2017年英语专业八级考试参考答案
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。
【星火英语版】2017年专八考试参考答案
【星火英语版】2017年英语专业八级考试参考答案SECTION A MINI-LECTURE1. signing2. primary3. literacy4. different but complementary5. avoiding6. many other contexts7. characteristics/features8. reaction9. distance10. emotion11. deliberate12. intimacy and immediacy13. continuum14. types of language15. the usageSECTION B INTERVIEW1.What is international leaders’ assessment of the current battle against Ebola?答案：B. Disheartening.2.How many people are now working in the treatment unit in Liberia?答案：A. 200.3.According to Mary, what is the challenge in the battle against Ebola?答案：D. Insufficient operational efforts on the ground.4.Why do health workers need case management protocol training?答案：B. They can open up more treatment units.5.What does this interview mainly talk about?答案：C. Ebola outpacing operational efforts.6.What is Tom’s main role in his new position?答案：C. Using media information to inspire new ideas.7.According to Tom, what does innovation require of people?答案：B. Being brave and willing to take a risk8.What does Tom see as game-changing chances in the future?答案：B. Aiming at a consumer level.9.What does Tom do first to deal with the toughest part of his work?答案：D. Examining the future carefully.10.Which of the following might Tom work for?答案：A. A media agency.SECTION A MULTIPLECHOICE QUESTIONSPASSAGE ONE11.The first part of Para. 4 refers to the fact that .答案：[A]life there is quiet and slow12.“The lack of awareness” in Para. 5 refers to .答案：［C］little knowledge of the beauty of the beach13.The author uses “gloriously” in Para. 6 to .答案：［C］contrast greenery with isolation14.The sentence “We never ate the same thing twice” in Para. 10 reflects the of the seafood there.答案：［D］variety15.Which of the following themes is repeated in both Paras.1 and 11?答案：［A］Publicity.PASSAGE TWO16. It can be inferred from Paras.1 and 2 that teachers used to .答案：［D］teach extended reading in a perfunctory way17. The sentence “we all understand and instinctively feel narrative structure” in Para.4 indicates that .答案：［C］we are born story-tellers18. Samuel Johnson regards the relationship between a writer and a reader as (Para.5). 答案：［B］collaborative19. In Par a.7, the author sees “pre-reading” as the most important part of reading because .答案：［C］it can attract students’ attention20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functions EXCEPT .答案：［C］stretching the imaginationPASSAGE THREE21. According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’ .答案：［B］self discipline22. The author cites the example of his father in order to show .答案：［A］the importance of discipline23. According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT .答案：［A］increase in income24. According to the context, what does “the fire” refer to (Para. 14)?答案：［B］Anger.SECTION B SHORTANSWER QUESTIONS说明：简答题答案不唯一，意思对即可。
2017年专业英语八级考试试题及答案（2）
2017年专业英语八级考试试题及答案（2）28. Which of the following best describes the attitude of other people on the train towards the couple?[A] They regarded the couple as an object of fun.[B] They expressed indifference towards the couple.[C] They were very curious about the couple.[D] They showed friendliness towards the couple.29. Which of the following contains a metaphor?[A] ... like a man waiting in a barber's shop.[B] ... his countenance radiant with benevolence.[C] ... sweeping over the horizon, a precipice.[D] ... as darkly brilliant as the surface of a pool of oil.30. We can infer from the last paragraph that in the dining-car[A] the waiters were snobbish. [B] the couple felt ill at ease.[C] the service was satisfactory. [D] the couple enjoyed their dinner.PART III GENERAL KNOWLEDGEThere are ten multiple-choice questions in this section.31. The northernmost part of Great Britain is[A] Northern Ireland. [B] Scotland. [C] England. [D] Wales.32. It is generally agreed that were the first Europeans to reach Australia's shores.[A] the French [B] the Germans [C] the British [D] the Dutch33. Which country is known as the Land of Maple Leaf?[A] Canada. [B] New Zealand.[C] Great Britain. [D] The United States of America.34. Who wrote the famous pamphlet, The Common Sense, before the American Revolution?[A] Thomas Jefferson. [B] Thomas Paine.[C] John Adams. [D] Benjamin Franklin.35. Virginia Woolf was an important female ______ in the 20th-century England.[A] poet [B] biographer [C] playwright [D] novelist36. ______ refers to a long narrative poem that records the adventures of a hero in a nation's history.[A] Ballad [B] Romance [C] Epic [D] Elegy37. Which of the following best explores American myth in the 20th century?[A] The Great Gatsby. [B] The Sun Also Rises.[C] The Sound and the Fury. [D] Beyond the Horizon.38. ______ is defined as the study of the relationship between language and mind.[A] Semantics [B] Pragmatics[C] Cognitive linguistics [D] Sociolinguistics39. A vowel is different from a consonant in English because of[A] absence of obstruction. [B] presence of obstruction.[C] manner of articulation. [D] place of articulation.40. The definition "the act of using, or promoting the use of, several languages, either by an individual speaker or by a community of speakers" refers to[A] Pidgin. [B] Creole.[C] Multilingualism. [D] Bilingualism.PART IV PROOFREADING &ERROR CORRECTIONPART V TRANSLATIONPART V TRANSLATIONTranslate the underlined part of the following text into English.现代社会无论价值的持有还是生活方式的选择都充满了矛盾。
