inglés hizo una apuesta política tan generosa como desconocida. El Parlamento británico aprobó el 16 de junio de 1940, casi por unanimidad, una propuesta del primer ministro. Lo aprobado suponía crear entre Francia y el Reino Unido una única nación. Ante momentos de dificultad Winston Churchill hizo lo que hace un líder: acudióal Parlamento. Y el Parlamento dio la respuesta que da un pueblo sensato a través de sus representantes11-A: en tiempos de dificultad hay que apostar por sumar y por unir, y asumir los sacrificios que esto11-B suponga.Ahora Europa pasa por tiempos difíciles. Pero el pueblo inglés no ha tenido un líder que haya acudido al Parlamento. Ha triunfado la estrategia del egoísmo. El lamentable despropósito del referéndum convocado por Cameron es, sin duda, el mayor error de un líder político democrático en las últimas décadas. Y es un error fruto del egoísmo, de querer reforzar una débil posición política personal acudiendo a la demagogia（蛊惑人心）de que serán las bases o el pueblo quien decida por él. Y el pueblo ha respondido con la misma receta11-C.Las urnas del referéndum han dejado fracturado el Reino Unido por tres ejes que seguramente van a lastrar（妨碍）durante las próximas décadas la convivencia dentro de las islas. Una primera y clara fractura es la que se ha manifestado entre la clase política y lo que se viene a llamar el establishment y el conjunto de los votantes. Su desconocimiento de quéera lo que la mayoría quiere es una paradoja especialmente desafortunada para quienes se supone que su trabajo consiste en vivir representando a sus ciudadanos. En segundo lugar, las urnas hacen más evidente la ruptura entre los territorios del reino. Superado hace año y medio el vértigo de la independencia de Escocia tras ganar el remain en el Unido Reino, el fantasma de una Escocia independiente del reino resurge con fuerza. Pero, sobre todo, el referéndum ha abierto una nueva y muy grave brecha. La quiebra entre generaciones manifestada como muy difícilmente haya podido verse antes en proceso democrático alguno.La generación de ingleses que mejor ha vivido en la historia, los nacidos después de la Segunda Guerra Mundial y hasta 1973, año de ingreso del Reino Unido en la Unión Europea, es la que ha decidido que el país abandone la UE. Los cerca de 22 millones de ingleses de más de cincuenta años han condenado a los cerca de 34 millones de compatriotas de menos de cuarenta años a volver al pasado. El principal argumento ha sido preservar sus pensiones y defenderse de la inmigración extranjera.Quienes han recibido mucho más de lo que han dado han apostado por poner un candado que blinde sus privilegios. Quienes más años tienen por delante han vistofrustrados sus deseos de un mundo más abierto en el que saben que ya no pueden vivirmejor endeudando a las futuras generaciones.(12) En efecto, cada una de las personas residentes en el Reino Unido que tienen entre 65 y 70 años recibirán del Estado a lo largo de su vida 198.930 libras más de las pagadas en impuestos y tasas. Para una persona entre 70 y 75 la cifra es aún mayor, de 223.183 libras. Sin embargo, cada una de las personas que se sitúa entre 25 y 30 deberá contribuir con 157.700 más de las que va a recibir, y si tiene entre 30 y 35 su contribución neta es estimada en124.486 libras. No es de extrañar que la deuda pública del Reino Unido se haya triplicado en los últimos 10 años. Esta deuda tendrán que pagarla o sufrirla las generaciones que han votado por permanecer en la UE. La generación que más tiene decide que como las cosas se ponen algo más grises, lo de estar abierto a otras economías o tener que aceptar inmigrantes procedentes de países en situación de crisis profunda, es algo que no interesa. El egoísmo de mejor me guardo mi prosperidad para mí sólo ha triunfado en las urnas. Ese letal virus11-D acaba dañando a quien lo padece, como no han tardado en comprobar todos los británicos que se han empobrecido de golpe y en 24 horas al menos un 14%.11.