英语专业四级六级复习-2017年英语专八听力真题及听力原文
英语专业四级六级复习-2017年英语专八真题及答案
英语专业 四级/六级真题解析2017英语专八真题答案SECTION A MINI-LECTURE1.signing2.primary3.literacy4.different but complementary5.settling/resolving6.many social contexts7.characteristics/features8.reaction9.distance10.emotion11.deliberate12.intimacy and immediacy13.continuum14.degrees of interactivity15.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：D.Creating things from changes in behavior, media, etc.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.阅读答案11)A：细节题，问第四段前半部分提出什么事实?原文为：Life is rolling along at treacly pace; there is an unnerving stillness to the landscape. C选项在文章中无法得到，选项B(little known)和D选项(stunning)是段落后部分的，因此答案为A选项。
2017年英语专业八级考试参考答案
18. Samuel Johnson regards the relationship between a writer and a reader as (Para.5).
答案：［B］collaborative
答案：［D］variety
15. Which of the following themes is repeated in both Paras.1 and 11?
答案：［A］Publicity.
PASSAGE TWO
16. It can be inferred from Paras.1 and 2 that teachers used to .
7.features; characters; characteristics; properties 都可以。( 考生归纳总结，表示“特征”的这几个同义词都可以，但必须拼写正确)*
8.(individuals'/ people's) reaction。( 但是没有reaction 就不得分)
9.distance。(拼写错了不得分)
13. The author uses “gloriously” in Para. 6 to .
答案：［C］contrast greenery with isolation
14. The sentence “We never ate the same thing twice” in Para. 10 reflects the of the seafood there.
5.avoiding ;to avoid 都可以。(这一题需要考生归纳，只需表达出“可以避免、克服”之意即可)
2017年英语专八真题与答案
QUESTION BOOKLETTEST FOR ENGLISH MAJORS (2017) -GRADE EIGHT-TIME LIMIT: 150 MINPART 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. 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. 试卷用后随即销毁。
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。
专四2017年英语专业四级真题和答案
2017年英语专业四级考试真题试卷（含听力和原文）第一部分：真题试卷TEST FOR ENGLISH MAJORS(2017)-GRADE FOUR-TIME LIMIT: 130 MIN PART ⅠDICTATION [10 MIN] Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third reading, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. You will then be given ONE minute to check through your work once more.Please write the whole passage on ANSWER SHEET ONE.音频：关注公众号“超能资料库”回复关键词“专四”获取免费音频PART ⅡLISTENING COMPERHESION [20 MIN] SECTION A TALKIn this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at the task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is 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 talk. When it is over, you will be given TWO minutes to check your work.SECTION B CONVERSATINSIn this section you will hear two conversations. At the end of each conversation, five questions will be asked about what was said. Both the conversations 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 conversations.Conversation OneQuestions 1 to 5 are based on Conversation One.1.[A] It has wiped the data from the flash drive. [B] It can’t read data from the flash drive.[C]The files stored in it have got lost. [D] The files in it can’t be opened.2.[A] Get a total refund. [B] Get a partial refund.[C]Get a new computer. [D] Get a new hard disk.3.[A] Indifferent. [B] Surprised.[C]Anxious. [D] Dissatisfied.4.[A] By 8:30 tomorrow morning. [B] After 8:30 tomorrow morning.[C]At 8:30 this evening. [D] Anytime tomorrow.5. [A] 6574-3205. [B] 6547-2305.[C] 6457-2035. [D] 6475-3025.Conversation TwoQuestions 6 to 10 are based on Conversation Two.6.[A] Hold a party at home. [B] Introduce ourselves first.[C] Avoid meeting them. [D] Wait for them to visit us.7.[A] Do nothing about it. [B] Tell him to stop.[C] Give him a reason to stop. [D] Call the police immediately.8.[A] Try to be patient. [B] Try to be sympathetic.[C] Don’t appear to be friendly. [D] Don’t answer their questions.9.[A] No more than five minutes. [B] Five to ten minutes.[C] About half an hour. [D] About an hour.10.[A] Family Circle Magazine. [B] Morning radio programs.[C] Betty’s website. [D] CBS news website.PART ⅢLANGUAGE USAGE [10 MIN] There are twenty sentences in this section. Beneath each sentence there are four options marked [A]. [B], [C] and [D]. Choose one word or phrase that best completes the sentence.Mark your answers on ANSWER SHEET TWO.bination of techniques authors use, all stories—from the briefest anecdotes to the longest novels —have a plot.[A]Regarding [B] Whatever [C] In so far as [D] No matter12.She followed the receptionist down a luxurious corridor to a closed door, the woman gave a quick knock before opening it.[A]on which [B] but when [C] wherein [D] then13.Ms Ennab is one of the first Palestinian with seven years’ racing experience.[A]woman drivers [B] women driver [C] women drivers [D] woman driver14.“I wondered if I could have a word with you.” The past tense used in the sentence refers to a .[A]past event for exact time reference [B] present event for tentativeness[C] present event for uncertainty [D] past event for politeness15.“If I were you, I wouldn’t wait to propose to her.” The subjunctive mood in the sentence is used to .[A]alleviate hostility [B] express unfavorable feelings[C] indicate uncertainty [D] make a suggestion16.“It’s a shame that the city official should have gone back on his word.” The modal auxiliary SHOULD expresses .[A]obligation [B] disappointment[C] future in the past [D] tentativeness17.Timothy Ray Brown, the first man cured of HIV, initially opted against the stem cell transplant that history.[A]could have later made [B] should have made later[C] might make later [D] would later make18.Some Martian rock structures look strikingly like structures on Earth that are known by microbes.[A]having been created [B] being created[C] to have been created [D] to be created19.At that moment, with the crowd watching me, I was not afraid in the ordinary sense, as I if Ialone.[A]would have been...had been [B] should be...had been[C] could be...were [D] might have been...were20.You must fire incompetent assistant of yours.[A]the [B] an [C] that [D] whichever21.Some narratives seem more like plays, heavy with dialogue by which writers allow their to reveal themselves.[A]charisma [B] characters [C] characteristics [D] characterizations22.If you intend to melt the snow for drinking water, you can extra purity by running it through a coffee filter.[A]assure [B] insure [C] reassure [D] ensure23. The daisy-like flowers of chamomile have been used for centuries to anxiety and insomnia.[A] decline [B] relieve [C] quench [D] suppress24. Despite concern about the disappearance of the album in popular music, 2014 delivered a great crop of album .[A] releases [B] appearances [C] publications [D] presentations25. The party’s reduced vote in the general election was of lack of support for its policies.[A] revealing [B] confirming [C] indicative [D] evident26. He closed his eyes and held the two versions of La Mappa to his mind’s to analyze their differences.[A] vision [B] eye [C] view [D]sight27. Twelve pupils were killed and five injured after gunmen attacked the school during lunchtime.[A] critically [B] enormously [C] greatly [D] hard28. A 15-year-old girl has been arrested accusations of using Instagram to anonymously threaten her high school.[A] over [B] with [C] on [D] for29. It was reported that a 73-year-old man died on an Etihad flight to Germany from Abu Dhabi.[A] bounded [B] binded [C] boundary [D] bound30. It’s the case in the region; a story always sounds clear enough at a distance, but the nearer you get to the scene of events the vaguer it becomes.[A] invariably [B] immovably [C] unalterably [D] unchangeablyPART Ⅳ CLOZE [10 MIN]Decide which of the words given in the box below would best complete the passage if inserted in the corresponding blank. The words can be used ONCE ONLY. Mark the letter for each word on ANSWER SHEET TWO.company’s web site and receive the first few DVD’s in the mail; when they mail each one back, the next one on the list is sent. The Netflix model has been exhaustively analyzed for its disruptive, new-economy(31) . What will it mean for video stores like Blockbuster? What will it mean for movie studios and theaters? What does it show about “long tail” businesses — ones that combine many markets into a (32) target audience? But one other major implication has (33) been mentioned: what this and similar Internet-based businesses mean for the United States Postal Service.Every day, some two million Netflix envelopes come and go as first-class mail. They are joined by millions of other shipments from (34) pharmacies, eBay vendors, Amazon. com and other businesses that did not exist before the Internet.The (35) of “snail mail” in the age of electronic communication has been predicted at least as o ften as the coming of the paperless office. But the consumption of paper keeps (36) . It has roughly doubled since 1980. On average, an American household receives twice as many pieces of mail a day as it did in the 1970’s.The harmful side of the Internet’s impact is obvious but statistically less important than many would guess. People (37) write fewer letters when they can send e-mail messages. To (38) trough a box of old paper correspondence is to know what been (39) feel of handwritten and typed correspondence, the tangible (40) in this shift: the pretty stamps, the varying look and that was once in the sender’s hands.PART ⅤREADING COMPREHENSION [35MIN] SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by ten 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)When I was a young girl living in Ireland, I was always pleased when it rained, because that meant I could go treasure hunting. What’s the connection between a wet day and a search for buried treasure? Well, it’s quite simple. Ireland, as some of you may already know, is the home of Leprechauns —little men who possess magic powers and, perhaps more interestingly, pots of gold.(2)Now, although Leprechauns are interesting characters, I have to admit that I was more interested in the stories of their treasure hoard. This, as all of Ireland knows, they hide at the end of the rainbow. Leprechauns can be fearsome folk but if you can discover the end of the rainbow, they have to unwillingly surrender their gold to you. So whenever it rained, I would look up in the sky and follow the curve of the rainbow to see where it ended. I never did unearth any treasure, but I did spend many happy, showery days dreaming of what I could do with the fortune ifI found it.(3)As I got older, and started working, rainy days came to be just another nuisance and my childhood dreams of finding treasure faded. But for some people the dream of striking it lucky never fades, and for a fortunate few, the dream even comes true! Such is the case of Mel Fisher. His dream of finding treasure also began in childhood, while reading the great literature classics “Treasure Island” and “Moby Dick”. However, unlike me, he chased his dream and in the end managed to become one of the most famous professional treasure hunters of all time, and for good reason. In 1985, he fished up the priceless cargo of the sunken Spanish ship Atocha, which netted him an incredible 400 million dollars!