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。
专八2017年真题和答案解析
B. Considering a starting point.
C. Establishing the focal point.
Hale Waihona Puke D. Examining the future carefully.
10. A. A media agency.
B. An Internet company.
C. A venture capital firm.
SECTION B INTERVIEW In this section you will hear TWO interviews. At the end of each interview, five questions
will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A], [B], [C] and [D], and mark the best answer to each question on ANSWER SHEET TWO.
最新【星火英语版】专八考试参考答案
【星火英语版】2017年英语专业八级考试参考答案SECTION A MINI-LECTURE1. signing2. primary3. literacy4. different but complementary5. avoiding6. many other contexts7. characteristics/features8. reaction9. distance10. emotion11. deliberate12. intimacy and immediacy13. continuum14. types of language15. the usageSECTION B INTERVIEW1.What is international leaders’ assessment of the current battle against Ebola?答案：B. Disheartening.2.How many people are now working in the treatment unit in Liberia?答案：A. 200.3.According to Mary, what is the challenge in the battle against Ebola?答案：D. Insufficient operational efforts on the ground.4.Why do health workers need case management protocol training?答案：B. They can open up more treatment units.5.What does this interview mainly talk about?答案：C. Ebola outpacing operational efforts.6.What is Tom’s main role in his new position?答案：C. Using media information to inspire new ideas.7.According to Tom, what does innovation require of people?答案：B. Being brave and willing to take a risk8.What does Tom see as game-changing chances in the future?答案：B. Aiming at a consumer level.9.What does Tom do first to deal with the toughest part of his work?答案：D. Examining the future carefully.10.Which of the following might Tom work for?答案：A. A media agency.SECTION A MULTIPLE CHOICE QUESTIONSPASSAGE ONE11. The first part of Para. 4 refers to the fact that .答案：[A] life there is quiet and slow12. “The lack of awareness” in Para. 5 refers to .答案：［C］little knowledge of the beauty of the beach13. The author uses “gloriously” in Para. 6 to .答案：［C］contrast greenery with isolation14. The sentence “We never ate the same thing twice” in Para. 10 reflects the of the seafood there.答案：［D］variety15. Which of the following themes is repeated in both Paras.1 and 11?答案：［A］Publicity.PASSAGE TWO16. It can be inferred from Paras.1 and 2 that teachers used to .答案：［D］teach extended reading in a perfunctory way17. The sentence “we all understand and instinctively feel narrative structure” in Para.4 indicates that .答案：［C］we are born story-tellers18. Samuel Johnson regards the relationship between a writer and a reader as (Para.5).答案：［B］collaborative19. In Para.7, the author sees “pre-reading” as the most important part of reading because .答案：［C］it can attract students’ attention20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functions EXCEPT .答案：［C］stretching the imaginationPASSAGE THREE21. According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’ .答案：［B］self discipline22. The author cites the example of his father in order to show .答案：［A］the importance of discipline23. According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT .答案：［A］increase in income24. According to the context, what does “the fire” refer to (Para. 14)?答案：［B］Anger.SECTION B SHORT ANSWER QUESTIONS说明：简答题答案不唯一，意思对即可。
2017年英语专业八级考试参考答案
PartⅠ LISTENING COMPREHENSION SECTION A MINI-LECTURE 1. signing 2. primary 3. literacy 4. different but complementary 5. avoiding 6. many other contexts 7. characteristics/features 8. reaction 9. distance 10. emotion 11. deliberate 12. intimacy and immediacy 13. continuum 14. types of language 15. the usage SECTION B INTERVIEW 1. What is international leaders’ assessment of the current battle against Ebola? 答案：B. Disheartening. 2.How many people are now working in the treatment unit in Liberia? 答案：A. 200. 3.According to Mary, what is the challenge in the battle against Ebola? 答案：D. Insufficient operational efforts on the ground. 4.Why do health workers need case management protocol training? 答案：B. They can open up more treatment units. 5.What does this interview mainly talk about? 答案：C. Ebola outpacing operational efforts. 6.What is Tom’s main role in his new position? 答案：C. Using media information to inspire new ideas. 7.According to Tom, what does innovation require of people? 答案：B. Being brave and willing to take a risk 8.What does Tom see as game-changing chances in the future? 答案：B. Aiming at a consumer level. 9.What does Tom do first to deal with the toughest part of his work? 答案：D. Examining the future carefully. 10.Which of the following might Tom work for? 答案：A. A media agency. PartⅡ READING COMPREHENSION SECTION A MULTIPLE CHOICE QUESTIONS PASSAGE ONE 11. The first part of Para. 4 refers to the fact that . 