¿Cuál de las siguientes afirmaciones es incorrecta? secuencia sus representantes11-A se refiere a: los diputados delParlamento británico.B.El pronombre esto11-B se refiere a: apostar por sumar y por unir. secuencia la misma receta11-C se refiere a: la demagogia.D. secuencia ese letal virus11-D se refiere a: el egoísmo.12.¿Cómo se interpreta la frase “Quienes más años tienen por delante hanvistofrustrados sus deseos de un mundo más abierto en el que saben que ya no puedenvivir mejor endeudando a las futuras generaciones.”?A.Los jóvenes se dan cuenta de que se verán obligados a vivir en un país máscerrado y que no se permitirán vivir bien a costa de sus hijos.B.Con el paso del tiempo, a los británicos se les ha ido remordiendo laconciencia ya que la deuda pública se ha disparado en la última década.C.Los jóvenes que tengan el deseo de sacar adelante a los descendientes hanredoblado los esfuerzos en un mundo más abierto y competitivo.D.Los mayores han logrado ampliar el horizonte de las futuras generacionesdejándoles una herencia tan positiva como un mundo mejor.13.¿Cuál de las siguientes afirmaciones es errónea de acuerdo con el texto?A.David Cameron convocó el referéndum para que el pueblo tuviera la últimapalabra.B.Los votantes fueron a las urnas decidiendo sobre cosas que no conocían enabsoluto.C.Los europeístas se quedaron escandalizados al no acertar con la voluntadde los británicos.D.Los euroescépticossembraron la discordia entre las nacionesque componenel Reino Unido.14.¿Qué es lo que menos esperaban los partidarios del Brexit（英国脱欧）según eltexto?A.Control de fronteras y mejor calidad de vida.B.Hostilidad xenófoba y discriminación racial.C.Devaluación de la libra y recesión económica.D.Más soberanía y más dignidad nacional.15.¿Cuál será el título más apropiado del texto?A.Mejor sumar, no restarB.Reino Unido, ¿reino unido?C.Mr. Brexit, la tiranía de la mayoríaD.Los británicos más egoístas de la historiaTexto IILee el texto y responde a las preguntas 16-20. Selecciona las opciones y márcalas en la Hoja de respuestas. (7.5/100, 1.5×5)La muerteP OR R OBERTO P LIEGONo hay escape, no hay cómo soslayarla（逃避）, no hay tregua posible. V olvemos a lo mismo: la muerte es un hecho universal y definitivo. Se resiste a cualquier teoría, se resiste a la forma. Vista desde su propia perspectiva, no deberíamos reprocharle nada. Viendo las cosas desde la perspectiva de la vida, ofende16-A sentirse bajo el control y el cálculo de la muerte.Es fácil decir por quénos interesamos por la muerte: acarrea demasiados problemas para los vivos. Es cierto: no deja de representar un fracaso en relación a lo que deseamos para los demás y aun para nosotros mismos. La muerte, lo16-B sabemos, altera el curso de la vida. Nunca resulta trivial（无关紧要的）. El hecho indiscutible es que después de su paso hay alguien que ya no está aquí. Se supone que no hay nada fuera de lo común en ese hecho. Alguien falta y es normal.Siguiendo los argumentos que Nigel Barley expone en Bailando sobre la tumba, damos con una sospecha esencial: el interés por la muerte aumenta el respeto por la vida. La muerte forma parte de la idea más general acerca de lo que significa estar vivo.En tal sentido, las ceremonias funerarias y las creencias alrededor de la muerte deberían interpretarse como un debate continuo sobre la noción de individuo.Ante el luto la palabra clave es emoción. En virtud de que las emociones son numerosas e indistintas（一致的）, los funerales exponen toda clase de máscaras y revelaciones. Un funeral admite lo mismo un minuto de silencio, quizá la marca de que el mundo sufre una alteración inaceptable, que algunos ritos —como en algunas regiones de África Occidental— en los que la risa tiene el