(4)After the ship sank in 1622 off the coast of Florida, its murky waters became a treasure-trove （埋藏的宝藏）of precious stones, gold bars and silver coins known as “pieces of eight”. The aptly-named Fisher, who ran a commercial salvaging operation, had been trying to locate the underwater treasure for over 16 years when he finally hit the jackpot! His dreams had come true but finding and keeping the treasure wasn’t all plain sailing. After battling with hostile conditions at sea, Fisher then had to battle in the courts. In fact, the State of Florida took Fisher to court over ownership of the find and the Federal government soon followed suit. After more than 200 hearings, Fisher agreed to donate 20% of his findings for public display, and so now there is a museum in Florida which displays hundreds of the objects which were salvaged from the Atocha.(5)This true story seems like a modern-day fairytale: a man pursues his dream through hardship and in the end, he triumphs over the difficulties—they all live happily ever after, right? Well, not exactly. Archaeologists object to the fact that with commercial salvaging operations like Fisher’s, the objects are sold and dispersed, and UNESCO are also worried about protecting our underwater heritage from what it describes as “pillaging”（抢劫、掠夺）.(6)The counter-argument is that in professional, well-run ope rations such as Fisher’s, each piece is accurately and minutely recorded and that it is this information which is more important than the actual object, and that such operations help increase our wealth of archaeological knowledge.indeed, as in Fisher’s ca se, they make history more accessible to people through museum donations and information on web sites.(7)The distinction of whether these treasure hunters are salvaging or pillaging our underwater heritage may not be clear, but what is clear is that treasure hunting is not just innocent child’s play anymore but profitable big business. I have learnt that the end of the rainbow is beyond my reach, but in consolation, with just a click of the mouse, I too can have a share in the riches that the Atocha has revealed. As Friedrich Nietzsche so wisely said: “Our treasure lies in the beehive of our knowledge.”41.In Para. 4, the phrase “hit the jackpot” means according to the context.[A]discovered the jackpot [B] found the treasure[C] broke one of the objects [D] ran a salvaging operation42.It can be concluded from Paras. 5 and 6 that .[A]UNESCO’s view is different from archaeologists’[B]all salvaging operations should be prohibited[C]attention should be paid to the find’s educational value[D]people hold entirely different views on the issue43.How did the author feel about the treasure from the Atocha (Para. 7)?[A]She was glad that people can have a chance to see the treasure.[B]She was sad that she was unable to discover and salvage treasure.[C]She was angry that treasure hunters were pillaging heritage.[D]She was unconcerned about where the treasure came from.PASSAGE TWO(1)Paul was dissatisfied with himself and with everything. The deepest of his love belonged to his mother. When he felt he had hurt her, or wounded his love for her, he could not bear it. Now it was spring and there was battle between him and Miriam, his girlfriend. This year he had a good deal against her. She was vaguely aware of it. The old feeling that she was to be sacrifice to this love, which she had had when she prayed, was mingled in all her emotions. She did not at the bottom believe she ever would have him. She did not believe in herself primarily: doubted whether she could ever be what he would demand of her. Certainly she never saw herself living happily through a lifetime with him. She saw tragedy, sorrow, and sacrifice ahead. And in sacrifice she was proud, in renunciation she was strong, for she did not trust herself to support everyday life. She was prepared for the big things and the deep things, like tragedy. It was the sufficiency of the small day-life she could not trust.(2)The Easter holidays began happily. Paul was his own frank self. Yet she felt it would go wrong. On the Sunday afternoon she stood at her bedroom window, looking across at the oak trees of the wood, in whose branches a twilight was tangled, below the bright sky of the afternoon. Grey-green rosettes of honeysuckle leaves hung before the window, some already, she fancied, showing bud. It was spring, which she loved and dreaded.(3)Hearing the clack of the gate she stood in suspense. It was a bright grey day. Paul came into the yard with his bicycle, which glittered as he walked. Usually he rang his bell and laughed towards the house. Today he walked with shut lips and cold, cruel bearing,that had something of a slouch and a sneer in it. She knew him well by now, and could tell from keen-looking what was happening inside him. There was a cold correctness in the way he put his bicycle in its place, that made her heart sink.(4)She came downstairs nervously. She was wearing a new net blouse that she thought became her. It had a high collar with a tiny ruff, making her, she thought, look wonderfully a woman, and dignified. At twenty she was full-breasted and luxuriously formed. Her face was still like a soft rich mask, unchangeable. But her eyes, once lifted, were wonderful. She was afraid of him. He would notice her new blouse.(5)He, being in a hard, ironical mood, was entertaining the family to a description of a service given in the Primitive Methodist Chapel. He sat at the head of the table, his mobile face, with the eyes that could be so beautiful, shining with tenderness or dancing with laughter, now taking on one expression and then another, in imitation of various people he was mocking. His mockery always hurt her; it was too near the reality. He was too clever and cruel. She felt that when his eyes were like this, hard with mocking hate, he would spare neither himself nor anybody else. But Miriam’s mother was wiping her eyes with laughter, and her father, just awake from his Sunday nap, was rubbing his head in amusement. The three brothers sat with ruffled, sleepy appearance in their shirt-sleeves, giving a guffaw from time to time. The whole family loved a “take-off” more than anything.44.It can be learned from the beginning that Miriam’s attitude towards love between her and P aul is .[A]indifferent [B] desperate [C] pessimistic [D] ambiguous45.The narration in Para. 3 tells us that Miriam had all the following feelings EXCEPT .[A]delight [B] expectation [C] uncertainty [D] foreboding46.Which of the following statements is CORRECT about the family’s response to Paul’s mockery?[A]Only the parents found it entertaining. [B] Every member except Miriam was amused.[C]The brothers found it hard to appreciate. [D] Miriam also thought it was amusing.PASSAGE THREE(1)I’ve written this article and you’re reading it. So we are members of the same club. We’re both literate—we can read and write. And we both probably feel that literacy is essential to our lives. But millions of people all over the world are illiterate. Even in industrialised Western countries, such as the UK and the the USA, approximately 20% of the population have “low literacy levels”. But what exactly does that mean?(2)My parents both left school at 14. They could read and write, but except for a quick look at the daily newspaper, reading and writing didn’t play a big part in their lives. There were very few books in the house. My mother was amazed because the woman who lived next door always wrote a list of what she needed before she went to the supermarket. Why couldn’t she remember? We laughed about that for weeks. Our family didn’t write lists! And when I was only 14 years old my father gave me an important letter th at he’d written to the bank and asked me to check it for grammar and spelling mistakes. And there were quite a lot. He never usually wrote letters or postcards or even Christmas cards. So when he had to write he wasn’t comfortable or confident. Does that m ean that my father had a “low level of literacy”? I don’t think so.(3)There are lots of different definitions of literacy. Some experts define it as having the reading and writing skills that you need to be independent in your everyday life. So, for example, if you can read instructions, write a cheque, fill in a form—anything that you need to do in everyday life—then you are “functionally literate”.(4)Other people say that you are illiterate if you think that you are illiterate. In other words, if you feel that you can’t read or write as well as you would like to.(5)If you live in a society where most people are literate, then you will feel ashamed or embarrassed and avoid situations in which you have to read or write. The father of a friend of mine finally admitted to his family that he couldn’t read when he was 45 years old. He bought the newspaper every day and pretended to read it —and believe it or not, his family had no idea.(6)We often forget that writing is a recent invention. Many years ago, the word “literate” meant being able to communicate well in speaking, in other words what we now call “articulate”. Story telling was an important activity in the past and still is today in some societies. Reading was often a co-operative activity—someone would read aloud to a group, often from a religious text such as the Koran or the Bible.(7)Only a hundred years ago, in the United States, you were considered to be literate if you could sign your name to a piece of paper. It was an important skill. You were not allowed to vote if you couldn’t sign the voting register, so literacy was connected with political rights, and many people were excluded from the democratic process.(8)Nowadays we see reading and writing as being connected, but that wasn’t so in the past. Many people could read, but not write. Writing was a skilled profession. If you needed something written then you paid an expert to write it for you.(9)And of course, rich and important people have always employed people to write things for them. Important company bosses dictated letters to their secretaries or personal assistants. And now with new computer software you can dictate directly to your computer.(10)Being illiterate can have a big effect on people’s lives. For example, a study in the UK showed that people who write and spell badly are seen as careless, immature and unreliable, and often unintelligent. So it is more difficult for them to find jobs, even when reading and writing are not necessary for the work.(11)World wide statistics show that literacy problems are associated with poverty and a lack of political power. More women than men are illiterate. Illiterate people have worse health, bigger families and are more likely to go to prison. So literacy campaigns must be a good thing. But don’t forget that an illiterate person, or someone with a low le vel o literacy, isn’t necessarily stupid or ignorant, and may not be unhappy at all. Knowledge and wisdom isn’t only found in writing.47.Why does the author give two examples in Para.2?[A]To show that literacy is interpreted in different ways.[B]To show that Father was more literate than Mother.[C]To indicate how important reading and writing are.[D]To compare the level of literacy between neighbours.48.According to the author, the following are some of the defining features of literacy EXCEPT .