答案：[A] life there is quiet and slow 12. “The lack of awareness” in Para. 5 refers to . 答案：［C］little knowledge of the beauty of the beach 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. 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 . 答案：［D］teach extended reading in a perfunctory way 17. The sentence “we all understand and instinctively feel narrative structure” in Para.4 indicates that. 答案：［C］we are born story-tellers 18. Samuel Johnson regards the relationship between a writer and a reader as (Para.5). 答案：［B］collaborative 19. In Para.7, the author sees “pre-reading” as the most important part of reading because . 答案：［C］it can attract students’ attention 20. “Textual Intervention” suggested by Rob Pope (in Para.8) is expected to fulfill all the following functions EXCEPT. 答案：［C］stretching the imagination PASSAGE THREE 21. According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’ 答案：［B］self discipline 22. The author cites the example of his father in order to show . 答案：［A］the importance of discipline 23. According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT. 答案：［A］increase in income 24. According to the context, what does “the fire” refer to (Para. 14)? 答案：［B］Anger. SECTION B SHORT ANSWER QUESTIONS (说明：简答题答案不，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年专业英语八级真题试卷(题后含答案及解析)
2017年专业英语八级真题试卷(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITINGPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文：The Modes of Language Good morning, everyone! In our last lecture, I was talking about language as part of our semiotic system, and today I am going to move onto another topic. That is, the modes of language. As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. Well, you know that there is also a third mode, which is not that frequently used as speech and writing. The third mode is called signing, which is used by deaf people. But in today’s lecture we will just focus on speech and writing, and specific features of these two modes. In linguistics, it is commonly noted that speech is primary and writing secondary. Linguists take this position because all languages are spoken, except those dead languages such as Latin, which is only existing in written form All children will naturally acquire the spoken version of a language if they are exposed to it They acquire the spoken form of their mother tongue during the formative period of language acquisition. However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we may call speech “primary” and writing “secondary”. It implies that writing has a second-class status when compared with speech. In fact, it is more accurate to view the two modes as having different but complementary roles. For instance, in most legal systems, while an oral contract is legally binding, a written contract is preferred. The reason is simple: unlike speech, writing provides a permanent record of the contract. Thus, if the terms of the contract are disputed, the written record of the contract can be consulted and interpreted. Disputes over an oral contract will involve one person’s recollection of the contract versus another person’s. While, writing may be the preferred mode for a contract, in many other contexts, speech will be more appropriate. Because the most common type of speech —face-to-face conversations —is highly interactive, this mode is well suited to many social contexts: such as casual conversations over lunch, business transactions in a grocery store, discussions between students and teachers in a classroom. And in these contexts, interactive dialogues have many advantages over writing. For instance, individuals engaged in conversation can ask for immediate clarification if there is aquestion about something said: in a letter to a friend, in contrast, such immediacy is lacking. When speaking to one another, speakers are face to face and can therefore see how individuals react to what is said. On the other hand, writing creates distance between writer and reader, preventing the writer from getting any immediate reaction from the reader. Speech is oral, thus making it possible to use intonation to emphasize words or phrases and express emotion. Of course, one might say that writing has punctuation: well, it can express only a small proportion of the features that intonation has. Because speech is created “on-line,” it is produced quickly and easily. This may result in many “ungrammatical”constructions, but rarely do these rough sentences cause miscommunications. You know, if there is a misunderstanding, it can be easily corrected. On the contrary, writing is much more deliberate. It requires planning, editing and thus taking much more time to produce on the part of the writer. Because of all of these characteristics of writing, if an