mismo peso luctuoso（悲伤）que el llanto.Que la risa no tenga cabida en los ritos funerarios de Occidente puede constatarse en el lenguaje con el que reaccionamos ante la muerte. Coleccionamos eufemismos: “ha pasado a mejor vida”, “descansa en paz”, “ha entregado su alma al Todopoderoso”. Lo políticamente correcto, sin embargo, y como siempre, se ha impuesto con creces （大幅度地）al temor de mencionar los hechos por su nombre: “no alcanzó su potencial de bienestar”, “sufrió una inconveniencia terminal”. Uno se siente invitado a decir que estasúltimas muestras de respeto avanzan, en realidad, en sentido contrario.(17) Constantemente nos vemos obligados a vestir a nuestros muertos, a despedirlos, a procurarles residencia como es debido, a recordarlos. La tarea del recuerdo parece más apta cuando los muertos ocupan sus tumbas que cuando fueron incinerados（火化）.La incineración se ha impuesto como un método rápido, aséptico（无菌的）y efectivo para evitar la imagen de la descomposición. Dado tal caso16-C, quéhacer con las cenizas. Nigel Barley señala que la incineración alude, entre muchos contemporáneos, a la noción de identidad disuelta, sobre todo cuando las cenizas se dispersan. Un cuerpo incinerado, sin embargo, se acomoda al recuerdo siempre y cuando ocupe cierto lugar. El club inglés de fútbol Manchester United recibe cerca de veinticinco solicitudes anuales para que las cenizas de sus más fervientes hinchas incinerados seanesparcidas （撒）sobre su terreno de juego.“Polvo eres, en polvo te convertirás”. La conservación del cuerpo avanza en sentido contrario a tal máxima16-D. La muerte al revés ofrece un peor espectáculo: cada intención de Michael Jackson por ganarle la carrera a la muerte se vuelve en favor de la descomposición: la cara de ese señor aprobaría el casting para una nueva fórmula de lo que nos espera con los gusanos.Incinerar, dispersar, conservar: no suenan muy a favor de la convivencia entre vivos y muertos. En los cementerios, plantados de tumbas y a veces llenos de viejas visitas, de buenos amigos, la muerte y la vida no rivalizan: una y otra se cubren de ofrendas y regalos. Pero nada como la genética. No hay consuelo, es decir, hay algo cuyos argumentos suenan, por igual, llanos y poderosos para decir muerte como se dice vida: el mapa del genoma（基因组）humano ha revelado que, cuando una célula detecta que ha sido infectada por un virus, puede suicidarse por el bien de todo el organismo. De hecho, hay evidencia de que la muerte celular en masa es una estrategia en favor de la vida. Lo contrario es el cáncer, la multiplicación celular indiscriminada.El “efecto kamikaze” vuelve a traernos la sospecha de que —como escribió Norbert Elias— la muerte es un problema de la vida.16.¿Cuál de las siguientes afirmaciones es correcta?A.El sujeto de ofende16-A es: la vida.B.El pronombre lo16-B se refiere a: la muerte no deja de representar unfracaso en relación a lo que deseamos para los demás y aun para nosotrosmismos.C. secuencia tal caso16-C se refiere a: la incineración. secuencia tal máxima16-D se refiere a: la conservación máxima del cuerpo.17.¿Cómo se interpreta la frase “Uno se siente invitado a decir que estasúltimasmuestras de respeto avanzan, en realidad, en sentido contrario.”?A.Los occidentales se ven obligados a eludir la palabra “muerte” paraexpresar sus debidos respetos hacia el más allá.B.Nos inclinamos a imaginar que cruzando el último umbral pasaremos a unmundo ajeno de angustias y preocupaciones. gente suele usar los eufemismos y las frases políticamente correctaspara quedar bien en cualquier circunstancia.D.El hecho de que la gente use muchos eufemismos de la muerte muestra lapreocupación e incluso el miedo a ella.18.De las siguientes aseveraciones sobre la incineración, ¿cuál es la acertada?A.Es una especial manifestación de respeto al muerto.s cenizas pueden acomodarse donde quiera el dueño.C.Es una alternativa baja en carbono y poco contaminante.D.Evita la alteración del ecosistema y beneficia su recuperación.19.