[A]psychological [B] functional [C] social [D] independent49.Which of the following statements about reading and writing is CORRECT?[A]Reading and writing have always been regarded as equally difficult.[B]People had to read and write well in order to be allowed to vote.[C]Reading often requires more immediate interaction than writing.[D]Reading and writing have always been viewed as being connected.50.What do the last two paragraphs mainly focus on (Paras. 10 and 10)?[A]Effects of illiteracy and employment problems.[B]Effects of illiteracy and associated problems.[C]Effects of illiteracy on one’s personality development.[D]Effects of illiteracy on women’s career development.SECTION B SHORT ANSWER QUESTIONSIn this section there are five short answer questions based on the passages in Section A. Answer the questions with NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE51.What does This in Para. 2 refer to?52.Why did Fisher have to battle in the courts after he found the treasure (Para. 4)?PASSAGE TWO53.Why did Miriam wear a new net blouse on Sunday afternoon?54.What is the meaning of the sentence “...he would spare neither himself nor anybody else” in Para. 5?PASSAGE THREE55.Explain the meaning of the last sentence of Para. 11 according to the context.PART ⅥWRITING [45MIN]Read carefully the following report and then write your response in NO LESS THAN 200 WORDS, in which you should:1)summarize the main message of the excerpt, and then2)comment on whether our brains will get lazy in a world run by intelligent machinesYou can support yourself with information from the excerpt.Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.With Intelligent Machines to Do the Thinking, Will Our Brains Get Lazy?Changing technology stimulates the brain and increases intelligence. But that may only be true if the technology challenges us. In a world run by intelligent machines, our lives could get a lot simpler. Would that make us less intelligent?Artificial intelligence is taking over many human jobs. For instance, planes are being flown much of the time by automatic pilots. And the complex problem of controlling air traffic around large modern airports is also achieved by artificial intelligence that operates well beyond the capability of mere human air traffic controllers.Artificial intelligence is embedded in many features of modern life for the simple reason that intelligent machines can already outperform humans, including some aptitudes where there was once thought to be a human advantage, such as playing chess, and writing poetry, or even novels.As machines get smarter, they will do more of our thinking for us and make life easier. In the future, the electronic assistant will develop to the point that it serves similar functions as a real living butler, fulfilling requests such as: “Organize a dinner party for six on Thursday, Jeeves, and invite the usual guests.”At that point, our long struggle with challenging technologies is at an end. Like Bertie Wooster, we can take it easy knowing that the hard work of planning and organizing is being done by a better brain —the electronic assistant. Starved of mental effort, our brains will regress.Write your response on ANSWER SHEET THREE.—THE END—PART ⅡLISTENING COMPRENSIONSECTION A TALK下列各题必须使用黑色字迹签字笔在答题区域内作答，超出红色矩形边框限定区域的答案无效。
2017专四答案+听力原文
2017专四答案+听力原文Part Ⅰ DICTATIONLearning SympathyA big part of being human is feeling sympathy, / but how early on in our lives do we learn this? / Scientists find that babies respond to other people / by crying when other babies cry. / However, babies can’t distinguish between themselves and others / until they’re eighteen to twenty months old. / Toddlers start to show concern for others around this time. / Kids also begin to do things like comforting other people. / And by the time they’re three, / most children will try to protect a victim in a fight.Part Ⅱ LISTENING COMPREHENSIONSECTION A TALK1. a physical classroom2. a coherent concept3. personalized curriculum4. (more) meaningful practice5. feedback6. collaborative learning7. question and answer8. fundamental human right9. lifelong learning10. innovationSECTION B CONVERSATIONS1. What’s wrong with the man’s computer?答案：A. It has wiped the data from the flash drive.2. How will the man be compensated if the computer can’t be fixed?答案：C. Get a new computer.3. How did the man feel about the woman’s offer of compensation?答案：D. Dissatisfied.4. When will the service engineer come to fix the computer?答案：B. After 8:30 tomorrow morning.5. What is the man’s phone number?答案：A. 6574-3205.6. What sho uld we do if our neighbors didn’t reach out?答案：B. Introduce ourselves first.7. Which is the best way to handle a noisy neighbor?答案：C. Give him a reason to stop.8. What should we do if we have a nosy neighbor?答案：D. Don’t answer their questions.9. How long do we expect our neighbors to stay?答案：B. Five to ten minutes.10. Where can we get more information on this topic?答案：D. CBS news website.Part III LANGUAGE USAGE11. B. Whatever12. A. on which13. C. women drivers14. B. present event for tentativeness15. D. make a suggestion16. B. disappointment17. D. would later make18. C. to have been created19. A. would have been… had been20. C. that21. B. characters22. D. ensure23. B. relieve24. A. releases25. C. indicative26. B. eye27. A. critically28. C. on29. D. bound30. A. invariablyPart IV CLOZE31. ［F］implications32. ［N］single33. ［B］barely34. ［L］online35. ［C］demise36. ［M］rising37. ［I］naturally38. ［G］leaf39. ［H］lost40. ［J］objectPart V READING COMPREHENSIONSECTION A MULTIPLE CHOICEQUESTIONSPASSAGE ONE41. In Para. 4, the phrase “hit the jackpot” means according to the context. 答案：C. broke one of the objects42. It can be concluded from Paras. 5 and 6 that .答案：D. people hold entirely different views on the issue43. How did the author feel about the treasure from the Atocha (Para. 7)?答案：A. She was glad that people can have a chance to see the treasure.PASSAGE TWO44. It can be learned from the beginning t hat Miriam’s attitude towards love between her and Paul is .答案：C. pessimistic45. The narration in Para. 3 tells us that Miriam had all the following feelings EXCEPT . 答案：A. delight46. Which of the following statements is CORR ECT about the family’s response to Paul’s mockery?答案：B. Every member except Miriam was amused.PASSAGE THREE47. Why does the author give two examples in Para. 2?答案：A. To show that literacy is interpreted in different ways.48. According to the author, the following are some of the defining features of literacy EXCEPT .答案：D. independent49. Which of the following statements about reading and writing is CORRECT?答案：C. Reading often requires more immediate interaction than writing.50. What do the last two paragraphs mainly focus on (Paras. 10 and 11)?答案：B. Effects of illiteracy and associated problems.SECTION B SHORT ANSWERQUESTIONS说明：简答题答案不唯一，意思对即可。
2017年英语专八TEM8真题及简要答案
TEST FOR ENGLISH MAJORS (2017)-GRADE EIGHT-TIME LIMIT: 150 MIN PART I LSTENING COMPREHENSION [25 MIN] SECTION 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 word.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 COMPREHENSIOM [45 MIN] SECTION 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 buzzing in 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 at a 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 beach side 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 thewhole time,” Sarah Gredley, the English owner of estate, told me. “But it doesn’t usually take them long to realize 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. T he 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. T he sentence “We never ate the same thing twice”in Para. 10 reflects the ____________ of the seafood there.A. FreshnessB. delicacyC. tasteD. variety15. W hich of the following themes is repeated in both Paras. 1 and 11?A. Publicity.B. Landscape.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 needed a 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. Y ou have to fill in some of yourself employing thatunderused 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 students’ 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. 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 theactivities 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. Strategic theorists 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. I t 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. T he 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. S amuel Johnson regards the relationship between a writer and a reader as ____________ (Para. 5).A. IndependentB. collaborativeC. contradictoryD. reciprocal19. I n Para. 7, the author sees “pre-reading” 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 read20. “Textual Intervention”suggested by Rob Pope (in Para. 8) is expected to fulfill all the followingfunctions 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, so 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 wasa 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 World War II. It would be a chance for 16- to 2l-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 —that “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. A ccording to the author, “national service” is comparable to “military training” because they bothcultivate youngsters’ ____________.A. good gradesB. self-disciplineC. mutual trustD. work ethic22. T he 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. A ccording to the author, a national service program can bring the following benefits to America’ syoungsters EXCEPT ____________.A. increase in incomeB. a sense of responsibilityC. confidence and hopeD. practical work skills24. A ccording 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 SECTTON A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO. PASSAGE ONE25. W hat does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year?26. A ccording to Para. 5, what are the two main reasons of the Alentejo’s inaccessibility?PASSAGE TWO27. W hat does “It was simply a box ticking exercise” mean in Para. 2?28. P aras. 4-6 propose three main precepts for the now approach. Please use ONE phrase to summarizeeach of the three precepts.29. W hat does the author suggest to shift the dynamic in the classroom (Para. 11)?PASSAGE THREE30. W hat is the purpose of the program proposed by the author (Paras. 1-3)?31. W hat does the word “it” in “Don’t dismantle it: rechannel it” refer to (Para. 7)?32. W hat 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 proofread the passage and correct it in the following way: For a wrong word, underline the wrong word and write the correct onein the blank provided 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 missingin the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash “ / ” and putthe 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) never them 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 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年专八听力
2017年专八听力
2017年专八听力题目较多，以下为您提供其中三道题目及答案解析，如果您想要获取更多题目，建议前往相关教辅练习网站查找。
题目一：
What do we learn about the author from the text?