individual desires a casual, intimate encounter with a friend, he or she is more likely to meet personally than write a letter. In this case, writing a letter to a friend might turn out to be too formal. Of course, in today’s world, the highly developed technology has made such encounters possible with “instant messaging”, over a computer or a smartphone. And if someone wishes to have such an encounter with a friend living many miles away, then this kind of on-line written “chat”can mimic a face-to-face conversation. But because such conversations are a hybrid of speech and writing, they still lack the intimacy and immediacy of a face-to-face conversation. While speech and writing are often viewed as discrete modes, it is important for us to note that there is a continuum between speech and writing. While speech is in general more interactive than writing, various kinds of spoken and written English display various degrees of interactivity. For instance, various linguistic markers of interactive discourse such as first and second person pronouns, contractions, and private verbs such as think and feel, occurred very frequently in telephone and face-to-face conversations but less frequently in spontaneous speeches, interviews, and broadcasts. In addition, some kinds of writing, such as academic prose and official documents, exhibited few markers of interactive discourse, but other kinds of written texts, particularly personal letters, ranked higher on the scale of interactivity than many of the spoken texts. In other words, how language is structured depends less on whether it is spoken or written but more on how it is being used. For example, a personal letter, even though it is written, will contain linguistic features marking interactivity because the writer of a letter wishes to interact with the receiver of the letter. On the other hand, in an interview, the goal is not to interact necessarily but to get information from the person being interviewed. Therefore, though interviews are spoken, they have fewer markers of interactivity and contain more features typically associated with written texts. OK, to sum up, we have been dealing with the modes of language in today’s lecture. The two most frequently used modes are speech and writing. As two different modes of language, speech and writing, have their own characteristics. Speech is a preferred mode in many social contexts while interactivity is needed. Of course, when a formal, stable record is preferred, writing should be an appropriate mode. Finally, I have also emphasized that there is a continuum between speech and writing. In the followinglecture, we will concentrate on the linguistic structure of language. Thank you.The Modes of LanguageThree modes of language speech writing 【T1】______【T1】______Speech and writing speech is considered【T2】______ because【T2】______—all languages are spoken—children acquire spoken language first—【T3】______ requires reading and writing【T3】______ speech and writing have【T4】______ roles【T4】______—legal contracts are written for- providing permanent records-【T5】______disputes over oral contracts【T5】______ speech is more appropriate in【T6】______【T6】______—face-to-face casual conversations —business transactions in stores—discussions in a classroom 【T7】______of speech and writing【T7】______—immediate clarification in speech—visible【T8】______in conversation【T8】______—sense of【T9】______in writing【T9】______—use of intonation to express【T10】______【T10】______—writing seen to be more【T11】______【T11】______—lack of【T12】______ in on-line written “chat”【T12】______ 【T13】______ between speech and writing【T13】______—linguistic markers of interactivity vary with【T14】______【T14】______—how language is structured depends more on【T15】______【T15】______ConclusionAs two different modes of language, speech and writing have their own characteristics.1．【T1】正确答案：signing解析：讲座开篇部分提到了语言的三种模式(mode)，除口语(speech)和书面语(writing)外就是失聪人士用的“手语”(signing)。
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年专业英语八级阅读训练试题及答案：WomenandFashions
Women and FashionsWhenever you see an old film, even one made as little as ten years ago, you cannot help being struck by the appearance of the women taking part. Their hair-styles and make-up look dated; their skirts look either too long or too short; their general appearance is, in fact, slightly ludicrous. The men taking part in the film, on the other hand, are clearly recognizable. There is nothing about their appearance to suggest that they belong to an entirely different age.This illusion is created by changing fashions. Over the year, the great majority of men have successfully resisted all attempts to make them change their style of dress. The same cannot be said for women. Each year a few so- called top designers in Paris or