¿Cuál de los siguientes comportamientos tiene el “efecto kamikaze”?A.Los nazis metieron a los judíos primero en el gueto（犹太人隔离区）yluego en la cámara de gas.B.Un enfermo terminal del sida dispara contra la multitud en cualquier centrocomercial.C.Rodeadas del fuego, unas hormigas pueden suicidarse para lasupervivencia del colectivoD.Los magnicidios（暗杀）fallidos o no fallidos, como los de Fidel Castro oel de John Kennedy.20.¿Cómo es la relación entre la vida y la muerte según el autor?plementaria.B.Conflictiva.C.Enigmática.D.Paradójica.Texto IIILee el texto y responde a las preguntas 21-25. Selecciona las opciones y márcalas en la Hoja de respuestas. (7.5/100, 1.5×5)Con vistas a fomentar el intercambio de personas entre China y España, los dos gobiernos acuerdan facilitar becas de diversos tipos. Cada año la parte china ofrecerá a España 15 becas gubernamentales, el organismo ejecutivo de este proyecto serála Secretaría General del Consejo de Becas de China. Mientras España concederá15 becas gubernamentales anuales a China. En el caso español, el organismo financiador será la Fundación para la Proyección Internacional de las Universidades Españolas.es. Con el fin de dar cumplimiento a los acuerdos alcanzados por parte del Estado Español en el Plan Ejecutivo antes mencionado, la Fundación Universidad.es establece las siguientes bases de la Primera Convocatoria para el curso lectivo 2013-2014. Primera. DestinatariosEstudiantes de grado que estén cursando sus estudios en alguna universidad oficial reconocida por el gobierno chino.Segunda. Duración y Dotación de las becas otorgadas por EspañaLas becas tendrán efecto exclusivamente para el curso académico 2013-2014, de acuerdo con el calendario oficial de cada Universidad. El estudiante deberámatricularse al menos de 48 créditos, hasta un máximo de 60.La dotación de las mismas21-A consistirá en 10.000 € por becario y año lectivo, loscuales21-B serán gestionados por la Universidad de acogida en coordinación permanente con la Fundación para la Proyección Internacional de las Universidades Españolas, Universidad.es.El importe de la beca se destinara a cubrir:-Los gastos de matrícula y estudios.-Los desplazamientos necesarios dentro de España, para que el estudiante se haga presente oportunamente en la Universidad de acogida para el inicio de sus estudios, asícomo los desplazamientos necesarios dentro de España para acceder alaeropuerto desde donde el becario accederáal vuelo que lo llevaráde vuelta a China una vez termine sus estudios.-Los gastos de manutención y alojamiento.-Un seguro médico privado no farmacéutico que cubrirá las necesidades sanitarias del becario según lo establecido en la legislación española.Tercera. Proceso de solicitudCada estudiante deberáelegir un máximo de tres universidades españolas en sus21-C respectivas áreas de estudios al cumplimentar el formulario de solicitud que apareceráanexo a la convocatoria publicada en la página web de la Fundación Universidad.es. El formulario de solicitud deberáser enviado, junto con una carta de motivación, a laConsejería de Educación de la Embajada de España en Pekín por correo electrónico a @mecd.es o por correo postal a la dirección que figura al final de la convocatoria.Cuarta. Áreas del conocimiento prioritarias-Idioma español-Ciencias Humanas y Sociales-Ciencias AplicadasQuinta. Requisitos que deben cumplir los candidatos-Pasaporte en vigor expedido por la República Popular China.-Expediente académico actualizado y debidamente certificado por el CDGDC. La certificación deberá abonarla el estudiante.-Haber cursado entre el 20% el 60% máximo del total de sus estudios.-Al menos dos cartas de recomendación expedidas por docentes o autoridades académicas de la Universidad de origen.