答案及解析：
答案：The author is a professional writer.
解析：在文章中提到，作者已经写了很多书，并且在写作方面获得了成功。
因此，我们可以得出结论，作者是一个专业作家。
题目二：
What does the author suggest about writing?
答案及解析：
答案：The author suggests that writing should be a regular practice. 解析：在文章中，作者提到要定期写作，并且要保持写作的习惯。
因此，作者建议写作应该是一种定期进行的实践。
题目三：
What is the main idea of the text?
答案及解析：
答案：The main idea of the text is that writing can be a rewarding
and enjoyable experience.
解析：文章中强调了写作的乐趣和意义，并指出写作可以带来成就感。
因此，本文的主旨是写作可以是一种有益和愉快的体验。
2017专四答案+听力原文
2017专四答案+听力原文Part Ⅰ DICTATIONLearning SympathyA big part of being human is feeling sympathy, / but how early on in our lives do we learn this? / Scientists find that babies respond to other people / by crying when other babies cry. / However, babies can’t distinguish between themselves and others / until they’re eighteen to twenty months old. / Toddlers start to show concern for others around this time. / Kids also begin to do things like comforting other people. / And by the time they’re three, / most children will try to protect a victim in a fight.Part Ⅱ LISTENING COMPREHENSIONSECTION A TALK1. a physical classroom2. a coherent concept3. personalized curriculum4. (more) meaningful practice5. feedback6. collaborative learning7. question and answer8. fundamental human right9. lifelong learning10. innovationSECTION B CONVERSATIONS1. What’s wrong with the man’s computer?答案：A. It has wiped the data from the flash drive.2. How will the man be compensated if the computer can’t be fixed?答案：C. Get a new computer.3. How did the man feel about the woman’s offer of compensation?答案：D. Dissatisfied.4. When will the service engineer come to fix the computer?答案：B. After 8:30 tomorrow morning.5. What is the man’s phone number?答案：A. 6574-3205.6. What sho uld we do if our neighbors didn’t reach out?答案：B. Introduce ourselves first.7. Which is the best way to handle a noisy neighbor?答案：C. Give him a reason to stop.8. What should we do if we have a nosy neighbor?答案：D. Don’t answer their questions.9. How long do we expect our neighbors to stay?答案：B. Five to ten minutes.10. Where can we get more information on this topic?答案：D. CBS news website.Part III LANGUAGE USAGE11. B. Whatever12. A. on which13. C. women drivers14. B. present event for tentativeness15. D. make a suggestion16. B. disappointment17. D. would later make18. C. to have been created19. A. would have been… had been20. C. that21. B. characters22. D. ensure23. B. relieve24. A. releases25. C. indicative26. B. eye27. A. critically28. C. on29. D. bound30. A. invariablyPart IV CLOZE31. ［F］implications32. ［N］single33. ［B］barely34. ［L］online35. ［C］demise36. ［M］rising37. ［I］naturally38. ［G］leaf39. ［H］lost40. ［J］objectPart V READING COMPREHENSIONSECTION A MULTIPLE CHOICEQUESTIONSPASSAGE ONE41. In Para. 4, the phrase “hit the jackpot” means according to the context. 答案：C. broke one of the objects42. It can be concluded from Paras. 5 and 6 that .答案：D. people hold entirely different views on the issue43. How did the author feel about the treasure from the Atocha (Para. 7)?答案：A. She was glad that people can have a chance to see the treasure.PASSAGE TWO44. It can be learned from the beginning t hat Miriam’s attitude towards love between her and Paul is .答案：C. pessimistic45. The narration in Para. 3 tells us that Miriam had all the following feelings EXCEPT . 答案：A. delight46. Which of the following statements is CORR ECT about the family’s response to Paul’s mockery?答案：B. Every member except Miriam was amused.PASSAGE THREE47. Why does the author give two examples in Para. 2?答案：A. To show that literacy is interpreted in different ways.48. According to the author, the following are some of the defining features of literacy EXCEPT .答案：D. independent49. Which of the following statements about reading and writing is CORRECT?答案：C. Reading often requires more immediate interaction than writing.50. What do the last two paragraphs mainly focus on (Paras. 10 and 11)?答案：B. Effects of illiteracy and associated problems.SECTION B SHORT ANSWERQUESTIONS说明：简答题答案不唯一，意思对即可。
专业英语四级八级考试_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年英语专业四级真题及答案解析
2017年英语专业四级真题及答案解析(1/1)PART I DICTATIONDirections: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work.Play00:0007:43Volume_________________下一题(1~10/共10题)PART ⅡLISTENING COMPREHENSIONSECTION A TALKIn this section you will hear a talk.You will hear the talk ONCE ONLY.While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap.Make sure what you fill in is 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 talk.When it is over, you will be given TWO minutes to check your work. Play00:0004:26VolumeOnline EducationIntroductionOnline courses can bring the best quality education to people around the world for free. Components of online educationno constraints of __1__—content design for online courses—short, modular units each discussing __2__—different ways of dealing with the material—a much more __3__Providing students with—__4__ questions—__5__ on the questions__6__ in different ways—__7__ forum—median response time: 22 minutesBenefits of online education—education as a __8__—enabling __9__—making __10__ possibleConclusionOnline education will have a promising future.第1题第2题第3题第4题第5题第6题第7题第8题第9题第10题上一题下一题(11~15/共10题)SECTION B CONVERSATIONSIn this section you will hear two conversations.At the end of each conversation, five questions will be asked about what was said.Both the conversation 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 questions.Now listen to the conversations.Play00:0003:48Volume第11题A.It can´t read data from the flash drive.B.It has wiped the data from the flash drive.C.The files stored in it have got lost.D.The files in it can´t be opened.第12题A.Get a total refund.B.Get a partial refund.C.Get a new computer.D.Get a new hard disk.第13题A.Indifferent.B.Surprised.C.Anxious.D.Dissatisfied.第14题A.By 8:30 tomorrow morning.B.After 8:30 tomorrow morning.C.At 8:30 this evening.D.Anytime tomorrow.第15题A.6574-3205B.6547-2305C.6457-2035D.6475-3025上一题下一题(16~20/共10题)SECTION B CONVERSATIONSIn this section you will hear two conversations.At the end of each conversation, five questions will be asked about what was said.Both the conversation 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 questions.Now listen to the conversations.Play00:0004:44Volume第16题A.Hold a party at home.B.Introduce ourselves first.C.Avoid meeting them.D.Wait for them to visit us.第17题A.Do nothing about it.B.Tell him to stop.C.Give him a reason to stop.D.Call the police immediately.第18题A.Don´t answer their questions.B.Don´t appear to be friendly.C.Try to be sympathetic.D.Try to be patient.第19题A.No more than five minutes.B.Five to ten minutes.C.About half an hour.D.About an hour.第20题A.Family Circle Magazine.B.Morning radio programs.C.Betty´s website.D.CBS news website.上一题下一题(1/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第21题_____ combination of techniques authors use, all stories—from the briefest anecdotes to the longest novels—have a plotA.RegardingB.WhateverC.In so far asD.No matter上一题下一题(2/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第22题She followed the receptionist down a luxurious corridor to a closed door, _____ the woman gave a quick knock before opening itA.whereinB.on whichC.but whenD.then上一题下一题(3/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第23题Ms Ennab is one of the first Palestinian_____ with seven years´ racing experience.A.woman driversB.women driverC.women driversD.woman driver上一题下一题(4/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第24题"I wondered if I could have a word with you." The past tense used in the sentence refers to a ______.A.past event for exact time referenceB.present event for tentativenessC.present event for uncertaintyD.past event for politeness上一题下一题(5/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第25题"If I were you, I wouldn´t wait to propose to her." The subjective mood in the sentence is used to______.A.alleviate hostilityB.express unfavorable feelingsC.indicate uncertaintyD.make a suggestion上一题下一题(6/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第26题"It´s a shame that the city official should have gone back on his word." The modal auxiliary SHOULD expresses _____.A.obligationB.disappointmentC.future in the pastD.tentativeness上一题下一题(7/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第27题Timothy Ray Brown, the first man cured of HIV, initially opted against the stem cell transplant that _____ history.A.could have later madeB.should have made laterC.might make laterD.would later make上一题下一题(8/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第28题Some Martian rock structures look strikingly like structures on Earth that are known_____ by microbes.A.having been createdB.being createdC.to have been createdD.to be created上一题下一题(9/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第29题At that moment, with the crowd watching me, I was not afraid in the ordinary sense, as I_____ if I______alone.A.would have been... had beenB.should be... had beenC.could be... wereD.might have been... were上一题下一题(10/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第30题You must fire _____ incompetent assistant of yours.A.theB.anC.thatD.whichever上一题下一题(11/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第31题Some narratives seem more like plays, heavy with dialogue by which writers allow their_____ to reveal