London lay down the law and women the whole world over rush to obey. The decrees of the designers are unpredictable and dictatorial. This year, they decide in their arbitrary fashion, skirts will be short and waists will be high; zips are in and buttons are out. Next year the law is reversed and far from taking exception, no one is even mildly surprised.If women are mercilessly exploited year after year, they have only themselves to blame. Because they shudder at the thought of being seen in public in clothes that are out of fashion, they are annually black-mailed by the designers and the big stores. Clothes, which have been worn, only a few times have to be discarded because of the dictates of fashion. When you come to think of it, only a women is capable of standing in front of a wardrobe packed full of clothes and announcing sadly that she has nothing to wear.Changing fashions are nothing more than the deliberate creation of waste. Many women squander vast sums of money each year to replace clothes that have hardly been worn. Women, who cannot afford to discard clothing in this way, waste hours of their time altering the dresses they have. Hem-limes are taken up or let down; waist-lines are taken in or let out; neck-lines are lowered or raised, and so on.No one can claim that the fashion industry contributes anything really important to society. Fashion designers are rarely concerned with vital things like warmth, comfort and durability. They are only interested in outward appearance and they take advantage of the fact that women will put up with any amount of discomfort, providing they look right. There can hardly be a man who hasn’t at some time in his life smiled at the sight of a woman shivering in a flimsy dress on a wintry day, or delicately picking her way through deep snow in dainty shoes.When comparing men and women in the matter of fashion, the conclusions to be drawn are obvious. Do the constantly changing fashions of women’s clothes, one wonders, reflect basic qualities of fickleness and instability? Men are too sensible to let themselves be bullied by fashion designers. Do their unchanging styles of dress reflect basic qualities of stability and reliability? That is for you to decide.1. The main idea of this passage is[A] New fashions in clothes reflect the qualities of women.[B] New fashions in clothing are created solely for commercial exploitation of women.[C] The top designers seem to have the right to creating new fashion.[D] Men have the basic quality of reliability.2. Why do the general appearance of actresses look ludicrous?[A] Because they want their appearance in the fashion.[B] Because the top designers want them to follow the fashion.[C] Because the top designers want them to make fashion.[D] Because the top designers want them to lead the fashion.3. Why are women mercilessly exploited by the fashion designers?[A] They love new fashion. [B] They love new clothes.[C] They want to look beautiful. [D] They are too vain.4. What are fashion designers interested in?[A] Outward appearance. [B] Comfort.[C] Beauty. [D] Durability.答案详解：1. B. 创制新时装就是对妇⼥的商业性剥削。
2017年专业英语八级阅读训练试题及答案：ASenseofHumor
A Sense of HumorBiologically, there is only one quality which distinguishes usfrom animals: the ability to laugh. In a universe which appears tobe utterly devoid of humor, we enjoy this supreme luxury. Andit is a luxury, for unlike any other bodily process, laughter doesnot seem to serve a biologically useful purpose. In a divideworld, laughter is a unifying force. Human beings oppose eachother on a great many issues. Nations may disagree aboutsystems of government and human relations may be plaguedby ideological factions and political camps, but we all share the ability to laugh. And laughter, inturn, depends on that most complex and subtle of all human qualities: a sense of humor Certaincomic stereotypes have a universal appeal. This can best be seen from the world-wide popularity ofCharlie Chaplin’s early films. The little man at odds with society never fails to amuse no matterwhich country we come from. As that great commentator on human affairs, Dr. Samuel Johnson,once remarked, ‘Men have been wise in very different modes; but they have always laughed in thesame way.’A sense of humor may take various forms and laughter may be anything from a refined tingle toan earth quaking roar, but the effect is always the same. Humor helps us to maintain a correctsense of values. It is the one quality which political fanatics appear to lack. If we can see the funnyside, we never make the mistake of taking ourselves too seriously. We are always reminded thattragedy is not really far removed from comedy, so we never get a lop sided view of things.This is one of the chief functions of satire and irony. Human pain and