-Acreditar un nivel B1 de español para todas las áreas prioritarias, a excepción de lade “idioma español”, en la que se exigirá que se acredite un nivel B2.(22) Deberáestar acreditado por las instituciones que determine la Consejería de Educación en Pekín. Se darápreferencia a aquellos que estén certificados por el Instituto Cervantes.-El comité se reserva el derecho de realizar una prueba de idioma y/o convocar a los estudiantes a una entrevista si se estimara21-D oportuno.Sexta. Comité de selecciónEl comité de selección lo conformarán la Consejera de Educación de la Embajada de España en Pekín, el Secretario General de la Consejería, y un miembro de la Fundación para la Proyección Internacional de las Universidades Españolas.Séptima. Plazo de presentación de solicitudes por parte de los estudiantes chinos Desde: 10 de enero de 2013Hasta: 10 de marzo de 2013Los solicitantes podrán subsanar los defectos formales hasta el día 25 de marzo de 2013. El listado definitivo de solicitudes aceptadas se publicará el 15 de abril de 2013 en la página web de la Fundación.Datos de contacto:Consejería de Educación Embajada de EspañaSky Plaza Building, Room 07B, 20th46, Dong Zhi Men Wai Da JieDong Cheng District 100027Beijing@mecd.es Tel.: +86 10 8460 8286 ext. 28 Fax: +86 10 8460 8518http://www.mecd.gob.es/china21.¿Cuál de las siguientes afirmaciones es correcta? secuencia las mismas21-A se refiere a: las becas. secuencia loscuales21-B se refiere a: los becarios.C.El adjetivo sus21-C se refiere a: de tres universidades españolasD.El sujeto de se estimara21-D es: el comité de selección.22.¿Cómo se interpreta la frase “Acreditar un nivel B1 de español para todas lasáreasprioritarias, a excepción de la de “idioma español”, en la que s e exigirá que seacredite un nivel B2.”?A.Los estudiantes deben tener un nivel de español B1 si quiere estudiar lasespecialidades favoritas a menos que le exijan un B2.B.Los estudiantes han de certificar su nivel de español B1 especializado,salvo cuando l e pidan un diploma de B2 de “idioma español”.C.Los estudiantes certificarán su notable nivel de español en todos losterrenos académicos y especialmente en los vinculados con la lengua.D.Hay que tener un nivel B1 si se estudia Ciencias Aplicadas, CienciasSociales y Humanidades, y un nivel B2 si se estudia Lengua española.23.¿Cuál de los siguientes estudiantes está en condiciones de solicitar la beca?A.Wang Lin, estudiante de segundo año de la carrera de Arquitectura quecuenta con todos los documentos debidamente certificados.B.Liu Lanlan, estudiante de primer año de postgrado muy interesado en eltransplante de órganos con todos los papeles necesarios.C.Zhang Yu, universitario español de origen chino que se propone estudiarMatemáticas Aplicadas, con tres cartas de recomendación.D.Sun Jie, estudiante de tercer año de Filología Hispánica (C1) que quiereestudiar en Madrid desde febrero hasta diciembre de 2014.24.Según el texto, ¿qué podría ser el CDGDC?A.Una sección del Consejo de Becas de China.B.Una sección del Ministerio de Educación de China.C.Una sección de la Embajada Española de China.D.Una sección de la Fundación Universidad.es.25.El texto debe ser un fragmento _____________.A.del Estatuto de Concesión de Becas del Ministerio de Educación de ChinaB.de las Normas de Solicitud de Becas Anuales del Reino de EspañaC.de la Convocatoria del Programa de Intercambio de Becas entre China yEspañaD.del Convenio de Intercambio de Becas de Investigación entre China yEspañaTexto IVSe han extraído cinco fragmentos del siguiente texto. Léelo y decide en qué lugar del texto (26-30) hay que colocar 5 de los 8 fragmentos propuestos (A-H). Marca las opciones elegidas en la Hoja de respuestas. (7.5/100, 1.5×5)El dulce olvidoP OR S ANTIAGO R ONCAGLIOLODesde que la arterioesclerosis（动脉硬化）la atacó, mi