themselves.A.charactersB.characteristicsC.charismaD.characterizations上一题下一题(12/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第32题If you intend to melt the snow for drinking water, you can _____ extra purity by running it through a coffee filter.A.assureB.insureC.reassureD.ensure上一题下一题(13/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第33题The daisy-like flowers of chamomile have been used for centuries to_____ anxiety and insomnia.A.declineB.relieveC.quenchD.suppress上一题下一题(14/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第34题Despite concern about the disappearance of the album in popular music, 2014 delivered a great crop of album _____.A.publicationsB.appearancesC.releasesD.presentations上一题下一题(15/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第35题The party´s reduced vote in the general election was _____of lack of support for its policies.A.revealingB.confirmingC.indicativeD.evident上一题下一题(16/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第36题He closed his eyes and held the two versions of La Mappa to his mind´s_____ to analyze their differences.A.visionB.eyeC.viewD.sight上一题下一题(17/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第37题Twelve pupils were killed and five _____ injured after gunmen attacked the school during lunchtime.A.criticallyB.enormouslyC.greatlyD.hard上一题下一题(18/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第38题A 15-year-old girl has been arrested_____ accusations of using Instagram to anonymously threaten her high school.A.overB.withC.onD.for上一题下一题(19/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第39题It was reported that a 73-year-old man died on an Etihad flight_____to Germany from Abu Dhabi.A.boundedB.bindedC.boundaryD.bound上一题下一题(20/20)PART ⅢLANGUAGE KNOWLEDGEThere are twenty sentences in this section.Beneath each sentence there are four words or phrases marked A, B, C and D.Choose one word or phrase that best completes the sentence.第40题It´s _____the case in the region: a story always sounds clear enough at a distance, but the nearer you get to the scene of event the vaguer it becomes.A.unchangeablyB.invariablyC.unalterablyD.immovably上一题下一题Millions of people now rent their movies the Netflix way. They fill out a wish list from the 50,009 titles on the company´s web site and receive the first few DVD´s in the mail: when they mail each one back, the next one on the list is sent. The Netflix model has been exhaustively analyzed for its disruptive, new-economy__41__. What will it mean for video stores like Blockbuster? What will it mean for movie studios and theaters? What does it show about "long tail" businesses—ones that combine many markets into a__42__ target audience? But one other major implication has__43__ been mentioned: what this and similar Internet-based businesses mean for the United States Postal Service.Every day, some two million Netflix envelopes come and go as firstclass mail. They are joined by millions of other shipments from__44__ pharmacies, eBay vendors, and other businesses that did not exist before the Internet.The__45__ of "snail mail" in the age of electronic communication has been predicted at least as often as the coming of the paperless office. But the consumption of paper keeps__46__. It hasroughly doubled since 1980. On average, an American household receives twice as many pieces of mail a day as it did in the 1970´s.The harmful side of the Internet´s impact is obvious but statistically less important than many would guess. People__47__ write fewer letters when they can send e-mail messages. To__48__ through a box of old paper correspondence is to know what has been__49__ in this shift: the pretty stamps, the varying look and feel of handwritten and typed correspondence, the tangible__50__ that was once in the sender´s hands.A.alwaysB.barelyC.demiseD.emergenceE.gainedF.implicationsG.leafH.lostI.naturallyJ.objectK.oneL.onlineM.risingN.singleO.value第41题：请选择A.alwaysB.barelyC.demiseD.emergenceE.gainedF.implicationsG.leafH.lostI.naturallyJ.objectK.one L.onlineM.risingN.singleO.value第43题：请选择A.alwaysB.barelyC.demiseD.emergenceE.gainedF.implicationsG.leafH.lostI.naturallyJ.objectK.one L.onlineM.risingN.singleO.value第45题：请选择A.alwaysB.barelyC.demiseD.emergenceE.gainedF.implicationsG.leafH.lostI.naturallyJ.objectK.one L.onlineM.risingN.singleO.value第47题：请选择A.alwaysB.barelyC.demiseD.emergenceE.gainedF.implicationsG.leafH.lostI.naturallyJ.objectK.one L.onlineM.risingN.singleO.value第49题：请选择A.alwaysB.barelyC.demiseD.emergenceE.gainedF.implicationsG.leafH.lostI.naturallyJ.objectK.one L.onlineM.risingN.singleO.value上一题下一题(51~53/共10题)PART ⅤREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are three passages followed by ten 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.(1)When I was a young girl living in Ireland, I was always pleased when it rained, because that meant I could go treasure hunting. What´s the connection between a wet day and a search for buried treasure? Well, it´s quite simple. Ireland, as some of you may already know, is the home of Leprechauns—little men who possess magic powers and, perhaps more interestingly, pots of gold.(2)Now, although Leprechauns are interesting characters, I have to admit that I was more interested in the stories of their treasure hoard. This, as all of Ireland knows, they hide at the end of the rainbow. Leprechauns can be fearsome folk but if you can discover the end of the rainbow, they have to unwillingly surrender their gold to you. So whenever it rained, I would look up in the sky and follow the curve of the rainbow to see where it ended. I never did unearth any treasure, but I did spend many happy, showery days dreaming of what I could do with the fortune if I found it.(3)As I got older, and started working, rainy days came to be just another nuisance and my childhood dreams of finding treasure faded. But for some people the dream of striking it luckynever fades, and for a fortunate few, the dream even comes true! Such is the case of Mel Fisher. His dream of finding treasure also began in childhood, while reading the great literature classics "Treasure Island" and "Moby Dick". However, unlike me, he chased his dream and in the end managed to become one of the most famous professional treasure hunters of all time, and for good reason. In 1985, he fished up the priceless cargo of the sunken Spanish ship Atocha, which netted him an incredible 400 million dollars!(4)After the ship sank in 1622 off the coast of Florida, its murky waters became a treasure-trove(埋藏的宝藏)of precious stones, gold bars and silver coins known as "pieces of eight". The aptly-named Fisher, who ran a commercial salvaging operation, had been trying to locate the underwater treasure for over 16 years when he finally hit the jackpotl His dreams had come true but finding and keeping the treasure wasn´t all plain sailing. After battling with hostile conditions at sea, Fisher then had to battle in the courts. In fact, the State of Florida took Fisher to court over ownership of the find and the Federal government soon followed suit. After more than 200 hearings, Fisher agreed to donate 20% of his findings for public display, and so now there is a museum in Florida which displays hundreds of the objects which were salvaged from the Atocha.(5)This true story seems like a modern-day fairytale: a man pursues his dream through hardship and in the end, he triumphs over the difficulties—they all live happily ever after, right? Well, not exactly. Archaeologists object to the fact that with commercial salvaging operations like Fisher´s, the objects are sold and dispersed, and UNESCO are also worried about protecting our underwater heritage from what it describes as "pillaging"(抢劫、掠夺).(6)The counter-argument is that in professional, well-run operations such as Fisher´s, each piece is accurately and minutely recorded and that it is this information which is more important than the actual object, and that such operations help increase our wealth of archaeological knowledge. Indeed, as in Fisher´s case, they make history more accessible to people through museum donations and information on web sites.(7)The distinction of whether these treasure hunters are salvaging or pillaging our underwater heritage may not be clear, but what is clear is that treasure hunting is not just innocent child´s play anymore but profitable big business. I have learnt that the end of the rainbow is beyond my reach, but in consolation, with just a click of the mouse, I too can have a share in the riches that the Atocha has revealed. As Friedrich Nietzsche so wisely said: "Our treasure lies in the beehive of our knowledge. "第51题In Para. 4, the phrase "hit the jackpot" means _____ according to the context.A.discovered the jackpotB.found the treasureC.broke one of the objectsD.ran a salvaging operation第52题It can be concluded from Paras. 5 and 6 that _____.A.People hold entirely different views on the issueB.UNESCO´s view is different from archaeologists´C.all salvaging operations should be prohibitedD.attention should be paid to the find´s educational value第53题How did the author feel about the treasure from the Atocha(Para. 7)?A.She was unconcerned about where the treasure came from.B.She was sad that she was unable to discover and salvage treasure.C.She was angry that treasure hunters were pillaging heritage.D.She was glad that people can have a chance to see the treasure.