suffering are so grim; wehover so often on the brink of war; political realities are usually enough to plunge us into totaldespair. In such circumstances, cartoons and satirical accounts of somber political events redressthe balance. They take the wind out of pompous and arrogant politicians who have lost their senseof proportion. They enable us to see that many of our most profound actions are merely comic orabsurd. We laugh when a great satirist like Swift writes about war in Gulliver’s Travels. TheLilliputians and their neighbors attack each other because they can’t agree which end to break anegg. We laugh because we meant to laugh; but we are meant to weep too. It is too powerful aweapon to be allowed to flourish.The sense of humor must be singled out as man’s most important quality because it is associatedwith laughter. And laughter, in turn, is associated with happiness. Courage, determination, initiative– these are qualities we share with other forms of life. But the sense of humor is uniquely human. Ifhappiness is one of the great goals of life, then it is the sense of humor that provides the key.1. The most important of all human qualities is[A] a sense of humor.[B] A sense of satire.[C] A sense of laughter.[D] A sense of history.2. The author mentions about Charlie Chaplin’s early films because[A] they can amuse people.[B] Human beings are different from animals.[C] They show that certain comic stereotypes have a universal appeal.[D] They show that people have the same ability to laugh.3. One of the chief functions of irony and satire is[A] to show absurdity of actions.[B] to redress balance.[C] to take the wind out of politicians.[D] to show too much grimness in the world.4. What do we learn from the sentence ‘it is too powerful a weapon to be allowed to flourish intotalitarian regimes?’[A] It can reveal the truth of political events with satire.[B] It can arouse people to riot.[C] It shows tragedy and comedy are related.[D] It can make people laugh.5. Who is Swift?[A] A novelist.[B] A poet.[C] A dramatist.[D] A essayist.答案详解：1. A 幽默感。
2017英语专八真题答案及解析
2017英语专八真题答案及解析1.There are two ( ) and three ( )on the table. [单选题] *A.apple;bananaB.apples;bananaC.apples;bananas(正确答案)D.apple;bananas2.( )cross the road until the traffic lights turn green. [单选题] *A.NotB.Don't(正确答案)C.Doesn'tD.Won't3. Would you mind not ( ) here? [单选题] *A.smoking(正确答案)B. smokeC.smokedD. smokes4. How about ( ) with us to the Great [单选题] *eesing(正确答案)5. ---I' m sorry I can' t follow you. Would you mind saying it again? --( ). [单选题] *A.I' ve no idea.B.No,of course not.(正确答案)C.Yes, I would not.D.Yes, I would.6. -Would you like to go swimming with me tomorrow?( ) [单选题] *A.Never mind.B.Sorry, I will.C.It depends.(正确答案)D.It doesn't matter.7.He( ) walks to school,because he lives near school. [单选题] *A.sometimes(正确答案)B.neverC.doesn'tD.don't8.Among these coats, I like the green one ( ) [单选题] *A.manyB.most(正确答案)C.more9.Gent’sRoom [单选题] *A.A(正确答案)B.BC.CD.D10.-The weather is very good.Let’s go to the seaside.--( ). [单选题] *A.Have fun.B.Not reallyC.Sounds good(正确答案)D.Not at all11.Hurry up,or we’ll( ) class. [单选题] *A.be late for(正确答案)te forte withD.be late with12..I hope Tom will arrive( ) to attend the meeting. [单选题] *A.in timesB.on time(正确答案)C.at timesD.from time to time13. -What' s your plan for this afternoon? -( ). [单选题] *A.It' s his planB.I have no idea(正确答案)C.Good idea.D.Sorry, I can' t.14. --__________－It's $20. ( ). [单选题] *A.How are you?B.How much is it?(正确答案)C. What color is it?D. How long is it?15.–Hello, could I speak to Jim Smith?( ) [单选题] *A. Who are you?B.I have no time.C.Can I take a message?D.This is Jim speaking.(正确答案)16.She ( )So much ( )her mother. [单选题] *A.looks;like(正确答案)B.looks;forC.looks;afterD.looks forwards;to17.The bookstore is far away.You'd better( ) the subway. [单选题] *A.sitB.take(正确答案)C.missD.get18. Last week, my four-year-old sister, Sally,( ) to a children's party [单选题] *A.was invited(正确答案)B.invitedC.will inviteD.will be invited19.There ( ) forty students in my class. [单选题] *A.isB.are(正确答案)C.amD.was20.Mary ( )math. [单选题] *A.is good at(正确答案)B.do well inC.is good forD.is good with21. -What do you think of your school?( )( ) [单选题] *A.Very beautiful.(正确答案)B.Sorry.C. Very well.D.With pleasure.22. -May I take your order now?( ) [单选题] *A.No, my affairs are in order.B.No, I don't eat meat.C. Yes, I'd like a dish of chicken.(正确答案)D.Yes, we soldiers must obey orders.23.—Oh , I can’t find my suitcase[旅行箱] . Where can I find it?—You can find it at the( ). [单选题] *A.A(正确答案)B.BC.CD.D24.Jenny,what's your favorite( )-I like peaches best. [单选题] *A.fruit(正确答案)B.vegetablesC.drinkD.plants25. -Excuse me, is this your umbrella?