abuela Mamina perdióprogresivamente los pedazos de su universo. Comenzó olvidando pequeñas cosas, citas o nombres de amigas. Desechó después ciertas habilidades, como conducir o cocinar. Borrótambién la posición de las calles: nada más cruzar el umbral de su puerta, se perdía irremediablemente. Y finalmente, su memoria desterró（排除）los nombres de sus hijos y nietos. Nos saludaba en varios rounds,e iba fijándose en la cara que poníamos con cada intento hasta que acertaba:—Hola, Raf... Gonz... Edu... ¡Santiago!26 Cuando mi padre se casó por segunda vez, todos pensamos que Mamina, tan católica y conservadora, no aprobaría su matrimonio. Pero, aparentemente ni siquiera se dio cuenta. Durante la boda llevaba puesta su sonrisa perdida de siempre. En un momento, justo antes del intercambio de anillos, se dirigió hacia la nueva esposa de papá y le dijo dulcemente:—¡Qué guapa estás! Y dime, ¿Conozco a tu novio?Entre las pocas memorias que Mamina recuperaba con frecuencia, su padre ocupaba el lugar de honor. 27 Gracias a él, descendíamos de un presidente del Perú: el Gran Mariscal Luis José de Orbegoso y Moncada.El templo de la veneración familiar era la casa de mi tío abuelo Eduardo, que compartía con mi abuela la adoración por sus orígenes. El tío abuelo Eduardo era un Orbegoso orgulloso y fanático. Sólo que él había convertido su interés en obsesión. Investigaba maniáticamente todo lo que tuviese que ver con su glorioso bisabuelo y corregía la historia del Perú. Había montado en su hogar un museo privado enhomenaje a nuestro ilustre antepasado. El jardín, el estudio, el salón estaban llenos de uniformes militares del siglo XIX, cascos, armas, sables, pinturas ecuestres（骑马的）de Orbegoso, escritorios de la época con plumas verdaderas y frascos de tinta, documentos con esa letra antigua tan bonita. Pasear por la casa era como viajar en el tiempo.28 Un día, Eduardo le pidió prestadas unas cartas del mariscal que ella guardaba. Nada importante, en realidad. Probablemente cartas familiares o notas domésticas. Pero Eduardo nunca las devolvió. Las integró en su museo personal como preciados tesoros que sólo a él correspondía guardar.Años después, ella murió.Hace sólo un par de años, durante un regreso a Lima, almorcé con una de mis tías. Sobre una repisa（墙上搁板）de la casa había una foto de Mamina y Eduardo con su padre, cuando eran jóvenes. Hice algún comentario irónico sobre su obsesión genealógica（家谱的）y nuestra cacareada（到处吹嘘的）sangre Orbegoso. Mi tía se rio con tristeza y me dijo:—Tanta tontería y hacía a mamá tan infeliz.—Ella era feliz con esas cosas —traté de defenderla.—No, no lo era. Ella y Eduardo eran bastardos（私生子）. Nacieron fuera del matrimonio, de una amante de su padre.—Pero pensaba que la madre de Mamina era una modista famosa.—¿Modista? —soltó una carcajada—. No creo que supiese coser. Mi abuela era una “costurerita”. 29 Mamina se negaba a verla incluso cuando vivía. Le daba vergüenza.Entonces comprendípor quéMamina nunca hablaba de su madre. Con el transcurso del tiempo, he comprendido incluso por qué, de la tiniebla de su memoria, la abuela eligió recordar precisamente lo que no era. 30Fragmentos:A.Según ella, mi bisabuelo era un caballero en toda regla. misma fascinación por el pasado que los unía terminópor separar a miabuela de su hermano.C.Sus disparates tenían una utilidad: le permitían refugiarse del mundo, eludir laresponsabilidad de tener una opinión.D.Ahora creo que mi abuela vivía en un mundo a medida. Conservóalgunasmemorias agradables y optó por ignorar el resto de la realidad.E.Así se llamaba en la época a las doñas nadies, a las amantes de paso que sedejaban preñar（怀孕）por oficio, para reclamar pensiones alimenticias.F.En su versión, el Gran Mariscal era un héroe idealista y patriota rodeado devíboras ambiciosas y perversas, tratando de salvar al país del naufragio.。