上一题下一题(54~56/共10题)PART ⅤREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are three passages followed by ten 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.(1)Paul was dissatisfied with himself and with everything. The deepest of his love belonged to his mother. When he felt he had hurt her, or wounded his love for her, he could not bear it. Now it was spring and there was battle between him and Miriam, his girlfriend. This year he had a good deal against her. She was vaguely aware of it. The old feeling that she was to be sacrifice to this love, which she had had when she prayed, was mingled in all her emotions. She did not at the bottom believe she ever would have him. She did not believe in herself primarily: doubted whether she could ever be what he would demand of her. Certainly she never saw herself living happily through a lifetime with him. She saw tragedy, sorrow, and sacrifice ahead. And in sacrifice she was proud, in renunciation she was strong, for she did not trust herself to support everyday life. She was prepared for the big things and the deep things, like tragedy. It was the sufficiency of the small day-life she could not trust.(2)The Easter holidays began happily. Paul was his own frank self. Yet she felt it would go wrong. On the Sunday afternoon she stood at her bedroom window, looking across at the oak-trees of the wood, in whose branches a twilight was tangled, below the bright sky of the afternoon. Grey-green rosettes of honeysuckle leaves hung before the window, some already, she fancied, showing bud. It was spring, which she loved and dreaded.(3)Hearing the clack of the gate she stood in suspense. It was a bright grey day. Paul came into the yard with his bicycle, which glittered as he walked. Usually he rang his bell and laughed towards the house. Today he walked with shut lips and cold, cruel bearing, that had something of a slouch and a sneer in it. She knew him well by now, and could tell from keen-looking what was happening inside him. There was a cold correctness in the way he put his bicycle in its place, that made her heart sink.(4)She came downstairs nervously. She was wearing a new net blouse that she thought became her. It had a high collar with a tiny ruff, making her, she thought, look wonderfully a woman, and dignified. At twenty she was full-breasted and luxuriously formed. Her face was still like a soft rich mask, unchangeable. But her eyes, once lifted, were wonderful. She was afraid of him. He would notice her new blouse.(5)He, being in a hard, ironical mood, was entertaining the family to a description of a service given in the Primitive Methodist Chapel. He sat at the head of the table, his mobile face, with the eyes that could be so beautiful, shining with tenderness or dancing with laughter, now taking on one expression and then another, in imitation of various people he was mocking. His mockery always hurt her: it was too near the reality. He was too clever and cruel. She felt that when hiseyes were like this, hard with mocking hate, he would spare neither himself nor anybody else. But Miriam´s mother was wiping her eyes with laughter, and her father, just awake from his Sunday nap, was rubbing his head in amusement. The three brothers sat with ruffled, sleepy appearance in their shirt-sleeves, giving a guffaw from time to time. The whole family loved a "take-off" more than anything.第54题It can be learned from the beginning that Miriam´s attitude towards love between her and Paul is_____.A.indifferentB.desperateC.pessimisticD.ambiguous第55题The narration in Para 3 tells us that Miriam had all the following feelings EXCEPT _____.A.delightB.expectationC.uncertaintyD.foreboding第56题Which of the following statements is CORRECT about the family´s response to Paul´s mockery?A.Only the parents found it entertaining.B.Every member except Miriam was amused.C.The brothers found it hard to appreciate.D.Miriam also thought it was amusing.上一题下一题(57~60/共10题)PART ⅤREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are three passages followed by ten 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.(1)I´ve written this article and you´re reading it. So we are members of the same club. We´re both literate—we can read and write. And we both probably feel that literacy is essential to our lives. But millions of people all over the world are illiterate. Even in industrialised Western countries, such as the UK and the USA, approximately 20% of the population have "low literacy levels". But what exactly does that mean?(2)My parents both left school at 14. They could read and write, but except for a quick look at the daily newspaper, reading and writing didn´t play a big part in their lives. There were very few books in the house. My mother was amazed because the woman who lived next door always wrote a list of what she needed before she went to the supermarket. Why couldn´t she remember? We laughed about that for weeks. Our family didn´t write lists! And when I was only 14 years old my father gave me an important letter that he´d written to the bank and asked me to check it for grammar and spelling mistakes. And there were quite a lot. He never usually wrote letters or postcards or even Christmas cards. So when he had to write he wasn´t comfortable or confident. Does that mean that my father had a "low level of literacy"? I don´t think so.(3)There are lots of different definitions of literacy. Some experts define it as having the reading and writing skills that you need to be independent in your everyday life. So, for example, if you can read instructions, write a cheque, fill in a form,—anything that you need to do in everyday life—then you are "functionally literate".(4)Other people say that you are illiterate if you think that you are illiterate. In other words, if you feel that you can´t read or write as well as you would like to.(5)If you live in a society where most people are literate, then you will feel ashamed or embarrassed and avoid situations in which you have to read or write. The father of a friend of mine finally admitted to his family that he couldn´t read when he was 45 years old. He bought the newspaper every day and pretended to read it—and believe it or not, his family had no idea.(6)We often forget that writing is a recent invention. Many years ago, the word "literate" meant being able to communicate well in speaking, in other words what we now call "articulate". Story telling was an important activity in the past and still is today in some societies. Reading was often a co-operative activity—someone would read aloud to a group, often from a religious text such as the Koran or the Bible.(7)Only a hundred years ago, in the United States, you were considered to be literate if you could sign your name to a piece of paper. It was an important skill. You were not allowed to vote if you couldn´t sign the voting register, so literacy was connected with political rights, and many people were excluded from the democratic process.(8)Nowadays we see reading and writing as being connected, but that wasn´t so in the past Many people could read, but not write. Writing was a skilled profession. If you needed something written then you paid an expert to write it for you.(9)And of course, rich and important people have always employed people to write things for them. Important company bosses dictated letters to their secretaries or personal assistants. And now with new computer software you can dictate directly to your computer.(10)Being illiterate can have a big effect on people´s lives. For example, a study in the UK showed that people who write and spell badly are seen as careless, immature and unreliable, and often unintelligent. So it is more difficult for them to find jobs, even when reading and writing are not necessary for the work.(11)World-wide statistics show that literacy problems are associated with poverty and a lack of political power. More women than men are illiterate. Illiterate people have worse health, bigger families and are more likely to go to prison. So literacy campaigns must be a good thing. But don´t forget that an illiterate person, or someone with a low level of literacy, isn´t necessarily stupid or ignorant, and may not be unhappy at all. Knowledge and wisdom isn´t only found in writing.第57题Why does the author give examples in Para. 2?A.To show that literacy is interpreted in different ways.B.To show that Father was more literate than Mother.C.To indicate how important reading and writing are.D.To compare the level of literacy between neighbours.第58题According to the author, the following are some of the defining features of literacy EXCEPT_____.A.psychological。
2017年英语专业八级听力