-No, it' s not mine. It's ( ). [单选题] *A.heB. his(正确答案)C. himD.himself »ft26. Don't just believe the advertisement. That medicine is ( ) it says. [单选题] *A.as good asB. not as good as(正确答案)C. as well asD.not as well as27.Today we are going to learn ( ) lesson. [单选题] *A.nineB.the nineC.ninthD.the ninth(正确答案)28.-If it doesn' t rain, let' s go out for a walk this evening.( ) [单选题] *A.I'd love to, but I have to look after my baby.(正确答案)B.I don't want to go.C.It's nothing.D.It doesn't matter.29. Remember to send me a photo of us when you ( ) to me next time. [单选题] *A.are writingB.will writeC.has writtenD.write(正确答案)30.Can you say something about ( )? [单选题] *A.yourself(正确答案)B.youC.yourD.yours31.He was very tired,So he stopped( ) a rest. [单选题] *A.to have(正确答案)B.havingC.haveD.had32.Professor Black will give us ( ) on our grammar study. [单选题] *A.an adviceB.some advice(正确答案)C.some advicesD.a lot of advices33.Could you tell me something( ) yourself? [单选题] *A.forB.about(正确答案)C.asD.like34. What ( ) you do last night? [单选题] *A.doneB.did(正确答案)C.doD.does35.-I can't watch TV after school.一-I can't,( ) [单选题] *A.alsoB.tooC.either(正确答案)D.so36.Our teacher was very happy because ( )failed the exam. [单选题] *A.somebodyB.anybodyC.nobody(正确答案)D.everybody37.It took me two weeks ( )reading the novels written by Guo Jingming. [单选题] *A.finishB.to finish(正确答案)C.finishesD.finishing38.---____________does Wang Han do?-He is a doctor. [单选题] *A.HowB.WhichC.WhereD.What(正确答案)39. Japanese ( ) in every country. [单选题] *A. is not spoken(正确答案)B. are spokenC. is speakingD. is not speaking40. -How many apples do you want? - ( ). [单选题] *A. 2 yuan a kilo. It' s on sale now.B.I' ll take 5 kilos.(正确答案)C.It' s fiveD.It' s too expensive41.-It' s hot today. Why not go for a swim?--.Let's go. ( ) [单选题] *A.Good idea.(正确答案)B.That' s right.C.Not at all.D. Well done42.. His new book ( ) next month. [单选题] *A.will be published(正确答案)B. is publishingC. is being publishedD.has been published43.-Can I get you a cup of coffee?( ) [单选题] *A.I don't take sugar, thank you.B.That’s very kind of you.(正确答案)C.You can, please.D.Thank you for the coffee.44. Do you often watch the evening news ( ) TV? [单选题] *A.on(正确答案)B.byC.inD.with45.-I think Ma Lin will win the next World Cup. --( ).I think Wang Hao will be the winner. [单选题] *A.I hope so.B.I don't think so.(正确答案)C.It's a pity.D.It doesn't matter.46.The news is( ) We are all( ) at it. [单选题] *A.exciting;excited(正确答案)B.excited;excitingC.exciting;excitingD.excited;excited47.I will ( )at the school gate. [单选题] *A.pick you up(正确答案)B.pick up youC.pick you outD.pick out you48.[阅读理解]Australia is the greatest island in the world．It is to the south of the equator(赤道). So when it is summer in our country, it is cold winter in Australia. Australia is big, but the population there is thin. The population is the same as that of Shanghai, a city of China. Australia is a young and diverse(多样性的) nation and Australian people come from many different countries．Australia has many sheep. After a short drive from town, you will see sheep around you. You can also find kangaroo has a “bag” below its chest. The mother kangaroo keeps its baby in the “bag”.Australia is considered to be a relaxed, informal society. When greeting others, students and young people say “Hello” or “Hi”. Sometimes they will say “How's it going?” or “Good day”.In more formal situations they usually shake hands the first time they meet．“Good morning”,“Good afternoon” or “Pleased to meet you” are formal greetings. English is Australia's national language.(1).单选题Australia has the same population as ( ). [单选题] *A.Shanghai(正确答案)B.ChinaC.BeijingD.Japan(2).单选题When Australia people meet for the first time, they will ( ). [单选题] *A.kiss each otherB.hug each otherC.nod head to othersD.shake hands(正确答案)(3).单选题When it is summer in Australia, it is ( ) in China. [单选题] *A.SpringB.autumnC.winter(正确答案)D.summer。
【星火英语版】年专八考试参考答案电子教案
【星火英语版】2017年英语专业八级考试参考答案SECTION A MINI-LECTURE1. signing2. primary3. literacy4. different but complementary5. avoiding6. many other contexts7. characteristics/features8. reaction9. distance10. emotion11. deliberate12. intimacy and immediacy13. continuum14. types of language15. the usageSECTION B INTERVIEW1.What is international leaders’ assessment of the current battle against Ebola?答案：B. Disheartening.2.How many people are now working in the treatment unit in Liberia?答案：A. 200.3.According to Mary, what is the challenge in the battle against Ebola?答案：D. Insufficient operational efforts on the ground.4.Why do health workers need case management protocol training?答案：B. They can open up more treatment units.5.What does this interview mainly talk about?答案：C. Ebola outpacing operational efforts.6.What is Tom’s main role in his new position?答案：C. Using media information to inspire new ideas.7.According to Tom, what does innovation require of people?答案：B. Being brave and willing to take a risk8.What does Tom see as game-changing chances in the future?