2017年英语专业八级听力Section 1: Conversation.Passage:Narrator: Listen to a conversation about the importance of education in a globalized world.Speaker 1: So, how important do you think education is in today's globalized world?Speaker 2: I think it's more important than ever. In this interconnected society, having a solid education is key to participating effectively.Speaker 1: Absolutely. With the world becoming more competitive, it's crucial to equip individuals with the skills and knowledge to navigate complex global issues.Speaker 2: Education empowers people to thinkcritically, solve problems, and adapt to the ever-changing demands of the job market.Speaker 1: Yes, and it goes beyond that. Education fosters cultural understanding, tolerance, and global citizenship. It helps people appreciate diverseperspectives and work together to address global challenges.Speaker 2: So true. Especially in a globalized economy, understanding different cultures is essential for effective communication and collaboration.Speaker 1: Exactly. And with technological advancements transforming the world, we need individuals who can learn, adapt, and innovate to keep pace.Narrator: Based on their conversation, it's clear that both speakers believe education is paramount in today's globalized world for personal, professional, and societal reasons.Section 2: Lecture.Passage:Narrator: Listen to a lecture on the role of universities in promoting global citizenship.Professor: As we enter a globalized era, universities have a pivotal role to play in nurturing global citizens. Global citizenship involves more than just understanding different cultures; it requires individuals to be actively engaged in addressing global issues.Paragraph 1: Universities can foster global citizenship by providing students with a comprehensive education that encompasses a global perspective. This includes coursework on global history, international relations, and cross-cultural communication. By exposing students to diverse viewpoints, they develop a deeper understanding of the interconnectedness of our world.Paragraph 2: Furthermore, universities offer opportunities for students to engage in internationalexperiences, such as study abroad programs andinternational volunteer initiatives. These programs provide firsthand exposure to different cultures and challenges, fostering empathy and global awareness.Paragraph 3: Additionally, universities promote global citizenship through research and collaborative projectsthat address global issues. By working with international partners and tackling complex problems, students develop a sense of responsibility and a commitment to making a positive impact on the world.Paragraph 4: Through these initiatives, universities empower students to become global citizens who are equipped with the knowledge, habilidades, and values to navigate an interconnected world and contribute to its development.Section 3: News Report.Passage:Narrator: Listen to a news report about the challengesfacing international students in the United States.Reporter: International students are an integral part of American universities, bringing diverse perspectives and cultural backgrounds to campuses nationwide. However, they also face unique challenges that impact their academic and personal experiences.Paragraph 1: One major challenge is the financial burden associated with studying in the United States. International students often pay higher tuition fees than domestic students and may not be eligible for the same financial aid options. This can put a significant strain on their finances, leading to stress and anxiety.Paragraph 2: Another challenge is cultural adjustment. Moving to a new country with different customs, values, and social norms can be a daunting experience. International students may feel isolated or homesick, which can affect their academic performance and well-being.Paragraph 3: Additionally, international students mayface visa-related issues that add to their challenges. The application process for visas can be complex and time-consuming, and there is always the uncertainty of approval or renewal. This uncertainty can create anxiety and add stress to their lives.Paragraph 4: Despite these challenges, international students remain resilient and determined to succeed intheir studies. They often form support networks with fellow international students and seek help from university resources dedicated to their needs. By overcoming these challenges, they develop valuable skills and qualities that will serve them well in their future careers and lives.。
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。
2017专四答案+听力原文
2017专四答案+听力原文Part Ⅰ DICTATIONLearning SympathyA big part of being human is feeling sympathy，/ but how early on in our lives do we learn this？ / Scientists find that babies respond to other people / by crying when other babies cry。
/ However，babi es can't distinguish between themselves and others / until they’re eighteen to twenty months old。
/ Toddlers start to show concern for others around this time。
/ Kids also begin to do things like comforting other people. / And by the time they’re three，/ most children will try to protect a victim in a fight。
Part Ⅱ LISTENING COMPREHENSIONSECTION A TALK1。
a physical classroom2。
a coherent concept3。
personalized curriculum4。
（more) meaningful practice5. feedback6。
collaborative learning7。
question and answer8. fundamental human right9. lifelong learning10。
innovationSECTION B CONVERSATIONS1. What's wrong with the man's computer？答案:A。
2017年专业四级考试英语听力文本素材1
2017年专业四级考试英语听力文本素材1The media tycoon Rupert Murdoch has told a British parliamentary committee that he was not responsible for the phone-hacking scandal at one of his newspapers, the now defunct News of the World. He said he may have lost sight of what was happening there but the paper had represented less than 1% of his worldwide business. Mr Murdoch said he’d been shocked and ashamed when he learnt that the News of the World had hacked the phone of a murdered schoolgirl, and in his closing address, he gave this apology."I would like all the victims of phone hacking to know how completely and deeply sorry I am. Apologising cannot take back what has happened. Still, I want them to know the depth of my regret for the horrible invasions into their lives. I fully understand their ire. And I intend to work tirelessly to merit their forgiveness."Mr Murdoch gave evidence alongside his son James, who is a senior executive in the media empire. Robert Pestonfollowed the day’s events.The Murdochs’evidence to MPs on the Culture, Media and Sport Committee had its moments of drama but few moments of revelation. There were elements of both when James Murdoch, the chairman of News International, confirmed that his company has been continuing to pay the legal expenses of Glenn Mulcaire, the private detective hired by the News of the World to illegally hack the phones of individuals. There are News Corporation investors who believe that at the age of 80, it might now be time for Rupert Murdoch to hand over the executive reins of the global media empire he created, and his performance today probably won’t dissuade them that the moment may have come. Although Mr Murdoch himself insisted he’s the right man to correct the News of the World’s sins of the past - sins that went on for years, but which Mr Murdoch didn’t notice in their enormity till the revelations a fortnight ago that the most vulnerable individuals’phones had been hacked.The parliamentary hearing had to be suspended for a time when a member of the public threw what appeared to be a plate of shaving foam at Mr Murdoch. Police arrested the man, and when the hearing resumed, members of the public wereexcluded. A member of parliament, Chris Bryant, was there. He described what he saw."Somebody suddenly appeared round from the left and had some kind of plastic plate with some shaving foam on it, and shoved it in Rupert Murdoch’s face. I think it’s just despicable. You know, there’s a really serious set of questions that people are answering and the whole country wanted to hear answered."Earlier, Britain’s two most senior police officers, who both resigned over the hacking scandal, faced questions from another parliamentary committee. Assistant Commissioner John Yates said he could confidently predict that only a very small number of police officers would be jailed as a result of investigations into alleged illegal payments by journalists. The head of the Metropolitan Police Paul Stephenson said nearly a quarter of the force’s public affairs department once worked for Rupert Murdoch’s News International.World News from the BBCThe United Nations is preparing to declare a famine in parts of Somalia. Across East Africa, an estimated 10 million people have been affected by the worst drought in more than half a century. Multiple sources say the UN will announce onWednesday that conditions have deteriorated to such an extent that famine has returned to the region for the first time in 19 years.The International Monetary Fund has warned that the European debt crisis could have major global consequences if it’s not dealt with quickly. The IMF said decisive action was critical to prevent the financial problems in countries, such as Greece, from spreading to major European economies. Our economics correspondent Andrew Walker reports.The IMF paints a picture of striking contrast: the recovery in the core of the euro area, countries such as Germany, is resilient; other member countries are in what the report calls "dire shape". There was a call for decisive action including clarity about the role of private sector creditors of governments. Europe [has] been wrangling inconclusively for weeks about whether banks should help with a second bailout of Greece. The IMF also says countries should press ahead with reducing their borrowing needs, and that Europe should increase the size of its rescue loan facility.A team of international experts has concluded that the former President of Chile, Salvador Allende, killed himself during the 1973 military coup led by General AugustoPinochet. A detailed report was released two months after Mr Allende’s body was exhumed as part of an inquiry into his death.Judicial officials in France say they’ve questioned family members of Dominique Strauss-Kahn, the former IMF chief, over allegations that he tried to rape a young writer. Those questioned were the Socialist politician’s ex-wife and their daughter Camille, both of whom were once close to the complainant Tristane Banon. Mr Strauss-Kahn denies the allegation that an assault took place in 2003.。
2017专四答案+听力原文
2017专四答案+听力原文Part Ⅰ DICTATIONLearning SympathyA big part of being human is feeling sympathy, / but how early on in our lives do we learn this？ / Scientists find that babies respond to other people / by crying when other babies cry。
/ However，babies can't distinguish between themselves and others / until they're eighteen to twenty months old. / Toddlers start to show concern for others around this time. / Kids also begin to do things like comforting other people。
/ And by the time they’re three, / most children will try to protect a victim in a fight.Part Ⅱ LISTENING COMPREHENSIONSECTION A TALK1. a physical classroom2. a coherent concept3。
personalized curriculum4。
(more）meaningful practice5. feedback6。
collaborative learning7。
question and answer8。
fundamental human right9。
lifelong learning10。
innovationSECTION B CONVERSATIONS1。
2017专四答案+听力原文
2017专四答案+听力原文Part Ⅰ ?DICTATIONLearning ?Sympathy? ??A big part of being human is feeling sympathy, /?but how early on in our lives do we learn this?/ Scientists find that babies respond to other people / by crying when other babies cry. / However, babies can’t distinguish between themselves and others / until they’re eighteen to twenty months old. / Toddlers start to show concern for others around this time. / Kids also begin to do things like comforting other people. / And by the time they’re three, / most children will try to protect a victim in a fight.Part Ⅱ LISTENING COMPREHENSIONSECTION A TALK1. a physical classroom2. a coherent concept3. personalized curriculum4. (more) meaningful practice5. feedback6. collaborative learning7. question and answer8. fundamental human right9. lifelong learning10. innovationSECTION B? CONVERSATIONS1. What’s wrong with the man’s computer答案：A. It has wiped the data from the flash drive.2. How will the man be compensated if the computer can’t be fixed答案：C. Get a new computer.3. How did the man feel about the woman’s offer of compensation答案：D. Dissatisfied.4. When will the service engineer come to fix the computer答案：B. After 8:30 tomorrow morning.5. What is the man’s phone number?答案：A. 6574-3205.6. What sho uld we do if our neighbors didn’t reach out答案：B. Introduce ourselves first.7. Which is the best way to handle a noisy neighbor答案：C. Give him a reason to stop.8. What should we do if we have a nosy neighbor答案：D. Don’t answer their questions.9. How long do we expect our neighbors to stay答案：B. Five to ten minutes.10. Where can we get more information on this topic答案：D. CBS news website.Part III ?LANGUAGE USAGE11. B. Whatever12. A. on which13. C. women drivers14. B. present event for tentativeness15. D. make a suggestion16. B. disappointment17. D. would later make18. C. to have been created19. A. would have been… had been20. C. that21. B. characters22. D. ensure23. B. relieve24. A. releases25. C. indicative26. B. eye27. A. critically28. C. on29. D. bound30. A. invariablyPart IV CLOZE31. ［F］implications32. ［N］single33. ［B］barely34. ［L］online35. ［C］demise36. ［M］rising37. ［I］naturally38. ［G］leaf39. ［H］lost40. ［J］objectPart V READING COMPREHENSIONSECTION A MULTIPLE CHOICEQUESTIONSPASSAGE ONE41. In Para. 4, the phrase “hit the jackpot” means???????????????according to the context.答案：C. broke one of the objects42. It can be concluded from Paras. 5 and 6 that??????????????.答案：D. people hold entirely different views on the issue43. How did the author feel about the treasure from the Atocha (Para. 7)答案：A. She was glad that people can have a chance to see the treasure.PASSAGE TWO44. It can be learned from the beginning that Miri am’s attitude towards love between her and Paul is??????????????.答案：C. pessimistic45. The narration in Para. 3 tells us that Miriam had all the following feelings EXCEPT??????????????.答案：A. delight46. Which of the following statements is CORRECT abou t the family’s response to Paul’s mockery答案：B. Every member except Miriam was amused.PASSAGE THREE47. Why does the author give two examples in Para. 2答案：A. To show that literacy is interpreted in different ways.48. According to the author, the following are some of the defining features of literacy EXCEPT?????????????.答案：D. independent49. Which of the following statements about reading and writing is CORRECT答案：C. Reading often requires more immediate interaction than writing.50. What do the last two paragraphs mainly focus on (Paras. 10 and 11)答案：B. Effects of illiteracy and associated problems.SECTION B SHORT ANSWERQUESTIONS说明：简答题答案不唯一，意思对即可。
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英语专业 四级/六级真题解析2017年英语专八听力原文英语专八考生平时复习听力的时，候往年的英语专八真题听力原文是很好的复习资料，专八考生可以先根据听力做题之后再根据专八听力原文进行分析自己的错题点。
下面是新东方在线英语专八频道为大家整理的2017年英语专八听力原文。
sectionA mini-lectureThe Modes of Language语言的模式Good morning, everyone!大家早上好!In our last lecture, I was talking about language as part of our semiotic system.上次我们讲到，语言是符号系统的一部分。
And today I am going to move on to another topic, that is, the modes of language.今天我们讲下一个话题，语言的模式。
As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing.大家都知道，人类语言中的信息通常以两种基本模式传递：“说”和“写”。
Well, you know, there is also a third mode, which is not that frequently used as speech and writing.当然，还有第三种模式，但不如“说”和“写”那么常用。
The third mode is called signing, which is used by deaf people.第三种模式叫作手势语，听障者经常用这种方式。
But in today's lecture, we will just focus on speech and writing, and the specific features of these two modes.但是今天，我们主要讲“说”和“写”，以及这两种模式的特点。
In linguistics, it is commonly noted that speech is primary and writing secondary.语言学上普遍认为，先有“说”，才有“写”。
Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent in written form.语言学有这样的观点，是因为世界上说什么语言的人都有，除了那些已经废弃的语言，比如只以书面形式继续存在着的拉丁语。
All children will naturally acquire the spoken version of a language if they are exposed to it.直接接触一种语言的话，所有儿童都会自然习得这种语言的口语。
They acquire the spoken form of their mother tongue during the formative period of language acquisition.在语言习得的形成阶段，他们会自然习得母语的口语。
However, to become literate, a child will need some kind of formal schooling in reading and writing.但是，到了学读书写字的时候，孩子们要去接受学校的正式读写教育。
In many respects, we might call speech "primary" and writing "secondary".很多情况下，我们会认为先有“说”才有“写”。
It implies that writing has a second-class status when compared with speech.也就是说，跟“说”比起来，“写”是第二位的。
In fact, it is more accurate to view the two modes as having different but complementary roles.其实，比较恰当的看法是，这两种模式作用不同却互为补充。
For instance, in most legal systems, while an oral contract is legally binding, a written contract is preferred.比如，在很多法律体系中，虽然口头约定是有法律约束力的，但是人们还是倾向才用书面约定。
The reason is simple—unlike speech, writing provides a permanent record of the contract.原因很简单。
“写”下来的文件可以作为约定的永久备案，“说”的就不行。
Thus, if the terms of the contract are disputed, the written record of the contract can be consulted and interpreted.所以，如果约定条款有争议，双方可以查阅书面约定，重新解读。
Disputes over an oral contract will involve one person's recollection of the contract versus another person's.口头约定如果有争议，双方会各自回忆约定内容，才能对质。
While writing may be the preferred mode for a contract, in manyother contexts, speech will be more appropriate.拟定协议时人们倾向“写”的形式，而在许多情况下，“说”比较合适。
Because the most common type of speech—face-to-face conversation—is highly interactive.因为面对面交谈这一说话最常见的形式，具有极强的交互性。
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.这个模式适用的社会情境有很多，比如午餐时的闲聊，零售店里的商业交易，课堂上的师生讨论。
And in these contexts, interactive dialogues have many advantages over writing.在这些情境中，互动式对话对比书写的优势便显现出来。
For instance, individuals engaged in conversation can ask for immediate clarification if there is a question about something said;比如，谈话中如果说过的内容出现问题，谈话者可以立即给出明确解释。
in a letter to a friend, in contrast, such immediacy is lacking.而在写给朋友的信中，解释就没有这么及时了。
When speaking to one another, speakers are face to face and can therefore see how individuals react to what is said.谈话时，说话者面对面，也就可以看到对方对所谈内容的反应。
On the other hand, writing creates distance between writer and reader, preventing the writer from getting any immediate reaction from the reader.而书写拉开了书写者和读者的距离，书写者没办法得知读者看到书写内容时的直接反应。
Speech is oral, thus making it possible to use intonation to emphasize words or phrased and express emotion.说话都是口头的，因此可以借助语调强调重点词语，表达感情。
Of course, one might say that writing has punctuation.当然，也有人会说，书写还有标点符号呢。
Well, it can express only a small proportion of the features that intonation has.对，标点符号只能表现语调能表现出的一小部分信息。
Because speech is created "on-line," it is produced quickly and easily.因为说话都是“在线的”，方便快捷。
This may result in many "ungrammatical" constructions, but rarely do these rough sentences cause miscommunications.这可能就出现了很多语法错误，但是这样不讲究的句子很少引起误解。
You know, if there is a misunderstanding, it can be easily corrected.因为如果发生误解，谈话者可以立即改正。
On the contrary, writing is much more deliberate.相反，书写需要深思熟虑。
It require planning, editing and thus taking much more time to produce on the part of the writer.书写需要书写者打草稿，修改，然后再完整地写出来。