答案：B. Aiming at a consumer level.9.What does Tom do first to deal with the toughest part of his work?答案：D. Examining the future carefully.10.Which of the following might Tom work for?答案：A. A media agency.SECTION A MULTIPLE CHOICE QUESTIONSPASSAGE ONE11. The first part of Para. 4 refers to the fact that .答案：[A] life there is quiet and slow12. “The lack of awareness” in Para. 5 refers to .答案：［C］little knowledge of the beauty of the beach13. The author uses “gloriously” in Para. 6 to .答案：［C］contrast greenery with isolation14. The sentence “We never ate the same thing twice” in Para. 10 reflects the of the seafood there.答案：［D］variety15. Which of the following themes is repeated in both Paras.1 and 11?答案：［A］Publicity.PASSAGE TWO16. It can be inferred from Paras.1 and 2 that teachers used to .答案：［D］teach extended reading in a perfunctory way17. The sentence “we all understand and instinctively feel narrative structure” in Para.4 indicates that .答案：［C］we are born story-tellers18. Samuel Johnson regards the relationship between a writer and a reader as (Para.5).答案：［B］collaborative19. In Para.7, the author sees “pre-reading” as the most important part of reading because .答案：［C］it can attract students’ attention20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functions EXCEPT .答案：［C］stretching the imaginationPASSAGE THREE21. According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’ .答案：［B］self discipline22. The author cites the example of his father in order to show .答案：［A］the importance of discipline23. According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT .答案：［A］increase in income24. According to the context, what does “the fire” refer to (Para. 14)?答案：［B］Anger.SECTION B SHORT ANSWER QUESTIONS说明：简答题答案不唯一，意思对即可。
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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)
6.interactive setting; interactive contexts 都可以。(注意这里的interactive 是关键词，没有这个关键词不得分; 只写出interactive 的得0.5 分)
10.emphasis and emotion.(通过归纳和总结得出这两个关键词，只写出其中一个得0.5 分)
11.deliberate and time-consuming。( 这一题也是需要总结和归纳得出这两个关键词，写出其中一个得0.5 分)
12.intimacy and immediacy。(这一题也是需要总结和归3纳得出这两个关键词，写出其中一个得0.5 分)。
答案：［D］teach extended reading in a perfunctory way
17. The sentence “we all understand and instinctively feel narrative structure” in Para.4 indicates that .
答案：［A］increase in income
24. According to the context, what does “the fire” refer to (Para. 14)?
答案：［B］Anger.
SECTION B SHORT ANSWER QUESTIONS
25.What does Para.2 tell us about the restaurant business on the Alentejo coast throughout the year?
3.literacy ;to become literate ;being literate 都可以。( 拼错不分，写出literate只得0.5 分)
4.different but complementary。( 只写出different 或者complementary 的只得0.5 分，注意complementary 的拼写)
答案：[A] life there is quiet and slow
12. “The lack of awareness” in Para. 5 refers to .
答案：［C］little knowledge of the beauty of the beach
评分标准:
1、每个空格最多填3个单词，超3个单词的。无论是否正确，均得分;
3、部分答案存在A and B 或者A but B的形式，答对一个只给0.5 分。
SECTION B INTERVIEW
1. 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?
7. According to Tom, what does innovation require of people?
答案：B. Being brave and willing to take a risk
8. What does Tom see as game-changing chances in the future?
13.continuum。(拼写错了不得分)
14.types of discourse; discourse; modes of language; modes of register; genre; styles都可以。需要考生对原文内容进行归纳，有这里的多种可能答案。
15.how it's used; its use; its usage; the usage; usage; language use; use of language; social use; social context 等都可以。( 写how being used; how to use ; how language use均不得分，因为放入填空中语法形式不对)。
5. What does this interview mainly talk about?
答案：C. Ebola outpacing operational efforts.
6. What is Tom’s main role in his new position?
答案：C. Using media information to inspire new ideas.
答案：A. A media agency.
PartⅡ READING COMPREHENSION
SECTION A MULTIPLE CHOICE QUESTIONS
PASSAGE ONE
11. The first part of Para. 4 refers to the fact that .
Business is good for two months and slack for the rest.
26.According to Para.5,what are the main reasons of the Alentejo's inaccessibility?
Inconvenient traffic( Long distance ),Lack of beach side accommodation( Lack of hotels).
29. What does the author suggest to shift the dynamic in the classroom (Para.11)?
2017年英语专业八级考试参考答案
PartⅠ LISTENING COMPREHENSION
SECTION A MINI-LECTURE
1.signing 或者sign language。( 写成sign、code signing 的给0 5分)。
2.primary。(拼写错误不给分，写成primarily 也不给分写成primary and secondary的给0.5 分)
27.What does “It was simply a box ticking exercise mean in Para.2?
Teachers just taught what they were told to teach.( 出类似mechanical work; no interest; no enthusiasm 等类似的意思，给0.5-1分)
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.
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?
19. In Para.7, the author sees “pre-reading” as the most important part of reading because .